Year 6 Block A

I can read and write numbers up to 10,000,000 and determine the value of each digit. ARE: 1/2 6A1 I understand the purpose of brackets in a number sentence. I can perform mental calculations including mixed operations. ARE: 9 I can identify the value of each digit to three decimal places & multiply & divide numbers by 10, 100 and 100 where the answers are up to three decimal places. ARE: 2/21 I can round any whole number to a required degree of accuracy. ARE: 3 I can solve practical problems that involve number, place value and rounding. ARE: 5 I understand that symbols represent unknowns in number sentences (e.g. * + 3 = 6). ARE: 30 I can compare and order number to at least 10,000,000. ARE: 1

I can read and write numbers up to 10,000,000 and determine the value of each digit. ARE: 1/2 6A2 I understand the purpose of brackets in a number sentence. I can perform mental calculations including mixed operations. ARE: 9 I can identify the value of each digit to three decimal places & multiply & divide numbers by 10, 100 and 100 where the answers are up to three decimal places. ARE: 2/21 I can round any whole number to a required degree of accuracy. ARE: 3 I can solve practical problems that involve number, place value and rounding. ARE: 5 I can use negative numbers in context and calculate intervals across zero. ARE: 4 I understand that symbols represent unknowns in number sentences (e.g. * + 3 = 6). ARE: 30 I can compare and order number to at least 10,000,000. ARE: 1

I can read and write numbers up to 10,000,000 and determine the value of each digit. ARE: 1/2 6A3 I understand the purpose of brackets in a number sentence. I can perform mental calculations including mixed operations. ARE: 9 I can identify the value of each digit to three decimal places & multiply & divide numbers by 10, 100 and 100 where the answers are up to three decimal places. ARE: 2/21 I can round any whole number to a required degree of accuracy. ARE: 3 I can solve practical problems that involve number, place value and rounding. I can solve number problems and practical problems that use all my knowledge from this unit. ARE: 5 I can solve mental problems involving addition, subtraction, multiplication and division. ARE: 9 I can use negative numbers in context and calculate intervals across zero. ARE: 4 I understand that symbols represent unknowns in number sentences (e.g. * + 3 = 6). ARE: 30 I can compare and order number to at least 10,000,000. ARE: 1

Year 6 Block B

I can find the difference between two negative numbers. I can draw 2D shapes using given dimensions and angles using measuring tools and conventional markings and labels for lines and angles. ARE: 45 I can recognise, describe and build simple 3D shapes, including making nets. ARE: 44/46 6B1 I can find the difference between two negative numbers. I can draw and label rectangles (including squares), parallelograms and rhombuses, specified by coordinates in all four quadrants, predicting missing coordinates using the properties of shapes. I can describe the properties of shapes and explain how unknown angles and lengths can be derived from known measurements. I can describe positions on the full coordinate grid (all four quadrants) ARE: 52 I can predict missing coordinates of quadrilaterals by using the properties of shapes, which may be expressed algebraically. I can draw and translate simple shapes on the coordinate plane, and reflect them in the axes. ARE: 51

I can find the difference between two negative numbers. I can draw 2D shapes using given dimensions and angles using measuring tools and conventional markings and labels for lines and angles. ARE: 45 I can recognise, describe and build simple 3D shapes, including making nets. ARE: 44/46 6B2 I can find the difference between two negative numbers. I can draw and label rectangles (including squares), parallelograms and rhombuses, specified by coordinates in all four quadrants, predicting missing coordinates using the properties of shapes. I can describe the properties of shapes and explain how unknown angles and lengths can be derived from known measurements. I can describe positions on the full coordinate grid (all four quadrants) ARE: 52 I can predict missing coordinates of quadrilaterals by using the properties of shapes, which may be expressed algebraically. I can compare and classify geometric shapes based on their properties and sizes and find unknown angles in any triangles, quadrilaterals and regular polygons. ARE: 43/47 I can recognise angles where they meet at a point, on a straight line, or are vertically opposite, and find missing angles. ARE: 48

I can draw 2D shapes using given dimensions and angles using measuring tools and conventional markings and labels for lines and angles. ARE: 45 I can recognise, describe and build simple 3D shapes, including making nets. ARE: 44/46 6B3 I can illustrate and name parts of circles, including radius, diameter and circumference and know that the diameter is twice the radius describing it algebraically as d=2xr ARE: 49/50 I can draw and label rectangles (including squares), parallelograms and rhombuses, specified by coordinates in all four quadrants, predicting missing coordinates using the properties of shapes. I can describe the properties of shapes and explain how unknown angles and lengths can be derived from known measurements. I can describe positions on the full coordinate grid (all four quadrants) ARE: 52 I can predict missing coordinates of quadrilaterals by using the properties of shapes, which may be expressed algebraically. I can compare and classify geometric shapes based on their properties and sizes and find unknown angles in any triangles, quadrilaterals and regular polygons. ARE: 43/47 I can recognise angles where they meet at a point, on a straight line, or are vertically opposite, and find missing angles. ARE: 48

