Numeracy and mathematics

Experiences and outcomes

My learning in mathematics enables me to:

 develop a secure understanding of the concepts, principles and processes of mathematics and apply these in different contexts, including the world of work
 engage with more abstract mathematical concepts and develop important new kinds of thinking
 understand the application of mathematics, its impact on our society past and present, and its potential for the future
 develop essential numeracy skills which will allow me to participate fully in society
 establish firm foundations for further specialist learning
 understand that successful independent living requires financial awareness, effective money management, using schedules and other related skills
 interpret numerical information appropriately and use it to draw conclusions, assess risk, and make reasoned evaluations and informed decisions
 apply skills and understanding creatively and logically to solve problems, within a variety of contexts
 appreciate how the imaginative and effective use of technologies can enhance the development of skills and concepts.

Numeracy and mathematics: experiences and outcomes 1

Number, money and measure

Early First Second Third Fourth

Estimation and I am developing a I can share ideas with I can use my knowledge of I can round a number using Having investigated the
rounding sense of size and others to develop rounding to routinely an appropriate degree of practical impact of
amount by observing, ways of estimating the estimate the answer to a accuracy, having taken into inaccuracy and error, I can
exploring, using and answer to a problem then, after account the context of the use my knowledge of
communicating with calculation or problem, calculating, decide if my problem. tolerance when choosing the
others about things in work out the actual answer is reasonable, MNU 3-01a required degree of accuracy
the world around me1. answer, then check sharing my solution with to make real-life calculations.
MNU 0-01a my solution by others. MNU 4-01a
comparing it with the MNU 2-01a
estimate.
MNU 1-01a

Number and I have explored I have investigated I have extended the range of
number numbers, how whole numbers whole numbers I can work
understanding that are constructed, can with and having explored
processes they represent understand the how decimal fractions are
including addition, quantities, and I can importance of zero constructed, can explain the
subtraction, use them to count, within the system and link between a digit, its place
multiplication, division create sequences and can use my and its value.
and negative numbers describe order. knowledge to explain MNU 2-02a
MNU 0-02a the link between a
digit, its place and its Having determined which I can use a variety of
I use practical value. calculations are needed, I methods to solve number
materials and can MNU 1-02a can solve problems involving problems in familiar contexts, Having recognised
‘count on and back’ to whole numbers using a clearly communicating my similarities between new
help me to understand I can use addition, range of methods, sharing processes and solutions. problems and problems I
addition and subtraction, my approaches and MNU 3-03a have solved before, I can
subtraction, recording multiplication and solutions with others. carry out the necessary
my ideas and division when solving MNU 2-03a calculations to solve
solutions in different problems, making best problems set in unfamiliar
ways. use of the mental contexts.
MNU 0-03a strategies and written MNU 4-03a
skills I have
developed.
MNU 1-03a

1
The numeracy experiences and outcomes, which are the responsibility of all teachers, are shown in italics.
Numeracy and mathematics: experiences and outcomes 2
Number, money and measure (continued)
Early First Second
Number and I have explored the contexts
in which problems involving
number processes decimal fractions occur and
including addition, can solve related problems
subtraction, using a variety of methods.
multiplication, division MNU 2-03b
and negative numbers
(continued) Having explored the need for
rules for the order of
operations in number
calculations, I can apply
them correctly when solving
simple problems.
MTH 2-03c
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.
MNU 2-04a
Numeracy and mathematics: experiences and outcomes
Third
I can continue to recall
number facts quickly and use
them accurately when
making calculations.
MNU 3-03b
I can use my understanding
of numbers less than zero to
solve simple problems in
context.
MNU 3-04a
3
Fourth
I have investigated how
introducing brackets to an
expression can change the
emphasis and can
demonstrate my
understanding by using the
correct order of operations
when carrying out
calculations.
MTH 4-03b
Number, money and measure (continued)

Early First Second Third Fourth

Multiples, factors Having explored the patterns I have investigated strategies

and primes and relationships in
multiplication and division, I
can investigate and identify
the multiples and factors of
numbers.
MTH 2-05a
for identifying common
multiples and common
factors, explaining my ideas
to others, and can apply my
understanding to solve
related problems.
MTH 3-05a

