I can recognise all coins and notes up to £20 or more. Maths I can recognise all coins and notes up to £20 or more. I can count amounts to £20 or more. I can use a decimal point when recording money amounts.

I can give change within £20. I can tell the time in 5 min intervals on analogue and digital displays. I can link times on the 12 and 24 hour clocks using am and pm. E.G. on a mobile phone or a computer. I can explain the seasons and the number of days in a week/ month and weeks in a year.

I can use a variety of calendars and 12 hour timetables to plan key events. I can measure durations by counting on including over an hour using the class clock. I can explain and record that ½m=50cm, 1m=100cm, ¾m =75cm and ¼m =25cm and I can change lengths from cm to m. I can explain and record that ½kg=500g, 1kg=100og, ¾kg=750g and ¼kg=250g and I can read scales.

I can explain and record that ½L=500ml, 1L=1000ml, ¾L=750ml and I can estimate the area of a shape by counting squares and half squares and then compare with my original estimate. I can explain and record that ½L=500ml, 1L=1000ml, ¾L=750ml and ¼ =250ml. I can explain the terms decade and century. I can discuss the history of numbers and convert some of our numbers into Roman numerals.

I can identify and continue shape patterns, number patterns lined to x tables and using different operations. I can create number patterns linked to x tables. I can use the symbols for greater than and less than. I can use (what sums?) to show addition/ subtraction and multiplication/ division links.

I can identify where and why grid references are used. I can use my knowledge of 2D shapes to create tiling patterns and I can identify a hexagon, octagon and hemisphere. I can identify and describe 2D and 3D shapes and I can work with a net to create a cube. I can follow directions to turns of right angles, using language of ‘turns 90˚- 360.˚’ I can identify where and why grid references are used.

I know that a right angle is 90 degrees. I can use technology and other methods to describe, follow and record directions using words associated with angles, directions and turns. I know that a right angle is 90 degrees. I understand and use compass points, North, South, East and West. I can estimate, compare and describe the size of angles in relation to a right angle.

I can identify symmetry in patterns, pictures, nature and 2D shapes. I can find right angles in the environment and in well known 2D shapes. I can describe, plot and use accurate two figure grid references, demonstrating knowledge of the horizontal and vertical location. I can identify symmetry in patterns, pictures, nature and 2D shapes. I can create symmetrical pictures and designs with more than one line of symmetry.

I can name, identify and classify a range of simple 2D and 3D objects and recognise these shapes in different orientations and sizes. I can use mathematical language to describe the properties of a range of common shapes including side, face, edge, vertex, base and angle. I can identify 2D shapes within 3D objects and recognise 3D objects in 2D drawings. I can identify examples of tiling in the environment and apply this knowledge to create tiling patterns with two different shapes.

I can describe a direction using 4 points I can describe routes using the 4 points of a compass and linking to 90˚turns. I can describe a direction using 4 points of a compass linked to ¼, ½ …turns. I can draw routes on squared paper and write directions. I can use mirrors to find lines of symmetry and complete the missing half of pictures or patterns on a grid.

I can find and write grid references using (2,1). I can include a suitable title, simple labelling on both axes and scale where one unit represents more than one data value in graphs. I can use mathematical vocabulary appropriately to describe events. E.G. probable, likely/unlikely, certain/uncertain, possible/impossible, and fair/unfair. I can interpret data gathered through everyday experiences to make reasonable predictions of the likelihood of an event occurring. I can find and write grid references using (2,1).

I can use appropriate mathematical vocabulary when talking about data handling. I can ask and answer questions to extract key information from a variety of data including charts, diagrams, graphs and tables. I can gather data for a purpose. E.G. a survey, a questionnaire or group tallies. I can use a variety of methods including digital technologies to display data in graphs, tables, charts, Carroll diagrams and Venn diagrams.

I can ask and answer questions about graphs and diagrams. I can explore different ways of making the same total of money. I can record amounts accurately in different ways using the correct notation. E.G. 149p = £1.49 and 7p = £0.07. I can apply my mental agility numeracy skills to calculate the total spent in a shopping situation and I am able to calculate the change.

I can tell the time using half past and quarter to and past the hour using analogue and digital 12 hour clocks. I can record the date in a variety of ways, using words and numbers. I know the number of seconds in a minute, minutes in an hour, hours in a day, days in each month, weeks and days in a year. I can order the months of the year and relate these to the appropriate seasons.

I can select and use appropriate timers for specific purposes. I am aware of how goods can be paid for using cards and digital technology. I can select and use appropriate timers for specific purposes. .

I can use rulers, metre sticks, digital scales and measuring jugs when measuring lengths, heights, mass and capacities. I can use my knowledge of everyday objects To provide reasonable estimates of length, height, mass and capacity. I know the number of seconds in a minute, minutes in an hour, hours in a day, days in each month, weeks and days in a year. I can order the months of the year and relate these to the appropriate seasons.

I can make simple conversions in measurement. E.G. 1m 58cm = 158cm. I can create shapes with a given area to the nearest half square using square tiles or grids. I recognise that different shapes can have the same area. I investigate and have an understanding of the importance of numbers in learning, life and work.

I can investigate and have an understanding of a variety of number systems used throughout history. I can accurately use the terms ‘equal to’, ‘not equal to’, ‘less than’, ‘greater than’, and the related symbols when comparing quantities. I can solve algebraic problems where a picture or symbol is used to represent a number.