!

Maths&–&Y1&
Number!–!Number! Number!–!Addition! Number!–! Number!–!fractions! Measurement! Geometry!–! Geometry!–!Position!
and!Place!Value! and!subtraction! Multiplication!and! Properties!of!shape! and!direction!
division!
Pupils!should!be!taught!to:! Pupils!should!be!taught!to:! Pupils!should!be!taught!to:! Pupils!should!be!taught!to:! Pupils!should!be!taught!to:! Pupils!should!be!taught!to:! Pupils!should!be!taught!to:!
 count to and across  read, write and solve!one>step!problems!  recognise, find and  compare, describe and solve  recognise and name  describe!position,!
100, forwards and interpret involving!multiplication!and! name a half as one of practical problems for: common 2-D and 3-D direction!and!
backwards, beginning mathematical division,!by!calculating!the! two equal parts of an shapes, including: movement,!
 lengths and heights
with 0 or 1, or from statements involving answer!using!concrete! object, shape or including!whole,!
objects,!pictorial! [for example,  2-D shapes half,!quarter!and!
any given number addition (+), quantity long/short, [for example,
representations!and!arrays! three>quarter!
subtraction (–) and with!the!support!of!the! longer/shorter, rectangles turns.!
 count, read and write  recognise, find and
equals (=) signs teacher.! tall/short, double/half] (including
numbers to 100 in name a quarter as
numerals; count in  represent and use one of four equal  mass/weight [for squares),
multiples of twos, number bonds and parts of an object, example, heavy/light, circles and
fives and tens related subtraction shape or quantity. heavier than, lighter triangles]
facts within 20 than]  3-D shapes
 given a number,
 capacity and volume [for example,
identify one more and  add and subtract one-
[for example, cuboids
one less digit and two-digit
full/empty, more than, (including
numbers to 20,
 identify and represent less than, half, cubes),
including zero
numbers using half full, quarter] pyramids and
objects and pictorial  solve one-step spheres].
problems that involve  time [for example,
representations
addition and quicker, slower,
including the number
subtraction, using earlier, later]
line, and use the
language of: equal to, concrete objects and  measure and begin to record
more than, less than pictorial the following:
(fewer), most, least representations, and
 lengths and heights
missing number
 read and write problems such as  mass/weight
numbers from 1 to 20  capacity and volume
in numerals and 7= – 9.
 time (hours, minutes,
words.
seconds)

 recognise and know the value

of different denominations of
coins and notes

 sequence events in
chronological order using
language [for example, before
and after, next, first, today,
yesterday, tomorrow, morning,
 afternoon and evening]

 recognise and use language

relating to dates, including
days of the week, weeks,
months and years

 tell the time to the hour and

half past the hour and draw
the hands on a clock face to
show these times.

&
&
&
&
&
&
 Maths&–&Y2&
Number!–!Number! Number!–!Addition!and! Number!–! Number!–! Measurement! Geometry!–! Geometry!–! Statistics!
and!Place!Value! subtraction! Multiplication!and! fractions! Properties!of! Position!and!
division! shape! direction!

Pupils!should!be! Pupils!should!be!taught! Pupils!should!be! Pupils!should!be! Pupils!should!be! Pupils!should!be! Pupils!should!be! Pupils!should!

taught!to:! to:! taught!to:! taught!to:! taught!to:! taught!to:! taught!to:! be!taught!to:!

count!in!steps!of!2,! solve!problems!with! recall!and!use! recognise,!find,! choose!and!use! identify!and! order!and!arrange! interpret!and!

