Number, Money and Measurement: Second Level
Secure Phase
Name of Pupils:
Experiences and Outcomes
Learning Intentions
I can use my knowledge of
rounding to routinely estimate
the answer to a problem then,
after calculating, decide if my
answer is reasonable, sharing
my solution with others.
MNU 2-01a
I can:
 calculate the actual answer to problems in new and unfamiliar contexts
using an appropriate method
 make a decision about how reasonable my answer is in comparison with
my estimate
 explain my thinking to others when sharing my solutions to problems in
new and unfamiliar contexts
I have extended the range of
whole numbers I can work with
and having explored how
decimal fractions are
constructed, can explain the
link between a digit, its place
and its value.
MNU 2-02a
I can:
 explain the link between a digit, its place and its value for whole
numbers to 10 million or greater
 explain the link between a digit, its place and its value for numbers to 3
decimal places
 use my knowledge of whole numbers and decimals when I am solving
problems in new and unfamiliar contexts
Having determined which
calculations are needed, I can
solve problems involving whole
numbers using a range of
methods, sharing my
approaches and solutions with
others.
MNU 2-03a
For 4 and 5 digit numbers (or sometimes greater), I can:
 solve number problems using addition in new and unfamiliar contexts,
clearly communicating my processes and solutions.
 solve number problems using subtraction in new and unfamiliar contexts,
clearly communicating my processes and solutions.
 solve number problems using multiplication in new and unfamiliar
contexts, clearly communicating my processes and solutions.
 solve number problems using division in new and unfamiliar contexts,
clearly communicating my processes and solutions.
 solve number problems using more than one operation in new and
unfamiliar contexts, clearly communicating my processes and solutions.
 Show the key steps in my working
 Continue to revise table facts to ensure quick recall
I have explored the contexts in
which problems involving
decimal fractions occur and can
solve related problems using a
variety of methods.
MNU 2-03b
I can:
 use my skills in ordering decimals when dealing with problems in new and
unfamiliar contexts
 carry out operations involving decimals when dealing with problems in new
and unfamiliar contexts
Having explored the need for
rules for the order of
operations in number
calculations, I can apply them
correctly when solving simple
problems.
MTH 2-03c
I can:
 apply my understanding of the rules for the order of operations when
solving simple problems
I can show my understanding of
how the number line extends to
include numbers less than zero
and have investigated how
these numbers occur and are
used.
MNU 2-04a
e.g. 141 + (13x9) =
or
If there are 13 boxes with 52 apples in each and 27 extra apples how many
altogether?
I can:
 make comparisons between positive and negative numbers in everyday
contexts (e.g. how much more is 1 degree Celsius than -4 degree Celsius)
 apply my understanding of positive and negative numbers appropriately
when working with simple problems in everyday contexts e.g if the
temperature is minus 4 degrees Celsius and rises by 11 degrees, what is
the new temperature?
Having explored the patterns
and relationships in
multiplication and division, I can
investigate and identify the
multiples and factors of
numbers.
MTH 2-05a
I can:
 demonstrate my understanding of multiples and factors when solving nonroutine problems
I have investigated the
everyday contexts in which
simple fractions, percentages
or decimal fractions are used
and can carry out the necessary
calculations to solve related
problems.
MNU 2-07a
I can show the equivalent forms
of simple fractions, decimal
fractions and percentages and
can choose my preferred form
when solving a problem,
explaining my choice of method.
MNU 2-07b
I have investigated how a set of
equivalent fractions can be
created, understanding the
meaning of simplest form, and
can apply my knowledge to
compare and order the most
commonly used fractions.
MTH 2-07c
I can:
 use my knowledge of simple fractions to solve problems in familiar,
everyday contexts
 use my knowledge of percentages to solve problems in familiar, everyday
contexts
 use my knowledge of simple decimal fractions to solve problems in
familiar, everyday contexts
I can
 use my knowledge of simple, commonly used equivalences to solve a range
of problems, explaining my thinking and giving reasons
- e.g. work out 11% by 10% + 1%,
work out 0.25 by dividing by 4
- work out 3/9 by dividing by 3
work out 75% by dividing by 4 and multiplying by 3.
I can
 use my understanding of equivalence and simplest form to compare and
order commonly used fractions, in context where appropriate
I can manage money, compare
costs from different retailers,
and determine what I can
afford to buy.
MNU 2-09a
I can
 give sound reasons for my decisions when solving problems involving money
and costs from different retailers
 use my skills in managing money to contribute to a group or class project
I understand the costs,
benefits and risks of using bank
cards to purchase goods or
obtain cash and realise that
budgeting is important.