I can apply my understanding

of factors to investigate and
identify when a number is
prime.
MTH 3-05b

Powers and roots Having explored the notation I have developed my

and vocabulary associated
with whole number powers
and the advantages of writing
numbers in this form, I can
evaluate powers of whole
numbers mentally or using
technology.
MTH 3-06a
understanding of the
relationship between powers
and roots and can carry out
calculations mentally or using
technology to evaluate whole
number powers and roots, of
any appropriate number.
MTH 4-06a

Within real-life contexts, I can

use scientific notation to
express large or small
numbers in a more efficient
way and can understand and
work with numbers written in
this form.
MTH 4-06b

Numeracy and mathematics: experiences and outcomes 4

Number, money and measure (continued)

Early First Second Third Fourth

Fractions, decimal I can share out a Having explored I have investigated the I can solve problems by I can choose the most
fractions and group of items by fractions by taking part everyday contexts in which carrying out calculations with appropriate form of fractions,
making smaller in practical activities, I simple fractions, a wide range of fractions, decimal fractions and
percentages groups and can split a can show my percentages or decimal decimal fractions and percentages to use when
including ratio and whole object into understanding of: fractions are used and can percentages, using my making calculations mentally,
proportion smaller parts.  how a single item carry out the necessary answers to make in written form or using
MNU 0-07a can be shared calculations to solve related comparisons and informed technology, then use my
equally problems. choices for real-life solutions to make
 the notation and MNU 2-07a situations. comparisons, decisions and
vocabulary MNU 3-07a choices.
associated with I can show the equivalent MNU 4-07a
fractions forms of simple fractions, By applying my knowledge of
 where simple decimal fractions and equivalent fractions and I can solve problems
fractions lie on the percentages and can choose common multiples, I can add involving fractions and mixed
number line. my preferred form when and subtract commonly used numbers in context, using
MNU 1-07a solving a problem, explaining fractions. addition, subtraction or
my choice of method. MTH 3-07b multiplication.
Through exploring MNU 2-07b MTH 4-07b
how groups of items Having used practical,
can be shared equally, I have investigated how a set pictorial and written methods
I can find a fraction of of equivalent fractions can be to develop my
an amount by applying created, understanding the understanding, I can convert
my knowledge of meaning of simplest form, between whole or mixed
division. and can apply my knowledge numbers and fractions.
MNU 1-07b to compare and order the MTH 3-07c
most commonly used
Through taking part in fractions.
practical activities MTH 2-07c
including use of
pictorial
representations, I can
demonstrate my
understanding of
simple fractions which
are equivalent.
MTH 1-07c

Numeracy and mathematics: experiences and outcomes 5

Number, money and measure (continued)

Early First Second Third Fourth

Fractions, decimal I can show how quantities Using proportion, I can

fractions and that are related can be
increased or decreased
percentages proportionally and apply this
including ratio and to solve problems in
proportion (continued) everyday contexts.
MNU 3-08a
calculate the change in one
quantity caused by a change
in a related quantity and
solve real-life problems.
MNU 4-08a

Money I am developing my I can use money to I can manage money, When considering how to I can discuss and illustrate
awareness of how pay for items and can compare costs from different spend my money, I can the facts I need to consider
money is used and work out how much retailers, and determine what source, compare and when determining what I can
can recognise and use change I should I can afford to buy. contrast different contracts afford, in order to manage
a range of coins. receive. MNU 2-09a and services, discuss their credit and debt and lead a
MNU 0-09a MNU 1-09a advantages and responsible lifestyle.
I understand the costs, disadvantages, and explain MNU 4-09a
I have investigated benefits and risks of using which offer best value to me.
how different bank cards to purchase MNU 3-09a I can source information on
combinations of coins goods or obtain cash and earnings and deductions and
and notes can be used realise that budgeting is I can budget effectively, use it when making
to pay for goods or be important. making use of technology calculations to determine net
given in change. MNU 2-09b and other methods, to income.
MNU 1-09b manage money and plan for MNU 4-09b
I can use the terms profit and future expenses.
loss in buying and selling MNU 3-09b I can research, compare and
activities and can make contrast a range of personal
simple calculations for this. finance products and, after
MNU 2-09c making calculations, explain
my preferred choices.
MNU 4-09c

Numeracy and mathematics: experiences and outcomes 6

Number, money and measure (continued)

