Numbers Shape, Space and Measures

Termly
Counting Addition and Subtraction Multiplication and Division Shape and Space Measures
assessment
Chant numbers in order 1–10. Say the number one more than a given Begin to use mathematical names for 2D Compare two lengths or heights using
number up to 10. shapes: circle, triangle, square, rectangle. direct comparison.

Chant numbers in order 1–20. Say the number one less than a given Say how many sides and corners a simple Order three or four items in relation to
number up to 10. 2D shape has. length or height.
Recognise numerals 1–5. Recognise up to six fingers or dots on a Select a particular 2D shape and use Understand that the capacity of a
dice/domino without counting. mathematical terms to describe it. container is a measure of how much it
holds.
Recognise numerals 1–10. Partition a set of five objects into two sets. Begin to use the language of position to Compare two capacities using direct
describe a simple location, e.g. behind or comparison and using the language of full,
next to. half-full and empty.

Recognise numerals 1–20. Partition a set of six objects into two sets. Move an object into position following a Begin to use mathematical vocabulary
simple instruction, e.g. under the table. associated with measures, e.g. longer,
shorter, taller.

Count to find out how many in a set up to Begin to read and understand number Recite the days of the week in order.
5, matching spoken numbers to sentences.
objects (including irregular
arrangements).
Count to find out how many in a set up to Begin to know number pairs to 5 by heart. Use everyday language related to time,
10, matching spoken numbers to objects e.g. morning, afternoon,
(including irregular arrangements). evening, lunchtime, after two sleeps,
R Autumn yesterday, today and tomorrow.

Begin to write numerals 1–5. Talk about their daily routine using key
vocabulary; order and sequence familiar
events.

Begin to write numerals 6–10. Begin to recognise the seasons.

Count actions or images or items which Begin to recognise coins and to
cannot be moved, e.g. claps, dotty cards, understand that different coins have
bricks in a tower. different values.

Estimate a set of objects or images up to

10.
Begin to use the language of more and
fewer to compare sets of objects.
Begin to compare and order numbers to
10.
Personal, social and emotional development; Communication and language
Work in small and large groups to solve mathematical problems.
Share ideas and respond to others with relevant comments, questions or actions.
Explore mathematics through play and begin to invent and solve their own mathematical problems.
Begin to use mathematical vocabulary in practical activities and discussion.

Chant numbers in order 1–20. Say the number one more than a given Count in twos from 0 to 20 (whisper Begin to use mathematical names for 3D Compare and order two, three or more
number up to 10. counting); begin to recognise the pattern. shapes: cone, sphere, cube, cuboid, lengths or heights.
pyramid, cylinder.

Chant numbers in order beyond 20. Say the number one more than a given Double numbers to 5 using fingers and Select a particular 3D shape and use Measure a length or height using uniform
number up to 20. objects. mathematical terms to describe it. non-standard units, e.g. plastic bricks.
Recognise numerals 1–10. Say the number one less than a given Halve even numbers to 10 using fingers Recognise line symmetry in pictures, Use and understand the language of
number up to 10. and objects. images and simple shapes. length: longer, shorter, taller, etc..
Recognise numerals 1–20. Say the number one less than a given Recognise and use the terms double and Begin to know left and right. Compare two weights using balances.
number up to 20. half and halve

Count to find out how many in a set up to Recognise up to six fingers or dots Begin to halve 1 and 3 by cutting cakes in Follow and give directions using left, right, Use and understand the language of
10, matching spoken numbers to objects on a dice/domino without counting. half. forward and back. weight: heavier, lighter, etc..
(including irregular arrangements).

Count to find out how many in a set up to Partition a set of up to 10 objects into two Use the language of position and Begin to weigh items using uniform non-
20, matching spoken numbers to objects sets. direction, e.g. forward, back, over, under, standard units, e.g. counting bears.
(including irregular arrangements). above, below, in front of, behind.

Write numerals 1–10. Recognise and write number sentences Recite the days of the week in order.
using addition and equals signs; begin to
recognise subtraction signs in number
sentences.

Count actions or images or items which Know number pairs to 5 by heart. Say which day it is today, was yesterday
R Spring cannot be moved, e.g. claps, dotty cards, and will be tomorrow.
bricks in a tower.

Estimate a set of objects or images up to Know number pairs to 6 by heart. Use everyday language related to time,
20, saying whether there are more or less e.g. morning, afternoon, evening,
than a given number; check by counting. lunchtime, after two sleeps, yesterday,
today and tomorrow.

Recognise zero as the empty set. Begin to know number pairs to 10 by Match key times of the day to o’clock
heart. times, e.g. school starts at 9 o’clock.
Order numbers to 20. Recognise that we use digital and
analogue clocks to tell the time.
Compare two numbers, classifying the Begin to recognise units of time: minutes,
largest and the smallest. hours, days, months and years.
Recognise that teen numbers are ten and Begin to recognise the months of the year
some more. and recite in order.
Begin to identify even and odd numbers. Recognise and name coins 1p–£2.
Begin to compare and order coins
according to value.
Begin to make small amounts using two or
three coins.

Personal, social and emotional development; Communication and language

Work in small and large groups to solve mathematical problems.
Share ideas and respond to others with relevant comments, questions or actions.
Explore mathematics through play and begin to invent and solve their own mathematical problems.
Begin to use mathematical vocabulary in practical activities and discussion.

Count to find out how many in a set of Recognise and write number sentences Share up to 20 objects (multiples of 4) Use mathematical names for 2D shapes: Recite the days of the week in order and
moveable items up to 20, matching using addition and equals signs. between four people. circle, triangle, square, rectangle. say which day was yesterday and will be
spoken numbers to objects (including tomorrow.
irregular arrangements).

Estimate a set of objects or images up to Recognise and write number sentences Double numbers to 5 using fingers and Say how many sides and corners a simple Use everyday language related to time,
20, saying whether there are more or less using subtraction and equals signs. objects. 2D shape has. e.g. morning, afternoon, evening,
than a given number; check by counting. lunchtime, after two sleeps, yesterday,
today and tomorrow.
 Fractions, Decimals, Ratio and
Termly Number and Place Value Addition and Subtraction Multiplication and Division Measures Geometry Statistics
Percentages
assessment (NPV) (AS) (MD) (MEA) (GEO) (STA)
(FDRP)

Recite the numbers in order counting to 100, Subitise numbers to 6. Find doubles to double 5 using fingers to Compare, measure and begin to record Recognise, name and sort common 2D
forwards and backwards, beginning with 0 or 1, or help. lengths and heights using uniform non- shapes. For example, rectangles
from any given number. standard units. (including squares), circles and triangles.
Example:
Example: Double 2 is 4. Example: Example:
1, 2, 3, 4, 5, ... Double 3 is 6. The toy snake is 10 cubes long. The pencil It has three sides, it is a triangle. It is
100, 99, 98, 97, 96, ... Double 5 is 10. is 6 cubes long. The snake is longer than symmetrical, it is a square.
47, 48, 49, 50, 51, … the pencil. The bear is 8 blocks high.

Estimate a set of objects and count to check how Given a number, identify one more and one Measure and begin to record lengths and Describe position, direction and
many (up to 50). less, any number up to 20. heights, beginning to use standard units, movement, including whole, half, quarter
e.g. cm, m. and three- quarter turns.
Example:
1 more than 10 is 11, 1 less than 10 is 9. Example: Example:
1 more than 13 is 14, 1 less than 13 is 12. The bear is 23 cm high. My hand is 11 cm Make a half turn to the right. Raise your
1 more than 19 is 20, 1 less than 19 is 18. long. left hand up in the air. The teddy is under
The school hall is 16 metres long. the table.

Identify and represent numbers using objects and Begin to know number bonds to 5, 6 and 7. Recognise and know the
pictorial representations including the number line, value of different denominations of
images, sounds and actions up to 20, matching the Example: coins.
number to the object or image (one-to-one 5 = 5 + 0, 4 + 1, 3 + 2
correspondence). 6 = 6 + 0, 5 + 1, 4 + 2, 3 + 3 Example:
7 = 7 + 0, 6 + 1, 5 + 2, 3 + 4 1p, 2p, 5p, 10p, 20p, 50p and £1

Read and write numbers from 1 to 20 in numerals Know bonds to 10 and use known addition Find different combinations of small
and words. facts for 10 to solve subtractions. amounts up to 20p.

Example: Example:
1 one, 2 two, 3 three, 4 four 7 + 3 = 10, 10 – 3 = 7
8 + 2 = 10, 10 – 8 = 2
9 + 1 = 10, 10 – 1 = 9

Understand and use 0 to represent the empty set. Find the missing number in number sentences.

Example:
4+□=5
6 + □ = 10
4 + □ = 10

Y1 Autumn
Compare and order numbers up to 20 and say a Read, write and interpret mathematical
number between two numbers up to 20; begin to statements involving addition (+), subtraction
understand ordinal numbers. (–) and equals (=) signs.

Example: Example:
14, 15, 16 2+3=5
5, 6, 7 9 + 1 = 10
11, 12, 13 6–2=4

Recognise and understand that teen numbers are 10 Use number facts and concrete objects to
and some 1s and begin to use this knowledge to solve simple word problems.
compare numbers.
Example:
Example: 10 hedgehogs are going to sleep for the
13 = 10 + 3, one 10 and three 1s. winter. 8 are asleep. How many are still
16 = 10 + 6, one 10 and six 1s. awake?
17 = 10 + 7, one 10 and seven 1s. There are 4 boys and 3 girls. How many
children altogether?

Understand that you do not need to count the

first number when adding.

Example:
Work out 8 + 3 by counting on from 8 without
having to count the 8 itself.

Add 1-digit and 2-digit numbers to 20,

including adding 1, 2 and 3 by counting on.

Example:
9+1
13 + 2
8+3

Subtract 1-digit and 2-digit numbers to 20,

including subtracting 1, 2 and 3 by counting
back.

Example:
10 – 1
15 – 2
17 – 3

Locate 2-digit numbers on a bead string. Represent and use number bonds and related Find doubles to double 10. Divide shapes into halves and quarters Measure and record lengths and heights Recognise, name and sort common 3D Sort objects in a variety of ways, including
subtraction facts within 20. and recognise that a half is one of two using uniform non-standard units and shapes. For example, cuboids (including using Carroll and Venn diagrams.
Example: equal pieces and that a quarter is one of begin to use standard units. cubes), pyramids and spheres.
Example: Double 4 is 8. four Example:
19 + 1 = 20, 20 – 1 = 19 Double 7 is 14. equal pieces. Example: Carroll: Sort children in the class – like
12 + 4 = 16, 16 – 12 = 4 Double 10 is 20. It has flat faces, it is a cuboid. cheese / don’t like cheese.
16 + 5 = 21, 21 – 5 = 16 It rolls, it is a cylinder. Venn: Sort shapes – is red / is a triangle /
It has eight corners, it is a cube. is both / is neither.

Use the language of equal to, more than, less than Solve missing number problems and Read 1/2 , 1/4 and 3/4 . Consolidate knowledge of days
(fewer), most, least to compare numbers. understand a symbol being used for an of the week and the seasons and begin to
unknown. know months of the year.
Example:
21 is more than 9. Example:
68 is less than 73 because 60 is less than 70. 10 – 4 = 
28, 15, 37, 41: 15 is the least, 41 is the most. 10 =  + 2
 + 7 = 10

Count, read and write Use number facts to solve problems in Compare, describe and solve practical
numbers to 100 in number stories. problems for time.
numerals.
Example:
Example: There are five frogs sitting on a log. Two more
1, 2, 3, 4, … frogs jump on. How many are sitting on the log
now?
There are ten cubes in two tubs. If one tub has
six cubes in it, how many must the other tub
have?
There are six aliens in a spaceship, then two
aliens leave. How many aliens in the spaceship
now?

