Success criteria

Success criteriaA bank of examples

Bexley Primary Mathematics TeamReception(Links to Year 1 example)Core learning

Count reliably up to 10 everyday objects (Counting and Understanding Number)Learning objective

We are learning to count objects reliablySuccess criteria

Remember to Move each object in turn or touch each object whilst saying the next number (counting) Only count each object once

Record the last number you say as that is the number of objects in the setBexley Primary Mathematics TeamReception

Core learning

Select two groups of objects to make a given total of objects (Knowing and Using Number Facts)Learning objective

We are learning to add two numbers togetherSuccess criteria

Remember to

Count how many objects are in the first group

Carry on counting from the last number you said for the first group when counting the second group (dont start at one again)

Check whether the last number you say (total) is the same as the target number

(It may be necessary to revisit counting success criteria):

Move each object in turn or touch each object whilst saying the next number (counting)

Only count each object once

Record the last number you say as that is the total number of objects in both groupsBexley Primary Mathematics TeamReception

Core learning

Share objects into equal groups and count how many in each group (Calculating)Learning objective

We are learning to share objects equallySuccess criteria

Remember to Give one object to each of the groups, then another carry on until you have run out of objects

Only give one object to each group at a time

Give the same amount of objects to each group

Count how many objects are in each group and check they are the sameBexley Primary Mathematics TeamYear 1

(Links to Reception example)Core learning

Count reliably at least 20 objects, recognising that when rearranged the number of objects stays the same; estimate a number of objects that can be checked by counting (Counting and Understanding Number)Learning objective

We are learning to count objects reliablySuccess criteria

Remember to Move each object in turn or touch each object whilst saying the next number (counting)

Only count each object once

Record the last number you say as that is the number of objects in the setBexley Primary Mathematics TeamYear 1

Core learning

Read and write numerals from 0 to 20, then beyond; use knowledge of place value to position these numbers on a number track and number line (Counting and Understanding Number)Learning objective

We are learning to order numbersSuccess criteria

Remember to

Look at the tens column of the number and decide if the number is less than 10, a tens number a twenties number Find where the numbers less than 10, tens numbers and twenties numbers go on the number line/track/square

Look at the units column of the number and make sure that the units column of the number before is less and the units column of the number after is moreBexley Primary Mathematics TeamYear 1

Core learning

Relate addition to counting on; recognise that addition can be done in any order; use practical and informal written methods to support the addition of a one-digit number or a multiple of 10 to a one-digit or two-digit number (Calculating)Learning objective

We are learning to add two numbers using an empty number lineSuccess criteria

Remember to

Write the biggest number at the beginning of the number line and add on the smallest Add on the tens first then the units by counting on in jumps Draw a loop to show each jump and write the size of the jump above it Write the number you are on after each jump under the line

Only add on the amount in the sum (this will be the total above the loops)Bexley Primary Mathematics TeamYear 1

Core learning

Understand subtraction as 'take away' and find a 'difference' by counting up; use practical and informal written methods to support the subtraction of a one-digit number from a one digit or two-digit number and a multiple of 10 from a two-digit number (Calculating)Learning objective

We are learning to find a difference by counting upSuccess criteria

Remember to Write the smallest number at the beginning of the number line and the biggest number at the end Count on in jumps until you get to the end number

Draw a loop to show each jump and write the size of the jump above it

Write the number you are on after each jump under the line

Add all the jump amounts together to find the differenceBexley Primary Mathematics TeamYear 1

Core learning

Use vocabulary related to time; order days of the week and months; read the time to the hour and half hour (Measuring)Learning objective

We are learning to read the time to the hour and half hourSuccess criteria

Remember to

Look at the big hand to see if the time is oclock (pointing to the 12) or half past (pointing to the 6)

Look at the number the little hand is pointing to, to see what hour it is (e.g. half past 8 or 10 oclock)Bexley Primary Mathematics TeamYear 2

(Links to Year 3 example)Core learning

Estimate a number of objects; round two-digit numbers to the nearest 10 (Counting and Understanding Number)Learning objective

We are learning to round numbers to the nearest 10Success criteria

Remember to

Look at the digit in the units column if it is 5 or more then round the number up, 4 or less round the number down. Make the tens number 1 ten bigger when rounding a number up

Keep the tens number the same when rounding a number down

Check your answer has 0 in the units column (ends in 0)Bexley Primary Mathematics TeamYear 2

Core learning

Represent repeated addition and arrays as multiplication, and sharing and repeated subtraction (grouping) as division; use practical and informal written methods and related vocabulary to support multiplication and division, including calculations with remainders (Calculating)Learning objective

