// SAVE YOURSELF HOURS... // IMPORT THESE COMMENTS INTO: SchoolReportWriter.COM // No.1 in GOOGLE - "BEST TEACHER REPORTS APP": // - TRUSTED by 1000s of teachers, since 2012 // - QUICKLY create personalised reports // - PASTE into your school system, Word etc // - GENDER NEUTRAL option // - DEMO video at SchoolReportWriter.COM // FOR HELP see end of this document. // IMPORTANT NOTE / DISCLAIMER: // // This file is from the old 'freeducation' website. They recently stopped // their download service and all 350 of their primary school report comment // files are now at SchoolReportWriter.COM - the files (including this) // are in the old Teacher Report Assistant format but will be automatically // converted when imported at SchoolReportWriter.COM - you can then // take advantage of our FREE online report writer's advanced features. // 500 MORE COMMENTS FILES (often much larger) at SchoolReportWriter.COM Introduction # has studied counting, partitioning and calculating, securing number facts, understanding shape, handling data and measures, and number relationships. " Applying Year 3 Using and applying mathematics objectives ------------------------------------------------------------ ^ can solve one-step and two-step problems involving numbers, money or measures, including time. In these activities, ^ has demonstrated ~ skills by choosing and carrying out the appropriate calculations. ^ can represent the information in a puzzle or problem using numbers, images or diagrams. ^ has used ~ own digrams to find a solution to a problem and present it in context, where appropriate using £.p notation, € and cent or units of measure. ^ has followed a line of enquiry by deciding what information is important. ^ has made use of ~ own lists, tables and graphs to organise and interpret the information. ^ is able to identify patterns and relationships involving numbers or shapes, and use these to solve ~ problems. ^ has describeed and explained ~ methods, ~ choices and ~ solutions to puzzles and problems, orally and in writing, using a range of pictures and diagrams. Year 4 Using and applying mathematics objectives ------------------------------------------------------------ ^ was able to solve one-step and two-step problems involving numbers, money or measures, including time. ^ can choose and carry out appropriate calculations, using calculator methods where appropriate ^ is able to represent a puzzle or problem using number sentences, statements or diagrams. ^ can use a wide range of informal skills to solve problems. When ^ was solved a problem, ^ can present and interpret the solution in the context of the problem. ^ has suggested a line of enquiry and the strategy needed to follow it. ^ was successful in collecting, organising and interpreting ~ selected information to ~ bid to find the answers. ^ can identify and use patterns, relationships and properties of numbers or shapes. ^ has investigated a statement involving numbers and tested it with examples. ^ is able to report solutions to puzzles and problems, giving ~ own explanations and reasoning orally and in writing, using both diagrams and symbols. Year 5 Using and applying mathematics objectives ------------------------------------------------------------ ^ can solve one-step and two-step problems involving whole numbers and decimals and all four operations, choosing and using appropriate calculation strategies, including calculator use. ^ is able to represent a puzzle or problem by identifying and recording the information or calculations needed to solve it. ^ has been able to find possible solutions to a problem and confirmed them in the context of the problem ^ is able to plan and pursue an enquiry. ^ is able to present evidence by collecting, organising and interpreting ~ information. ^ can suggest extensions to ~ enquiry to increase its scope. ^ is able to explore patterns, properties and relationships and propose a general statement involving numbers or shapes. ^ is then able to identify examples for which the statement is true or false. ^ can explain ~ reasoning by using diagrams, graphs and text. ^ has been successful in refining ~ ways of recording using images and symbols. " Counting Year 3 Counting and understanding number objectives ---------------------------------------------------------------- ^ can read, write and order whole numbers to at least 1000 and position them on a number line. ^ is able to count on from and back to zero in single-digit steps or multiples of 10. ^ is able to partition three-digit numbers into multiples of 100, 10 and 1 in different ways. ^ has experience of rounding two-digit or three-digit numbers to the nearest 10 or 100 and giving estimates for their sums and their differences. ^ can read and write proper fractions (e.g. three sevenths, nine tenths), interpreting the denominator as the parts of a whole and the numerator as the number of parts. In addition, ^ is able to identify and estimate fractions of shapes; use diagrams to compare fractions and establish equivalents. Year 4 Counting and understanding number objectives ---------------------------------------------------------------- ^ recognise and continues number sequences formed by counting on or back in steps of constant size. ^ can partition, round and order four-digit whole numbers. ^ has used positive and negative numbers in context and position them on a number line. ^ can state inequalities using the symbols < and > (e.g. -3 > -5, -1 < plus1). ^ can use decimal notation for tenths and hundredths and partition decimals. ^ has related the notation of decimals to money and measurement. ^ was successful in positioning one-place and two-place decimals on a number line. ^ can recognise the equivalence between decimal and fraction forms of one half, quarters, tenths and hundredths. ^ is able to use diagrams to identify equivalent fractions (e.g. six eighths and three quarters, or seventy hundredths and seven tenths). ^ has interpreted mixed numbers and positioned them on a number line (e.g. 3 one half) ^ can use the vocabulary of ratio and proportion to describe the relationship between two quantities (e.g. 