Estimate a quantity by choosing an appropriate range; Know number bonds to 5, 6 and 7 and derive Measure and begin to record time.
count a quantity by grouping in 10s and 5s. related subtraction facts.
Example:
Example: Example: What will we be doing at 6 o’clock?
How many leaves are there? 10 to 19, 20 to 29, 30 to 5–1=4 How many hours in a day?
39, 40 to 49, 50 or more? Count: 10, 20, 30, 8 there 6–3=3 How many times can you write your name
are 38 leaves. 7–5=2 in 1 minute?

Begin to see 2-digit numbers as some 10s and some Add 1-digit and 2-digit numbers to 20, Sequence events in chronological order
1s. including adding a 1-digit number to a 2-digit using language. For example, before and
number by counting on. after, next, first, today, yesterday,
Example: tomorrow, morning, afternoon and
52 = 50 + 2, five 10s and two 1s. Example: evening.
64 = 60 + 4, six 10s and four 1s. 44 + 4
23 = 20 + 3, two 10s and three 1s. 74 + 3 Example:
Y1 Spring 83 + 6 What day comes after Friday?
When do you go to sleep?
What did you do yesterday morning?

Given a number, identify one more and one less, any Subtract 1-digit and 2-digit numbers to 20, Begin to tell the time to the hour and half
number up to 100. including subtracting a 1-digit number from a past the hour on digital and analogue
2-digit number by counting back. clocks and draw the hands on a clock face
Example: to show these times.
1 more than 56 is 57, 1 less than 56 is 55. Example:
1 more than 24 is 25, 1 less than 24 is 23. 28 – 3 Example:
1 more than 41 is 42, 1 less than 41 is 40. 68 – 4 Three o’clock
37 – 6 12 o’clock
7:00

Count in multiples of 2sto 20. Begin to know number bonds to 8 and 9.

Example: Example:
2, 4, 6, 8, 10, 12, 14, 16, 18, 20 8 = 8 + 0, 7 + 1, 6 + 2, 5 + 3, 4 + 4
9 = 9 + 0, 8 + 1, 7 + 2, 6 + 3, 5 + 4

Count in multiples of 5s to 50. Add by putting the larger number first.

Example: Example:
5, 10, 15, 20, 25, 30, 35, 40, 45, 50 Work out 3 + 16 by putting 16 first and
counting on 3.

Count in multiples of 10s from 10 to 100, and back

again, recognising that the multiples end in 0.

Example:
10, 20, 30, 40, 50, 60, 70, 80, 90, 100
100, 90, 80, 70, 60, 50, 40, 30, 20, 10

Count on and back in multiples of 10s, to and from

any number up to 100.

Example:
14, 24, 34, 44, 54, ...
75, 65, 55, 45, 35, ...
9, 19, 29, 39, 49, …

Compare and order 2-digit numbers and say a number Solve 1-step problems that involve addition Know doubles to double 10 and Recognise, find and name a quarter as Compare, describe and solve practical Identify and continue a repeating pattern Begin to create, read and interpret a block
between two numbers. or subtraction using concrete objects and find related halves. one of four equal parts of an object or problems, e.g. by direct comparisons, for of shapes. graph.
pictorial representations. shape. lengths and heights, weight and capacity.
Example: Example: Example:
29, 68, 73, 82, 91 Double 6 is 12, half of 12 is 6. Example: Weigh pieces of fruit using wooden bricks.
69, 70, 71 and 72 all come between 68 and 73. Double 8 is 16, half of 16 is 8. Which holds more, the jug or the bottle? Draw a block graph showing the weight of
89 is bigger than 78 because it has more 10s. Double 9 is 18, half of 18 is 9. Which snake is the shortest? each piece of fruit, where each block
represents one wooden brick. How many
bricks does the apple weigh?

Say the number 1 or 10 more or 1 or 10 less than any Find 10 more than any number to 90 by Begin to multiply by 2, 5 and 10 by Recognise, find and name a half as one of Recognise and know the value of Identify and describe with Read and interpret a simple pictogram.
number up to 100. counting on in 10s rather than counting counting in 2s, 5s and 10s, using repeated two equal parts of an object, shape or different denominations of coins and reference to their properties common 2D
on in 1s. addition and spotting patterns. quantity. notes. and 3D shapes. Example:
Example: Display a pictogram showing the different
1 more than 33 is 34, 1 less is 32. Example: Example: Example: Example: pets in the class.
10 more than 33 is 43, 10 less than 33 is 23. 28 + 10 = 38 2, 4, 6, 8, 10: 2 + 2 + 2 + 2 + 2 = 10 1
/2 of 6 1p, 2p, 5p, 10p, 20p, 50p, How many children have a rabbit? Which
10 more than 58 is 68, 10 less than 58 is 48. 41 + 10 = 51 10, 20, 30, 40, 50: 10 + 10 + 10 + 10 1
/2 of 8 £1 £2, £5, £10, £20, £50 pet is the least popular? Which pet is the
10 more than 21 is 31, 10 less than 21 is 11. 50 + 10 = 60 + 10 = 50 1
/2 of 12 most common? How many more children
5, 10, 15, 20, 25, 30, 35, 40, 45, 50: 1
/2 of 3 is 1 1/2 have a dog than have a cat?
5+5+5+5+5+5+5+5+
5 + 5 = 50

Identify patterns on a 100-square. Find 10 less than any number to 100 by Count in 2s, 5s and 10s to solve Begin to halve odd numbers to 10. Recognise and use language relating to
counting back in 10s rather than grouping problems. dates, including days of the week, weeks,
Example: counting back in 1s. Example: months and years.
The numbers down each column go up in 10s. Example: Half of 3 is 1 1/2.
In the numbers along the diagonal (bottom left to top Example: Show three towers of five cubes. 5, 10, 15. Half of 7 is 3 1/2. Example:
right), the 1s digits go up in 1s and the 10s digits go 27 – 10 = 17 There are 15 cubes. Show five towers of Half of 9 is 4 1/2. List the months from January to
down in 1s. 32 – 10 = 22 two cubes. December. When is your birthday? What
93 – 10 = 83 2, 4, 6, 8, 10. There are 10 cubes. Show six month comes after July?
towers of ten cubes. 10, 20, 30, 40, 50, 60.
There are
60 cubes.

Locate 2-digit numbers on a 1-100 grid and beaded line. Know pairs of numbers which make the Solve 1-step problems involving Tell the time to the hour and half past
numbers to 9 and derive related subtraction multiplication by calculating the answer the hour on digital and analogue clocks
facts. using concrete objects, pictorial and draw the hands on a clock face to
representations and arrays with the show these times.
Example: support of the teacher.
9–5=4 Example:
9–4=5 Example: Half past three
9–8=1 There are three sticks of five cubes. Half past four
How many cubes? 3 × 5 = 15. 6:30
Use 1p coins. Double 3p is 6p.
Share seven apples between two children.
Y1 Summer 3 1/2 apples each.

Count in multiples of 2s to 20 and beyond, spotting Bridge 10 when adding pairs of 1-digit Measure and begin to record
patterns. numbers. mass/weight.

Example: Example: Example:

..., 10, 12, 14, 16, 18, 20, 22, 24, 26, 28, 30, ... 8 + 7 as 8 + 2 + 5 An apple weighs the same as three blocks.
The numbers always end in 0, 2, 4, 6, 8 9 + 2 as 9 + 1 + 1 An orange weighs the same as four blocks.
6 + 7 as 6 + 4 + 3 The orange weighs more than the apple.

Count in multiples of 5s to 50 and beyond and know Sort additions into those you ‘just know’ and Measure and begin to record capacity.
that multiples of 5 end in 0 or 5. those you work out.
Example:
Example: Example: The saucepan holds more water than the
..., 30, 35, 40, 45, 50, 55, 60, 65, 70, ... Just know: 4 + 2, 10 + 10 mug.
Work out: 19 + 7, 13 – 7 It takes four yoghurt pots to fill the bottle
with sand.
The watering can holds the most water.

Identify 10s and 1s in 2-digit numbers, and say how Add 1-digit and 2-digit numbers to 20, Find change from 10p and 20p using
many 10s and 1s in a given 2-digit number. including using number facts to add 1-digit counting up and number facts.
numbers to 2-digit numbers.
Example: Example:
58 = 50 + 8, five 10s and eight 1s. Example: 10p – 3p
95 = 90 + 5, nine 10s and five 1s. Use 5 + 2 to work out 45 + 2 or 85 + 2. 10p – 8p
26 = 20 + 6, two 10s and six 1s. 20p – 17p

Subtract 1-digit and 2-digit numbers to 20,

including using number facts to subtract 1-digit
numbers from 2-digit numbers.

Example:
Use 5 – 2 to work out 45 – 2 or 85 – 2.

Add 1-digit and 2-digit numbers to 20,

including adding three small numbers using
pairs to 10 and doubles.

Example:
5+5+8
7+9+3
6+4+6
 Fractions, Decimals, Ratio and
Termly Number and Place Value Addition and Subtraction Multiplication and Division Measures Geometry Statistics
Percentages
assessment (NPV) (AS) (MD) (MEA) (GEO) (STA)
(FDRP)

Count in steps of 2 and 5 from 0, and in Know all the pairs of numbers which make the Begin to find doubles and near doubles of Understand the need for a standard unit. Identify and describe the properties of 2D Sort objects using Venn diagrams and two-
tens from any number, forward and numbers up to 10. numbers to 15. shapes, including the number of sides way Carroll diagrams and understand the
backward. Example: and line symmetry in a vertical line. overlap in a Venn diagram.
Example: We could measure with crayons, but as the
Example: 5 = 5 + 0, 4 + 1, 3 + 2 crayons are all different lengths, we do not Example: Example:
Jack jumps in 10s along the beaded 8 = 8 + 0, 7 + 1, 6 + 2, know if the item is 10 long crayons long or Triangle: three straight sides, no right Sort 2D shapes in a Venn diagram:
number line. Jack makes three jumps. 5 + 3, 4 + 4 10 short crayons long. We need all the angles, has line symmetry Pentagon: five Symmetrical / Triangles / Both / Neither
Where does he land? Jemma jumps in 5s. 9 = 9 + 0, 8 + 1, 7 + 2, crayons to be the same length. straight sides, no right angles, has line
Where will she land if she makes five 6 + 3, 5 + 4 symmetry.
jumps?
47, 57, 67; 91, 81, 71, 61; 23, 33, 43

Begin to compare and order numbers Begin to understand the inverse relationship Count in 2s, 5s and 10s from 0 to learn multiples Begin to know whether to measure in cm or Compare and sort common 2D shapes
from 0 to 100 using <, > and = signs, and between addition and subtraction. of 2, 5 and 10. m. and everyday objects.
work systematically to find all possible
inequalities. Example: Example:
5 + 4 = 9, so 9 – 5 = 4 Do you think it would be good to measure
Example: 2 + 6 = 8, so 8 – 2 = 6 the length of your finger in metres? Why
85 > 44 2 + 5 = 7, so 7 – 2 = 5 not? What would be better?
27 < 51
Children write the numbers 23, 57, 84 and
75 in order from smallest to largest. They
then write as many inequalities as they
can using these four numbers.

Locate and place 1- and 2-digit numbers Solve problems with addition and Begin to estimate and measure in cm. Use mathematical vocabulary to describe
on a beaded and landmarked line and a 1- subtraction applying their increasing knowledge position, direction and movement
100 square. of mental and written methods. Example: including movement in a straight line.
What might be smaller than 1 cm long?
Between 1 cm and 5 cm long? Example:
Turn a half turn clockwise. Take a step to
the left. Move three steps backwards.