Early First Second Third Fourth

Time I am aware of how I can tell the time I can use and interpret Using simple time periods, I I can research, compare and
routines and events in using 12 hour clocks, electronic and paper-based can work out how long a contrast aspects of time and
my world link with realising there is a link timetables and schedules to journey will take, the speed time management as they
times and seasons, with 24 hour notation, plan events and activities, travelled at or distance impact on me.
and have explored explain how it impacts and make time calculations covered, using my MNU 4-10a
ways to record and on my daily routine as part of my planning. knowledge of the link
display these using and ensure that I am MNU 2-10a between time, speed and I can use the link between
clocks, calendars and organised and ready distance. time, speed and distance to
other methods. for events throughout I can carry out practical tasks MNU 3-10a carry out related calculations.
MNU 0-10a my day. and investigations involving MNU 4-10b
MNU 1-10a timed events and can explain
which unit of time would be
I can use a calendar to most appropriate to use.
plan and be organised MNU 2-10b
for key events for
myself and my class Using simple time periods, I
throughout the year. can give a good estimate of
MNU 1-10b how long a journey should
take, based on my
I have begun to knowledge of the link
develop a sense of between time, speed and
how long tasks take by distance.
measuring the time MNU 2-10c
taken to complete a
range of activities
using a variety of
timers.
MNU 1-10c

Numeracy and mathematics: experiences and outcomes 7

Number, money and measure (continued)

Early First Second Third Fourth

Measurement I have experimented I can estimate how I can use my knowledge of I can solve practical I can apply my knowledge
with everyday items as long or heavy an the sizes of familiar objects problems by applying my and understanding of
units of measure to object is, or what or places to assist me when knowledge of measure, measure to everyday
investigate and amount it holds, using making an estimate of choosing the appropriate problems and tasks and
compare sizes and everyday things as a measure. units and degree of accuracy appreciate the practical
amounts in my guide, then measure MNU 2-11a for the task and using a importance of accuracy when
environment, sharing or weigh it using formula to calculate area or making calculations.
my findings with appropriate I can use the common units volume when required. MNU 4-11a
others. instruments and units. of measure, convert between MNU 3-11a
MNU 0-11a MNU 1-11a related units of the metric Through investigating real-life
system and carry out Having investigated different problems involving the
calculations when solving routes to a solution, I can find surface area of simple 3D
problems. the area of compound 2D shapes, I can explore ways
I can estimate the MNU 2-11b shapes and the volume of to make the most efficient
area of a shape by compound 3D objects, use of materials and carry
counting squares or I can explain how different applying my knowledge to out the necessary
other methods. methods can be used to find solve practical problems. calculations to solve related
MNU 1-11b the perimeter and area of a MTH 3-11b problems.
simple 2D shape or volume MTH 4-11b
of a simple 3D object.
MNU 2-11c I have explored with others
the practicalities of the use of
3D objects in everyday life
and can solve problems
involving the volume of a
prism, using a formula to
make related calculations
when required.
MTH 4-11c

Numeracy and mathematics: experiences and outcomes 8

Number, money and measure (continued)

Early First Second Third Fourth

Mathematics – I have discussed the I have worked with others to I have worked with others to I have discussed the
its impact on the important part that explore, and present our research a famous importance of mathematics in
numbers play in the findings on, how mathematician and the work the real world, investigated
world, past, world and explored a mathematics impacts on the they are known for, or the mathematical skills
present and future variety of systems that world and the important part investigated a mathematical required for different career
have been used by it has played in advances topic, and have prepared and paths and delivered, with
civilisations throughout and inventions. delivered a short others, a presentation on
history to record MTH 2-12a presentation. how mathematics can be
numbers. MTH 3-12a applied in the workplace.
MTH 1-12a MTH 4-12a

Numeracy and mathematics: experiences and outcomes 9

Number, money and measure (continued)

Early First Second Third Fourth

Patterns and I have spotted and I can continue and Having explored more Having explored number Having explored how real-life
relationships explored patterns in devise more involved complex number sequences, sequences, I can establish situations can be modelled
my own and the wider repeating patterns or including well-known named the set of numbers generated by number patterns, I can
environment and can designs, using a number patterns, I can by a given rule and establish a number sequence
copy and continue variety of media. explain the rule used to determine a rule for a given to represent a physical or
these and create my MTH 1-13a generate the sequence, and sequence, expressing it pictorial pattern, determine a
own patterns. apply it to extend the pattern. using appropriate notation. general formula to describe
MTH 0-13a Through exploring MTH 2-13a MTH 3-13a the sequence, then use it to
number patterns, I can make evaluations and solve
recognise and related problems.
continue simple MTH 4-13a
number sequences
and can explain the I have discussed ways to
rule I have applied. describe the slope of a line,
MTH 1-13b can interpret the definition of
gradient and can use it to
make relevant calculations,
interpreting my answer for
the context of the problem.
MTH 4-13b

