Pupil outcome: I can explain the relationship between repeated addition of fractions and multiplication of fractions. Key learning points: - Multiplication can be represented as repeated addition - Use the language of unitising '__...

Pupil outcome: I can use my knowledge of combining and partitioning numbers within 10 when solving problems. Key learning points: - We can combine two parts to make a whole. Part + part = whole - We can partition a whole into two parts....

Pupil outcome: I can use knowledge of divisibility rules when the divisor is 2 to solve problems. Key learning points: - All numbers in the two times table are even. - All numbers in the two times table are divisible by 2 - If a number...

Pupil outcome: I can identify equal parts when they do not look the same. Key learning points: - Equal parts of the same-sized whole may not look the same - they can be different shapes. - A whole can be made from equal-sized parts that...

Pupil outcome: I can solve problems by identifying parts and wholes in a range of contexts. Key learning points: - The whole has been divided into __ equal parts. - Each equal part is one-__ of the whole. - You can represent fractions...

Pupil outcome: I can explain the effect on the quotient when scaling the dividend and the divisor by 10 Key learning points: - If the dividend and divisor are both scaled by 10, the quotient will remain the same. - Place value and...

Pupil outcome: I can identify the number of equal or unequal parts in a whole. Key learning points: - The parts that make up a whole can be equal or unequal in size. - The whole can be made of many parts, many parts can make the whole. -...

Pupil outcome: I can use knowledge of the relationships between the 3 and 6 times tables to solve problems. Key learning points: - All multiples of 6 are multiples of 3 - Not all multiples of 3 are multiples of 6 - Multiples of 6 are...

Pupil outcome: I can explain that 100,000 is composed of 50,000s, 25,000s and 20,000s. Key learning points: - 100,000 is composed of two 50,000s - 100,000 is composed of four 25,000s - 100,000 is composed of five 20,000s

Pupil outcome: I can recognise that angles at a point sum to 360° and use this to solve problems. Key learning points: - Angles that meet at a point have a sum of 360 degrees. - To calculate missing angles you can use addition and...

Pupil outcome: I can construct a whole when given one part and the fraction that it represents. Key learning points: - If you know a part and the fraction it represents, you can construct the whole. - If one-__________ is a part, then...

Pupil outcome: I can identify parts and wholes in different contexts. Key learning points: - The whole has been divided into __ equal parts. - Each equal part is one-__ of the whole. - Fractions can be represented as part of a shape or a...

Pupil outcome: I can identify and describe patterns in the number system. Key learning points: - The pattern of counting in 50s can be seen in whole numbers and decimals. - The pattern of counting in 25s can be seen in whole numbers and...

Pupil outcome: I can solve division problems involving sharing, sometimes with remainders. Key learning points: - Objects can be divided equally between groups, sometimes with a remainder. - When objects are divided equally between...

Pupil outcome: I can identify numbers on marked but unlabelled number lines. Key learning points: - Within a mixed number, the whole number is the most significant part. - The whole number part of a mixed number can be used to decide...

Pupil outcome: I can explain how to add related unit fractions with and without a representation or image. Key learning points: - Common multiples help you to convert a fraction to a common denominator. - When adding fractions the...

Pupil outcome: I can express an amount of fifths as a mixed number and an improper fraction. Key learning points: - A fraction with a numerator that is equal to or greater than the denominator is called an improper fraction. - Improper...

Pupil outcome: I can explain how to divide a unit fraction by a whole number. Key learning points: - The partitive structure means you can think of dividing a fraction by a whole number as sharing. - If a unit fraction is divided by a...

Pupil outcome: I can represent unit fractions in different ways. Key learning points: - You can represent fractions with a picture. - You can represent fractions with symbols. - You can represent fractions with names.

Pupil outcome: I can identify non-unit fractions. Key learning points: - A non-unit fraction has a numerator greater than 1; it is composed of more than one unit fraction. - We say, 'the whole has been divided into ___ equal parts, and I...

Pupil outcome: I can multiply a proper fraction by a whole number where the product is within a whole. Key learning points: - If 4 groups of 2 are equal to 8 then 4 groups of 2 ninths are equal to 8 ninths - __ groups of __ is equal to...

Pupil outcome: I can convert a quantity from an improper fraction to a mixed number using quarters. Key learning points: - An improper fraction is a fraction where the value of the numerator is greater than the value of the denominator....

Pupil outcome: I can explain how to divide a fraction by a whole number efficiently. Key learning points: - When you divide a fraction by a whole number, you can calculate this efficiently. - When the numerator is a multiple of the...

Pupil outcome: I can label number lines accurately and explain the meaning of each part. Key learning points: - Mixed numbers are numbers that can be located on a number line. - Stem sentence: ‘Each interval on the line is divided into...