Begin to recognise the place value of each Say all bonds to 10 and know them by heart. Begin to estimate and measure in m. Distinguish between rotation as a turn
digit in a 2-digit number and find and and in terms of right angles for quarter,
record all possible amounts using a given Example: Example: half and three quarter turns (clockwise
number of 10p and 1p coins. 10 = 10 + 0, 9 + 1, 8 + 2, 7 + 3, 6 + 4, 5 + 5 How long do you think the classroom might and anticlockwise).
be? Is the length less than 5 m, between 5
Example: and 10 m or more than 10 m?
45 = 40 + 5, four 10s and five 1s 36 = 30 + Is a car more than 1 m long or less than 1 m
6, three 10s and six 1s long?

Use number facts to solve related subtractions. Combine amounts to make a particular
value up to £1·00.
Example:
Use 9 – 4 to work out 39 – 4 and 99 – 4 Example:
Use 7 – 5 to work out 27 – 5 and 47 – 5 10p + 2p + 2p = 14p 10p + 10p + 5p = 25p
Use 6 – 3 to work out 36 – 3 and 27 – 3

Begin to write word problems and relate known Find different combinations of coins that
number bonds to context-based problems. equal the same amounts of money up to
£1·00.
Example:
A bird lays 10 eggs. A snake sneaks up to the nest
and steals three eggs. How many are left?
A superhero has been trapped by her enemy who
Y2 Autumn plans to take all her super powers. The enemy
knows six of the superhero’s super powers. The
hero has ten powers in total. How many more
powers does she have?

Recognise and work out multiple of 10 bonds to

100, using bonds to 10.

Example:
10 = 10 + 0, 9 + 1, 8 + 2, 7 + 3, 6 + 4, 5 + 5
100 = 100 + 0, 90 + 10, 80 + 20, 70 + 30, 60 + 40,
50 + 50

Show that addition of two numbers can be done

in any order (commutative).

Example:
5+2=2+5
18 + 2 = 2 + 18
45 + 21 = 21 + 45

Recall and use addition and subtraction facts to

20 fluently.

Example:
20 = 20 + 0, 19 + 1, 18 + 2, 17 + 3, 16 + 4, 15 + 5,
14 + 6, 13 + 7, 12 + 8, 11 + 9, 10 + 10
 Fractions, Decimals, Ratio and
Termly Number and Place Value Addition and Subtraction Multiplication and Division Measures Geometry Statistics
Percentages
assessment (NPV) (AS) (MD) (MEA) (GEO) (STA)
(FDRP)

Read and write numbers up to 1000 in Recall or quickly find multiples of 5 bonds to Recall doubles of numbers 1 to 20, derive the Recognise, find and write fractions of a Tell and write the time to the nearest 5 Draw and make 3D shapes using
numerals and in words. 100. related halves and apply reasoning skills to discrete set of objects: unit fractions and minutes from an analogue or digital modelling materials.
choose numbers that will give the longest non-unit fractions with small clock, including using Roman numerals
Example: Example: halving chains. denominators, e.g. 1/2 , 1/3s and 1/4s of from I to XII.
Three hundred and ninety-four = 394 25 + 75 = 100 multiples of 2, 3 and 4, using
Seven hundred and six = 706 100 – 35 = 65 Example: visual representations. Example:
Halve even numbers / add 1 to odd numbers to 8:40 = twenty minutes to nine
make the longest halving chain, starting < 40. Example: 13:05 = five minutes past on
(10➞5➞6➞3➞4➞2➞1) 3
/4 of 12 is 9 in the afternoon
1
/3 of 21 = 7

Recognise the place value of each digit in a Use number bonds and number patterns to Double 2-digit numbers to 50 and halve 2-digit Understand fractions as parts of a Know the number of days in each month, Recognise 3D shapes in different
3-digit number (100s, 10s, 1s). add and subtract 1-digit numbers from 2- numbers up to 100. whole and compare unit fractions. year and leap year and use this to try orientations and describe them.
digit numbers. different approaches and find ways of
Example: Example: overcoming difficulties. Example:
300 + 60 + 7 = □ Example: Double 24 = 48 Cube: 6 faces, 12 edges, 8 vertices
7 + 5, 37 + 5, 87 + 5 56 ÷ 2 = 27 Example: Cone: 2 faces, 1 edge, 0 vertices
700 + □ + 4 = 754 15 – 7, 45 – 7, 75 – 7 Referring to a calendar: How many
Thursdays in January?

Add several numbers, spotting doubles and Recall and use multiplication and division facts Understand that a fraction is an equal part Solve number and practical problems
bonds. for the 2, 3, 4, 5 and 10 multiplication tables. of a whole and that a unit fraction is one using place value to add and subtract
part and a non-unit fraction is several amounts of money.
Example: Example: parts.
11 + 6 + 9
9+7+7
□ × 3 = 36 Example:
£5·00 + £3·16
50 ÷ 5 = □ 78p – 40p

Add and subtract multiples and near Understand that division is the inverse of Look for patterns, make predictions Measure and compare lengths;
multiples of 10 by counting on and back or multiplication. and begin to see the relationship (m/cm/mm) and capacity (ml/L).
by using number facts and place value. between finding fractions of amounts and
Example: division. Example:
Example: 6 × 3 = 18; 18 ÷ 3 = 6 15 cm < 30 cm
26 + 61 7 × 4 = 28; 28 ÷ 4 = 7 Example: 1 L > 500 ml
93 – 30 Which numbers can be split into
thirds/quarters/both:
12, 13, 18, 21, 18, 23, 24, 28,
31, 36, 48, 56

Y3 Autumn
Work systematically, using logical reasoning Understand that a remainder is the amount left
and deduction, to find number pairs that over after a division and begin to understand the
total a 2-digit number. patterns of
remainders.
Example:
Find all pairs that make 55, 66, 77, 88 or 99 Example:
76 ÷ 10 = 7, r6
Explore which numbers, 3 to 30, give remainder
1 when divided by 3.

Spot patterns to add any pair of 2-digit Use commutativity to find multiplication facts
numbers, choosing an appropriate strategy, using known facts.
for example using bonds.
Example:
Example: Use 3 × 7 to work out 7 × 3
74 + 58 Use 4 × 9 to work out 9 × 4
53 + 58

Spot patterns to subtract any pair of 2-digit

numbers, choosing an appropriate strategy,
for example using bonds.
Example:
85 – 21
85 – 78

Use knowledge of bonds to add to the next

multiple of 10 and then on to 100.
Example:
57 + □ = 100: 7 + 3 = 10
57 + 3 = 60; 60 + 40 = 100 so 57 + 43 = 100

Begin to derive pairs of numbers that total

100.
Example:
57 + 43
Understand 2- and 3-digit numbers; find 1, Find pairs with a total of 100 or a maximum Understand the relationship between doubling Recognise and use fractions as numbers: Tell and write the time to the nearest Identify and draw 2D shapes, and
10 or 100 more or less than a given number total of £1·00. and halving. unit fractions and minute from an analogue clock, including describe their properties.
without difficulty. non-unit fractions with small using Roman Numerals from I to XII, or a
Example: Example: denominators, e.g. identify 1/2s, 1/3s, 1/4s, digital clock. Example:
53 + 47 = 100 Half of 36 is 18. What is double 18? 1
/5s, 1/6s and 1/8s, and say how many are Square: 4 equal sides; 4 right angles
81 + 19 = 100 needed to make a Example: Triangle: 3 straight sides; 3 angles
whole. 4:07 = seven minutes past four
11:34 = twenty-six minutes to twelve

Round numbers to the nearest 10 and 100, Add numbers mentally, including 2-digit and Recall and use multiplication and division facts Mark and identify simple fractions on 0 to Calculate time intervals and compare Identify right angles, recognise that 2
using a number line. 3-digit numbers. for the 2, 3, 4, 5 and 10 multiplication tables. 1 lines. durations of events. right angles make a half turn, 3 make 3/4
of a turn and 4 complete a turn; identify
Example: Example: Example: Example: whether angles are greater than or less
425 rounds to 430, 400
662 rounds to 660, 700
351 + 46
368 + 102
□ × 4 = 48 It was 10 past 6. We played for 15
minutes. What time is it now?
than a right angle.
11 × 10 = □

Identify, represent and estimate numbers Subtract 2-digit numbers from 3-digit Multiply 2-digit numbers by 4 by doubling twice, Recognise, find and write fractions of a Begin to measure the perimeter of simple
using different representations including a numbers, and begin to subtract 3-digit and divide 2-digit numbers by 4 by halving twice discrete set of objects: unit fractions and 2D shapes.
number line. numbers from 3-digit numbers, using (whole-number answers). non-unit fractions with
counting up and by looking for patterns in small denominators, for example 1/2s, 1/3s,
the digits. Example: 1
/4s, and 1/5s of amounts (whole number
4 × 16: 16 × 2 = 32; 32 × 2 = 64 answers only).
Example: 32 ÷ 4: 32 ÷ 2 = 16; 16 ÷ 2 = 8
141 – 76
123 – 87

Multiply and divide by 10 (whole-number Count up to find change from £5 and £10 Solve problems, including missing number Recognise and show, using diagrams, Know the number of seconds in a
answers). (multiples of 5p). problems, involving multiplication and division. equivalent fractions with small minute.
denominators.
Example: Example: Example: Example:
850 ÷ 10 £5·00 – £2·80 200 ÷ 5 = □ Example: Ask children to estimate when 1 minute
□ × 10 = 460 £10 – £4·65
8 × □ = 240
1
4
/2 = 2/4
/5 = 8/10
has gone by.

Y3 Spring
Count from 0, in steps of 10, 50 and 100, and Solve simple word problems using addition Double numbers, and halve even numbers, up to
find 10 or 100 more or less than a given or subtraction. 100 by partitioning.
number; spot patterns in both systems to
solve problems. Example:
2 × 68
Example: 94 ÷ 2
Count in 10s from 4 to 1004, in 50s from 4 to For a sports day, 42 oranges are cut into half.
1004 and in 100s from 4 to 1004. Write the How many halves are there?
numbers that would be in 2 and in all 3
counts.

Begin to compare and order numbers up to Begin to add numbers with up to 3 digits, Multiply numbers between 10 and 25
1000, using < and > signs. using formal written methods of columnar by 3, 4 and 5.
addition (1s greater than 10s or 10s greater
Example: than 100s). Example:
375 < 526 3 × 24
420 > 201 Example: 21 × 4
659 + 225 5 × 16
447 + 526
466 + 268

Work systematically and make Investigate patterns when adding numbers, Multiply and divide multiples of 10 by 3, 4 and 5
generalisations. estimate the answer to a calculation and (with no remainders).
begin to use a systematic approach, including
Example: using inverse operations, to check answers. Example:
Investigate how many 3-digit numbers there 3 × 40
are where the 10s number is a 3. How many Example: 120 ÷ 4
will there be in all the three-digit numbers? Add palindromic number pairs, make 5 × 20
How do you know? predictions and test them. Spot a pattern in
the relationship between the 100s and 1s.

Begin to use the grid method to multiply 2-digit

numbers from 10 to 25 by 1-digit numbers.

Count from 0 in multiples of 4, 8, 10, 50 and Subtract a 2-digit or 3-digit number using Recall and use multiplication and division facts Add and subtract fractions with the same Add and subtract amounts of money to Recognise angles as a property of shape Interpret and present data using bar
100; find 10 or 100 more or less than a give place value. for the 2, 3, 4, 5, 8 and 10 multiplication tables. denominator within one whole. give change, using both £ and p in or a description of a turn. charts, pictograms and tables.
number. practical contexts.
Example: Example: Example: Example:
Example: 363 – 99 9×4=□ /7 + 1/7 = 6/7 Example: Using a pictogram showing favourite
5

Cows have four legs. 350 – 110 7

/8 − 2/8 = 5/8 £10 – £3·99 games: What does each picture
How many legs are there on 12 cows? □ × 8 = 72 £20 – £15·42 represent? How many children prefer
board games? Present the information on
a bar chart.

