1 of 8 The National Strategies Primary

What I can do in mathematics level 5

What I can do in
mathematics level 5
009522009P!"#N0$ % &ro'n co(yright 2009
2 of 8 The National Strategies Primary
What I can do in mathematics level 5
What I can do: my own mathematics
Name: ....................................................................
My mental and written calculation methods
My I can
statements
Examples of questions I can answer My working and answers
I can multiply and
divide whole
numbers and
decimals by 10,
100 or 1000
I divided a n)m*er *y 100+ The ans'er
'as 2$+8+ What 'as my n)m*er,
- (ac. containing 1000 sheets of
(a(er is 9+8

cm thic.+ What is the
a((ro/imate thic.ness of one sheet,
#/(lain ho' yo) can )se the fact
0 1 8 2 53 to find the ans'er to
5+3 4 0+8+
I can calculate with
whole numbers
and decimals,
using mental and
written methods as
appropriate
5a.e )( an e/am(le of an addition or
s)*traction6 involving decimals6 that
yo) 'o)ld do in yo)r head+ No' ma.e
)( an e/am(le yo) 'o)ld do on (a(er+
#/(lain the reasons for )sing these
t'o methods+
7im .no's that 180 1 28 2 8883+
#/(lain ho' she can )se this
information to 'or. o)t the
m)lti(lications9
188 1 28 180 1 20
KS2 199 !aper " le#el $ % &'"
Wor. o)t the missing digit9
92 4 1$ 2 28
Shena: *)ys a (ac. of 2$ cans of cola
for ;3+ What is the cost of each can,
KS2 199( !aper " le#el $ % &'"
Wor. o)t9 100 < 8 1 22+5+
I can find fractions
and percentages
of numbers and
quantities
#/(lain ho' yo) 'o)ld find 85= of
;306 'itho)t )sing a calc)lator+
>ohn says9 ?I thin. threeeighths of a
day is 10 ho)rs+@ Is he right,
Wor. o)t 'hich is larger9
8
A5 of $80

.g
or
0
A8 of 820

.g+
Write in the missing n)m*ers9
$0= of 80 is $0= of is 80
I can add and
subtract negative
numbers
-t the north (ole6 the tem(erat)re is
25

B&+ -t the eC)ator the tem(erat)re
is 00 degrees higher+ What is the
tem(erat)re at the eC)ator,
009522009P!"#N0$ % &ro'n co(yright 2009
8 of 8 The National Strategies Primary
What I can do in mathematics level 5
What I can do: my own mathematics
Name: ...................................
My explanations of patterns and reasoning
My I can
statements
Examples of questions I can answer My working and answers
I can describe a
problem and
identify the
mathematics I
need to use to
solve it
There are three air(orts on an island+ #very
day one aero(lane flies from each air(ort to
each of the other air(orts+ Dse a diagram to
ma.e sense of the (ro*lem+ Eo' many flights
are there each day,
What if there 'ere fo)r air(orts6 five
air(orts+++,
I can explain my
mathematical
thinking clearly
and
systematically,
using words,
diagrams,
numbers and
symbols
p and q each stand for 'hole n)m*ers+
p F q 2 1000 and p is 150 greater than q+
&alc)late the val)es of p and q+
KS2 2))1 !aper * le#el $ % &'"
Solve this (ro*lem6 recording yo)r thin.ing+
#/(lain yo)r method to a friend+
Peter says that 'hen yo) remove one sC)are
from the area of a sha(e6 its (erimeter 'ill get
smaller+ Is this tr)e sometimes6 al'ays or
never, >)stify yo)r ans'er+
I can identify
and describe
patterns and
use them to
make
predictions and
general
statements
!escri*e the third sha(e to a friend6 )sing
'ords+ No' descri*e the seC)ence+ #/(lain
ho' the seC)ence increases in si:e+ Eo'
many sC)ares are there in each (ict)re,
Predict and chec. ho' many sC)ares there
'ill *e in the ne/t (ict)re+ Dse 'hat yo) have
fo)nd to s)ggest ho' many small sC)ares
'o)ld *e in the 10th (ict)re6 the 100th6 the
nth+
I can write and
use simple
expressions in
words and
formulae
Write a form)la for the 10th6 100th6 nth term of
the seC)ence9 86 36 96 126 15+++
Gne *ottle holds 5 glassf)ls+ Eo' many
glassf)ls in 2 *ottles6 20 *ottles6 x *ottles,
Write a form)la sho'ing the relationshi(
*et'een the n)m*er of glassf)ls6 g6 and the
n)m*er of *ottles6 b+
y stands for a n)m*er+ &om(lete this ta*le9
No' ma.e )( yo)r o'n ta*les6 )sing letters to
descri*e the relationshi(s *et'een the
n)m*ers in the col)mns+
y 8y 8y F 1
25
28
009522009P!"#N0$ % &ro'n co(yright 2009
$ of 8 The National Strategies Primary
What I can do in mathematics level 5
What I can do: my own mathematics
Name: ..................................
My understanding of fractions+ ratio and proportion
My I can
statements
Examples of questions I can answer My working and answers
I can solve
problems using
ratio and
proportion and use
mathematical
language to
describe my
method
- reci(e for $ (eo(le reC)ires 200

