1. 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.

2. 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.

3. 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.

4. 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.

5. 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.

6. 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 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.

7. 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.

8. 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.

9. 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 ÷)

10. I can recognise and name a wide range of polygons.
I can calculate simple algebraic equations e.g 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.

11. 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.

12. 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.

13. 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.

14. 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.

15. 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.

16. 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.

17. 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.

18. 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.

19. 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˚.

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