Year 6 Block C

I can use the four operations for larger numbers using the formal written methods of columnar addition and subtraction, short and long multiplication and division. ARE: 7/10/11/12 I can identify common factors, common multiples and prime numbers. ARE: 8 6C1 I can use all the multiplication tables to 12 x 12. I can perform mental calculations, including mixed operations and large numbers. ARE: 9 I can enumerate all possibilities of combinations of two variables. ARE: 34 I can solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why. I can solve problems involving addition, subtraction, multiplication and division. ARE: 13 I can multiply multi-digit numbers up to 4 digits by a two-digit number using the formal written method of long multiplication. ARE: 10 I can estimate and check answers to determine levels of accuracy. ARE: 6 I can express missing number problems algebraically. ARE: 30 I can use simple formulae expressed in words ARE: 31 I can use symbols and letters to represent variables and unknowns in mathematical situations: Missing numbers, lengths, coordinates and angles Mathematics and science formulae Arithmetic rules ARE: 30

I can use all the multiplication tables to 12 x 12. I can use the four operations for larger numbers using the formal written methods of columnar addition and subtraction, short and long multiplication and division. ARE: 7/10/11/12 I can use written division methods in cases where the answer has up to 2 decimal places. ARE: 23 I can identify common factors, common multiples and prime numbers. ARE: 8 6C2 I can use all the multiplication tables to 12 x 12. I can perform mental calculations, including mixed operations and large numbers. ARE: 9 I can enumerate all possibilities of combinations of two variables. ARE: 34 I can generate and describe linear number sequences. ARE: 32 I can find pairs of numbers that satisfy number sentences involving two unknowns. ARE: 33 I can solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why. ARE: 13 I can solve problems involving addition, subtraction, multiplication and division. I can use knowledge of the order of operations to carry out calculations involving the four operations. ARE: 14 I can multiply multi-digit numbers up to 4 digits by a two-digit number using the formal written method of long multiplication. ARE: 10 I can estimate and check answers to determine levels of accuracy. ARE: 6 I can divide numbers up to four digits by a two digit number using the formal written method of long division and interpret remainders as whole number remainders, fractions, or by rounding as appropriate for the context. ARE: 11 I can express missing number problems algebraically. ARE: 30 I can use simple formulae expressed in words ARE: 31 I can use symbols and letters to represent variables and unknowns in mathematical situations: Missing numbers, lengths, coordinates and angles Mathematics and science formulae Arithmetic rules Generalising number patterns Number puzzles ARE: 30

I can use all the multiplication tables to 12 x 12. I can use the four operations for larger numbers using the formal written methods of columnar addition and subtraction, short and long multiplication and division. ARE: 7/10/11/12 I can use written division methods in cases where the answer has up to 2 decimal places. ARE: 23 I can identify common factors, common multiples and prime numbers. ARE: 8 6C3 I can use all the multiplication tables to 12 x 12. I can perform mental calculations, including mixed operations and large numbers. ARE: 9 I can enumerate all possibilities of combinations of two variables. ARE: 34 I can generate and describe linear number sequences. ARE: 32 I can find pairs of numbers that satisfy number sentences involving two unknowns. ARE: 33 I can solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why. ARE: 13 I can solve problems involving addition, subtraction, multiplication and division. I can use knowledge of the order of operations to carry out calculations involving the four operations. ARE: 14 I can multiply multi-digit numbers up to 4 digits by a two-digit number using the formal written method of long multiplication. ARE: 10 I can estimate and check answers to determine levels of accuracy. ARE: 6 I can divide numbers up to four digits by a two digit number using the formal written method of long division and interpret remainders as whole number remainders, fractions, or by rounding as appropriate for the context. ARE: 11 I can express missing number problems algebraically. ARE: 30 I can use simple formulae expressed in words ARE: 31 I can use symbols and letters to represent variables and unknowns in mathematical situations: Missing numbers, lengths, coordinates and angles Mathematics and science formulae Arithmetic rules Generalising number patterns Number puzzles ARE: 30

Year 6 Block D

I can identify the value of each digit to three decimal places and multiply and divide numbers by 10, 100 or 1000 where the answers are up to three decimal places. ARE: 21 6D1 I can multiply one-digit numbers with up to two decimal places by whole numbers. ARE 22 I can recall and use equivalences between simple fractions, decimals and percentages, including in different contexts. ARE: 25 I can use common factors to simplify fractions. ARE: 15 I can list equivalent fractions to identify fractions with common denominators. I can solve problems involving the relative sizes of two quantities where missing values can be found by using integer multiplication and division facts ARE: 26 I can recall and use equivalences between simple fractions, decimals and percentages, including in different contexts. ARE: 25 I can compare and order fractions, including fractions >1 ARE: 16

