I can share ideas with others to develop ways of estimating the answer to a calculation or problem, work out the actual answer, then check my solution by comparing it with the estimate.

I have investigated how whole numbers are constructed, can understand the importance of zero within the system and can use my knowledge to explain the link between a digit, its place and its value.

I can use addition, subtraction, multiplication and division when solving problems, making best use of the mental strategies and written skills I have developed.

Having explored fractions by taking part in practical activities, I can show my understanding of: • how a single item can be shared equally • the notation and vocabulary associated with fractions • where simple fractions lie on the number line.

Through exploring how groups of items can be shared equally, I can find a fraction of an amount by applying my knowledge of division.

Through taking part in practical activities including use of pictorial representations, I can demonstrate my understanding of simple fractions which are equivalent.

I can use money to pay for items and can work out how much change I should receive.

I have investigated how different combinations of coins and notes can be used to pay for goods or be given in change.

I can tell the time using 12 hour clocks, realising there is a link with 24 hour notation, explain how it impacts on my daily routine and ensure that I am organised and ready for events throughout my day.

I can use a calendar to plan and be organised for key events for myself and my class throughout the year.

I have begun to develop a sense of how long tasks take by measuring the time taken to complete a range of activities using a variety of timers.

I can estimate how long or heavy an object is, or what amount it holds, using everyday things as a guide, then measure or weigh it using appropriate instruments and units.

I can estimate the area of a shape by counting squares or other methods.

I have discussed the important part that numbers play in the world and explored a variety of systems that have been used by civilisations throughout history to record numbers.

I can continue and devise more involved repeating patterns or designs, using a variety of media.

Through exploring number patterns, I can recognise and continue simple number sequences and can explain the rule I have applied.

I can compare, describe and show number relationships, using appropriate vocabulary and the symbols for equals, not equal to, less than and greater than.

When a picture or symbol is used to replace a number in a number statement, I can find its value using my knowledge of number facts and explain my thinking to others.