MNU 2-09b
Confidently and in a range of meaningful contexts I can:
I can use the terms profit and
loss in buying and selling
activities and can make simple
calculations for this.
MNU 2-09c
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use simple banking terminology appropriately
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use the terms profit and loss appropriately
discuss saving and spending
discuss the benefits and risks of using bank cards
discuss why budgeting is important
contribute to group or class project related to banking, budgeting, …
Confidently and in a range of meaningful contexts I can:
recognise profit and loss
calculate profit and loss
discuss the potential impact of profit and loss on individuals, groups
and organisations
I can use and interpret
electronic and paper-based
timetables and schedules to
plan events and activities, and
make time calculations as part
of my planning.
MNU 2-10a
I can
 use my knowledge of timetables and schedules appropriately when working
in new and unfamiliar contexts
 make time calculations as when working with others to plan events and
activities
I can carry out practical tasks
and investigations involving
timed events and can explain
which unit of time would be
most appropriate to use.
MNU 2-10b
Confidently and in a range of practical situations I can:
 work with different units of time, using correct notation
 select and utilise the most appropriate unit of time for an
activity, explaining the reasons for my choice to others
 use a range of instruments to record time correctly
Using simple time periods, I can
give a good estimate of how
long a journey should take,
based on my knowledge of the
link between time, speed and
distance.
MNU 2-10c
Confidently and in a range of real-life situations I can:
 calculate duration of time
 explain the effect that using different modes of transport
(walking, running, bike, car, train, etc- so travelling at
different speeds) will have on journey time
 investigate journey times and discuss the impact of using
different routes
 discuss the impact that changing time, speed or distance will
have on journeys
 give a good estimate of how long a journey should take
I can
 use my knowledge of the sizes of familiar objects when estimating length
in problem solving situations
 use my knowledge of the sizes of familiar objects when estimating weight
in problem solving situations
 use my knowledge of the sizes of familiar objects when estimating
volume/capacity in problem solving situations
I can use my knowledge of the
sizes of familiar objects or
places to assist me when making
an estimate of measure.
MNU 2-11a
I can use the common units of
measure, convert between
related units of the metric
system and carry out
calculations when solving
problems.
MNU 2-11b
I can explain how different
methods can be used to find
the perimeter and area of a
simple 2D shape or volume of a
simple 3D object.
MNU 2-11c
I can
 draw lines accurately when required to in practical tasks and activities
 use my knowledge of the common units of measure when solving problems
in new and unfamiliar contexts
 demonstrate my understanding of the metric system by converting
between metric units and carrying out calculations when solving problems
involving length
 demonstrate my understanding of the metric system by converting
between metric units and carrying out calculations when solving problems
involving weight
 demonstrate my understanding of the metric system by converting
between metric units and carrying out calculations when solving problems
involving volume/capacity
I can
 discuss different methods of finding perimeter of simple 2D shapes and
volume of simple 3D objects
 discuss different methods of finding area of simple 2D shapes and volume
of simple 3D objects
 select an appropriate method for finding perimeter of simple 2D shapes
when solving problems
 select an appropriate method for finding area of simple 2D shapes when
solving problems
 select an appropriate method for finding volume of simple 3D objects
when solving problems
 explain my chosen method for finding perimeter of simple 2D shapes
when solving problems
 explain my chosen method for finding area of simple 2D shapes when
solving problems
 explain my chosen method for finding volume of simple 3D objects when
solving problems
I have worked with others to
explore, and present our
findings on, how mathematics
impacts on the world and the
important part it has played in
advances and inventions.
MTH 2-12a
Working with different groups on a variety of projects I can:
 use different sources and resources to explore the
importance of mathematics (past, present and future)
 select important events and developments in the history of
mathematics in preparation for presenting my findings to
others
 contribute effectively during the preparation of a
presentation (might be a poster, information sheet, play,
powerpoint, or any other way of sharing and presenting
information)
 participate in the delivery of information to others
Having explored more complex
number sequences, including
well-known
named
number
patterns, I can explain the rule
used to generate the sequence,
and apply it to extend the
pattern.
MTH 2-13a
I can
 demonstrate my understanding of more complex number sequences and
well-known named number patterns when solving problems
NOTE: Well-known named
number patterns might include
square, triangular, cube and
Fibonnaci numbers
I can apply my knowledge of
number facts to solve problems
where an unknown value is
represented by a symbol or
letter.
MTH 2-15a
I can
 confidently solve problems involving unknown values represented by
letters or symbols
 clearly show the steps I have followed in solving problems involving
unknown values represented by letters or symbols
 explain my strategies to others when solving problems involving unknown
values represented by letters or symbols
Big Picture Targets
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I can
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I can
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I can
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I can
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I can
Assessment
Evaluation
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