Compare and order numbers up to 1000, Find change from £10 and begin to find Understand the relationship between Compare and order unit fractions, and Measure, compare, add and subtract: Identify horizontal and vertical lines and Solve 1-step and 2-step questions (for
using < and > signs. change from £20. multiplication and division. fractions with the same denominators. lengths (m/cm/mm); mass (kg/g); pairs of perpendicular and parallel lines. example, ‘How many more?’ and ‘How
volume/capacity (L/ml). many fewer?’) using information
Example: Example: Example: Example: presented in scaled bar charts and
375 < 526 £10 – £4·69 90 ÷ 3 = □; □ × 3 = 90 /6 < 5/6 Example: pictograms and tables.
3

420 > 201 £10 – £5·32 3

/6 > 1/5 12 cm + 10 cm
£20 – £12·55 160 ÷ 4= □; □ × 4 = 160 100 g < 250 g < 1 kg Example:
Draw a bar chart showing the weights of
toys. How much heavier is the toy
elephant than the mouse? Was the tallest
toy the heaviest?

Solve number problems and practical Subtract numbers with up to 3 digits by Write and calculate mathematical statements Solve problems with fractions that Measure the perimeter of simple 2D
problems involving these ideas. counting up (difference less than 100); work for multiplication using multiplication tables, involve all of the above. shapes.
systematically to find possibilities and begin
including for 2-digit numbers times 1-digit
Example: to explain mathematical patterns. numbers, using mental and progressing to Example: Example:
214 – 4 = 210 formal written methods, for example using grid One pizza is divided into 1/6s and another 9 cm + 1 cm + 2 cm + 2 cm + 5 cm +
£2·36 + 20p = £2·56 Example: methods to multiply 2-digit numbers by 3, 4, 5, into 1/4s. One child has 3 slices from the 2 cm + 2 cm + 1 cm = 24 cm
Use pairs of consecutive digits to make two and 8. first pizza and another has 2 slices from 2 cm + 7 cm + 2 cm + 3 cm + 1 cm +
palindromic numbers and subtract them (767 the second pizza. Is this fair, or does one 2 cm + 1 cm + 2 cm = 20 cm
– 676); repeat for all possible subtractions Example: child get more pizza? Which child?
and explain patterns. 26 × 3 4 × 16

Estimate the answer to a calculation and Begin to make generalisations and solve Recognise that tenths arise from dividing Estimate and read time with increasing
use inverse operations to check answers problems, including missing number problems an object into 10 equal parts and in accuracy to the nearest minute; record
(use addition to check subtraction). and word problems, involving 2-digit by 1-digit dividing 1-digit numbers or quantities by and compare time in terms of seconds,
multiplication or division. 10. minutes and hours; use vocabulary such
Example: as o’clock, am/pm, morning, afternoon,
£10 – £6·75 = £3·25; £6·75 + £3·25 = £10 Example: Example: noon and midnight.
£10 – £4·69 = £5·31; £4·69 + £5·31 = £10 Children use the digits 2, 5 and 8 to create all the 1/10 of 240 = 24
possible combinations of □ × □. They estimate 30 ÷ 10 = 3 Example:
the answers, use the grid method to work them 7:27 am = twenty-seven minutes past
out, note which combination gave the largest seven in the morning
and smallest answers, and order all the How many times do you think you could
Y3 Summer combinations from smallest to largest product. write your name in a minute?

Use number facts to add and subtract Solve positive integer scaling problems and Tell and write the time from 12-hour and
numbers mentally, including a 3-digit correspondence problems in which n objects 24-hour clocks.
number and 1s, a 3-digit number and 10s, are connected to m objects.
and a 3-digit number and Example:
100s, and explain their methods. Example: 12:00 = noon
Find the height of a giant 8 times taller than me. 15:00 = 3 pm
Example:
532 – 5
356 + 60
785 – 300

Choose an appropriate strategy (mental or Write and calculate mathematical statements

written) to solve addition of 3-digit numbers. for division using the multiplication tables that
they know, using mental and progressing to
Example: formal written methods, for example divide by
351 + 100 + 204 3, 4, 5, 8 with and without remainders (answers
356 + 278 less than 20).
Example:
26 ÷ 4
21 ÷ 5

Add numbers with up to 3 digits using Divide numbers just beyond the range of known
column addition and using reasoning and table facts by subtracting 10 times the divisor.
trial and improvement.
Example:
Example: 65 ÷ 5
426 + 173 127 + 842 42 ÷ 3
Children aim to find pairs of 3-digit numbers
that add to 581.

Use reasoning skills to invent appropriate

addition questions.
Example:
Write at least 5 pairs of additions where the
difference between the first addition (of
multiples of 10) and the second addition is
15.
 Fractions, Decimals, Ratio and
Termly Number and Place Value Addition and Subtraction Multiplication and Division Measures Geometry Statistics
Percentages
assessment (NPV) (AS) (MD) (MEA) (GEO) (STA)
(FDRP)

Recognise the place value of each digit in Know bonds to the next 100. Use the distributive law to multiply 2-digit Find unit fractions of amounts. Read, write and convert time between Use mathematical reasoning to answer a
a 4-digit number (1000s, 100s, 10s, and numbers by a 1-digit number using formal analogue and digital 12-hour clocks. question by collecting, displaying and
1s); order and compare numbers with up Example: written layout or mental methods. Example: interpreting data in a frequency table and
to 4 digits. 54 + 46 1
/4 of 24 Example: bar chart, choosing an appropriate scale.
653 + 47 Example: 1
/8 of 32 6:05 = five minutes past six
4 × 65
94 × 7

Begin to place 4-digit numbers on number Use place value and number facts to add Use table facts and commutativity to perform Begin to recognise and show families of Solve problems involving converting from
lines and round these to the nearest 10, numbers with up to 4 digits, including fluency multiplications involving multiples of 10. common equivalent fractions. hours to minutes; minutes to seconds;
100 or 1000. in adding any pair of 2-digit numbers. years to months; weeks to days.
Example:
Example: Example: 40 × 6 Example:
4782 rounds to 4780, 4800, 147 + 36 300 × 8 1 minute 23 seconds = 83 seconds
5000 4286 + 199 231 minutes = 3 hours 51 minutes

Use counting up to subtract numbers with up to Recall multiplication and division facts for Count in fractions, expressing each Read scales to the nearest 100 g and draw
3 digits crossing one multiple of 100. multiplication tables, for 2, 5, 10, 3, 4, 8, 6 fraction in its simplest form. a bar chart where one step represents
and 9 times tables. 100.
Example:
134 − 88
809 – 742

Choose a method to subtract that is Use the distributive law to multiply 2-digit Recognise and write decimal and fraction Solve simple measures problems and
appropriate to the numbers in the calculation. and 3-digit numbers by a 1-digit number equivalents of tenths and a 1/2. convert between different units of
using formal written layout (grid). measure – mm, cm, m; ml, l; g, kg.
Example:
456 − 199 Example: Example:
134 − 88 3 × 34 0·7 L = □ ml
Y4 Autumn 134 – 6 7 × 145
Write 1250 g in kilograms.

Solve addition and subtraction problems for Double and halve 3-digit numbers using Find the effect of dividing a 1-digit or 2-
numbers with up to 3-digits, including in partitioning and be able to describe, explain digit number by 10, and recognise that
contexts of word problems, deciding which and predict patterns. the first place after the decimal point is a
written or mental operations and methods to tenth.
use and why. Example:
Halve 684. Example:
Example: Write a doubles chain past 1000 and write 5 ÷ 10 = 5/10 = 0·5
354 + 205 about the pattern in the units digits. 36 ÷ 10 = 36/10 = 3·6
402 – 378

Use column addition to add 3-digit numbers; Begin to use place value and known and
begin to add 4-digit numbers. derived facts to divide numbers above
tables facts.

Example:
56 ÷ 4
176 ÷ 8

Use expanded column subtraction to subtract Work systematically and predict patterns.
3-digit numbers.

Example:
376 – 263
838 – 556

Use logical thinking to look for patterns in

numbers.
Count on and back in multiples of 6, 7, 9, Add and subtract 1s, 10s or 100s from numbers Recognise and use factor pairs and Recognise and show families of common Begin to convert between metric units of Identify acute and obtuse angles and
25 and 1000 and work systematically, with up to 4 digits crossing multiples of 10, commutativity in mental calculations, to equivalent fractions and begin to length, e.g. kilometres compare and order angles up to 2 right
predicting and explaining patterns. 100, or 1000. solve multiplications and divisions involving 2- compare fractions with non-like to metres, and solve problems involving angles by size.
digit and 3-digit multiples of 10. denominators. different measures.
Example:
8417 + 66 Example: Example:
3460 – 403 4 × 60 240 ÷ 6 Fred has run 645 m of a 2 km race when
he slips. How far does he have to go?

Place 4-digit numbers on number lines, Use counting up subtraction to subtract 3-digit Recall multiplication and division facts for Begin to multiply and divide numbers by Estimate, compare and calculate Draw shapes with given properties and
recognise the place value of each digit numbers and 4-digit numbers from multiples of multiplication tables, for 2, 3, 4, 5, 6, 7, 8, 9 10 and 100, understanding that this different measures, including solving explain reasoning.
and round these to the nearest 10, 100 or 1000 and describe and explain patterns in digit and 10 times tables. involves a shift of the digits on a place- simple money problems involving
1000. sums. value grid and identify the value of the decimals to 2 decimal places. Example:
digits in the answer as ones, tenths and Acute/obtuse angles
Example: Example: hundredths. Example: Parallel sides
7236 rounds to 7240, 1000 – 347 The Smiths have £30 to buy games. They
7200, 7000 4000 – 2693 buy 6 jigsaws, each costing £4·39. Roughly
how much would that be?

Explain and justify reasoning about what Use compact column subtraction to subtract 3- Use doubling and halving to multiply and Solve simple problems involving fractions Solve simple problems involving finding Identify lines of symmetry in 2D shapes
happens when numbers are multiplied digit numbers. divide by 4, and to multiply by 5 and 20. and find non-unit fractions of amounts the perimeter of rectilinear shapes. presented in different orientations.
and divided by 10. where the answer is a whole number.
Example: Example: Example:
Example: 642 – 326 636 ÷ 4 Example: 8 + 4 + 8 + 4 = 24 cm or double 12 = 24 cm
Explain rules and patterns when dividing 951 – 647 246 × 20 3 of 48 9 + 11 + 9 + 11 = 40 cm or 18 cm + 22 cm
2-digit numbers and 3-digit multiples of 10 4 of 30 = 40 cm
× 10.

Add amounts of money mentally using Read and interpret addition word problems. Multiply 2-digit and 3-digit numbers by a 1- Compare two 1-place decimals, place on a Read, write and convert time between Complete a simple symmetric figure with
place value and number facts. digit number using a formal written layout line and round decimals with 1 decimal analogue and digital 12- and 24-hour respect to a specific line of symmetry.
(vertical algorithm – ladder). place to the nearest whole number. clocks.

Example: Example: Example:

3 × 154 3·05 < 3·45 < 3·54 < 3·7 1 o’clock = 13:00
6 × 257 5·9 rounds to 6 3:45 pm = 15:45 = quarter to 4 in the
afternoon
Y4 Spring
Add 2 numbers with up to 4 digits using the Notice patterns; make and test predictions.
formal written method of columnar addition,
including answers that are greater than 10 000. Example:
234 × 9
Example: 456 × 9
3416 + 756 Predict and explain the patterns.
2370 + 7630

Use column addition to add several 2-digit Use place value and known and derived facts
numbers. to divide numbers above table facts.