g of
*)tter+ Eo' m)ch *)tter 'o)ld yo) need for
2 (eo(le, 3 (eo(le, 5 (eo(le, #/(lain ho'
yo) fo)nd the C)antities of *)tter that 'ere
needed+
Sa(na ma.es a fr)it salad6 )sing *ananas6
oranges and a((les+ "or every one *anana6
she )ses 2 oranges and 8 a((les+ Sa(na
)ses 2$ items of fr)it+ Eo' many oranges
does she )se,
KS2 2))$ !aper * le#el $ % &'"
I can solve
problems involving
fractions and
percentages
What fraction of 8 is 2, What fraction of 8 is
12, What fraction of 80 are 206 100 and
120,
Tell me t'o C)antities s)ch that one is 25=
of the other+ No' give me t'o C)antities
s)ch that one is 5= of the other+ What
a*o)t $0=,
I can simplify
fractions and ratios
Write
18
A2$ in its sim(lest form+
What did yo) do to sim(lify this fraction,
What cl)es do yo) loo. for to red)ce
fractions to their sim(lest form, Eo' do yo)
.no' 'hen yo) have the sim(lest form of a
fraction,
The ratio of fr)it to cereal in a
(ac.et of Tasty is $0 9 30+ Write
this ratio in its sim(lest form+
, optional test !aper " le#el $ % &'"
The man)fact)rer 'ants to red)ce the ratio
of fr)it to 85 9 35+ Sim(lify this ratio+
I can find
equivalent
fractions, decimals
and percentages
Wo)ld yo) rather have
8
A$ or
5
A3 of the same
*ar of chocolate, #/(lain yo)r choice+
Which of these re(resent eC)ivalent
amo)nts,
0+$
1
A8 30= 8A$ 0+2 90= $0= 0+8 8A5
0+8 0+05 0+3 0+25 0+9
009522009P!"#N0$ % &ro'n co(yright 2009
5 of 8 The National Strategies Primary
What I can do in mathematics level 5
What I can do: my own mathematics
Name: ...................................
My sol#ing of multi-step pro.lems
My I can
statements
Examples of questions I can answer My working and answers
I can solve
problems
involving more
than one step,
identifying the
appropriate
operation for each
step
#very 100

g of
*ro'n *read
contains 3

g of fi*re+
- loaf of *read
'eighs 800

g and has 20 eC)al slices+
Eo' m)ch fi*re is there in one slice,
KS2 2))/ !aper * le#el $ % &'"
Eo' many 250

ml c)(s of tea can yo) (o)r
from a tea )rn that holds 8+5 litres,
50 000 (eo(le visited a theme (ar. in one
year+ 15= of the (eo(le visited in -(ril and
$0= of the (eo(le visited in -)g)st+ Eo'
many (eo(le visited the (ar. in the rest of the
year,
Wor. o)t9 $ F $ 4 $ F $ and 5 < 2 1 8 F $+
!oes yo)r calc)lator give the same ans'ers
as yo) fo)nd,
I can check that
my answer to a
problem sounds
sensible
Ste(h 'ants to c)t $+55

m of ri**on into 25

cm
stri(s+ She 'ants to .no' if she had eno)gh
ri**on for 2$ stri(s+ She )sed a calc)lator to
divide $+55 *y 2$ and got an ans'er of
0+189

588

8+ Eo' co)ld she )se this
calc)lation to hel( her decide if she had
eno)gh ri**on,
If an isosceles triangle has one angle of 50H6
'hat are the other t'o angles,
Sam Ioins together t'o of these triangles to
form a C)adrilateral+ Ee says he has a
rhom*)s 'ith an angle of 100H+ Is he right,
I can present my
solutions to a
problem clearly,
both orally and in
writing
The area of a rectangle is 2$

cm
2
+ Gne of the
sides is 8

cm long+ What is the (erimeter of
the rectangle,
If another rectangle 'ith the same area had a
side of $