'There are 2 red beads to every 3 blue beads, or 2 beads in every 5 beads are red'). ^ has experienced estimating a proportion (e.g. 'About one quarter of the apples in the box are green'). Year 5 Counting and understanding number objectives ---------------------------------------------------------------- ^ can count from any given number in whole-number and decimal steps, extending beyond zero when counting backwards. ^ can relate numbers to their positions on a number line. ^ has explained what each digit represents in whole numbers and decimals with up to two places, and knows how to partition, round and order these numbers. ^ is able to express a smaller whole number as a fraction of a larger one (e.g. recognise that 5 out of 8 is five eighths). ^ can find equivalent fractions (e.g. seven tenths = fourteen twentieths, or nineteen tenths = 1nine tenths). ^ has correctly related fractions to their decimal representations. ^ understands percentages as the number of parts in every 100 and ^ has expressed tenths and hundredths as percentages. ^ can use sequences to scale numbers up or down. ^ is capabable of solving problems involving proportions of quantities (e.g. decrease quantities in a recipe designed to feed six people). " Number facts Year 3 Knowing and using number facts objectives ------------------------------------------------------------- # derives and recalls all addition and subtraction facts for each number to 20, sums and differences of multiples of 10 and number pairs that total 100. # derives and recalls multiplication facts for the 2, 3, 4, 5, 6 and 10 times-tables and the corresponding division facts; recognise multiples of 2, 5 or 10 up to 1000. # uses ~ knowledge of number operations and their corresponding inverses, including doubling and halving, to estimate and check ~ calculations. Year 4 Knowing and using number facts objectives ------------------------------------------------------------- ^ can use ~ knowledge of addition and subtraction facts and place value to derive sums and differences of pairs of multiples of 10, 100 or 1000. ^ has identified the doubles of two-digit numbers. ^ can use this knowledge to calculate doubles of multiples of 10 and 100 and derive their corresponding halves. ^ has derived and recalled multiplication facts up to 10 × 10, the corresponding division facts and multiples of numbers to 10 up to the tenth multiple. # can identify pairs of fractions that total 1. Year 5 Knowing and using number facts objectives ------------------------------------------------------------- ^ is able to use ~ knowledge of place value and addition and subtraction of two-digit numbers to derive the sums, differences, doubles and halves of decimals. ^ can quickly recall multiplication facts up to 10 × 10 and then use them to multiply pairs of multiples of 10 and 100. ^ can use ~ knowledge of multiplication to derive quickly corresponding division facts. ^ has identified pairs of factors of two-digit whole numbers and found common multiples (e.g. for 6 and 9). ^ is able to use ~ knowledge of rounding, place value, number facts and inverse operations to estimate and check calculations. " Calculating Year 3 Calculating objectives ----------------------------------- ^ adds or subtracts mentally combinations of one-digit and two-digit numbers. ^ has developed and used written methods to record, support or explain ~ addition and ~ subtraction of two-digit and three-digit numbers. ^ can multiply one-digit and two-digit numbers by 10 or 100, and describe the effect. ^ uses practical and informal written methods to multiply and divide two-digit numbers (e.g. 13 multiplied by 3, 50 divided by 4). ^ uses practical and informal written methods to multiply and divide two-digit numbers (e.g. 13 multiplied by 3, 50 divided by 4). In addition, # rounds remainders up or down, depending on the context of the question. ^ understands that division is the inverse of multiplication and vice versa. # has used this to derive and record ~ related multiplication and division number sentences. ^ can find unit fractions of numbers and quantities (e.g. one half, one third, one quarter and one sixth of 12 litres). Year 4 Calculating objectives ----------------------------------- ^ is able to add or subtract mentally pairs of two-digit whole numbers (e.g. 47 + 58, 91 - 35). ^ has refined and used efficient written methods to add and subtract two-digit and three-digit whole numbers and with money. ^ can multiply and divide numbers to 1000 by 10 and then 100 (whole-number answers), understanding the effect. ^ can relate to scaling up or down a number. ^ has developed and used written methods to record, support and explain multiplication and division of two-digit numbers by a one-digit number, including division with remainders (e.g. 15 × 9, 98 ÷ 6). ^ is able to find fractions of numbers, quantities or shapes (e.g. one fifth of 30 plums, three eighths of a 6 by 4 rectangle). ^ is able to use a calculator to carry out one-step and two-step calculations involving all four operations. In addition, ^ can recognise negative numbers in the display, correct ~ mistaken entries and interpret the display correctly in the context of money. Year 5 Calculating objectives ----------------------------------- ^ can extend ~ mental-methods for whole-number calculations to subtract one near-multiple of 1000 from another (e.g. 6070 - 4097). ^ has used efficient written methods to add and subtract whole numbers and decimals with up to two places. ^ can use ~ understanding of place value to multiply and divide whole numbers and decimals by 10, 100 or 1000. ^ has refined and used efficient written methods to multiply and divide HTU × U, TU × TU, U.t × U and HTU ÷ U. ^ is able to find fractions using division (e.g. one hundredth of 5 kg), and percentages of numbers and quantities (e.g. 10%, 5% and 15% of ?80). ^ can use a calculator to solve problems, including those involving decimals or fractions (e.g. find three quarters of 150 g). ^ is able to interpret the display correctly in the context of measurements. " Shapes Year 3 Understanding shape objectives ----------------------------------------------- # relates 2-D shapes and 3-D solids to drawings of them. ^ describes, visualises, classifies, draws and makes the shapes. # can draw and complete shapes with reflective symmetry. ^ is able to draw the reflection of a shape in a mirror line along one side. # has read and recorded the vocabulary of position, direction and movement, using the four compass directions to describe a movement across a grid. # has used a set-square to draw right angles and to identify right angles in 2-D shapes. ^ can compare angles with a right angle. In addition, ^ recognises that a straight line is equivalent to two right angles. Year 4 Understanding shape objectives ----------------------------------------------- ^ was able to draw polygons and classify them by identifying their properties, including their line symmetry. ^ can visualise 3-D objects from 2-D drawings. ^ has made nets of common solids. ^ recognise horizontal and vertical lines. ^ can use the eight compass points to describe direction. ^ is able to describe and identify the position of a square on a grid of squares. ^ know that angles are measured in degrees and that one whole turn is 360°. ^ has compared and ordered angles less than 180° Year 5 Understanding shape objectives ----------------------------------------------- ^ can identify, visualise and describe properties of rectangles, triangles, regular polygons and 3-D solids. ^ has used ~ knowledge of properties to draw 2-D shapes, and to identify and draw nets of 3-D shapes. ^ is able to read and plot coordinates in the first quadrant. ^ can recognise parallel and perpendicular lines in grids and shapes. ^ has successfully used a set-square and ruler to draw shapes with perpendicular or parallel sides. ^ is able to complete patterns with up to two lines of symmetry. ^ knows how to draw the position of a shape after a reflection or translation. ^ estimates, draws and measures acute and obtuse angles with an angle measurer or protractor to a suitable degree of accuracy. ^ has calculated the angles in a straight line. " Measuring Year 3 Measuring objectives ----------------------------------- ^ knows the relationships between kilometres and metres, metres and centimetres, kilograms and grams, litres and millilitres. # can choose and use appropriate units to estimate, measure and record measurements. ^ reads, to the nearest division and half-division, scales that are numbered or partially numbered. # can use the information to measure and draw to a suitable degree of accuracy. ^ reads the time on a 12-hour digital clock and can read to the nearest 5 minutes on an analogue clock. # is able to calculate time intervals and find start or end times for a given time interval. Year 4 Measuring objectives ----------------------------------- ^ can choose and use standard metric units and their abbreviations when estimating, measuring and recording length, weight and capacity. ^ knows the meaning of 'kilo', 'centi' and 'milli' and, where appropriate, ^ has use decimal notation to record measurements (e.g. 1.3 m or 0.6 kg). ^ is able to interpret intervals and divisions on partially numbered scales and record readings accurately, where appropriate to the nearest tenth of a unit. ^ has draw rectangles and measured and calculated their perimeters. During these activities, ^ also found the area of rectilinear shapes drawn on a square grid by counting the internal number of squares. ^ is able to read time to the nearest minute. ^ can use am, pm and 12-hour clock notation. ^ knows the appropriate units of time to measure time intervals. ^ has calculated time intervals from clocks and timetables. Year 5 Measuring objectives ----------------------------------- ^ was able to read, choose, use and record standard metric units to estimate and measure length, weight and capacity to a suitable degree of accuracy (e.g. the nearest centimetre) and convert larger to smaller units using decimals to one place (e.g. change 2.6 kg to 2600 g). ^ has interpreted a reading that lies between two unnumbered divisions on a scale. ^ is able to draw and measure lines to the nearest millimetre. ^ has measured and calculated the perimeter of regular and irregular polygons. ^ has used the formula for the area of a rectangle to calculate the rectangle's area. ^ knows how to read timetables and time using 24-hour clock notation. ^ has used a calendar to calculate time intervals " Handling Data Year 3 Handling data objectives -------------------------------------- # can answer a question by collecting, organising and interpreting ~ own data. ^ is able to use tally charts, frequency tables, pictograms and bar charts to represent results and illustrate ~ observations. ^ has used ICT to create a simple bar chart. # can use Venn diagrams or Carroll diagrams to sort data and objects using more than one criterion. Year 4 Handling data objectives -------------------------------------- # can answer a question by identifying what data ^ needs to collect. ^ has organised, presented, analysed and interpreted ~ data in tables, diagrams, tally charts, pictograms and bar charts, using ICT where appropriate. ^ is able to compare the impact of representations where the scales have intervals of differing step sizes. Year 5 Handling data objectives -------------------------------------- # has described the occurrence of familiar events using the language of chance or likelihood. ^ is able to answer a set of related questions by collecting, selecting and organising relevant data. ^ has drawn conclusions, used ICT to present some features of ~ investigation, and identified further questions ^ could ask to extend the scope of ~ work. ^ has constructed frequency tables, pictograms and bar and line graphs to represent the frequencies of events and changes over time. ^ is able to find and interpret the mode of a data set. "