Number and Algebra Maths Goals - by the end of Year 4:
In a range of meaningful contexts, students will be engaged in thinking mathematically and statistically. They will solve problems and model situations that require them to:
In a range of meaningful contexts, students will be engaged in thinking mathematically and statistically. They will solve problems and model situations that require them to:
Number Strategies
- Use simple additive strategies with whole numbers and fractions.
- place value splitting eg 739-211 as 739-200-10-1
- place value splitting eg 648-239 as 648-200. 448-30. 418-9 (-8 then -1) 4+9 as 4+6 and 4+3
- rounding to a tidy ten eg 6+9 as 5+10
- rounding and compensation eg 6+9 as 6+10-1// 334+298 as 334+300 -2
- using doubles 48+50 as 50+50 -2// 3+6+2+3+6 as 3+3 +6+6 +2
- reversing 325-167 as 167+?=325 so 167 + 33 to 200 + 125 = 325 so 125+33=158
- use repeated addition 3x4 as 4+4+4
- know the commutative property (8+4=4+8; 8x4=4x8)
- recognise compatible numbers eg 6+3+7+2+8+4 as 6+4 +2+8 + 7+3
Number Knowledge
- Know forward and backward counting sequences with whole numbers to at least 1000.
- round to the nearest 10
- skip counting forwards and backwards in 2s, 3s, 5s, 10s 100s
- Know the basic addition and subtraction facts.
- subtract from 20
- know groupings to 100 eg 20+80, 25+75
- know groupings to 1000 eg 300+700
- Know how many ones, tens, and hundreds are in whole numbers to at least 1000.
- 35 lots of 10 in 350 (35 X 10 = 350)
- know families of facts eg 2+4=6, 4+2=6, 6-4=2, 6-2=4 (addition and subtraction)
- know families of facts eg 2x4=8. 4x2=8, 8÷2=4, 8÷4=2
- Know simple fractions in everyday use.
- name the fraction of an area
- name the fraction a number
- count forwards and backwards in fractions with the same denominator
- add and subtract fractions with the same denominator
- know what a mixed number is
Equations and Expressions
- Communicate and interpret simple additive strategies, using words, diagrams (pictures), and symbols.
- Generalise that whole numbers can be partitioned in many ways.
- Find rules for the next member in a sequential pattern. eg 3, 6, 9, __, __, 18
Number and Algebra Maths Goals By the end of Year 6:
In a range of meaningful contexts, students will be engaged in thinking mathematically and statistically. They will solve problems and model situations that require them to:
In a range of meaningful contexts, students will be engaged in thinking mathematically and statistically. They will solve problems and model situations that require them to:
Number Strategies
- Use a range of additive and simple multiplicative strategies with whole numbers, fractions, decimals, and percentages.
- rounding and compensation eg 5x18 as 5x20 - 5x2
- using doubling and halving to solve multiplication problems eg 6x43 as 3x43+3x43
- reversing eg 120÷6 as 6x?=120
- equal additions eg 325 - 297 as +3 to both - 328-300
- recognise compatible numbers 4x28 + 4x7 + 4x12 as 4x40 + 4x7
- estimating logically 1.7 x 6 as 2x6=12
Number Knowledge
- Know basic multiplication and division facts.
- division by 0, 1, 2, 3, 4, 5, 6, 9, 10, 11
- Know counting sequences for whole numbers.
- Know how many tenths, tens, hundreds, and thousands are in whole numbers.
- Know fractions and percentages in everyday use.
- name the fraction of an area
- name the fraction of a number eg 2/3 of 21, 4/15 of 60
- be able to count in fractions
- show understanding of mixed numbers
- show understanding of improper fractions
- be able to add and subtract fractions with different denominators.
- order and round decimals
- know how to square a number eg square 2 = 4 because 2x2=4
- Record and interpret additive and simple multiplicative strategies, using, words, diagrams, and symbols, with an understanding of equality.
- explain in a clear way, so that others can understand and re-voice your explanation
Patterns and Relationships
Patterns and Relationships
- Generalise the properties of addition and subtraction with whole numbers.
- Connect members of sequential patterns with their ordinal position and use tables, graphs, and diagrams to find relationships between successive elements of number and spatial patterns.