cm6 'o)ld the (erimeter *e *igger
too, #/(lain yo)r thin.ing and record ho' yo)
'or.ed o)t the ans'er to this (ro*lem+
I thin. of a n)m*er+ I find
1
A8 of it then add 30+
5y ans'er is 85+ What n)m*er did I thin. of,
#/(lain ho' yo) can solve this (ro*lem+ 5a.e
)( and solve and share similar (ro*lems+
009522009P!"#N0$ % &ro'n co(yright 2009
3 of 8 The National Strategies Primary
What I can do in mathematics level 5
What I can do: my own mathematics
Name: ..................................
My use of shape and angle properties
My I can
statements
Examples of questions I can answer My working and answers
I can describe 2!
and "! shapes,
using accurate
mathematical
vocabulary
Jis)alise a he/agonal (rism+ Eo' many
faces does it have,
What sha(e are they, -re any of the
faces (arallel to each other,
Jis)alise t'o identical eC)ilateral
triangles (laced side *y side so that the
edge of one matches e/actly 'ith the
edge of the other+ !escri*e the sha(e that
they ma.e together+
I can use my
knowledge of
shape properties
to solve problems
!escri*e ho' yo) co)ld change this
sha(e into a .ite *y moving one (oint+
What a*o)t a rhom*)s, - nonisosceles
tra(e:i)m,
Dse I&T to try o)t yo)r ideas+
I can use
knowledge of
angle facts to work
out angles in
shapes and
diagrams
What is the angle *et'een the hands of a
cloc. at fo)r o@cloc., #/(lain ho' yo)
.no'+
Koo. at this diagram of an isosceles
triangle+ &alc)late the val)e of x+ !o not
)se a (rotractor Langle meas)rerM+
KS2 2))2 !aper " le#el $ % &'"
I can use and
answer questions
about coordinates
in all four
quadrants
!ra' the sha(e 'ith the coordinates
L<56 1M L<$6 <1M L<56 <$M L<36 <1M+
!escri*e the (ro(erties of this sha(e+
&an yo) create the same sha(e in a
(osition 'here all of the coordinates 'ill
*e (ositive,
009522009P!"#N0$ % &ro'n co(yright 2009
0 of 8 The National Strategies Primary
What I can do in mathematics level 5
What I can do: my own mathematics
Name: ..................................
My understanding and comparison of graphs and outcomes
My I can
statements
Examples of questions I can answer My working and answers
I can create line
graphs and use
them to answer
questions
In a science e/(eriment6 a hot liC)id is
left to cool+ This gra(h sho's ho' the
tem(erat)re of the liC)id changes as it
cools+ Nead from the gra(h ho' many
min)tes it ta.es for the tem(erat)re to
reach $0

B& and for ho' many min)tes
the tem(erat)re is a*ove 30

B&+
KS2 2))1 !aper * le#el $ % &'"
I can interpret data
in graphs and
charts and use this
to answer
questions and
draw conclusions
The (ie charts sho' the res)lts of a
school@s net*all and foot*all matches+
The net*all team (layed 80 games+ The
foot*all team (layed 2$ games+ #stimate
the (ercentage of games that the net*all
team lost+
!avid says9 ?The t'o teams 'on the
same n)m*er of games+@ Is he correct,
#/(lain ho' yo) .no'+
KS2 2))0 !aper " le#el $ % &'"
I can explain why
events are equally
likely and use this
to find the
probability of
outcomes
Eere are t'o s(inners+ >ill says9 ?I am
more li.ely than Peter to s(in a 8+@ Is >ill
correct, #/(lain yo)r reasoning+ Peter
says9 ?We are *oth eC)ally li.ely to s(in
an even n)m*er+@ Is Peter correct,
#/(lain yo)r reasoning+
I can use the
range, mode,
median or mean to
compare two sets
of data and explain
what they tell me
- gro)( of children ta.e the same
s(elling test t'ice6 once in >an)ary and
again a month later+ Their scores in
>an)ary are9 136 186 186 186 126 136 10
and in "e*r)ary they are9 156 186 206 126
206 206 12+ Eo' 'o)ld yo) descri*e the
gro)(@s (rogress in s(elling from
>an)ary to "e*r)ary, >)stify yo)r
ans'er6 ma.ing reference to the range6
median6 mean and mode+
KS2 1991 !aper " le#el $ % &'"
009522009P!"#N0$ % &ro'n co(yright 2009
8 of 8 The National Strategies Primary
What I can do in mathematics level 5
Acknowledgements
O)estions from vario)s O&- (a(ers 19932005+
% O)alifications and &)rric)l)m -)thority+ Dsed 'ith .ind (ermission+
O&- test C)estions and mar. schemes can *e fo)nd at www2test.ase2co2uk+
009522009P!"#N0$ % &ro'n co(yright 2009