Having investigated the

pattern of the coordinate
points lying on a horizontal or
vertical line, I can describe
the pattern using a simple
equation.
MTH 4-13c

I can use a given formula to

generate points lying on a
straight line, plot them to
create a graphical
representation then use this
to answer related questions.
MTH 4-13d

Numeracy and mathematics: experiences and outcomes 10

Number, money and measure (continued)

Early First Second Third Fourth

Expressions and I can collect like algebraic Having explored the

equations terms, simplify expressions distributive law in practical
and evaluate using contexts, I can simplify,
substitution. multiply and evaluate simple
MTH 3-14a algebraic terms involving a
bracket.
MTH 4-14a

I can find the factors of

algebraic terms, use my
understanding to identify
common factors and apply
this to factorise expressions.
MTH 4-14b

I can compare, I can apply my knowledge of Having discussed ways to Having discussed the
describe and show number facts to solve express problems or benefits of using
number relationships, problems where an unknown statements using mathematics to model real-
using appropriate value is represented by a mathematical language, I can life situations, I can construct
vocabulary and the symbol or letter. construct, and use and solve inequalities and an
symbols for equals, MTH 2-15a appropriate methods to extended range of equations.
not equal to, less than solve, a range of simple MTH 4-15a
and greater than. equations.
MTH 1-15a MTH 3-15a

When a picture or I can create and evaluate a

symbol is used to simple formula representing
replace a number in a information contained in a
number statement, I diagram, problem or
can find its value using statement.
my knowledge of MTH 3-15b
number facts and
explain my thinking to
others.
MTH 1-15b

Numeracy and mathematics: experiences and outcomes 11

Shape, position and movement

Early First Second Third Fourth

Properties of 2D I enjoy investigating I have explored simple Having explored a range of Having investigated a range I have explored the
shapes and 3D objects and shapes 3D objects and 2D 3D objects and 2D shapes, I of methods, I can accurately relationships that exist
and can sort, describe shapes and can can use mathematical draw 2D shapes using between the sides, or sides
objects and be creative with identify, name and language to describe their appropriate mathematical and angles, in right-angled
them. describe their features properties, and through instruments and methods. triangles and can select and
MTH 0-16a using appropriate investigation can discuss MTH 3-16a use an appropriate strategy
vocabulary. where and why particular to solve related problems,
MTH 1-16a shapes are used in the interpreting my answer for
environment. the context.
I can explore and MTH 2-16a MTH 4-16a
discuss how and why
different shapes fit Through practical activities, I Having investigated the
together and create a can show my understanding relationships between the
tiling pattern with of the relationship between radius, diameter,
them. 3D objects and their nets. circumference and area of a
MTH 1-16b MTH 2-16b circle, I can apply my
knowledge to solve related
I can draw 2D shapes and problems.
make representations of 3D MTH 4-16b
objects using an appropriate
range of methods and
efficient use of resources.
MTH 2-16c

Numeracy and mathematics: experiences and outcomes 12

Shape, position and movement (continued)
Early First Second
Angle, symmetry In movement, games, I can describe, follow I have investigated angles in
and and using technology I and record routes and the environment, and can
can use simple journeys using signs, discuss, describe and
transformation directions and words and angles classify angles using
describe positions. associated with appropriate mathematical
MTH 0-17a direction and turning. vocabulary.
MTH 1-17a MTH 2-17a
I can accurately measure
and draw angles using
appropriate equipment,
applying my skills to
problems in context.
MTH 2-17b
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 2-17c
Having investigated where,
why and how scale is used
and expressed, I can apply
my understanding to interpret
simple models, maps and
plans.
MTH 2-17d
Numeracy and mathematics: experiences and outcomes
Third Fourth
I can name angles and find Having investigated the
their sizes using my relationship between a
knowledge of the properties radius and a tangent and
of a range of 2D shapes and explored the size of the
the angle properties angle in a semi-circle, I can
associated with intersecting use the facts I have
and parallel lines. established to solve related
MTH 3-17a problems.
MTH 4-17a
Having investigated
navigation in the world, I can I can apply my understanding
apply my understanding of of the properties of similar
bearings and scale to figures to solve problems
interpret maps and plans and involving length and area.
create accurate plans, and MTH 4-17b
scale drawings of routes and
journeys.
MTH 3-17b
I can apply my understanding
of scale when enlarging or
reducing pictures and
shapes, using different
methods, including
technology.
MTH 3-17c
13
Shape, position and movement (continued)

