Target statements for the problem solving strand.
I can make and talk about patterns.
I can use words like add, sum, total, take away, subtract, difference
between… when I’m playing.
I can solve simple number problems, and talk about how I did them.
I can solve simple number problems (involving addition/subtraction etc), and
explain how I work them out.
I always ask myself ‘What’s the best way to do this calculation?’:
 In my head
 In my head but with the help of a number line,
jottings or a diagram/picture
I always ask myself ‘What’s the best way to do this calculation?’:
 In my head
 In my head but with the help of a number line,
jottings or a diagram/picture
 An expanded/compact written method
I always ask myself ‘What’s the best way to do this calculation?’:
 In my head
 In my head but with the help of a number line,
jottings or a diagram/picture
 An expanded/compact written method
 Use a calculator
When I’m solving a problem I can decide what number operation(s) to do and
the order I should do them in.
I can use +, –, x, ÷ to solve problems and decide whether it is best to calculate
in my head or on paper.
I can choose a sensible way of calculating when I’m solving a problem.
I can choose an efficient way of calculating when I’m solving a problem.
I can solve one-step word problems and talk about how I did it.
I can solve two-step word problems and explain my method.
I can solve multi-step word problems and explain my method.
I can solve word problems involving money, time, length, weight, capacity,
area, perimeter, shape and space, ratio and proportion etc.
When I’m solving a problem I know when I need to change measurements to
the same units before calculating.
When I’m solving a problem, I estimate the answer and then check whether
my answer makes sense.
I can solve number/shape puzzles and explain my method/how I did it, by
talking to my teacher and/or writing it down.
I can solve number/shape puzzles and explain my method/how I did it, by
talking to my teacher and/or writing it down; and then say ‘What if …..?’ or
‘What could I try next?’.
I can solve word problems and explain my method/how I did it, by talking to
my teacher or writing it down.
I can solve word problems and explain my method/how I did it, by talking to
my teacher or writing it down; and then say ‘What if …..?’.
I can understand and use information in lists, tables, charts and graphs.