I can use the terms profit/loss in enterprise activities. Maths I can calculate totals, change and coins/notes required for larger amounts. I can use the terms profit/loss in enterprise activities. I can compare cost and affordability, and manage a small budget identifying hidden costs e.g. delivery charges, VAT.

I can link ¼, ½ , ¾, 1½ hours to minutes. I can demonstrate understanding of the benefits and risks of using bank cards and digital technologies. I can calculate durations in hours and minutes on a 12 and 24 hour clock. I can link ¼, ½ , ¾, 1½ hours to minutes. I can use timetables and carry out calculations to solve “real life” problems such as planning a multi-stage journey.

I time activities in seconds. I can appreciate that there are factors which may affect calculations e.g. weather. I can read and record time in both 12 and 24 hour notation and convert between the two. I time activities in seconds. I can estimate the duration of a journey based on knowledge of the link between speed, distance and time.

I can discuss different time zones. I can calculate the perimeter of simple straight sided 2D shapes in mm, cm and m. I can measure length using mm, cm and m. I can make relationships between simple fractions of units of measurement.

I know and can select standard units of weight e.g. kg, g, tonnes. I know the units of imperial measures e.g. stones, lbs, oz and am beginning to compare them to metric. I can estimate the length, mass, area and capacity of familiar objects using the nearest appropriate unit, check by measuring accurately and calculate the difference between them. I can read a variety of scales accurately.

I can measure using ml/l. I can explain that ½ litre = 500ml,1 litre = 1000ml, ¾ litre-750 ml and ¼ litre = 250ml. I can convert between units of measurement e.g. 1.160 kg = 1160 g. I can choose the most appropriate measuring device for a given task. I can measure using ml/l. I can calculate the volume of cubes and cuboids in cubic centimetres and cubic metres.

I can explain that ½ litre = 500ml,1 litre = 1000ml, ¾ litre-750 ml and ¼ litre = 250ml. I can calculate area of squares, rectangles and right angled triangles in square millimetres, square centimetres an square metres. I can calculate the approximate area of an irregular shape by counting squares and making rectangles. I can find the area of irregular shapes by counting or drawing rectangles. I can find the area of composite shapes by sub-dividing it into rectangles using cm, m squares.

I can solve problems by applying my knowledge of area. I know how we can apply what we are learning in real life situations. I know the importance of mathematics in the world, how it links to real life, the workplace and the important part that it has played in advances and inventions. I can use sequencing including prime numbers, square numbers, triangular numbers.

I can use sequencing in problem solving. I can explain, extend and apply complex sequences e.g. multiples, square numbers and triangular numbers. I can explain and discuss number sequences e.g. Fibonacci numbers. I can demonstrate my understanding of inverse operations (+ -, x ÷)

I can recognise and name a wide range of polygons. I can calculate simple algebraic equations e.g. 6.7 + a = 13 I can work out more complex equations where the unknown value is represented by a symbol or a letter. I can recognise and name a wide range of polygons. I can recognise and name isosceles, equilateral, right angled and scalene triangles.

I can name and classify a variety of 3D shapes. I can use digital technologies and mathematical instruments to draw 2D shapes and make representations of 3D objects. I use a compass to create circle designs and I understand circumference, centre, radius and diameter. I know that the radius if half of the diameter. I can name and classify a variety of 3D shapes.

I can describe 3D objects and 2D shapes using specific vocabulary. I can demonstrate understanding of the relationship between 3D objects and their nets. I can identify and describe 3D objects in the environment and explain why their properties match their function. I can use mathematical language to describe and classify a range of angles identified within shapes in the environment.

I can recognise and describe different types of angles e. g I can recognise and describe different types of angles e.g. right, acute, obtuse, straight and reflex. I can estimate the size of an angle then measure accurately using a protractor. I understand that complementary angles add up to 90˚ and supplementary angles add up to 180˚ and can use this knowledge to calculate missing angles. I can use knowledge of the link between the eight compass points and angles to describe, follow and record directions.

I can calculate the true dimensions of an object shown in a scale drawing or model. I can interpret maps, models or plans with simple scales e.g. 1 cm: 2 km I can interpret simple models, maps and plans in order to calculate true dimensions of the object. I can identify and illustrate line symmetry on a wide range of 2D shapes and apply this understanding to complete a range of symmetrical patterns.

I can discuss and explain the terms range, mode and mean. I can gather data in the most suitable way for the given task. I can discuss and explain the terms range, mode and mean. I can compare and discuss different displays of the same data e.g. bar charts, line graphs. I realise that data may be presented in misleading ways to influence my choice and can use my knowledge to draw conclusions about the reliability of the data.

I can use technology to display and organise data where appropriate. I can choose how to display my data and explain and justify my choices. I can construct bar charts, pictograms, line graphs and tables accurately using all key features e.g. title, labelled axes, key and suitable scale.. I can use technology to display and organise data where appropriate. I can analyse, interpret and draw conclusions from my findings and communicate them clearly, concisely and accurately.

I can use appropriate vocabulary; chance, likelihood, probable, improbably, certain, uncertain, possible, impossible, random, randomly. I can carry out simple experiments involving chance with repeated trials. I can assign a numerical value to the probability of simple events e.g. one in six chance I will roll a four. I can use data to predict the outcome of an experiment and explain my predictions.

I can apply my understanding of probability in real life contexts e. g I can apply my understanding of probability in real life contexts e.g. raffles, lotteries, games. I can choose the most appropriate timing device in practical situations and record relevant units, including hundredths of a second. I can select the most appropriate unit of time for a given task and justify my choice. I can draw squares and rectangles accurately with a given perimeter or area.

I can measure and draw a range of angles to within ±2˚. I can demonstrate understanding of the conservation of measurement e.g. draw three different rectangles each with an area of 24cm². I can research and present examples of the impact mathematics has in the world of life and work. I can contribute to discussions and activities on the role of mathematics in the creation of important inventions, now and in the past. I can measure and draw a range of angles to within ±2˚.

I can describe plots and record the location of a point using coordinate notation.