Choose any four numbers from the grid and add them. Find as many ways as possible of making 1000. Place the digits 0 to 9 to make this calculation correct: ☐☐☐☐ ☐☐☐ = – ☐☐☐. Two numbers have a total of 1000 and a difference of 246. What are the two numbers? Emerging Expected Mastery Know, name, describe, follow instructions or Understand and apply skills to solve Solve non-routine problems, appraise, explain methods, complete tasks, recall information, ask problems, explain methods, classify, concepts, hypothesise, investigate, cite basic questions, use, match, report, measure, list, infer, categorise, identify patterns, evidence, design, create, prove. illustrate, label, recognise, tell, repeat, arrange, organise, modify, predict, interpret, define, memorise. summarise, make observations, estimate, compare. Sustained development of an investigation, Following adults guidance, prompts, support, Application in context. making connections/finding relationships and following instructions. proving theories. Explaining and describing a process or procedure for their answers. Strand Learning Objectives Expected Using independently and confidently Fractions (including decimals Compare and fractions Children should be able to circle the two fractions that have the same and percentages) whose denominators are all value, or choose which one is the odd one out and justify their decision. multiples of the same number. 6⁄10, 3⁄5, 18⁄20,9⁄15
Choose any four numbers from the grid and add them. Find as many ways as possible of making 1000. Place the digits 0 to 9 to make this calculation correct: ☐☐☐☐ – ☐☐☐ = ☐☐☐. Two numbers have a total of 1000 and a difference of 246. What are the two numbers? Emerging Expected Mastery Know, name, describe, follow instructions or methods, complete tasks, recall information, ask basic questions, use, match, report, measure, list, illustrate, label, recognise, tell, repeat, arrange, define, memorise. Following adults guidance, prompts, support, following instructions. Understand and apply skills to solve problems, explain methods, classify, infer, categorise, identify patterns, organise, modify, predict, interpret, summarise, make observations, estimate, compare. Application in context. Solve non-routine problems, appraise, explain concepts, hypothesise, investigate, cite evidence, design, create, prove. Sustained development of an investigation, making connections/finding relationships and proving theories. Explaining and describing a process or procedure for their answers. Strand Learning Objectives Expected Using independently and confidently Fractions (including decimals and percentages) Compare and fractions whose denominators are all multiples of the same number. Children should be able to circle the two fractions that have the same value, or choose which one is the odd one out and justify their decision. 6⁄10, 3⁄5, 18⁄20,9⁄15
year-5-maths-exemplars-new-nc-2014.docx