Example:
24 + 76 + 58

Investigate and reason methodically and

systematically.
Add and subtract numbers with up to 4 digits
using formal columnar addition and
subtraction methods.

Example: 603 + 526

4001 – 3675

Identify the calculation(s) needed to solve a

word problem.

Example:
Amy wins 4214 points in a game.
She finds 6 trophies worth 250 points each.
What is her new score?

Solve addition and subtraction 2-step

problems in context.

Example:
345 people were on a ride. If 128 get off and
143 get on, how many are on the ride now?

Find 1, 10, 100 and 1000 more or less Confidently add numbers with up to 4 digits Use place value and known and derived facts Use equivalent fractions to simplify and Convert between different metric units of Compare and classify geometric shapes, Interpret and present discrete and
than a given number. using place value and number facts, including to multiply 2-digit and 3-digit numbers by a compare fractions with non-like measure, e.g. km to m; solve problems including quadrilaterals and triangles, continuous data using appropriate
fluency in adding any pairs of 2-digit numbers. 1-digit number (including denominators. involving different measures. based on their properties and sizes. graphical methods, including bar charts
Example: multiplying by 0 and 1) and to multiply three and time graphs.
5720 – 1000 Example: 1-digit numbers. Example: Example:
8065 + 10 38 + 45 4
/6 = 2 /3 True or false? Five 200 g weights are the
2649 + 741 Example: 8
/10 = 4/5 same as 1 kg.
199 × 3
2×3×5

Count backwards through zero to include When appropriate, use counting up to subtract Use a written method to multiply amounts of Find non-unit fractions of amounts and Measure and calculate the perimeter of a Describe positions on a 2D grid as Solve comparison, sum and difference
negative numbers; use knowledge of numbers with up to 4 digits. money by 1-digit numbers. solve problems involving harder fractions rectilinear figure (including squares) in coordinates in the first quadrant. problems using information presented in
factors and reasoning to solve problems. to calculate quantities. centimetres and metres. bar charts, pictograms, tables and other
Example: Example: graphs.
Example: 2001 – 1865 4 × £4·67 Example: Example:
You have £30 in your bank and then spend 4010 – 2968 7 × £3·27 4
/5 of 85 6 + 6 + 6 + 6 = 24 cm / 4 × 6 = 24 cm
£50 on your bank card. 7
/9 of 18
How much money is left in your bank?

Order and compare numbers beyond Use counting up and subtraction to find change Estimate and use inverse operations to check Recognise that tenths and hundredths Solve problems involving money. Describe movements between positions
1000. or solve money problems. answer to a multiplication or division arise when dividing by 10 and 100; as translations of a unit left/right and
calculation. multiply decimal numbers by 10 and 100, Example: up/down.
Example: Example: understanding that this involves a shift of 4
/5 of £30
3421 > 2167 £10 – £4·25 Example: the digits on a place-value grid. 6 × £6·05
4892 < 9173 £38·54 – £15·75 76 ÷ 4 = □, □ × 4 = 76
Example:
78 ÷ 3 = □, □ × 3 = 78 213 ÷ 100 = 2·13
12·3 ÷ 10 = 2·13

Identify, represent and estimate numbers Add numbers with up to 4 digits using the Multiply 2- and 3-digit numbers by a 1-digit Count up and down in tenths and Find the area of rectilinear shapes. Plot specified points and draw sides to
using different representations. formal written method of columnar addition. number using formal written layout where hundredths. complete a given polygon.
appropriate.
Example:
3861 + 4513 Example:
294 × 6
648 × 7

Solve number and practical problems Subtract numbers with up to 4 digits using the Multiply 2-digit numbers by 2-digit numbers Compare numbers with up to
with increasingly large positive numbers. formal written method of expanded or using the distributive law (grid method). 2 decimal places, identify the value of the
compact columnar subtraction. digits as ones, tenths and hundredths,
Example: and round decimal numbers to the
It is approximately 4591 km from Istanbul Example: nearest whole.
to Delhi, and 1770 km from Delhi to 7842 − 3498
Chennai. Abdul travels from Istanbul to 6347 – 5192
Chennai, via Delhi. How far does he travel
altogether?

Read Roman numerals to 100 (I to C) and Use inverse operations to check answers to a Use place value and known and derived facts Solve simple measure and money
Y4 Summer know that, over time, the numeral calculation. to divide larger numbers (answers up to 50) problems using fractions and decimals to
system changed to include the concept of including dividing by 1. 2 decimal places.
zero and place value.
Example: Example:
83 ÷ 3 One shampoo bottle contains
432 ÷ 8 400 ml and another contains 0·3 L. Which
holds more?
By how much?

Use logical reasoning to create additions of 4- Use doubling and halving to multiply and Add and subtract 0·1 and 0·01.
digit numbers to a given total. divide mentally.
Example:
Example: Example: 6·9 + 0·1
Write 4-digit + 4-digit column additions that 45 × 6 9·17 – 0·01
equal 10 000. 432 ÷ 8

Recall multiplication and division facts for Recognise and write decimal and fraction
multiplication tables up to 12 × 12 and equivalents of tenths, hundredths, 1/4, 1/2
describe patterns in the tables. and 3/4.

Example:
3
/4 = 0·75
1·3 = 1 3/10

Solve problems involving multiplying and Write additions of fractions with different
adding, including integer scaling and denominators with a total of 1.
correspondence.
Example:
Example: 1
/2 + 3 /6
The area is of a rectangle is 24 cm2. Enlarge 1
/4 + 4 /8 + 2 /8
the rectangle by a factor of 2 and find its new
area.

Sustain a line of enquiry; make and test a Add and subtract fractions with the same
hypothesis. denominator, including totals greater
than 1.
Example:
Multiply 356 by 3 (1068); find the digital root Example:
of 1068 (6). The digital root of 356 is 5. 3
/8 + 2 /8
Multiply 5 by 3 (15); find the digital root of 15 3/5 + 4/5
(6). Notice a pattern in the digital roots.

Look for patterns and write rules.

Example:
11 × 34 = 374, 37 = 34 + 3
11 × 47 = 517, 51 = 47 + 4
(The original 2-digit number plus the 10s digit
of that number.)
 Fractions, Decimals, Ratio and
Termly Number and Place Value Addition and Subtraction Multiplication and Division Measures Geometry Statistics
Percentages
assessment (NPV) (AS) (MD) (MEA) (GEO) (STA)
(FDRP)

Read and write numbers to at least Sustain a line of enquiry; make and test a Use mental strategies to multiply and Add and subtract 0·1 to/from a number Convert between different units of Use a ruler to measure lines in Complete, read and interpret information
100 000. hypothesis. divide by 4, 9, 20 and 25. with 1 or 2 decimal places. metric measure (length: mm/cm/ m/km). centimetres and millimetres. in timetables using 24-hour times.

Example: Example: Example: Example:

450 ÷ 9 0·4 + 0·1 113 mm = 11·3 cm 127 cm = 1·27 m Looking at a train timetable: It is 07:53 at
66 × 25 34·5 – 0·1 St Pancras. How soon can you get to
Paris?

Determine the value of each digit in Add whole numbers with 4 digits, Solve problems involving multiplication Compare and order fractions with the Understand the 24-hour clock, convert Know angles are measured in degrees.
numbers to at least 100 000 and use to including using the formal written and division using knowledge of factors, same denominator. times, calculate time intervals and use
solve place-value additions and method of columnar addition (answers > doubles and halves, and times-tables. timetables.
subtractions. 10 000). Example:
7
/ 8 > 5/ 8 Example:
Example: Example: 3
/10 < 7/10 13:00 = 1 pm
43 715 + 10 8316 + 5477 How long between 06:17 and 08:28?
19 473 – 6000

Order and compare numbers to at least Use place value and number facts to add Choose a mental or a written method to Identify, name and write equivalent Begin to calculate the perimeter of Estimate and compare acute, obtuse and
100 000. and subtract 2-, 3- and 4-digit numbers. solve problems, including word problems, fractions, including simplest forms, of a rectilinear shapes in cm. reflex angles.
involving multiplication (including 2-/3- given fraction, represented visually,
Example: Example: digit × 1-digit; 2-digit × 2-digit). including tenths and hundredths. Example:
24 987 < 25 199 < 25 857 < 26 008 147 + 68 0° < Acute < 90°, 90° < Obtuse <180°, 180°
3942 − 801 Example: Example: < Reflex < 360°
150 × 5 4
/10 = 2/5
34 × 28 10
/100 = 1/100

Count forward or backwards in steps of Use inverse operations to create new Choose a mental or written method to Recognise and use tenths and hundredths Draw given angles, and measure them in
powers of 10 for any number up to 100 calculations or check answers. solve problems, including word problems, and relate them to decimal equivalents. degrees (°) using a protractor.
000. involving division (including 2-/3-digit ÷ 1-
digit), and Example:
Example: spot and explain patterns and 3
/5 = 6/10 = 0·6
1205, 1305, 1405, ... relationships. 15
/100 = 0·15
Y5 Autumn 7745, 7645, 7545, …
Example:
Divide multiples of 100 (100 to 900) by
numbers 3 to 9. Explain the pattern.
10 people fit in a bus. How many buses do
740 people need?

Round any number up to 100 000 to the Subtract whole numbers with 4 digits, Recognise which numbers are divisible by Read, write, order and compare numbers Identify angles at a point on a straight
nearest 10, 100 and 1000. including using the formal written 2, 3, 4, 5, 9 and 10. with up to 2 decimal places. line and half a turn (total 180°); use
method of columnar subtraction. mathematical reasoning to explain
Example: Example: findings.
34 782 rounds to 34 780, 34 800 and 35 Example: 3·3 < 3·81
000 4265 – 2931 8·76 > 6·78

Begin to add and subtract numbers Use mathematical reasoning to work out a Identify 90° and other multiples of 90°.
mentally with increasingly large function; use the inverse operation to find
numbers. answers.

Example: Example:
3568 + 4300 2370 □□ = 237
5482 – 402
□ × 5 = 45 or 45 ÷ 5 = □

Use mathematical reasoning to work out a Use multiplication facts and place value to
function (single operation +/–). multiply and divide multiples of 10 and
100, including answers with 1 and 2
Example: decimal places.
3839 □□ = 3889
Example:
23·5 □□ = 3·5 280 ÷ 70
0·12 × 10

Count forwards or backwards in steps of Add whole numbers and 1-place decimals Identify multiples and factors, including Add and subtract 0·1 or 0·01 to/from Convert between different units of Know that the angles in a triangle add up Sort using a Venn diagram or a table.
powers of 10 for any given number up to using appropriate mental strategies. finding all factor pairs of a number, and numbers with up to 2 decimal places. metric measure (km / m; cm / m; cm / to 180° and devise and test rules to find a
1 000 000. common factors of 2 numbers. mm; g / kg; L / ml). missing angle.
Example: Example:
3568 + 4300 Example: 13·85 + 0.1 Example: Example:
5·6 + 3·9 12 = 2 × 6; 3 × 4; 12 × 1 15·39 – 0.01 100 g = 0·1 kg 180° – 20° – 65° = □
36 = 6 × 6; 3 × 12; 9 × 4; 18 × 2; 36 × 1 1050 ml = 1·05 litres
= 1, 2, 3, 4, 6 and 12

Read and write numbers to at least Add 1- and 2-place decimal numbers Multiply and divide numbers mentally Round decimals with 2 decimal places to Add 2-digit numbers with 2-place Describe the properties of triangles Begin to read and interpret line graphs,
1 000 000. (including money) choosing and using an drawing upon known facts. the nearest whole number and to 1 decimals, including money, using column (including scalene, right-angled, isosceles including reading intermediate values.
appropriate method (including columnar decimal place. addition. and equilateral).
addition and mental methods). Example:
816 ÷ 9 Example: Example: Example:
Example: 70 × 8 8·47 rounds to 8.5, 8 £51·72 Equilateral: All sides and all angles are
58·76 + 32·84 6·78 rounds to 6.8, 7 £43·66 + equal (60°).
45·62 + 7·82

Order and compare numbers to at least 1 Count up to solve 4-digit minus 4-digit Use a written method to multiply pairs of Solve problems involving numbers with Understand and use approximate Use mathematical reasoning to identify
000 000. subtractions from near multiples of 1000, 2-digit numbers. up to 3 decimal places, including in the equivalences between metric units and properties of different polygons, including
where column subtraction is awkward; context of measures. common imperial units such as inches, equal sides and angles and explain
Example: use Example: pounds and pints. findings.
357886, 771352, 836412 column subtraction where appropriate. 24 × 67 Example:
Say a number between 650 78 × 96 Record your heights in m. Standing on top Example: Example:
000 and 675 000. Example: of each other, how tall would you be? 12 inches is about 30 cm. Draw polygons using dots and marked
8010 − 3788 radii around circles and calculating angles
9013 – 4867 between 2 radii.

