At the start of a unit of work pupils
should glue a copy of the learning
journey into their books at the top of
an empty page double.
Pupils should be provided with a set of
levelled questions to help them self
assess their starting level / grade for
the topic. This should happen prior to
any teaching.
Pupils then complete the ‘I
can….’statement ‘ by describing the
mathematical skill they can already
do. They should answer their chosen
question as evidence and then set
themselves a target, they should refer
to a specific skill rather than a level.
This should then be dated.
Each lesson pupils should go back to
their ‘record of learning ‘ page and
review their progress against their
target..
They should record the date and
complete the following sentence. ‘This
lesson I learnt …………..
If appropriate they should add an
example from the self assessment
questions of the type of questions they
can answer now which they couldn’t
answer before.
If they have achieved their target they
should set themselves a new target.
Level
3
Fractions,
Decimals and
Percentages
I can shade in
fractions on a
diagram that has
been divided
into the right
number of parts.
I can find 50%.
4
I can recognise
equivalent fractions.
I can recognise simple
equivalence between
fractions, decimals
and percentages, e.g.
½¼¾
I can find simple
percentages of an
amount, e.g. 25%,
50%, 75%, 10%
I can calculate unit
fractions of an
amount.
5
6
7
I can cancel down a
fraction to its
simplest form.
I can confidently
change fractions to
decimals and
percentages and
order them from
biggest to smallest,
using calculator and
non calculator
methods as
appropriate.
I understand the
equivalence between
recurring decimals and
fractions.
I can calculate
fractions of an
amount.
I can calculate
percentages of an
amount.
I know when it is
appropriate to use
a calculator to
calculate
percentages of an
amount.
I can calculate the
original price when I
know the new price and
the percentage increase
/ decrease.
I can increase and
decrease an amount
by a percentage.
I am starting the lesson on level _______ I can ………………..
Here is an example of the kind of question I can answer.
My Target
To be move my learning forward I must learn how to ……………………………
Level 3
Circle the diagram below which
represents
⅜
Level 4
Circle the diagram below which represents
⅕
Which is bigger ¼ of 28 or ⅕ of 30? Explain
how you know.
Level 5
27
90
Cancel this fraction into its simplest
form.
Which is bigger ⅜ of 48 or ⅘ of 25?
Explain how you know.
Level 6
7
5
20
8
Write these fractions as percentages
Level 7
Explain how you can tell whether a fraction
is a terminating decimal or a recurring
decimal.
Level 3
An electric guitar costs £462. The shop is
going to have a 50% off sale. What is 50% of
£462?
Level 4
The shop decide that 50% is too much to
take off the price. Work out the following
percentages of £462
25% =
75% =
10% =
Level 6
An electric guitar costs £462. The shop is
going to have a sale. Work out the new cost
of the guitar if it is reduced by:
23% =
15% =
81% =
Level 5
An electric guitar costs £462. The shop is
going to have a sale. They haven’t made a
decision about what to reduce the price by
yet. Help them to make a decision by
calculating the following percentages :
23% =
15% =
81% =
Level 7
This electric guitar
has been reduced
by 27%. It now
costs £760. What
did it cost
originally?
Learning journey map
for the unit FDP
Articulation of learning
across the unit
Progression arrow for the skill of
‘converting between fractions,
decimals and percentages’
An example of a learning journey
for the unit of Shape space and
measure.
Complete record of learning over a unit of work