Mathematics: second level experiences and outcomes

MTH 2-03c

Having explored the need for rules for the order of operations in number calculations, I can apply them correctly when solving simple problems.

MNU 2-02aAcross learning

I have extended the range of whole numbers I can work with and having explored how decimal fractions are constructed, can explain the link between a digit, its place and its value.

MNU 2-03aAcross learning

Having determined which calculations are needed, I can solve problems involving whole numbers using a range of methods, sharing my approaches and solutions with others.

MNU 2-03bAcross learning

I have explored the contexts in which problems involving decimal fractions occur and can solve related problems using a variety of methods.

MNU 2-04aAcross learning

I can show my understanding of how the number line extends to include numbers less than zero and have investigated how these numbers occur and are used.

MTH 2-05a

Having explored the patterns and relationships in multiplication and division, I can investigate and identify the multiples and factors of numbers.

MTH 2-07c

I have investigated how a set of equivalent fractions can be created, understanding the meaning of simplest form, and can apply my knowledge to compare and order the most commonly used fractions.

MNU 2-07aAcross learning

I have investigated the everyday contexts in which simple fractions, percentages or decimal fractions are used and can carry out the necessary calculations to solve related problems.

MNU 2-07bAcross learning

I can show the equivalent forms of simple fractions, decimal fractions and percentages and can choose my preferred form when solving a problem, explaining my choice of method.

MTH 2-12a

I have worked with others to explore, and present our findings on, how mathematics impacts on the world and the important part it has played in advances and inventions.

MTH 2-13a

Having explored more complex number sequences, including well-known named number patterns, I can explain the rule used to generate the sequence, and apply it to extend the pattern.

MTH 2-15a

I can apply my knowledge of number facts to solve problems where an unknown value is represented by a symbol or letter.

MTH 2-16a

Having explored a range of 3D objects and 2D shapes, I can use mathematical language to describe their properties, and through investigation can discuss where and why particular shapes are used in the environment.

MTH 2-16b

Through practical activities, I can show my understanding of the relationship between 3D objects and their nets.

MTH 2-16c

I can draw 2D shapes and make representations of 3D objects using an appropriate range of methods and efficient use of resources.

MTH 2-17a

I have investigated angles in the environment, and can discuss, describe and classify angles using appropriate mathematical vocabulary.

MTH 2-17b

I can accurately measure and draw angles using appropriate equipment, applying my skills to problems in context.

MTH 2-17c

Through practical activities which include the use of technology, I have developed my understanding of the link between compass points and angles and can describe, follow and record directions, routes and journeys using appropriate vocabulary.

MTH 2-17d

Having investigated where, why and how scale is used and expressed, I can apply my understanding to interpret simple models, maps and plans.

MTH 2-18a

I can use my knowledge of the coordinate system to plot and describe the location of a point on a grid.

Also at: MTH 3-18a

MTH 2-19a

I can illustrate the lines of symmetry for a range of 2D shapes and apply my understanding to create and complete symmetrical pictures and patterns.

Also at: MTH 3-19a

MTH 2-21a

I can display data in a clear way using a suitable scale, by choosing appropriately from an extended range of tables, charts, diagrams and graphs, making effective use of technology.

Also at: MTH 3-21a

MNU 2-20aAcross learning

Having discussed the variety of ways and range of media used to present data, I can interpret and draw conclusions from the information displayed, recognising that the presentation may be misleading.

MNU 2-20bAcross learning

I have carried out investigations and surveys, devising and using a variety of methods to gather information and have worked with others to collate, organise and communicate the results in an appropriate way.

MNU 2-01aAcross learning

I can use my knowledge of rounding to routinely estimate the answer to a problem then, after calculating, decide if my answer is reasonable, sharing my solution with others.

MNU 2-09aAcross learning

I can manage money, compare costs from different retailers, and determine what I can afford to buy.

MNU 2-09bAcross learning

I understand the costs, benefits and risks of using bank cards to purchase goods or obtain cash and realise that budgeting is important.

MNU 2-09cAcross learning

I can use the terms profit and loss in buying and selling activities and can make simple calculations for this.

MNU 2-10aAcross learning

I can use and interpret electronic and paper-based timetables and schedules to plan events and activities, and make time calculations as part of my planning.

MNU 2-10bAcross learning

I can carry out practical tasks and investigations involving timed events and can explain which unit of time would be most appropriate to use.

MNU 2-10cAcross learning

Using simple time periods, I can give a good estimate of how long a journey should take, based on my knowledge of the link between time, speed and distance.

MNU 2-11aAcross learning

I can use my knowledge of the sizes of familiar objects or places to assist me when making an estimate of measure.

MNU 2-11bAcross learning

I can use the common units of measure, convert between related units of the metric system and carry out calculations when solving problems.

MNU 2-11cAcross learning

I can explain how different methods can be used to find the perimeter and area of a simple 2D shape or volume of a simple 3D object.

MNU 2-22aAcross learning

I can conduct simple experiments involving chance and communicate my predictions and findings using the vocabulary of probability.