Determine the value of each digit in Add and subtract numbers mentally with Multiply and divide numbers by 10 and Find unit and non-unit fractions of 2 and 3 Identify and define a polygon; distinguish
numbers to at least 1 000 000 and use to increasingly large numbers. 100, including decimal numbers and those digit numbers. between regular and irregular polygons
solve place value additions and leading to decimal answers. based on reasoning about equal sides
subtractions. Example: and angles.
3465 + 299
Example: 6000 – 3867 Example:
940 652 – 20 020 Regular pentagon: 5 equal sides; 5 72°
732 546 + 199 999 angles

Order and compare 6-digit numbers and Solve addition 1- step and multi-step Know and use the vocabulary of prime Compare and order fractions, including Identify and define a polygon; distinguish
place on a number line. problems using mental addition. numbers, prime factors and composite mixed numbers, whose denominators are between regular and irregular polygons
(non-prime) numbers; establish whether all multiples of the same number. based on reasoning about equal sides
Example: a number up to 100 is prime and recall and angles.
An adult’s ticket costs £3·80 more than a prime numbers up to 19. Example:
child›s, which costs £14·60. How much is 4 1/ 4 , 4 3/ 8 , 4 7/ 8 Example:
the adult’s ticket? 37/10 > 31/2 Regular pentagon: 5 equal sides; 5 72°
angles

Find square numbers and square roots; Use counting on and bonds to 100 to add Recognise and use square numbers and Place fractions on a number line and
Y5 Spring find a pattern; write and test a rule. to any 2-place decimal to find the next their notation ( 2). count in steps of a given fraction, using
whole number. equivalence.
Example:
Describe the difference between Example: Example:
consecutive square numbers. 5·71 + □ = 6 /8, 1/4, 3/8, 1/2, 5/8, 3/4, ...
1

= 1/ 8, 2/ 8, 3/ 8, 4/ 8, 5/ 8, 6/ 8, …
7·56 + □ = □

Subtract amounts of money and other 1- Choose an appropriate method to divide Recognise mixed numbers and improper
and 2-place decimal numbers in the one number by another, including for fractions and convert from one form to
context of measures. larger numbers requiring a written the other; look for patterns and write
procedure. rules.

Example:
20
/ 7 = 2 6/ 7
Compare numerators.
Are they both odd, both even or one of
each?

Investigate patterns in addition using Choose an appropriate method to Multiply proper fractions by whole
knowledge of bonds and a systematic multiply numbers, including for those numbers in a practical or real-life context.
approach. larger numbers requiring written
procedure.
Example:
□·□□ + □·□□ = 5·55
(knowing: the digits in the hundredths
column add to>10; there is a 3 in the
tenths column)

Use columnar addition to add more than 2 Use short division to divide 3-digit
numbers with up to 4 digits. numbers by 1-digit numbers (including
those that leave a remainder).
Example:
4921 + 373 + 582 Example:
8364 + 918 + 1008 645 ÷ 3
379 ÷ 4

Identify patterns and make predictions. Use short multiplication to multiply 3-digit
numbers by 1-digit numbers, rounding to
Example: estimate answers.
Reverse 1919 and subtract the smaller
(9191 – 1919 = 7272). Reverse 7272 and Example:
subtract the smaller (= 4545). Repeat until 4 × 261
a 3-digit number (909). Choose a different 427 × 3
starting number; identify the same
pattern.

Interpret negative numbers in context; Use rounding to check answers to Multiply and divide whole numbers and Add and subtract 0·1, 0·01 or 0·001 Measure and calculate the perimeter of Draw given angles and straight lines to Draw line graphs; solve comparison,
count forwards and backwards with calculations and determine, in the those involving decimals by 10, to/from numbers with up to three decimal composite rectilinear shapes in given lengths to create a triangle. sum and difference problems using
positive and negative whole numbers, context of a problem, level of accuracy; 100 and 1000. places. cm and m. information presented in a line graph.
including through 0; solve problems in the use addition to check subtraction.
context of temperature. Example: Example: Example:
25·842 × 1000 Divide ‘L’ and ‘T’ shapes into rectangles to Using a graph of temperature at different
Example: 3872 ÷ 100 find their area and perimeter. altitudes: What is the temperature at 11
–7 + 22 km if it is 26° at sea level?
What is the decrease in temperature
between –8° and –19°?

Round any number up to 1 000 000 to Subtract 2-place decimal numbers Solve problems involving multiplication Write equivalent fractions and use Solve problems involving time, telling the Identify 3D shapes, including cubes and Estimate intermediate values on line
the nearest 10, 100, 1000, 10 000 and (including money) using counting up or and division including using their equivalence to reduce fractions to their time using 12- and 24-hour clocks, and other cuboids, from 2D representations. graphs.
100 000. mental methods. knowledge of factors and multiples, simplest form, including writing improper converting between units of time.
squares and cubes. fractions as mixed numbers. Example:
Example: Example: Example: Using a graph of temperature: Give
385 922: 385 920, 385 900, 386 000, 390 £14·75 − £3·49 Example: A train leaves London at 06:34 and arrives intermediate temperatures to the nearest
000 and 400 000 £26·80 − £13·20 A rectangle has a 24-square area and 2 6- in Paris at 09:23. How long did the journey degree.
square sides. How long are the other take?
sides?

Solve number problems and practical Solve addition and subtraction problems, Solve problems involving addition, Compare and order fractions whose Calculate and compare the area of Recognise and use the properties of
problems that involve all of the above. including multi-step and word problems; subtraction, multiplication and division denominators are all multiples of the rectangles (including squares), including rectangles to deduce related facts and
decide which operations and methods to and a combination of these, including same number. using standard units, cm 2 and m 2, and find missing lengths and angles.
use and why. understanding the meaning of the equals pursue a line of enquiry.
sign. Example: Example:
Example: Parveen spent £4·25 on a ticket, 5
/ 8 > 1/ 2 Example: Draw a rectangle 6 cm × 12 cm and its
£2·50 on popcorn and £1·20 on cola. How Example: 5
/ 6 > 2/ 3 Find as many squares and rectangles as diagonals. What are the angles where
much change did she get from £10? A rectangle has 2 11m sides and a 30m possible where the area (cm 2) equals the they cross?
perimeter. What is its area? perimeter (cm).

Read Roman numerals to 1000 (M) and Add whole numbers with more than 4 Divide numbers up to 4 digits by a 1-digit Read, write, order and compare numbers Estimate the area of irregular shapes. Identify, describe and represent the
recognise years written in Roman digits, including using formal written number using the formal written method with up to 3 decimal places. position of a shape following a reflection
numerals. methods such as columnar addition. of short division and interpret Example: or translation using the appropriate
remainders appropriately for the context. Example: Find the area of leaves by drawing round language; know that the shape has not
Example: Example: 3·218 < 4·339 them on squared paper, calculating the changed; describe the relationship
CMXCIX = 999 34 261 + 23 585 Example: 0·065 < 0·173 area of the contained rectangle and between the shapes’
MMXII = 2012 12 843 + 36 512 5296 ÷ 4 counting the squares around the edges. co-ordinates.
3256 ÷ 3
Example:
A rectangle with corner points (1, 2), (3,
2), (1, 5) and (3, 5) is moved five spaces
along the x axis and three spaces up the y
axis. What are the new corner points?

Subtract whole numbers with more than Use short multiplication to multiply 4-digit Read and write decimal numbers as Estimate and begin to find volume and Read and mark coordinates in the first
4 digits, including using formal written numbers by 1-digit numbers, rounding to fractions. capacity. two quadrants and plot and join
methods such as columnar subtraction. estimate answers. coordinates to create a polygon.
Example: Example:
Example: Example: 0·71 = 71/100 Build a cube/cuboid with cubes, noting its
73 008 – 61 325 3 × 5243 base area and number of layers; then
45 306 – 27 123 6 × 4054 estimate its volume by the number of
cubes before drawing and labelling it.

Multiply numbers up to 4 digits by a 1- or Solve problems involving numbers with Use all 4 operations to solve problems
2-digit number using a formal written up to 3 decimal places. involving measure using decimal
Y5 Summer method, including long multiplication for notation, including scaling.
2-digit numbers. Example:
Guess the possible weights of the mystery Example:
Example: parcel: it is a 3-place decimal between 0 Children make a scale model of a room
17 × 348 kg and 1kg with at least one 5. (4·2 m × 3·3 m × 2·4 m) and choose
18 × 426 furniture to scale, dividing measurements
by 10.

Identify factors of 2-digit numbers, pursue Multiply proper fractions by whole

a line of enquiry and solve problems numbers, supported by materials and
involving multiplication using their diagrams, spot patterns and make
knowledge of factors. generalisations.

Example: Example:
20 × 85: double 85, then multiply by 10 (2 1 ×2/3, 2 × 3/4, 3 × 4/5, 4 × 5/6, …
and 10 are factors of 20).

Recognise and use cube numbers and Recognise and use thousandths and
their notation ( 3). relate them to tenths, hundredths and
decimal equivalents.
Example:
43 = 4 × 4 × 4 = 64 Example:
53 = 5 × 5 × 5 = 125 0·865 = 8 tenths, 6 hundredths and 5
thousandths

Solve problems (including word problems Add and subtract fractions with the same
and problems about measure) involving denominator and denominators that are
multiplication and division, including multiples of the same whole number,
scaling by simple fractions and problems including answers > 1.
involving simple rates.
Example:
Example: 7
/ 8 + 5/ 8
My socks shrank to 1/3 of their normal size. 7/10 – 2/5
They used to be 18 cm long. How long are
they now?
A roofer can lay 40 tiles an hour. How
many can he lay in 36 hours?

Multiply numbers up to 4 digits by a 1- or Recognise the per cent symbol (%) and
2-digit number using a formal written understand that it relates to ‘number of
method, including long multiplication for parts per hundred’; write percentages as
2-digit numbers. a fraction with denominator 100 and as a
decimal.

Example:
15% = 15/100 = 0·15
30% = 30/100 = 0·3

Use multiplication to check division. Solve problems which require knowing

percentage and decimal equivalents of
1
/2, 1/4, 1/5, 2/5, 4/5 and those fractions with
a denominator of a multiple of 10 or 25.

