I can use my knowledge of rounding to routinely estimate the answer to a problem then, after calculating, decide if my answer is reasonable, sharing my solution with others.

I have extended the range of whole numbers I can work with and having explored how decimal fractions are constructed, can explain the link between a digit, its place and its value.

Having determined which calculations are needed, I can solve problems involving whole numbers using a range of methods, sharing my approaches and solutions with others.

I have explored the contexts in which problems involving decimal fractions occur and can solve related problems using a variety of methods.

Having explored the need for rules for the order of operations in number calculations, I can apply them correctly when solving simple problems.

I can show my understanding of how the number line extends to include numbers less than zero and have investigated how these numbers occur and are used.

Having explored the patterns and relationships in multiplication and division, I can investigate and identify the multiples and factors of numbers.

I have investigated the everyday contexts in which simple fractions, percentages or decimal fractions are used and can carry out the necessary calculations to solve related problems.

I can show the equivalent forms of simple fractions, decimal fractions and percentages and can choose my preferred form when solving a problem, explaining my choice of method.

I have investigated how a set of equivalent fractions can be created, understanding the meaning of simplest form, and can apply my knowledge to compare and order the most commonly used fractions.

I can manage money, compare costs from different retailers, and determine what I can afford to buy.

I understand the costs, benefits and risks of using bank cards to purchase goods or obtain cash and realise that budgeting is important.

I can use the terms profit and loss in buying and selling activities and can make simple calculations for this.

I can use and interpret electronic and paper-based timetables and schedules to plan events and activities, and make time calculations as part of my planning.

I can carry out practical tasks and investigations involving timed events and can explain which unit of time would be most appropriate to use.

Using simple time periods, I can give a good estimate of how long a journey should take, based on my knowledge of the link between time, speed and distance.

I can use my knowledge of the sizes of familiar objects or places to assist me when making an estimate of measure.

I can use the common units of measure, convert between related units of the metric system and carry out calculations when solving problems.

I can explain how different methods can be used to find the perimeter and area of a simple 2D shape or volume of a simple 3D object.

I have worked with others to explore, and present our findings on, how mathematics impacts on the world and the important part it has played in advances and inventions.

Having explored more complex number sequences, including well-known named number patterns, I can explain the rule used to generate the sequence, and apply it to extend the pattern.

I can apply my knowledge of number facts to solve problems where an unknown value is represented by a symbol or letter.