Tracking 1
S1 Maths
Level 2 Progress 4
In number work, your young person can independently use rounding to estimate answers and check that their calculated answers are sensible.
They can confidently explain the link between a digit, its place and its value when working with whole numbers and decimal fractions.
They can independently decide which calculations are needed and solve problems involving whole numbers and decimal fractions using a range of appropriate methods.
They can clearly explain and share their mathematical approaches and solutions.
Level 2 Progress 3
In number work, your young person can accurately use rounding to estimate answers and check that their answers are sensible.
They can explain the place and value of digits in whole numbers and decimal fractions with a good level of accuracy.
They can identify the calculations needed and solve problems involving whole numbers and decimal fractions using appropriate methods.
They can explain their mathematical approaches and solutions.
Level 2 Progress 2
In number work, your young person can use rounding to estimate answers and identify when an answer is sensible, with increasing accuracy.
They can identify the place and value of digits in whole numbers and decimal fractions.
They can solve straightforward problems involving whole numbers and decimal fractions using familiar methods, choosing the calculation needed in straightforward situations.
They can share their mathematical thinking and solutions with some support.
Level 2 Progress 1
In number work, your young person can use simple rounding to estimate answers with support.
They can identify the place and value of digits in familiar whole numbers and decimal fractions with support.
They can solve straightforward problems involving whole numbers and decimal fractions using a familiar method, with support where needed.
They can give a simple explanation of how they worked out their answer with support.
Level 3 Progress 4
Your young person can independently apply knowledge of the relationship between speed, distance and time to find each of the three variables.
They can accurately calculate time durations across hours and days.
They can independently name angles using correct mathematical notation.
They can independently identify corresponding, alternate and vertically opposite angles and use this knowledge alongside the angle properties of triangles to calculate missing angles.
They can clearly explain and share their mathematical approaches and solutions.
Level 3 Progress 3
You young person can accurately apply knowledge of the relationship between speed, distance and time to find each of the three variables.
They can calculate time durations across hours and days with good accuracy.
They can name angles using mathematical notation.
They can identify corresponding, alternate and vertically opposite angles and use this knowledge alongside the angle properties of triangles to calculate missing angles with good accuracy.
They can explain their mathematical approaches and solutions.
Level 3 Progress 2
Your young person can apply knowledge of the relationship between speed, distance and time to find each of the three variables with increasing accuracy.
They can calculate time durations across hours and days with occasional support.
They can name angles using mathematical notation with occasional support.
They can identify corresponding, alternate and vertically opposite angles and uses this knowledge to calculate missing angles with increasing accuracy.
They can use the angle properties of triangles and quadrilaterals to find most missing angles.
They can share their mathematical thinking and solutions with some support.
Level 3 Progress 1
Your young person can apply knowledge of the relationship between speed, distance and time to find each of the three variables with support.
They can calculate time durations across hours and days when guided.
They can name angles using mathematical notation with support.
They can identify corresponding, alternate and vertically opposite angles and use this knowledge to calculate missing angles with guidance.
They can use the angle properties of triangles and quadrilaterals to find missing angles when guided.
They can give a simple explanation of how they worked out their answer with support.
Level 4 Progress 4
In time work, your young person can independently research and compare different time zones, plans that cross midnight and durations across hours, days and months. They can explain and justify their decisions.
They can independently choose an appropriate method to solve speed, distance and time problems involving several steps, including times written as decimal hours, and check that their answers are sensible.
They can independently use the right angle between a tangent and radius to calculate missing angles and explain their thinking. They can combine facts about triangles, angles, circles and semi-circles to solve unfamiliar problems involving several steps.
Level 4 Progress 3
In time work, your young person can accurately solve problems involving different time zones, plans that cross midnight and durations across hours, days and months, using effective time management skills.
They can accurately calculate speed, distance or time, including times written as decimal hours, choosing an appropriate method.
They can accurately use the relationship between a tangent and radius to calculate missing angles. They can use facts about triangles, angles, circles and semi-circles to solve problems with a good level of accuracy.
Level 4 Progress 2
In time work, your young person can work with different time zones, make plans that cross midnight and calculate durations across hours, days and months with increasing accuracy.
They can use the relationship between speed, distance and time to carry out calculations, including familiar problems with times written as decimal hours.
They can use the fact that a tangent and radius meet at 90 degrees to calculate missing angles in familiar problems.
They can use facts about triangles, angles, circles and the angle in a semi-circle to solve familiar problems.
Level 4 Progress 1
In time work, your young person can solve straightforward problems, including simple durations, with support when working across midnight, different time zones, days or months.
They can use a familiar method to calculate speed, distance or time in straightforward problems, with support when times are written as decimal hours.
They can identify a radius and tangent and, with support, use the fact that they meet at 90 degrees to calculate straightforward missing angles.
They can use familiar facts about triangles, angles, circles and semi-circles to solve straightforward problems, with support where needed.