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
Solve one-step and two-step problems involving numbers, money or measures, including time, choosing and carrying out appropriate calculations I know that a division problem can involve sharing or grouping
  • Look at this problem: 15 grapes are shared equally onto 3 plates. How many grapes are there on each plate?
    • What calculation would you do to answer it? Draw a picture to represent the problem.
  • Now look at this problem: How many bunches of 3 grapes can you get from 15 grapes?
    • What calculation would you do to answer it? Draw a picture of this problem.
  • Write your own word problem that involves sharing. Write the calculation that you need to do to solve it.
Follow a line of enquiry by deciding what information is important; make and use lists, tables and graphs to organise and interpret the information I can test examples to follow an enquiry about numbers
  • What is the biggest remainder you can have when you divide a number by 3? How did you collect information to answer this question? How did you record your findings?
  • Think of a time recently when you used a list. Why was it helpful?
Identify patterns and relationships involving numbers or shapes, and use these to solve problems I can recognise and continue a pattern
  • What is the next calculation in this pattern? Explain how you know
    1. 853 = 800 + 53
    2. 853 = 700 + 153
    3. 853 = 600 + 253
  • How many £1 coins do you need to make £2? How many 10 p coins? What is the relationship between the answers?
  • How many 1 p coins do you need to make £2?
Partition three-digit numbers into multiples of 100, 10 and 1 in different ways I can partition numbers in different ways
  • What number is equal to 200 + 110 + 7 ? Partition the number in a different way.
  • To work out half of 34, Winston partitions it into 20 and 14 then halves each part. What answer does he get? Why do you think he partitioned 34 like this?
Read and write proper fractions (e.g. 3 / 7 , 9 / 10 ), interpreting the denominator as the parts of a whole and the numerator as the number of parts; identify and estimate fractions of shapes; use diagrams to compare fractions and establish equivalents I can recognise what fraction of a shape is shaded, and say and write it
  • Complete the shading on this diagram so that 12 is shaded. Describe the shaded part in another way.
  • Fourteen triangles tesselated into one row with three random triangles shaded
  • Leah says that this rectangle is divided into thirds because it is divided into three parts. Is she right? Explain your answer.
  • Rectangle divided into three unequal parts
  • What fraction of this shape is shaded?
  • Five trapeziums tesselated into a row with two shaded
  • Use a fraction wall to find a fraction that is the same size as 34.
Derive and recall multiplication facts for the 2, 3, 4, 5, 6 and 10 times-tables and the corresponding division facts; recognise multiples of 2, 5 or 10 up to 1000 I can use my knowledge of multiplication tables to find division facts
  • What multiplication fact can you use to find the answer to 28 ÷ 4 ?
  • Find some division calculations that have the answer six. How did you do this?
  • What tips would you give to someone who cannot remember the six times-table?
  • Is 354 a multiple of 10, 5 or 2? Explain how you know.
Develop and use written methods to record, support or explain addition and subtraction of two-digit and three-digit numbers I can add and subtract two-digit and three-digit numbers by writing them down
  • Find the sum and the difference of 164 and 136 by writing your calculations down. Explain each step.
  • Molly drew a number line to find the answer to 43 + 32 .
  • A number line showing 43 with a missing number then 75 along the bottom, along the top 30 has been added from 43 to the missing number and then 2 to make 75
  • What number is hidden under the card?
Use practical and informal written methods to multiply and divide two-digit numbers (e.g. 13 × 3 , 50 ÷ 4 ); round remainders up or down, depending on the context I can multiply and divide a two-digit number by a one-digit number
  • Meg drew this number line. What calculation did she work out?
  • A number line showing 0, 30, 39 along the bottom with 10 times 3 and 3 times 3 in the spaces between above
  • 10 × 4 = 40 and 3 × 4 = 12 . What is 13 × 4 ?
  • How many 3 p lollies can you buy with 45 p? Show me how you worked this out.
  • Harry saves 20 p coins. He has saved £3.20. How many coins has he saved? Show how you work it out.
Find unit fractions of numbers and quantities (e.g. 12, 13, 14 and 1 6 of 12 litres ) I can find fractions of numbers
  • Would you rather have 13 of 30 of 30 sweets or 1 5 of 40 of 40 sweets? Why?
  • 15 grapes are shared equally onto 5 plates. What fraction of the grapes is on each plate?
Sustain conversation, explaining or giving reasons for their views or choices (speaking and listening objective) I can discuss how to solve a problem. I can explain how I solved it and why I chose that method Explain your method for solving a problem to your friend. Compare their method with yours. Discuss what you did that was the same. Did you make any different choices? What would you do if you were solving a similar problem in the future? Why?