I Can Statements Year 5: Counting and understanding number
Count from any given number in whole-number and decimal steps, extending beyond
zero when counting backwards; relate the numbers to their position on a number line
Count from any given number in whole-number and decimal steps, extending beyond
zero when counting backwards; relate the numbers to their position on a number line
I can find missing numbers in a sequence that includes negative numbers
Unit A1
I can count in decimal steps to create a sequence
Unit A2
I can find missing numbers in a sequence that contains decimals
Unit A3
Explain what each digit represents in whole numbers and decimals with up to two places,
and partition, round and order these numbers
I can say what any digit represents in a number with up to seven digits
Unit A1
I can say what any digit in a decimal is worth
Unit A2
I can say the value of each digit in a number, including decimals. I can partition a decimal in different ways.
Unit A3
Express a smaller whole number as a fraction of a larger one (e.g. recognise that 5 out of
8 is ); find equivalent fractions (e.g.
, or
1 ); relate fractions to their decimal
representations
I can explain how I know that two fractions, such as
and
, are equivalent
Unit E1
I can give the decimal equivalent of a simple fraction such as
and explain how I know
Unit E2
I can give the decimal equivalent of a simple fraction such as
and explain how I know
Unit E3
Understand percentage as the number of parts in every 100 and express tenths and
hundredths as percentages
I know that 'per cent' means 'parts in every 100', so 1
I can give a simple fraction such as
as a percentage
I can give a simple fraction such as
as a percentage
Unit E2
I know that 'per cent' means 'parts in every 100', so 1
Unit E3
Staffordshire Primary Mathematics
I Can Statements Year 5: Counting and understanding number
Use sequences to scale numbers up or down; solve problems involving proportions of
quantities (e.g. decrease quantities in a recipe designed to feed six people
I can continue a sequence such as: 'There are 3 red sweets in every 10, there are 6 red sweets in every 20'
Unit E2
I can use the relationships between numbers to solve ratio and proportion questions
Unit E3
Staffordshire Primary Mathematics