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# Learning objectives and AfL

You can use this breakdown of learning objectives, possible learning outcomes and Assessment for Learning (AfL) prompts to support your planning and assessment of children's learning across this unit.

Objectives Children's learning outcomes Assessment for Learning
Tabulate systematically the information in a problem or puzzle; identify and record the steps or calculations needed to solve it, using symbols where appropriate; interpret solutions in the original context and check their accuracy I can record the calculations needed to solve a problem and check that my working is correct
• Compare your table or diagram with those of others around you.
• Discuss the different representations you have used.
• Which do you think is more effective?
• Explain how making a table could help you to solve this problem: '30 children are going on a trip. It costs £5 including lunch. Some children take their own packed lunch. They pay only £3. The 30 children pay a total of £110. How many children take their own packed lunch?'
Explain reasoning and conclusions, using words, symbols or diagrams as appropriate I can talk about how I solve problems Give me a sentence that explains the general rule. Can you write that algebraically (using symbols)?
Use a calculator to solve problems involving multi-step calculations I can work out problems involving fractions, decimals and percentages using a range of methods
• Sam used a calculator to work out 15% of £40, and got the answer of £5.50.
• How would you have tackled this problem?
• What might Sam have done wrong?
• Explain how to use your calculator to solve this problem: '50 000 people visited a theme park in one year. 15% of the people visited in April and 40% of the people visited in August. How many people visited the park in the rest of the year?
• Write in the missing digit: $\square 92÷14=28$
Express a larger whole number as a fraction of a smaller one (e.g. recognise that 8 slices of a 5-slice pizza represents $\frac{8}{5}$ or 1 $\frac{3}{5}$ pizzas); simplify fractions by cancelling common factors; order a set of fractions by converting them to fractions with a common denominator I can write a larger whole number as a fraction of a smaller one, simplify fractions and put them in order of size
• What fraction of 6 is 3?
• What fraction of 6 is 6?
• What fraction of 9 is 6?
• What fraction of 90 is 60?
• Write a fraction that is larger than $\frac{2}{7}$.
• Which is larger: $\frac{1}{3}$ or $\frac{2}{5}$? Explain how you know.
Relate fractions to multiplication and division (e.g. $6÷2=\frac{1}{2}$ of $6=6×\frac{1}{2}$); express a quotient as a fraction or decimal (e.g. $67÷5=13.4$ or $13\frac{2}{5}$); find fractions and percentages of whole-number quantities (e.g. $\frac{5}{8}$ of 96, 65% of £260) I can find fractions and percentages of whole numbers
• What is $\frac{1}{3}$ of 9, 12, 15, …? How did you work it out?
• What is the answer to $\frac{1}{3}×15$? To $15×\frac{1}{3}$? How did you work it out?
• What is fifty per cent of £20?
• What is two thirds of 66?
• What is three quarters of 500?
Express one quantity as a percentage of another (e.g. express £400 as a percentage of £1000); find equivalent percentages, decimals and fractions I can work out a quantity as a percentage of another and find equivalent percentages, decimals and fractions
• What is twenty out of forty as a percentage? Make up some more questions like this for me to answer. You must tell me whether I am right or wrong.
• What percentage of £8 is £2?
• What percentage of £4 is £16?
• Tell me two amounts where one is 25% of the other. Now give me two amounts where one is 5% of the other. What about 40%
• Put a ring around the fraction which is equivalent to forty per cent: $\frac{1}{40}$, $\frac{40}{60}$, $\frac{4}{10}$, $\frac{1}{4}$, $\frac{1}{400}$.
Solve simple problems involving direct proportion by scaling quantities up or down I can solve problems using ratio and proportion
• A recipe for 3 people needs 75 g of butter. How much butter do you need for two people? eight people?
• Explain how you would solve these problems.
• Peanuts cost 60 p for 100 g. What is the cost of 350 g of peanuts?
• Raisins cost 80 p for 100 g. Jack pays £2 for a bag of raisins. How many grams of raisins does he get?
Understand and use a variety of ways to criticise constructively and respond to criticism (speaking and listening objective) I can respond positively to the ideas of others and offer my own ideas
• Suggest ways in which Peter could improve his method for finding 5% of a quantity.
• Look at this recipe for two people. Mary has suggested a way of finding the quantities needed for five people. Her method is more efficient than your method. Try to use Mary's method to adapt this recipe for three people; for four people.