We are learning to divide and understand remaindersSuccess criteria

Remember to

Give one object to each of the groups, then another carry on until you cant give every group another object Only give one object to each group at a time

Count how many objects are in each group and check they are the same Count how many objects you have left that you couldnt share fairly this is the remainder Check the remainder is less than the number of groupsBexley Primary Mathematics TeamYear 2

Core learning

Estimate, compare and measure lengths, weights and capacities, choosing and using standard units (m, cm, kg, litre) and suitable measuring instruments (Measuring)Learning objective

We are learning to measure lengths using cmSuccess criteria

Remember to Put the 0cm on the ruler at the end of the line to be measured

Make sure the ruler is straight against the line to be measured

Look at the number on the ruler underneath where the line stopsBexley Primary Mathematics TeamYear 3

(Links to Year 2 example)Core learning

Round two-digit or three-digit numbers to the nearest 10 or 100 and give estimates for their sums and differences (Counting and Understanding Number)Learning objective

We are learning to round numbers to the nearest 10 and 100Success criteria

Remember to

Look at the digit in the units column (rounding to 10) or tens column (rounding to 100) if it is 5 or more then round the number up, 4 or less round the number down.

Make the tens number 1 ten bigger or hundreds number 1 hundred bigger when rounding a number up

Keep the tens number or hundreds number the same when rounding a number down

Check your answer has 0 in the units column (ends in 0) if rounding to the nearest 10

Check your answer has 0 in the tens and units columns (ends in 00) if rounding to the nearest 100Bexley Primary Mathematics TeamYear 3

(Links to Year 5 example)Core learning

Multiply one-digit and two-digit numbers by 10 or 100, and describe the effect (Calculating)Learning objective

We are learning to multiply by 10 and 100 mentallySuccess criteria

Remember to

Move the digits one space to the left when multiplying by 10

Move the digits two spaces to the left when multiplying by 100

Put a 0 in any empty columns to hold the place

Bexley Primary Mathematics TeamYear 3

Core learning

Read the time on a 12-hour digital clock and to the nearest 5 minutes on an analogue clock; calculate time intervals and find start or end times for a given time interval (Measuring)Learning objective

We are learning to read the time on an analogue clockSuccess criteria

Remember to

Look at the number the little hand is pointing to (or has just gone past) to find out the hour Look at the big hand to see how many minutes past the hour it is

Count the little lines round the edge of the clock to find the minutes past (dont use the numbers in the middle!)

Count the minutes in 5s if you are confidentBexley Primary Mathematics TeamYear 3

Core learning

Use Venn diagrams or Carroll diagrams to sort data and objects using more than one criterion (Handling Data)Learning objective

We are learning to use a Venn diagram to sort informationSuccess criteria

Remember to Sort the data or objects into the correct group using the criteria

Put the data or objects into the overlapping middle section if they belong to both groups Put the data or objects outside the circles if they dont belong in either group Bexley Primary Mathematics TeamYear 4

Core learningDevelop and use written methods to record, support and explain multiplication and division of two-digit numbers by a one-digit number, including division with remainders (e.g. 15 9, 98 6) (Calculating)Learning objective

We are learning to use the grid method to multiplySuccess criteria

Remember to

Partition the numbers into tens and units, placing one number down the side of the grid and the other along the top

Multiply each number down the side with each number along the top, recording the answers in the grid where the numbers meet

Find the total of all of the answers in the middle of the gridBexley Primary Mathematics TeamYear 4

Core learning

Find fractions of numbers, quantities or shapes (e.g. INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframework/images/gif/frac_1_5.gif" \* MERGEFORMATINET

of 30 plums, of a 6 by 4 rectangle) (Calculating)Learning objective

We are learning to find fractions of numbers and quantitiesSuccess criteria

Remember to

Divide the number or quantity by the denominator (bottom number of the fraction)

Multiply the answer by the numerator (top number of the fraction)Bexley Primary Mathematics TeamYear 4

Core learning

Know that angles are measured in degrees and that one whole turn is 360; compare and order angles less than 180 (Understanding Shape)Learning objective

We are learning to compare and name anglesSuccess criteria

Remember that An acute angle is an angle less than 90( An obtuse angle is an angle more than 90( but less than 180( An angle of exactly 90( is a right angle

An angle of exactly 180( is a straight line angleBexley Primary Mathematics TeamYear 5

Core learning

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 (Counting and Understanding Number)Learning objective