I can identify the value of each digit to three decimal places and multiply and divide numbers by 10, 100 or 1000 where the answers are up to three decimal places. ARE: 21 6D2 I can multiply one-digit numbers with up to two decimal places by whole numbers. ARE: 22 I can recall and use equivalences between simple fractions, decimals and percentages, including in different contexts. ARE: 25 I can use common factors to simplify fractions. ARE: 15 I can list equivalent fractions to identify fractions with common denominators. I associate a fraction with division and calculate decimal fraction equivalents. ARE: 20 I can recall and use equivalences between simple fractions, decimals and percentages, including in different contexts. ARE: 25 I can solve problems involving the relative sizes of two quantities where missing values can be found by using integer multiplication and division facts. ARE: 26 I can solve problems involving similar shapes where the scale factor is known or can be found. ARE: 28 I can solve problems which require answers to be rounded to specified degrees of accuracy and check the reasonableness of answers. ARE: 24 I can solve problems involving unequal sharing and grouping using knowledge of fractions and multiples. ARE: 29 I can add and subtract fractions with different denominators and mixed numbers, using the concept of equivalent fractions. ARE: 17 I can use written division methods in cases where the answer has up to two decimal places. ARE: 23 I can compare and order fractions, including fractions >1 ARE: 16 I can multiply simple pairs of proper fractions, writing the answer in its simplest form. ARE: 18

I can identify the value of each digit to three decimal places and multiply and divide numbers by 10, 100 or 1000 where the answers are up to three decimal places. ARE: 21 6D3 I can multiply one-digit numbers with up to two decimal places by whole numbers. ARE: 22 I can multiply simple pairs of proper fractions, writing the answer in its simplest form. ARE: 25 I can divide proper fractions by whole numbers. ARE: 19 I can use common factors to simplify fractions. ARE: 15 I can list equivalent fractions to identify fractions with common denominators. I associate a fraction with division and calculate decimal fraction equivalents. ARE: 20 I can recall and use equivalences between simple fractions, decimals and percentages, including in different contexts. ARE: 25 I can solve problems involving the relative sizes of two quantities where missing values can be found by using integer multiplication and division facts. ARE: 26 I can solve problems involving similar shapes where the scale factor is known or can be found. ARE: 28 I can solve problems which require answers to be rounded to specified degrees of accuracy and check the reasonableness of answers. ARE: 24 I can solve problems involving unequal sharing and grouping using knowledge of fractions and multiples. ARE: 29 I can add and subtract fractions with different denominators and mixed numbers, using the concept of equivalent fractions. ARE: 17 I can use written division methods in cases where the answer has up to two decimal places. ARE: 23 I can compare and order fractions, including fractions >1 ARE: 16 I can multiply simple pairs of proper fractions, writing the answer in its simplest form. ARE: 18

Year 6 Block E

I can use, read, write and convert between standard units, converting measurements of length, mass, volume and time form a smaller unit of measure to a larger unit, and vice versa, using decimal notation to three decimal places. ARE: 35 6E1 I can use all the multiplication tables to 12 x 12. I can solve problems involving the calculations and conversion of units of measure. ARE: 42 I can recognise that shapes with the same areas can have different perimeters and vice versa. ARE: 37 I interpret and construct pie charts and line graphs and use these to solve problems. ARE: 53 I encounter and draw graphs relating two variables, arising from my own enquiry and in other subjects. I can recognise when it is possible to use formulae for area of shapes. ARE: 39 I can calculate the area of triangles. ARE: 38

I can use, read, write and convert between standard units, converting measurements of length, mass, volume and time form a smaller unit of measure to a larger unit, and vice versa, using decimal notation to three decimal places. ARE: 35 I can calculate, estimate and compare volume of cubes and cuboids, using standard units, including centimetre cubed and cubic metres and extending to other units. ARE: 40 6E2 I can convert between miles and kilometres. ARE: 36 I can calculate and interpret the mean as an average. ARE: 54 I can solve problems involving the calculation and conversion of units of measure, using decimal notation to three decimal places where appropriate. ARE: 42 I can recognise that shapes with the same areas can have different perimeters and vice versa. ARE: 37 I interpret and construct pie charts and line graphs and use these to solve problems. ARE: 53 I encounter and draw graphs relating two variables, arising from my own enquiry and in other subjects. I can recognise when it is possible to use formulae for area and volume of shapes. ARE: 39/41 I can calculate the area of parallelograms and triangles. ARE: 38

I can use, read, write and convert between standard units, converting measurements of length, mass, volume and time form a smaller unit of measure to a larger unit, and vice versa, using decimal notation to three decimal places. ARE: 35 I can calculate, estimate and compare volume of cubes and cuboids, using standard units, including centimetre cubed and cubic metres and extending to other units. ARE: 40 6E3 I can convert between miles and kilometres ARE: 36 I can calculate and interpret the mean as an average. ARE: 54 I can solve problems involving the calculation and conversion of units of measure, using decimal notation to three decimal places where appropriate. ARE: 42 I can recognise that shapes with the same areas can have different perimeters and vice versa. ARE: 37 I interpret and construct pie charts and line graphs and use these to solve problems. ARE: 53 I encounter and draw graphs relating two variables, arising from my own enquiry and in other subjects. I can recognise when it is possible to use formulae for area and volume of shapes. ARE: 39/41 I can calculate the area of parallelograms and triangles. ARE: 38