Level 6
Calculation
I can check an answer by considering whether it is of the right order of magnitude and by working
the problem backwards
Shape, Space and Measures
I can use a straight edge and compass to construct: the mid-point and perpendicular bisector of a
line segment; the bisector of an angle; the perpendicular from a point to a line
I can use an efficient written method for multiplication and division of integers and decimals
I can understand where to position the decimal point by considering equivalent calculations
I can enter numbers in a calculator and interpret the display in different contexts
I can add and subtract fractions by writing them with a common denominator
I consolidate and extend mental methods of calculation working with decimals, fractions and
percentages, squares and square roots, cubes and cube roots; solving word problems mentally
I can identify alternate and corresponding angles; understand a proof that the sum of the angles of
a triangle is 180o and of a quadrilateral is 360o
I can make and justify estimates and approximations of calculations
Numbers and the Number System
I can round positive numbers to any given power of 10
I can round decimals to the nearest whole number or to one or two decimal places
I can multiply and divide a fraction by an integer
I can multiply and divide integers and decimals by 0.1, 0.01
I can order fractions by writing them with a common denominator or by converting them to decimals
I know simple instances of the index laws e.g. when multiplying you add the indices and when dividing
you subtract the indices (e.g. 4s3 x 3s2 = multiply 4 and 3 and add 3 and 2)
I know and use the formula for the volume of a cuboid; and can calculate volumes and surface areas
of cuboids and shapes made from cuboids
I can enlarge 2-D shapes, given a centre of enlargement and a positive whole number scale factor
I know that translations, rotations and reflections preserve length and angle, and map objects on to
congruent images
I can classify quadrilaterals by their geometric properties
I can deduce and use formulae for the area of a triangle, a parallelogram ad a trapezium; and can
calculate areas of compound shapes made from rectangles and triangles
I can visualise and use 2-D representations of 3-D objects; analyse 3-D shapes through 2-D
projections; including plans and elevations
I can explain how to find, calculate and use the interior and exterior angles of regular polygons
I can enlarge 2-D shapes by a positive whole number or fractional scale factor (the ratio of two
corresponding lengths or area)
I know and can use the formulae for the area and circumference of a circle
I can divide a quantity into two or more parts in a given ratio
I can use the unitary method to solve simple word problems involving ratio and direct proportion
Data Handling
Algebra
I can choose and use symbols, diagrams and graphs correctly when solving problems or explaining my
reasoning
I can construct on paper and using ICT, pie charts for categorical data, bar charts and frequency
diagrams for discrete and continuous data; simple line graphs for time series; and simple scatter
graphs
I am beginning to use linear expressions to describe an unknown term (nth) of a mathematical
sequence and using the context, I can justify my choices
I can identify which type of graph is most useful in the context of the problem
I know that if the probability of an event occurring is p, then the probability of it not occurring is
1-p
I can substitute integers into simple formulae
I can simplify algebraic expressions by factorising
I can choose and use efficient techniques for calculation, algebraic manipulation and graphical
representation, and resources, including ICT
I can use index notation for integer powers (for example a2 = a x a and 4a2 = 4 x a x a)
I can plot the graphs of linear functions, where y is given explicitly in terms of x
I recognise that equations of the form y = mx + c correspond to straight line graphs
I can construct and solve linear equations with integer coefficients (whole numbers in front of
variables which can be positive or negative),that involve brackets or negative signs anywhere in the
equation, using an appropriate method
I can construct functions arising from real-life problems and plot their corresponding graphs
I can interpret graphs arising from real situations
I can design a survey or experiment to capture the necessary data from one or more sources;
determine the sample size ad degree of accuracy needed; design, trial and, if necessary, refine
data collection sheets; design and use two-way tables
I can communicate interpretations and results of a statistical enquiry using selected tables, graphs
and diagrams in support, using ICT as appropriate
I can construct tables for large, discrete and continuous sets of raw data, choosing suitable class
intervals
I know simple instances of the index laws e.g. when multiplying you add the indices and when dividing
you subtract the indices
I can find and record all possible and mutually exclusive outcomes for single events and two
successive events in a systematic way
I can generate terms of a sequence using term-to-term and position-to-term definitions of the
sequence, on paper and using ICT
I can select, construct and modify, on paper and using ICT, suitable graphical representations to
progress an enquiry, including scatter graphs to develop further understanding of correlation
Given values for m and c, I can find the gradient of lines given by equations of the form y = mx + c
I can use trial and error and ICT to find approximate solutions to equations such as x 3 + x = 20
I know that the sum of probabilities of all mutually exclusive outcomes is 1, and use this when solving
problems
T = Taught
U = Understood
A = Assessed
Level 6
Using and Applying
I can solve more complex problems by breaking them into smaller steps or tasks
I can choose and use symbols, diagrams and graphs correctly when solving problems or explaining
my reasoning
I can suggest extensions to problems; speculating and generalising
I can choose and use efficient techniques for calculation, algebraic manipulation and graphical
representation, and resources, including ICT
I can present and interpret solutions/findings in the context of the original problem/task
I can use a logical argument to establish the truth of a statement
I am beginning to give mathematical justification for my answers
I test my answers by checking particular cases
I can solve complex and long problems by breaking them into simpler tasks, using a range of efficient
techniques, methods and resources, including ICT
I can interpret, discuss and combine information presented in a variety of ways
I am beginning to explain my reasons for selection and use of diagrams
My writing explains and informs my use of diagrams
T = Taught
U = Understood
A = Assessed