Example:
0·5 = 1/2 = 50%
1
/4 of 28 children like swimming. What is
this as a percentage? How many children
is this?
 Fractions, Decimals, Ratio and
Termly Number and Place Value Addition and Subtraction Multiplication and Division Measures Geometry Statistics
Percentages
assessment (NPV) (AS) (MD) (MEA) (GEO) (STA)
(FDRP)

Read, write, order and compare numbers Choose and use an appropriate method to Multiply multi-digit numbers up to 4 Convert decimals (up to 3 places) to Solve problems involving the calculation Recognise, describe and build simple 3D
up to 1 000 000 and determine the value add whole numbers with up to 5 digits. digits by numbers between 10 and 40 fractions and vice versa using and conversion of units of measure, using shapes, including making nets.
of each digit. using the formal written method of long thousandths, hundredths and tenths. decimal notation up to 3 decimal places
Example: multiplication. where appropriate. Example:
Example: 86 342 + 75 218 Example: Cube: 6 faces, 12 edges, 8 vertices, faces
405 297 > 450 279 34 608 + 2021 Example: 12·87 = 1 87/100 Example: are squares
570 523 > 507 203 23 509 + 48 253 6537 × 12 0·078 = 7 8/1000 4000 ml = 4 L Cylinder: 3 faces, 2 edges, 0 vertices, faces
909 250 < 990 250 18 × 2035 54
/100 = 0·54 0·36 m = 36 cm are two circles and a rectangle
1748 × 39 450 g = 0·45 kg

Use negative numbers in context, and Choose and use an appropriate mental or Use short multiplication to multiply Identify the value of each digit in Use, read, write and convert between
calculate intervals across zero and give written method, including column numbers with up to 4 digits, including numbers with up to 3 decimal places and standard units, converting measurements
generalisations to describe what happens addition and subtraction, to add and amounts of money, by 1-digit numbers multiply and divide numbers by 10, 100 of length, mass, volume and time from a
when adding and subtracting with positive subtract decimal numbers with 1, 2 or 3 and solve word problems involving and 1000 giving answers to up to 3 smaller unit of measure to a larger unit,
and negative numbers. decimal places, including in the context of multiplication including two-step decimal places; use this knowledge to and vice versa, using decimal notation to
measures and money. problems and finding change. compare and order numbers, and round up to 3 decimal places.
Example: numbers, with up to 3 decimal places.
What is the difference between –3 and 2? Example: Example: Example:
Which is higher, –16 or –23? 63·25 + 3·75 6 × £23·45 Example: 1991 m = 1991 km
54·2 + 6·9 2042 × 4 3·924 has nine tenths, two hundredths, 650 ml = 0·65 L
7·92 + 16·35 5 × 1317 four 0·073 kg = 73 g
thousandths
4·325 kg = 4325 g
4·584 < 4·587

Use knowledge of the order of Use knowledge of the order of Compare and order fractions, including Begin to convert between miles and
operations to carry out calculations operations to carry out calculations fractions > 1. kilometres.
involving the four operations. involving the four operations.
Example: Example:
Example: Example: Order from smallest to largest: 7/8, 1/2, 3/4 5 miles = 8 km
3 × (117 – 95) 3 × (117 – 95) Which is greater, 4/9 or 2/3? 45 miles = 72 km
45 – d = 21. What is d? 12 × k = 96. What is k? 4
/7 < 9/14 180 miles = 288 km

Use knowledge of the order of Use knowledge of the order of Use common factors to simplify fractions; Recognise that shapes with the same areas
operations and brackets to carry out operations and brackets to carry out use common multiples to express can have different perimeters and vice
multi-step calculations involving addition, multi-step calculations involving addition, fractions in the same denomination. versa; begin to measure area and perimeter.
subtraction, subtraction, multiplication and division.
multiplication and division. Example: Example:
Example: 14
/4 = 31/2 Perimeter = 7 cm + 5 cm + 7 cm + 5 cm = 24
Example: 45 – 16 ÷ 4 16
/6 = 22/3 cm
45 – 16 ÷ 4 24 × 3 – 2 2
/4, 8/16, 4/8 = 1/2 Area = 7 cm × 5 cm = 35 cm2
24 × 3 – 2 £100 – 3 × £26 Perimeter = 6 cm + 6 cm + 6 cm + 6 cm = 24
£100 – 3 × £26 cm
Area = 6 cm × 6 cm = 36 cm2
Perimeter = 9 cm + 4 cm + 9 cm + 4 cm = 26
cm
Area = 9 cm × 4 cm = 36 cm2

Choose and use an appropriate method to Divide numbers up to 4 digits by numbers Use equivalence to add and subtract Recognise when it is possible to use
subtract whole numbers with up to 5 up to 12 using the formal written method proper fractions and mixed numbers with formulae for area and volume of shapes.
digits. of short division, where appropriate related or unrelated denominators, and
interpret spot and test a rule. Example:
Example: remainders according to the context and The formula for the area of a triangle is A =
45 000 – 2695 use reasoning to find a solution. Example: 12 b × h
36 628 – 1455 1
/2 + 1/3 The formula for the area of a parallelogram
54 839 – 28 405 Example: 1
/6 + 1/5 is A = b × h
5278 ÷ 3 4887 ÷ 6 1
/2 – 1/4 The formula for the volume of a cuboid is V
9246 ÷ 8 =L×W×H

Y6 Autumn Convert improper fractions to mixed Calculate the area of parallelograms and
numbers; convert mixed numbers to triangles.
improper fractions.
Example:
Example: Parallelogram: base = 15 cm, height = 8 cm.
9
/2 = 41/2 A = 120 cm2
6
/4 = 12/4 = 11/2
29
/12 = 25/12

Find non-unit fractions of amounts. Calculate, estimate and compare volume of

cubes and cuboids using standard units,
Example: including cubic centimetres (cm3) and cubic
2
/7 of 42 metres (m3), and extending to other units
2
/5 of 60 (for example, mm3 and km3).
5
/9 of 54
Example:
5 cm × 4 cm × 6 cm = 120 cm3
3 m × 10 m × 3 m = 90 m3

Express a remainder after division as a

fraction, simplifying where possible.
Example:
3523 ÷ 6 = 587 r 1 = 5871/6
3525 ÷ 6 = 587 r 3 = 5873/6 or 5871/2

Use knowledge of equivalence between

fractions and percentages and mental
strategies to solve problems involving the
calculation of percentages, including
amounts of money and other measures.
Example:
1
/4 m = 0.75 m = 75% of a metre
10% of £12 = 1/10 of £12 = £1·20

Solve problems involving the calculation

of percentages and the use of
percentages for comparison.
Example:
Davinder has been asked to reduce the
price of CDs by 10%. How much will a CD
costing £12 be reduced by?

Multiply fractions less than 1 by whole

numbers.
Example:
2 × 2/3
2 × 5/6
4 × 2/5

Divide proper fractions by whole

numbers.
Example:
1
/3 ÷ 2
3
/5 ÷ 2
2
/3 ÷ 4

Read, write, order and compare numbers Choose and use an appropriate method, Use appropriate strategies to multiply and Associate a fraction with division and Solve problems involving the calculation Draw 2D shapes using given dimensions Interpret and construct pie charts and
up to 10 000 000 and determine the including column addition, to add whole divide mentally, including by multiples of calculate decimal fraction equivalents for and conversion of units of measure. and angles. use these to solve problems.
value of each digit. numbers with up to 7 digits, and identify 10, 100 and 1000. a simple fraction.
patterns in the number of steps required Example: Example: Example:
Example: to generate palindromic numbers. Example: 1 m 52 cm = 1520 mm Use a ruler and a protractor to draw a Show the data where 50 people were
7 233 563 1 ÷ 4 = 1/4 = 0·25 1000 kg = 1 tonne square with 7 cm sides. asked their favourite classic children’s
3 811 642 Example: 7 ÷ 10 = 7/10 = 0·7 A reel holds 250 m of cable. How many reels Draw a right-angled triangle with base 8 book. Construct a pie chart and use it to
6 582 684 2 347 256 + 1 238 584 3 ÷ 8 = 3/8 = 0·375 are needed to make 1 km of cable? cm and height 6 cm and work out what find out which is the most popular book.
462 308 + 5090 the two missing angles are.
48 673 + 49 999

Round any whole number to a required Choose and use an appropriate method, Perform mental calculations, including Compare and order numbers with 1, 2 or Convert between miles and kilometres. Illustrate and name parts of circles, Interpret and construct line graphs and
degree of accuracy. including counting up, to add and subtract with mixed operations and large 3 decimal places. including radius, diameter and use these to solve problems.
numbers with up to 2 decimal places, numbers. Example: circumference and know that the
Example: including in the context of measures and Example: 50 miles = 80 km diameter is twice the radius. Example:
3 497 992 rounded to the nearest million money and finding change, and use Example: Write in order: 2·874, 2·78 and 2·87. 30 km = 18·75 miles Show a distance/time line graph showing
is mathematical reasoning to investigate 3 × 26 – 15 Write numbers between 8·24 and 8·25. 54 miles = 86·4 km a cyclist’s journey from London to
3 000 000. and solve problems. c + 6 = 22. What is c? Which is further, 4·056 km or 4·506 km? Brighton (54 miles). How long did it take
9 646 101 rounded to the nearest million 64 ÷ (4 + 4) this rider to cycle from London to
is Example: Brighton? How long did it take to do the
10 000 000. 0·92 + 0·3 first 10 miles?
16·53 – 9·87
47·48 – 10·16

Solve number and practical problems Choose and use an appropriate method to Multiply multi-digit numbers up to 4 Recall and use equivalences between Compare and classify geometric shapes Read and interpret a range of tables,
involving place value, comparison and subtract whole numbers with up to 7 digits by a 1- or 2-digit whole number simple fractions, decimals and based on their properties and sizes and graphs, pictograms and bar charts and
rounding of integers. digits. using the formal written method of long percentages, including in different use mathematical reasoning to find answer questions relating to data
multiplication. contexts, and use mental strategies to unknown angles in any triangles, displayed in these.
Example: Example: solve problems involving simple quadrilaterals, and regular polygons.
3500 + 6040 6 728 243 – 4 372 178 Example: percentages of amounts. Example:
57 905 – 4999 23 000 – 5 6742 × 23 Example: Show a bar chart of the heights of children
5 583 532 rounded to the nearest million 1 234 000 – 1999 13 × 5278 Example: Angles in a regular pentagon add up to in a class. How many children are between
is 6 000 000. 22 × 4327 1
/4 m = 0·75 m = 75% of a metre 540° one point two metres and one point two
10% of £12 = 1/10 of £12 = £1·20 Angles in a regular hexagon add up to nine metres?
90
/250 = 90 ÷ 250 = 0·36 720°
Angles in a regular octagon add up to
1080°

Use estimation to check answers to Use estimation to check answers to Multiply pairs of unit fractions by reading Recognise angles where they meet at a Calculate and interpret the mean as an
calculations and determine, in the calculations and determine, in the the × sign as ‘of’. point, are on a straight line, or are average.
context of a problem, an appropriate context of a problem, an appropriate vertically opposite, and find missing
degree of accuracy. degree of accuracy. Example: angles. Example:
1
/2 × 1/5 Number of goals scored: 4, 7, 9, 5, 7, 8, 6,
Example: 1
/4 × 1/3 Example: 2
472 ÷ 13 (30 × 13 = 390 and 40 × 13 = 520, 1/3 × 1/7 Angles on a straight line add up to 180°. Mean number of goals = (4 + 7 + 9 + 5 + 7
so the answer will be between 30 and 40.) The given angles are 70° + 45° = 115°. The + 8 + 6 + 2) ÷ 8 = 48 ÷ 8 = 6
How many days might there be in 4936 missing angle is 180° – 115° = 65°.
hours? (200 × 24 = 4800, so just over 200
days.)

