Level 4 means that I can answer…
How can I describe number patterns?
How can I find multiples?
How can I find factors?
What are square numbers?
Why do I need to use word formulae?
How can I use co-ordinates in the first quadrant?
What happens when I multiply and divide whole numbers by 10 and 100?
How can I remember my tables up to 10x10?
What happens when I add and subtract numbers like 13.64 and 48.95?
How can I write decimal numbers in the correct order?
Why is it important to check my own answers?
How do I make 3D models?
Why is it important to be able to draw 2D shapes?
How do I find perimeters of shapes?
Why can I find the area by counting squares?
How do I draw line graphs?
Why is important to present data clearly?
How do I read simple pie charts?
How do I draw frequency tables?
Why is it important to be able to find the mode?
Why is it important to be able to find the range?
Why is it important to try ideas of my own?
Level 5 means that I can answer…
What happens when I multiply and divide whole numbers by 10, 100 and 1000?
How can I add and subtract negative numbers?
How can I put numbers in order including negative numbers?
What happens when I add, subtract, multiply and divide numbers like 19.75 and 34.21?
Why is it important to be able to simplify a fraction?
What process can I use to work out a fraction or percentage of a number?
How do I multiply or divide a three digit number by a two digit number?
Why is it important to be able to use inverse operations of approximation to check my answers?
Why do I need to use formulae like C=2n+4?
How can I use co-ordinates in all four quadrants?
How do I measure and draw angles to the nearest degree?
Why do I need to use metric to imperial conversions?
Why do I need to use and understand the formula for the area of a rectangle?
How do I find the mean of discrete data?
Why do I need to use the range and one of the averages to compare two sets of data?
Why is it useful to be able to say what diagrams and graphs show?
Why does the probability scale go from 0 to 1?
Why don’t experiments always have the same outcome?
Level 6 means that I can answer…
Why do I use trial and improvement to solve things like x3+5x=38?
When is it helpful to be able to work out one number as a fraction or percentage of another?
Why is it Important to understand that fractions, decimals and percentages can be equivalent to each other (eg 0.5=50%)?
When is it appropriate to calculate using ratio?
Why is useful to be able to add and subtract fractions with common denominators
What purpose is there to finding and describing in words the rule for the next term in a sequence (linear)?
What purpose is there to finding and describing in words the rule for the nth term in a sequence?
Why is it important to be able to solve linear equations with integer coefficients?
What does plotting the graph of y = mx + c show?
How can I recognise 2D representations of 3D objects?
How can I classify quadrilaterals by knowing their properties?
How do I know the missing angles when two parallel lines are intersected?
What facts can I use to solve angle problems in polygons?
How do I write instructions to make a computer draw a shape?
Why is important to be able to Find the area and circumference of a circle?
What facts let me find the volume of cuboids?
What impact does a positive scale factor have on a shape?
When would I need to work with continuous data?
Why is it helpful to be able to construct pie charts?
What does a scatter diagram tells me?
What is correlation?
How do I find all the possible outcomes of two experiments?
Why doprobabilities of mutually exclusive events add up to 1?
Level 7 means that I can answer…
When is it helpful to round to one significant figure?
What happens when I multiply or divide by numbers between 0 and 1?
How can I multiply and divide numbers of any size?
What is proportional change?
What is the purpose of describing in symbols the rule for the next term or nth term in a sequence (Quadratic)?
How do I multiply things like (a+b)(c+d)?
Why is it useful to be able to simplify quadratic expressions?
Why is it useful to be able to solve simultaneous, linear equations with two variables (Using graphs or algebra)?
What do the solutions of inequalities like 6(2n+1)≥18 show me?
What is Pythagoras’ Theorem and why is it useful in 2D problems?
How do I calculate lengths, areas and volumes in right prisms?
What impact does a fractional scale factor have on a shape?
What is mathematical similarity?
What is the locus of a moving object?
When are upper and lowers bounds useful?
How are speed, distance and time related to each other?
Why should I give a hypothesis to a situation and how do I test it?
What is bias?
Why is it useful to be able to find the modal class and an estimate to the mean, median and range when using grouped data?
How do I compare distributions using frequency polygons?
Why do I need to draw a line of best fit on a scatter diagram?
What is relative frequency?
Level 8 means that I can answer…
When will problems involve powers and roots and how do I solve them?
Why is standard form useful and how do I solve problems when it occurs?
How do I solve problems involving repeated proportional change?
How do I substitute fractions and decimals into equations and expressions and find the answers?
Why is it useful to be able to calculate one variable in a formula when I know the others?
Why does a2 - b2 = (a+b)(a-b)?
Why do I need to solve inequalities in two variables?
Why is it useful to be able to sketch and interpret graphs of quadratic, cubic and reciprocal functions?
How can graphs model real life situations?
What is congruence and mathematical similarity?
How can sine, cosine and tangent be used to solve problems in right angled triangles?
How can I distinguish between formulae for perimeter, area and volume by considering dimensions?
Why is it helpful to be able to interpret and construct cumulative frequency diagrams?
What does the median and interquartile range show me?
How do I Calculate the probability of a compound event?