1. 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.

2. 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.

3. 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.

4. 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.

5. 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.

6. 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.

7. 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.

8. 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.

9. 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.

10. 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.

11. 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).

12. 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.

13. 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.

14. 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.

15. 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. .

16. 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.

17. 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.

18. 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.