Early First Second Third Fourth

Angle, symmetry I have developed an I can use my knowledge of the coordinate system to plot and I can plot and describe the
and awareness of where describe the location of a point on a grid. position of a point on a
grid reference systems MTH 2-18a / MTH 3-18a 4-quadrant coordinate grid.
transformation are used in everyday MTH 4-18a
(continued) contexts and can use
them to locate and I can apply my understanding
describe position. of the 4-quadrant coordinate
MTH 1-18a system to move, and
describe the transformation
of, a point or shape on a grid.
MTH 4-18b

I have had fun creating I have explored I can illustrate the lines of symmetry for a range of 2D shapes Having investigated patterns
a range of symmetrical symmetry in my own and apply my understanding to create and complete in the environment, I can use
pictures and patterns and the wider symmetrical pictures and patterns. appropriate mathematical
using a range of environment and can MTH 2-19a / MTH 3-19a vocabulary to discuss the
media. create and recognise rotational properties of
MTH 0-19a symmetrical pictures, shapes, pictures and patterns
patterns and shapes. and can apply my
MTH 1-19a understanding when
completing or creating
designs.
MTH 4-19a

Numeracy and mathematics: experiences and outcomes 14

Information handling

Early First Second Third Fourth

Data and I can collect objects I have explored a Having discussed the variety I can work collaboratively, I can evaluate and interpret
analysis and ask questions to variety of ways in of ways and range of media making appropriate use of raw and graphical data using
gather information, which data is used to present data, I can technology, to source a variety of methods,
organising and presented and can ask interpret and draw information presented in a comment on relationships I
displaying my findings and answer questions conclusions from the range of ways, interpret what observe within the data and
in different ways. about the information information displayed, it conveys and discuss communicate my findings to
MNU 0-20a it contains. recognising that the whether I believe the others.
MNU 1-20a presentation may be information to be robust, MNU 4-20a
I can match objects, misleading. vague or misleading.
and sort using my own I have used a range of MNU 2-20a MNU 3-20a In order to compare
and others’ criteria, ways to collect numerical information in real-
sharing my ideas with information and can I have carried out When analysing information life contexts, I can find the
others. sort it in a logical, investigations and surveys, or collecting data of my own, mean, median, mode and
MNU 0-20b organised and devising and using a variety I can use my understanding range of sets of numbers,
imaginative way using of methods to gather of how bias may arise and decide which type of average
I can use the signs my own and others’ information and have worked how sample size can affect is most appropriate to use
and charts around me criteria. with others to collate, precision, to ensure that the and discuss how using an
for information, MNU 1-20b organise and communicate data allows for fair alternative type of average
helping me plan and the results in an appropriate conclusions to be drawn. could be misleading.
make choices and way. MTH 3-20b MTH 4-20b
decisions in my daily MNU 2-20b
life.
MNU 0-20c
Using technology and I can display data in a clear way using a suitable scale, by I can select appropriately
other methods, I can choosing appropriately from an extended range of tables, from a wide range of tables,
display data simply, charts, diagrams and graphs, making effective use of charts, diagrams and graphs
clearly and accurately technology. when displaying discrete,
by creating tables, MTH 2-21a / MTH 3-21a continuous or grouped data,
charts and diagrams, clearly communicating the
using simple labelling significant features of the
and scale. data.
MTH 1-21a MTH 4-21a

Numeracy and mathematics: experiences and outcomes 15

Information handling (continued)

Early First Second Third Fourth

Ideas of chance I can use appropriate I can conduct simple I can find the probability of a By applying my
and uncertainty vocabulary to describe experiments involving simple event happening and understanding of probability, I
the likelihood of events chance and communicate explain why the can determine how many
occurring, using the my predictions and findings consequences of the event, times I expect an event to
knowledge and using the vocabulary of as well as its probability, occur, and use this
experiences of myself probability. should be considered when information to make
and others to guide MNU 2-22a making choices. predictions, risk assessment,
me. MNU 3-22a informed choices and
MNU 1-22a decisions.
MNU 4-22a

Numeracy and mathematics: experiences and outcomes 16

Appendix – Explanations

MNU 1-10a
Developing a child’s understanding of 12 hour time in depth takes place through first level. Young learners will
become familiar with 24 hour notation in their surroundings through TV listings, computers, cookers, DVD players
and videos. They will naturally make links with 24 hour notation and the routines in their day. The next stage of
development, the formal manipulation of 24 hour time, is included in MNU 2-10a – understanding and using
timetables.

