Working at the expected standard in Maths...

The DfE have begun to release the exemplification materials for the end of KS2. The first document we have eyes on is Maths. For the whole document head here. Pupils are being judged at the expected standard if they can demonstrate the following standards:

The pupil can demonstrate an understanding of place value, including large numbers and decimals (e.g. what is the value of the ‘7’ in 276,541?; find the difference between the largest and smallest whole numbers that can be made from using three digits; 8.09 = 8 + 9/?; 28.13 = 28 + ? + 0.03).

The pupil can calculate mentally, using efficient strategies such as manipulating
expressions using commutative and distributive properties to simplify the calculation
(e.g. 53 – 82 + 47 = 53 + 47 – 82 = 100 – 82 = 18; 20 × 7 × 5 = 20 × 5 × 7 = 100 × 7 = 700; 53 ÷ 7 + 3 ÷ 7 = (53 +3) ÷ 7 = 56 ÷ 7 = 8).

The pupil can use formal methods to solve multi-step problems (e.g. find the change from £20 for three items that cost £1.24, £7.92 and £2.55; a roll of material is 6m long: how much is left when 5 pieces of 1.15m are cut from the roll?; a bottle of drink is 1.5 litres, how many cups of 175ml can be filled from the bottle, and how much drink is left?).

The pupil can recognise the relationship between fractions, decimals and percentages and can express them as equivalent quantities (e.g. one piece of cake that has been cut into 5 equal slices can be expressed as 1/5 or 0.2 or 20% of the whole cake).

The pupil can calculate using fractions, decimals or percentages (e.g. knowing that 7
divided by 21 is the same as 7/21 and that this is equal to 1/3; 15% of 60; 11/2 + 3/4; 7/9 of 108; 0.8 x 70).

The pupil can substitute values into a simple formula to solve problems
(e.g. perimeter of a rectangle or area of a triangle).

The pupil can calculate with measures (e.g. calculate length of a bus journey given
start and end times; convert 0.05km into m and then into cm).

The pupil can use mathematical reasoning to find missing angles (e.g. the missing
angle in an isosceles triangle when one of the angles is given; the missing angle in a
more complex diagram using knowledge about angles at a point and vertically
opposite angles).