Mathematics – descriptions for levels 3 to 7

Level

Using and applying

Number and Algebra

Shape, Space and Measure

Handling Data

I can find and try different ways of solving maths problems.

I am starting to discuss my maths work and explain my thinking.

I can use and explain maths symbols and diagrams.

I am starting to organise my work and results when solving problems.

I understand place value in numbers up to 1000.

I am beginning to understand decimal numbers and negative numbers when working with money and temperatures.

I can add and take-away two-digit numbers mentally and three-digit numbers using a written method.

I can mentally recall the 2,3,4,5 and 10 times tables and know how they relate to sharing.

I am getting better at solving whole number problems using multiplication and division.

I can use simple fractions and I know when two simple fractions are equivalent.

I can classify 3-D shapes by looking at different properties.

I can classify 2-D shapes by looking at different properties, including reflective symmetry.

I can use non-standard units of length, capacity and mass, in different real life situations.

I can use standard metric units of length, capacity and mass, in different real life situations.

I can use standard units of time, in different real life situations.

I can understand the information in simple tables and lists, and talk about it.

I can make a bar chart to show information I have collected.

I can make a pictogram (where a symbol means a number of things), to show information I gave collected.

I am developing my own strategies to solve different types of problems in maths.

I can present information and results in a clear and organised way.

I am confident to try out my own ideas when searching for solutions to problems, even if they don’t work.

I understand place value and can multiply and divide whole numbers by 10 and 100.

I can mentally recall multiplication facts up to 10 x 10.

When solving problems I can work out the answers in my head using addition, subtraction, multiplication and division.

I can use a range of written addition and subtraction methods.

I can use short, written multiplication and division methods.

I can add and subtract decimal numbers to two and three decimal places.

I can solve problems, with or without a calculator, and check if my answers are reasonable.

I can use simple fractions and percentages to describe proportions of numbers.

I know what multiples, factors and square numbers are and can begin to describe number patterns.

I can use and interpret co-ordinates in the first quadrant.

I can make 3-D mathematical models out of nets.

I can draw common 2-D shapes.

I can reflect simple shapes in a mirror line.

I can use different units of measure accurately.

I can find perimeters of simple shapes.

I can find areas of simple shapes by counting squares.

I can collect data and present it in a frequency table.

I can use the mode and range to describe a set of data.

I can group data in equal intervals and present it in appropriate diagrams.

I can construct and talk about simple line graphs.

When solving investigations and mathematical problems, I look at what information I need and collect it appropriately.

I am looking at information and data to see if it seems sensible.

I can describe problems and situations using mathematical diagrams, symbols and vocabulary.

I can give simple conclusions to problems and explain my decisions and reasoning.

I understand place value and can multiply and divide whole numbers by 10, 100 and 1000.

I can order, add and subtract negative numbers in real-life situations, e.g. temperatures.

I can add, subtract, multiply and divide decimal numbers.

I can reduce fractions to their simplest forms by cancelling common factors.

I am beginning to solve simple problems involving ratio and proportion.

I can calculate fractions and percentages of quantities and measurements, using a calculator when necessary.

I understand different written methods for multiplying and dividing any three-digit number by a two-digit number.

I can check answers by doing the ‘opposite’,

e.g. 135 + 45 = 180 180 – 45 = 135.

I can construct and use formulae when solving problems.

I can use brackets.

I can measure and draw angles to the nearest degree.

I can use the vocabulary associated with angles – obtuse, acute, reflex, straight etc…

I know the sum of the angles in a triangle.

I know the sum of the angles around a point.

I can identify all the symmetries of a 2-D shape.

I know the rough metric equivalents of imperial units still in use in daily life.

I can convert one metric unit to another.

I can make sensible estimates of measures.

I can calculate the area of a rectangle by using the correct formula.

I can understand and calculate the mean average of a set of data.

I can use the range, mode, median and mean to describe data.

I can interpret graphs and diagrams, including pie charts, and describe my conclusions.

I can use and understand the probability scale from 0 to 1.

I can find and explain probabilities.

I understand that different outcomes may result from an experiment being repeated.

Level

Using and applying

Number and Algebra

Shape, Space and Measure

Handling Data

I can carry through substantial tasks and solve complex problems by breaking them down into smaller and more manageable tasks.

I can interpret and discuss data shown in a variety of methods, including charts and graphs, such as line graphs, pie charts and scatter graphs.

I can gather information from more than one source and combine the information.

I understand the type of diagram or chart that is most appropriate to use.

I am able to justify my results mathematically.

I can approximate numbers to a given or appropriate number of decimal places or significant figures.

I understand how to use a trial and improvement method to solve a problem.

I can identify which value to take as 100% and solve associated percentages, ratio or fractions problems.

I know how to convert between fractions, decimals and percentages and can order from smallest to biggest.

I can add and subtract fractions by using a common denominator.

I can describe the rule for the next term of sequence and find the n^th term of a linear sequence (a sequence that goes up or down by the same amount each time.)

I can solve simple equations involving unknowns on both sides of the equation.

I can draw a graph given the equation and understand the general features of a linear graph – eg the gradient and intercept.

I can recognise and use 2D to represent 3D shapes.

I know the properties of all seven quadrilaterals and can apply the properties to solve associated problems.

I can explain and solve symmetry and geometry problems involving straight lines, parallel lines with intersecting lines, triangles, quadrilaterals and polygons.

I can describe and produce transformations on graph paper and using ICT – including reflection, rotation, translation and enlargement.

I can solve problems involving the area and perimeter of triangles, rectangles, parallelograms and shapes composed of such shapes.

I can calculate the area and circumference of a circle and associated problems.

I can record continuous data by choosing suitable class intervals.

I can construct and interpret frequency diagrams, bar charts and pie charts and scatter diagrams.

I understand the idea of correlation on a scatter graph.

I can write down all the outcomes of a combined experiment, eg throwing a dice and spinning a coin simultaneously, in a table, as a list or as a diagram.

I know that the total probability of all the outcomes is 1 and can use this fact to solve associated problems.

Given a problem, I am able to refine and extend the mathematics used to generate a fuller solution.

I can give reasons for the choice of mathematical representation, explaining the features they have selected.

I can justify my generalisation or solution of a problem, demonstrating substantial insight into the mathematics used in the solution.

I appreciate and understand the difference between mathematical explanation and experimental evidence

I understand how to estimate multiplication and division problems by rounding to 1 significant figure.

I understand the effect of multiplying and dividing numbers that are between 0 and 1.

With the aid of a calculator, I can efficiently solve numerical problems, including proportional change using an appropriate method.

I can describe the rule for the next term of sequence and find the n^th term of a quadratic sequence, simplifying quadratic expressions as necessary.

I can solve simultaneous equations by graphical and algebraic methods.

I can solve simple inequalities.

I can apply and understand Pythagoras’ Theorem when solving problems in 2D.

I can calculate the volume and surface area of a variety of shapes including cylinders, pyramids and prisms.

I can enlarge a shape with a fractional or negative scale factor and solve more complex problems involving transformations.

I can solve a variety of loci problems.

I appreciate the imprecision of measurement and can give answers to an appropriate degree of accuracy.

I can solve problems involving compound measures such as speed and liquid flow.

I can make a hypothesis and know how it can be tested, understanding that the data collected must be unbiased and questions asked should take all possibilities into account.

I can calculate a variety of statistics such as the mean, mode, median, modal class and range, understanding which average is most appropriate.

I can compare the results of two surveys, drawing inferences on the results.

I can make a reasonable estimate of the line of best fit on a scatter diagram.

I can compare the results of experimental and theoretical probability and explain the reasons for differences in the answers.