Level 4 – ASSESSMENT CRITERIA
Number and Algebra / Level 4 ASSESSMENT CRITERIA
Geometry and Measures, Statistics
 I can recognise and describe number patterns, and relationships including multiple, factor and square e.g.
  • I know simple tests for divisibility
  • I can identify the factors of two-digit numbers
 I can use place value to multiply and divide whole numbers by 10 or 100 e.g.
  • 8000 ÷ 10 = ? and 56 x ? = 5600
 I can recognise approximate proportions of a whole and use simple fractions and
percentages to describe these e.g.
  • I can recognise equivalence between fractions, decimals and percentages e.g. ,, ,
 I can order decimals to 3 decimal places e.g.
  • I can place these numbers in order of size: 0.206, 0.026, 0.602, 0.620, 0.062
 I can understand simple ratio statements e.g. there are 2 boys for every 3 girls
 I can calculate mentally with the four operations e.g.
  • I can calculate mentally a difference such as 8006 – 2993
 I can recall multiplication facts up to 10 x 10 and related division facts e.g.
  • I can respond rapidly to oral and written questions like: Nine sevens, how many eights in 48?Divide 36 by 9,One seventh of 35
 I can use efficient written methods for addition and subtraction and for short multiplication and division e.g.
  • I can calculate 1202 + 45 + 367, 1040.6 - 89.09
  • I can use the grid method and partitioning for short multiplication
  • I can use repeated subtraction to divide numbers
 I can multiply a simple decimal by a single digit e.g. 2.3 x 7
 I can solve problems with or without a calculator
 I can check how reasonable my results are. I know roughly what answer I expect to get and how I came to that estimate
 I can use a formula expressed in words e.g.
  • A phone bill based on a standing charge and an amount per unit
 I can use and interpret coordinates in the first quadrant e.g.
  • If I am given the coordinates of 3 vertices of a rectangle, I can find the 4th
/  I can recognise the properties of 2-D and 3-D shapes e.g.
  • I can identify different nets for an open cube
 I can make 3-D models by linking given faces or edges and draw different views of common 2-D shapes on grids e.g.
  • I can complete a rectangle which has 2 sides drawn at an angle to the grid
 I can reflect shapes in a mirror line
 I can translate shapes horizontally or vertically
 I can rotate a shape about its centre or a vertex
I can choose and use appropriate units and measuring instruments
 I can interpret numbers on a range of measuring instruments e.g.
  • I can read and interpret scales on a range of measuring instruments
 I can find perimeters of simple shapes
 I can find areas by counting squares
 I can collect and record discrete data e.g. using a frequency table
 I can group data in equal class intervals e.g.
  • I can decide on a suitable class interval when collecting or representing data about pupils’ hours per week spent watching television
 I can continue to use Venn and Carroll diagrams to record my sorting and classifying of information e.g.
  • I can sort numbers using the properties ‘multiples of 8’ and ‘multiples of 6’
 I can construct and interpret frequency diagrams and simple line graphs
  • I can suggest an appropriate frequency diagram to represent a particular set of data and then draw it
 I can understand and use the mode and range to describe sets of data e.g.
  • I can use mode and range to describe data relating to shoe sizes in my class and begin to compare the data with data from another class