MNU 4-03a
The ability to apply and transfer familiar concepts to solve problems is fundamental for mathematical
developments. As one example, young people will be familiar with the fact that 2.5 is a quarter of 10 and will know
how to find 10% of a quantity. When asked to consider a less familiar calculation e.g. 2.5% of £840 the combination
of these previously-acquired skills could lead them to suggest 1/4 of £84 to be a possible solution.

MNU 3-07a and MNU 4-07a

MNU 3-07a develops skills that allow learners to carry out calculations involving fractions, decimal fractions and
percentages and then make decisions and choices. For example: which is the better buy, 3 for the price of 2 or a
30% discount?

MNU 4-07a develops the skills that allow learners to use their knowledge of interrelationships between fractions,
decimal fractions and percentages to choose an elegant route to the solution. As an example, when asked to
evaluate a discount of 12.5% on an item costing £800, an elegant solution would involve the understanding that
12.5% is 1/8, and that calculating 1/8 of £800 will provide the answer to the size of the discount.

MTH 3-11b
As this is a third level outcome, it is envisaged that the majority of shapes and objects will be formed from
rectangles and triangles. However, for young people with well-developed understanding, problems involving circular
properties could be introduced and investigated.

MNU 4-10a
Using time efficiently is necessary in the work place, in lifelong learning, leisure time and all other aspects of daily
life. The ability to estimate how long different tasks take and then build a programme of sequential tasks is a critical
numeracy skill which is fundamental to effective time management.

MNU 4-01a, MNU 4-11a

MNU 4-01a and MNU 4-11a are closely related. MNU 4-01a develops the concept of tolerance within estimating
and rounding whereas MNU 4-11a is the practical application within measurement. The ability to work to the
appropriate degree of accuracy is an essential numeracy skill. The degree of accuracy demanded varies of course
according to the task. For example, the degrees of accuracy needed for measuring the dimensions of a room
before buying a new carpet, measuring the opening when fitting a new door or machining a moving part within a
combustion engine will be quite different. Or again, when a 4 metre length of wood is cut into 7 equal pieces,
should each length be 0.57142 metres or will 0.57 metres be acceptable? The ability to handle spurious precision
and report using an appropriate degree of accuracy should always be encouraged.

Numeracy and mathematics: experiences and outcomes 17

MTH 3-15a, MTH 3-15b and MTH 4-15a
 MTH 3-15a promotes the ability to form and solve simple equations from written statements and pictorial
representation (as an example, think of a number, double it and add seven, the answer is 23. What is the
original number?)
 MTH 3-15b promotes the ability to construct mathematical formulae from pictorial representations. A
fundamental teaching point is that a formula has an output solution which will vary depending on the input
number. A possible case could be a progression of diagrams where red tiles are surrounded by white tiles.
When the patterns are analysed, the formula W = 2R + 6 is found to represent the pattern in each of the
diagrams
 MTH 4-15a promotes the ability to form inequalities from written and pictorial information, then demonstrate an
understanding that inequalities are solved through a set of appropriate numbers. It also promotes the ability to
form and solve equations, using the ability to simplify through balancing.

MNU 4-20a
This experience and outcome relates to a learner's developing skills in interpreting a data set or the information
contained in, for example, box plots, stem and leaf diagrams, line graphs, bar graphs, histograms and pie charts.
Having considered this information it is important for learners to understand key features of these different ways of
presenting information in order to be able to select appropriate forms and communicate findings to others.

MNU 4-22a
MNU 4-22a is intended to develop the link between simple probability and expected frequency. Having gained an
understanding of these two concepts, the ability to assess the impact of a particular course of action based on risks
and benefits is a very important skill for life.

Numeracy and mathematics: experiences and outcomes 18