• Explore patterns, properties and relationships and propose a general statement involving numbers or shapes; identify examples for which the statement is true or false
  
  I can suggest a general statement and test whether it is true by investigating examples

Two square tiles are placed side by side. How many tiles are needed to surround them completely?

What if three square tiles were laid side by side? Four tiles? Five tiles? How many tiles would be needed if 100 tiles were laid side by side? Explain your answer.
'A number that ends in the digits 52 is always divisible by 4.' Give me an example where the statement is true. Can you find an example where the statement is false? Why not?

• Represent a puzzle or problem by identifying and recording the information or calculations needed to solve it; find possible solutions and confirm them in the context of the problem
  
  I can split a word problem into steps and work out what calculation to do for each step. I can explain what the answer to each step tells me I recognise when there may be more than one solution to a problem and try to find them all

You need six drinking straws each the same length. Cut two of them in half. You now have eight straws, four long and four short. You can make two squares from the eight straws like this.

Arrange your eight straws to make three squares, all the same size. Draw a diagram to show your solution.

• Use knowledge of place value and addition and subtraction of two-digit numbers to derive sums and differences and doubles and halves of decimals (e.g. 6.5 ± 2.7, half of 5.6, double 0.34)
  
  I can add/subtract decimals in my head by using a related two-digit addition or subtraction I can find the double or half of a decimal by doubling or halving the related whole number

Which of these subtractions can you do without any jottings? How did you find the difference between these two numbers? Talk me through your method.
Find half of 92. Use your answer to find half of 0.92. Explain the relationship between the two calculations.
What number added to 0.72 gives 1? How do you know?
What number lies exactly halfway between 0.48 and 0.74? How did you work this out?
I think of a number, halve it, then add 0.6. I get the answer 5.2. What number did I start with? How did you work out your answer?

• Recall quickly multiplication facts up to 10 × 10 and use them to multiply pairs of multiples of 10 and 100; derive quickly corresponding division facts
  
  I can use tables facts to multiply multiples of 10 and 100 and to find linked division facts

• Use knowledge of rounding, place value, number facts and inverse operations to estimate and check calculations
  
  Before I solve a word problem, I work out an estimate for the answer

417 895 men and 176 243 women attended a football match. Roughly, how many people attended altogether?
Suggest a multiplication problem that will have an answer close to 2000.

• Use efficient written methods to add and subtract whole numbers and decimals with up to two places
  
  I can explain each step when I write addition and subtraction calculations in columns

How did you find the difference between these two numbers? Talk me through your method.
Make up an example of an addition/subtraction involving decimals that you would do in your head and one you would do on paper. Explain why.
What could the two missing digits be? 62 95 = 757

• Use a calculator to solve problems, including those involving decimals or fractions (e.g. to find of 150g); interpret the display correctly in the context of measurement
  
  I can use a calculator to find missing numbers in calculations. I use inverse operations and number facts to help me

You have been using your calculator to find an answer. The answer in the display reads 5.6. What might this mean?
You save £ 1.35 per week. How many weeks is it before you can buy a book costing £ 18.49? Explain how you used your calculator to work out the answer.

• Identify, visualise and describe properties of rectangles, triangles, regular polygons and 3-D solids; use knowledge of properties to draw 2-D shapes and identify and draw nets of 3-D shapes
  
  I use mathematical vocabulary to describe the features of a 2-D shape. I always say whether any angles in the shape are equal I use the properties of 3-D shapes to draw their nets accurately

• Identify different question types and evaluate impact on audience
  
  I know that when my teacher asks certain mathematical questions there may be more than one answer. I try to think of all the possible answers

What is the product of 12 and 7?
Tell me all the factor pairs of 84.

• Understand the process of decision making
  
  I can explain why I decided to use a particular method to solve a problem. I can describe what was special about the problem that prompted my decisions

Identify doubles and also near doubles using doubles already known
Halve numbers where the double is known
Understand and use £.p notation

Know by heart: all +/- facts for each number up to 20, all pairs of multiples of 100 with a  total of 1000, all pairs of multiples of 5 with a total of 100, all pairs of numbers with a total of 100
Extend understanding that subtraction is the inverse of addition

Know the three- and four-times tables
Begin to know the six-times tables