Identified Curricular targets to be incorporated
into planning and teaching of Mathematics
Whole
School
Targets
Success
Criteria
Counting, properties of numbers and number sequences
Understanding Multiplication and division
0% of children answer Counting, properties of numbers and
number sequences questions correctly in Y6 SATs and 0% of
(we will
children achieve Counting, properties of numbers and number
know we are
sequences Key Objectives in the appropriate year
successful
0% of children answer multiplication and division questions
when:)
correctly in Y6 SATs and 0% of children achieve multiplication
and division KO
(Age related expectations)
Layered curricular targets (identified from whole school data analysis)
Year 6 Class
Target 1 • Make general statements about odd or even numbers, including the outcome
of products.
• Recognise multiples up to 10 x 10. Know and apply simple tests of
divisibility. Find simple common multiples.
• Recognise squares of numbers to at least 12 x 12.
• Recognise prime numbers to at least 20.
Factorise numbers to 100 into prime factors.
Target 2
Understand and use the relationships between the four operations, and the
principles (not the names) of the arithmetic laws. Use brackets.
• Express a quotient as a fraction or as a decimal rounded to one decimal
place. Divide £.p by a two-digit number to give £.p.
Round up or down after division, depending on the context.
Group targets for identified children
Group 1
Names
Group 2
Group 3
PNS Rotherham Numeracy Team
(identified half-termly from KO Tracker)
Identified Curricular targets to be incorporated
into planning and teaching of Mathematics
Whole
School
Targets
Success
Criteria
Counting, properties of numbers and number sequences
Understanding Multiplication and division
0% of children answer Counting, properties of numbers and
number sequences questions correctly in Y6 SATs and % of
(we will
children achieve Counting, properties of numbers and number
know we are
sequences in Year 5 Key Objectives and optional SATs
successful
0%
of children answer multiplication and division questions
when:)
correctly in Y6 SATs and % of children achieve Y5 multiplication
and division KO and optional SATs (Age related expectations)
Layered curricular targets (identified from whole school data analysis)
Year 5 Class
Target 1
•
Make general statements about odd or even numbers, including the outcome
of sums and differences.
Recognise multiples of 6, 7, 8, 9, up to the 10th multiple.
Know and apply tests of divisibility by 2, 4, 5, 10 or 100.
• Know squares of numbers to at least 10 x 10.
• Find all the pairs of factors of any number up to 100.
Target 2
Understand the effect of and relationships between the four operations, and the
principles (not the names) of the arithmetic laws as they apply to
multiplication. Begin to use brackets.
57
• Begin to express a quotient as a fraction, or as a decimal when
dividing a whole number by 2, 4, 5 or 10, or when dividing £.p.
Round up or down after division, depending on the context.
Group targets for identified children
Group 1
Group 2
Group 3
PNS Rotherham Numeracy Team
(identified half-termly from KO Tracker)
Identified Curricular targets to be incorporated
into planning and teaching of Mathematics
Whole
School
Targets
Success
Criteria
Counting, properties of numbers and number sequences
Understanding Multiplication and division
0% of children answer Counting, properties of numbers and
number sequences questions correctly in Y6 SATs and % of
(we will
children achieve Counting, properties of numbers and number
know we are
sequences in Year 4 Key Objectives and optional SATs
successful
%
of children answer multiplication and division questions correctly
when:)
in Y6 SATs and % of children achieve Y4 multiplication and division
KO and optional SATs (Age related expectations)
Layered curricular targets (identified from whole school data analysis)
Year 4 Class
Target 1
•
Recognise and extend number sequences formed by counting from any
number in steps of constant size, extending beyond zero when counting
back: for example, count on in steps of 25 to 500, and then back to, say, –
100.
• Recognise odd and even numbers up to 1000, and some of their properties,
including the outcome of sums or differences of pairs of odd/even
numbers.
• Recognise multiples of 2, 3, 4, 5 and 10, up to the tenth multiple.
Target 2
Extend understanding of the operations of x and ÷, and their relationship to each
other and to + and –.
Understand the principles (not the names) of the commutative,
associative and distributive laws as they apply to multiplication.
56
• Find remainders after division.
Divide a whole number of pounds by 2, 4, 5 or 10 to give £.p.
Round up or down after division, depending on the context.
Group targets for identified children
Group 1
Group 2
Group 3
PNS Rotherham Numeracy Team
(identified half-termly from KO Tracker)
Identified Curricular targets to be incorporated
into planning and teaching of Mathematics
Whole
School
Targets
Success
Criteria
Counting, properties of numbers and number sequences
Understanding Multiplication and division
0% of children answer Counting, properties of numbers and
number sequences questions correctly in Y6 SATs and 0% of
(we will
children achieve Counting, properties of numbers and number
know we are
sequences in Year 3 Key Objectives and answer questions
successful
correctly on optional SATs
when:)
0% of children answer multiplication and division questions
correctly in Y6 SATs and 0% of children achieve Y3 multiplication
and division KO
(Age related expectations)
Layered curricular targets (identified from whole school data analysis)
Year 3 Class
and extend number sequences:
Target 1 Describe
count on or back in tens or hundreds, starting from
Target 2
any two- or three-digit number.
count on or back in twos starting from any two-digit number, and recognise odd and even
numbers to at least 100;
count on in steps of 3, 4 or 5 from any small number to at least 50, then back again.
Recognise two-digit and three-digit multiples of 2, 5 or 10, and three-digit
multiples of 50 and 100.
Explain methods and reasoning orally and, where appropriate, in writing.
• Understand multiplication as repeated addition.
Read and begin to write the related vocabulary.
Extend understanding that multiplication can be done in any order.
49
• Understand division as grouping (repeated subtraction) or sharing. Read
and begin to write the related vocabulary.
Recognise that division is the inverse of multiplication, and that halving is the
inverse of doubling.
51
• Begin to find remainders after simple division.
51
• Round up or down after division, depending on the context
Group targets for identified children
Group 1
Group 2
Group 3
PNS Rotherham Numeracy Team
(identified half-termly from KO Tracker)