We are learning to find equivalent fractionsSuccess criteria

Remember to

Multiply or divide the denominator (bottom number) by the same as the numerator (top number)

Convert mixed number fractions to improper fractions or vice versa when comparing Find the decimal representation of the fractions and check they are the sameBexley Primary Mathematics TeamYear 5

(Links to Year 3 example)Core learning

Use understanding of place value to multiply and divide whole numbers and decimals by 10, 100 or 1000 (Calculating)Learning objective

We are learning to multiply and divide by 10, 100 and 1000 mentallySuccess criteria

Remember to

Move the digits one place to the left when multiplying by 10, two places when multiplying by 100 or three places when multiplying by 1000

Move the digits one place to the right when dividing by 10, two places when dividing by 100 or three places when dividing by 1000

Put a 0 in any empty columns to hold the placeBexley Primary Mathematics TeamYear 5

Core learning

Refine and use efficient written methods to multiply and divide HTU U, TU TU, U.t U and HTU U (Calculating)Learning objective

We are learning to use the chunking method to divideSuccess criteria

Remember to Put the divisor first and the number to be divided (start number) under the bus stop Write how many you have given to each group in brackets and take the total away from start number If you have an amount left that you cant share out, that is your remainder Record the total given to each group on top of the bus stop (lined up in columns), followed by the remainder if neededBexley Primary Mathematics TeamYear 5

Core learning

Construct frequency tables, pictograms and bar and line graphs to represent the frequencies of events and changes over time (Handling Data)Learning objective

We are learning to draw bar graphsSuccess criteria

Remember to Select the scale you use carefully Draw equal intervals for the scales on each axis

Draw the bars as separate columns up to the appropriate height according to the data (dont join each bar back to the y axis)

Label the axes and give your graph a title to explain what it showsBexley Primary Mathematics TeamYear 6

Core learning

Express a larger whole number as a fraction of a smaller one (e.g. recognise that 8 slices of a 5-slice pizza represents or 1 pizzas); simplify fractions by cancelling common factors; order a set of fractions by converting them to fractions with a common denominator (Counting and Understanding Number)Learning objective

We are learning to simplify fractions by cancelling common factorsSuccess criteria

Remember to Find a number that both the numerator and denominator can be divided exactly by (common factor)

Divide the denominator by the same number as the numerator

Repeat the process until there are no longer any numbers that both the numerator and denominator can be divided exactly by (the fraction is now in its simplified form)Bexley Primary Mathematics Team

Year 6

Core learning

Estimate angles, and use a protractor to measure and draw them, on their own and in shapes; calculate angles in a triangle or around a point (Understanding Shape)Learning objective

We are learning to use a protractor to measure anglesSuccess criteria

Remember to Hold the protractor so that the numbers are the correct way round Put the middle point of the protractor onto the vertex of the angle to be measured

Rotate the protractor until a line of the angle is in line with the baseline on the protractor

Use the scale (inside or outside) that starts at 0 at the open end of the angle

Identify where the second line of the angle sits on the scaleBexley Primary Mathematics Team

Year 6

Core learning

Calculate the perimeter and area of rectilinear shapes; estimate the area of an irregular shape by counting squares (Measuring)Learning objective

We are learning to find the area of shapesSuccess criteria

Remember to Use the formula length x breadth for the area of a rectangle and (length x breadth) for the area of a triangle

Divide the shape into rectangles and triangles

Measure the length and breadth of each divided section

Calculate the total of the section areas to find the area of the whole shape

Bexley Primary Mathematics Team

Year 6

Core learning

Construct and interpret frequency tables, bar charts with grouped discrete data, and line graphs; interpret pie charts (Handling Data)Learning objective

We are learning to interpret pie chartsSuccess criteria

Remember to Identify the size of the data pool (how many the pie chart represents) Find fractions or percentages of the data pool size to interpret the information

Check whether the question asks for a number, fraction or percentage as the answerBexley Primary Mathematics Team

Year 6

Core learning

Describe and interpret results and solutions to problems using the mode, range, median and mean (Handling Data)Learning objective

We are learning to find the mode, range, median and mean of dataSuccess criteria

Remember to

Calculate the mode by finding the most common value

Calculate the range by taking the smallest value from the largest value

Calculate the median by writing all of the data in a list from smallest to largest then crossing off one value from each end until you are left with the mid-point (if you are left with two values, the mid-point is the number half way between them). The mid-point is the median

Calculate the mean by finding the total of all of the values in the set of data and dividing it by the number of values there areBexley Primary Mathematics TeamBexley Primary Mathematics Team