Solve problems involving addition, Solve problems involving addition, Multiply unit fractions by non-unit Describe positions on the full coordinate
subtraction, multiplication and division. subtraction, multiplication and division. fractions, writing the answer in its grid (all four quadrants).
simplest form.
Example: Example: Example:
3 × 26 – 15 3 × 26 – 15 Example: Draw and join these points: A (1, –1), B (5,
(28 – 15) + 9 (28 – 15) + 9 1
/2 × 2/3 –1), C (1, –5). Reflect this triangle in the y-
(6·4 – 4·2) ÷ 2 (6·4 – 4·2) ÷ 2 1
/4 × 2/3 axis and write the new coordinates. What
1
/3 × 3/10 do you notice?
Y6 Spring

Use short multiplication to multiply 4-digit Use mental strategies to multiply 2-digit Draw and translate simple shapes on the
amounts of money by 1-digit numbers, numbers with one decimal place by 1-digit coordinate plane, and reflect them in the
and use estimation to check answers. whole numbers. axes.
Example: Example: Example:
£12·78 × 4 4·2 × 6 Plot the points (–6, 5), (–4, 3), (–2, 5), (–2,
£28·39 × 6 4 × 6·8 –1), (–4, –3), (–6, –1), and join them. Add
£42·91 × 9 5 × 3·7 the same number to the x-coordinates to
slide the hexagon across, or to the y-
coordinates slide the shape up.

Use short division to divide 4-digit Multiply 1- and 2-digit numbers with up
numbers by 1-digit numbers, including to 2 decimal places by whole numbers.
those which leave a remainder; spot
patterns, make and test general rules, and Example:
check when an answer does not fit the 0·07 × 6
predicted pattern. 4·26 × 3
£48·76 × 3
Example:
4532 ÷ 4, 6382 ÷ 7, 5247 ÷ 3, 4783 ÷ 5
Which will have an answer of less than
1000?
Can you tell just by looking which one will
definitely have remainder?

Identify common factors, common Use written division methods in cases

multiples and prime numbers. where the answer has up to 2 decimal
places.
Example:
What are the common factors of 24 and Example:
30? 1266 ÷ 8 = 158 r 2 = 1588/8 or 1581/4 =
What is the smallest prime number? 158.25

Divide numbers up to 4 digits by a 2-digit Solve problems which require answers to

whole number using the formal written be rounded to specified degrees of
method of long division, making an accuracy.
estimate using multiples of 10 or 100 of
the divisor, and interpret remainders as Example:
whole number remainders, fractions, or 5242 eggs = 2185/12 boxes of 24. Make up
by rounding, as appropriate for the 218 full boxes.
context.
Example:
4936 ÷ 24
1392 ÷ 32
4560 ÷ 23

Solve problems involving simple ratios,

i.e. unequal sharing and grouping using
knowledge of fractions and multiples.
Example:
The ratio of blue tiles to orange tiles is 3:5.
There are 16 tiles altogether. How many
are orange?

Solve number and practical problems Consolidate adding and subtracting whole Use appropriate strategies to multiply and Identify the value of each digit in Solve problems using standard units; read Compare and classify geometric shapes Calculate and interpret the mean as an
that involve place value in large numbers, numbers with more than 4 digits, divide mentally, including by multiples of numbers given to 3 decimal places and scales with accuracy. based on their properties and sizes and average.
rounding, comparison and negative including using column addition and 10, 100 and 1000, and solve scaling multiply and divide numbers by 10, 100 find unknown angles in any triangles,
numbers. subtraction. problems and problems involving rate. and 1000 giving answers up to 3 decimal Example: quadrilaterals, and regular polygons; find Example:
places; round decimal numbers to the A jug contains 450 ml of water. If 150 ml is missing angles at a point, vertically Lengths of caterpillars: 3·1 cm, 3·6 cm, 3·4
Example: Example: Example: nearest tenth and whole number. added, how much water is in the jug now? opposite, or on a straight line. cm, 3·7 cm, 2·8 cm, 3·2 cm
Y6 Summer 57 905 – 4999 53 407 – 21 999 3·45 × 10 24 mm + 29 mm + 30 mm Mean length: (3·1 + 3·6 + 3·4 + 3·7 + 2·8 +
682 421 rounded to the nearest ten 39 264 + 51 703 + 9810 243 ÷ 1000 Example: 550 g – 200 g Example: 3·2) ÷ 6 = 19·8 ÷ 8 = 3·3 cm
thousand is 680 000. 13 872 – 11 219 86 × 5 Which is greater, 7·845 or 7·425? Rectangles are quadrilaterals with two
0.73 > 0.694 sets of equal sides and four right angles.

Use negative numbers in context, and Consolidate adding and subtracting Multiply multi-digit numbers up to 4 Add several decimal numbers using Consolidate using 12 and 24-hour clocks; use Consolidate classifying angles as acute, Read, interpret and construct tables, bar
calculate intervals across zero. numbers mentally with increasingly larger digits by a 2-digit whole number using mental or written addition. counting up to calculate time intervals and right, obtuse or reflex. charts, pictograms, pie charts and line
numbers. the formal written method of long count on and back in hours and minutes, graphs and use these to solve problems.
Example: multiplication and solve problems Example: bridging the hour, to find start and finish Example:
What is the difference in temperature Example: involving multiplication of money and 6·39 + 2·14 + 8·7 + 23·4 times; use timetables. 23° = acute Example:
between 6°C and –3°C? 8429 + 34 966 measures. 38·65 + 7·89 + 3·25 90° = right angle Show a bar chart of the heights of children
982 384 – 600 10 7·5 + 3·9 + 2·8 Example: 151° = obtuse in a class. How many children are between
Example: How many days and weeks are in two and a 252° = reflex one point two metres and one point two
23 × 4238 half months? nine metres?
3452 × 24

Round any whole number to a required Solve addition and subtraction multi-step Multiply 2-, 3-, and 4-digit numbers by Subtract decimal numbers using mental or Measure areas and perimeters; understand Find pairs of numbers that satisfy an
degree of accuracy. problems in contexts, including money, numbers up to 12 using short written counting up or other mental that area is a measurement of covering and equation with two unknowns and list in
deciding which operations and methods multiplication or another appropriate strategies. is measured in square units and that order the possibilities of combinations of
Example: to use and why. formal written method and solve word perimeter is a length measured in mm, cm, two variables.
38 905 rounded to the nearest thousand problems involving multiplication of Example: m or km, for example; recognise that shapes
is Example: money and measures. 23·47 – 20·3 with the same areas can have different Example:
39 000. 23·47 – 20·3 43·81 – 17·9 perimeters and vice versa. a × b = 24. Work out the possible pairs of
6·39 + 2·14 + 8·7 + 23·4 Example: 35·25 – 18·63 numbers that a and b could be.
£16·88 + £3·47 3 × £15·48 Example:
8365 × 8 Length = 12 cm, width = 7 cm
34·8 × 6 Perimeter = 2l + 2w. Double 12 is 24, double
7 is 14, 14 + 24 = 38 cm
Area = l × w. 7 cm × 12 cm = 84 cm2

Read, write, order and compare numbers Solve problems involving addition, Solve problems involving addition, Use common factors to simplify fractions; Calculate the area of rectangles, Identify, illustrate and name parts of
up to 10 000 000 and determine the subtraction, multiplication and division. subtraction, multiplication and division. use common multiples to express parallelograms and triangles. circles, including radius, diameter and
value of each digit. fractions in the same denomination. circumference and know that the
Example: Example: Example: diameter is twice the radius.
Example: 3 × 26 – 15 3 × 26 – 15 Example: Rectangle:
4 372 195 < 7 816 039 (28 – 15) + 9 (6·4 – 4·2) ÷ 2 14
/4 = 31/2 Length = 6 cm, width = 7 cm.
7 652 771 < 7 653 672 (6·4 – 4·2) ÷ 2 16
/6 = 22/3 Area = 6 cm × 7 cm = 42 cm2
2
/4 , 8/16, 4/8 = 1/2

Use knowledge of the order of Use knowledge of the order of Use knowledge of equivalence to compare Calculate, estimate and compare volumes Identify coordinates on the full coordinate
operations, including using brackets, to operations, including using brackets, to and order fractions. of cubes and cuboids. grid; find missing coordinates for a vertex
carry out calculations involving the four carry out calculations involving the four on a
operations. operations. Example: Example: polygon or line.
2
/3 < 5/6 6 cm × 7 cm × 11 cm = 462 cm3
Example: Example: 7
/10 < 4/5 12 cm × 8 cm × 3 cm = 288 cm3 Example:
3 × (117 – 95) 3 × (117 – 95) 3
/4, 9/12, 30/40 = 3/4 A parallelogram has given points A: (–5,3),
(3 × 4) + 16 (3 × 4) + 16 B: (2,3), C: (–8,5). What are the
45 – d = 21. What is d? coordinates of point D?

Perform mental calculations, including Perform mental calculations, including Add and subtract fractions, with different
with mixed operations and large with mixed operations and large denominators and mixed numbers, using
numbers, and use inverse operations to numbers, and use inverse operations to the concept of equivalent fractions.
solve missing number problems. solve missing number problems.
Example:
Example: Example: 1
/6 + 1/9
3 × 26 – 15 3 × 26 – 15 5
/6 – 3/8
c + 6 = 22. What is c? c + 6 = 22. What is c? 2
/3 + 3/5
64 ÷ (4 + 4)

Divide numbers up to 4 digits by a 2-digit Solve problems involving the calculation

whole number using the formal written of percentages and the use of
method of long division, making percentages for comparison.
approximations, and interpret
remainders as whole number Example:
remainders, fractions (simplifying where 20% of 360
possible or writing the A laptop costs £500. In a sale there is 30%
fractional part of the answer as a decimal off that price. How much will the laptop
where the equivalent is known) or by cost?
rounding as appropriate for the context.
Example:
5242 ÷ 24
3759 ÷ 28
764 ÷ 16

Know all multiplication and division facts Divide proper fractions by whole
up to 12 × 12; identify common factors, numbers.
common multiples and prime numbers.
Example:
Example: 34 ÷ 2
What are the common factors of 54, 72 1
/4 ÷ 4
and 48? 1
/6 ÷ 3
What is the lowest common multiple of 2,
4 and 5?

Use a systematic approach to solve Multiply simple pairs of proper fractions

problems involving multiplication and writing the answer in its simplest form;
division. understand that if two numbers less than
1 are multiplied, the answer is smaller
Example: than either.
A playground is to be 1728 m2. It needs to
be rectangular in shape and one side must Example:
measure between 20 and 30 m. 3
/4 × 1/2
Each side must be a whole number of 2
/3 × 1/2
metres to make efficient use of the 1 m 2
/3 × 1/4
fence panels. Find the possible dimensions
of the playground and then compare
these to find the most costefficient size in
terms of how many fence panels are
needed.

Divide numbers up to 4 digits by a 2-digit Solve problems involving the relative

number using the formal written method sizes of twovquantities where missing
of short division where appropriate, values can be found by using integer
estimating answers and interpreting multiplication and division facts.
remainders according to the context,
including money problems that require Example:
answers to be rounded. 8 apples cost £1. 16 apples cost £2. How
many apples cost £1·50?
Example:
744 ÷ 6
8838 ÷ 6
1/8 of £86·40

Associate a fraction with division to find

an unknown number using inverse
operations.
Example:
88
/m = 4. What is m?
w
/3 = 12. What is w?

Recall and use equivalences between

simple fractions, decimals and
percentages, including in different
contexts.
Example:
360 cats are tested. 90 of the cats prefer
wet cat food to dry cat food.
90 out of 360 = 90
360 = 1
4 = 25% of cats

Multiply decimals by whole numbers by

multiplying by 10/100 to make whole
number calculations then dividing by 10/100
to find the answer.
Example:
23 × 46·2
16 × 39·2
24 × 5·26

Solve problems involving similar shapes

where the scale factor is known or can be
found.
Example:
A model car is 1/5 the size of a real car. If
the length of the model car is 86 cm, what
is the length of the real car?