3,!and!5!from!0,! addition!and!subtraction:! multiplication!and! name!and!write! appropriate! describe!the! combinations!of! construct!
and!in!tens!from! division!facts!for! standard!units!to! properties!of!2>D! mathematical! simple!
any!number,! using!concrete!objects! the!2,!5!and!10! fractions! ,! ,! ! estimate!and! shapes,!including! objects!in! pictograms,!
and!pictorial!
forward!and! multiplication! and! !of!a!length,! measure! the!number!of! patterns!and! tally!charts,!
representations,!
backward! tables,!including! shape,!set!of! length/height!in! sides!and!line! sequences! block!
including!those!involving! recognising!odd! objects!or!quantity! any!direction! symmetry!in!a! diagrams!and!
recognise!the! numbers,!quantities!and! use!mathematical!
and!even!numbers! (m/cm);!mass! vertical!line! simple!tables!
place!value!of!each! measures! write!simple! vocabulary!to!
(kg/g);!
digit!in!a!two>digit! calculate! fractions!for! temperature!(°C);! identify!and! describe!position,! ask!and!
applying!their!increasing!
number!(tens,! mathematical! describe!the! direction!and! answer!
knowledge!of!mental!and! capacity!(litres/ml)!
ones)! statements!for! example,! !of!6!=! properties!of!3>D! movement,! simple!
written!methods! to!the!nearest!
multiplication!and! 3!and!recognise! shapes,!including! including! questions!by!
identify,!represent! appropriate!unit,!
division!within!the! the!equivalence!of! the!number!of! movement!in!a! counting!the!
recall!and!use!addition! using!rulers,!scales,!
and!estimate! multiplication! edges,!vertices! straight!line!and! number!of!
and!subtraction!facts!to! !and! .! thermometers!and!
numbers!using!
20!fluently,!and!derive! tables!and!write! measuring!vessels! and!faces! distinguishing! objects!in!
different!
and!use!related!facts!up! them!using!the! between!rotation! each!category!
representations,! multiplication!(×),! compare!and!order! identify!2>D! as!a!turn!and!in! and!sorting!
to!100!
including!the! shapes!on!the!
division!(÷)!and! lengths,!mass,! terms!of!right! the!categories!
number!line! add!and!subtract! surface!of!3>D!
equals!(=)!signs! volume/capacity! angles!for! by!quantity!
numbers!using!concrete! and!record!the! shapes![for! quarter,!half!and!
compare!and!order!
objects,!pictorial! show!that! example,!a!circle! ask!and!
numbers!from!0!up! results!using!>,!<! three>quarter!
representations,!and! multiplication!of! on!a!cylinder!and! answer!
to!100;!use!<,!>! and!=! turns!(clockwise!
mentally,!including:! two!numbers!can! a!triangle!on!a! and!anti> questions!
and!=!signs!
be!done!in!any! recognise!and!use! pyramid]! about!
read!and!write! a!two>digit!number!and! order! symbols!for!pounds! compare!and!sort! clockwise).! totalling!and!
numbers!to!at! ones! (commutative)!and! (£)!and!pence!(p);! common!2>D!and! comparing!
least!100!in! division!of!one! combine!amounts! 3>D!shapes!and! categorical!
a!two>digit!number!and!
numerals!and!in! number!by!another! to!make!a! everyday!objects.! data.!
words! tens! cannot! particular!value!

use!place!value! two!two>digit!numbers! solve!problems! find!different!

and!number!facts! adding!three!one>digit! involving! combinations!of!
to!solve!problems.! numbers! multiplication!and! coins!that!equal!the!
division,!using! same!amounts!of!
show!that!addition!of!two! materials,!arrays,! money!
numbers!can!be!done!in! repeated!addition,!
any!order!(commutative)! mental!methods,! solve!simple!
and!subtraction!of!one! problems!in!a!
and!multiplication!
number!from!another! practical!context!
and!division!facts,!
cannot! including!problems! involving!addition!
and!subtraction!of!
in!contexts.!
recognise!and!use!the! money!of!the!same!
inverse!relationship! unit,!including!
between!addition!and! giving!change!
subtraction!and!use!this!
to!check!calculations!and! compare!and!
solve!missing!number! sequence!intervals!
problems.! of!time!

tell!and!write!the!
time!to!five!
minutes,!including!
quarter!past/to!the!
hour!and!draw!the!
hands!on!a!clock!
face!to!show!these!
times!

know!the!number!
 of!minutes!in!an!
hour!and!the!
number!of!hours!in!
a!day.!

!
 Maths&–Y3&
Number!–!Number! Number!–!Addition!and! Number!–! Number!–! Measurement! Geometry!–! Geometry!–! Statistics!
and!Place!Value! subtraction! Multiplication!and! fractions! Properties!of! Position!and!
division! shape! direction!
Pupils!should!be!taught! Pupils!should!be!taught!to:! Pupils!should!be!taught!to:! Pupils!should!be!taught! Pupils!should!be!taught!to:! Pupils!should!be!taught! Pupils!should!be!
to:! to:! to:! taught!to:!
 add and subtract numbers  recall and use  measure, compare,
 count from 0 in mentally, including: multiplication and  count up and add and subtract:  draw 2-D shapes  interpret and
multiples of 4, 8, division facts for down in tenths; lengths and make 3-D present data
 a three-digit
50 and 100; find the 3, 4 and 8 recognise that (m/cm/mm); mass shapes using using bar
number and ones
10 or 100 more or multiplication tables tenths arise from (kg/g); modelling charts,
less than a given  a three-digit dividing an object materials; pictograms
volume/capacity
number number and tens  write and calculate into 10 equal parts recognise 3-D and tables
(l/ml)
 a three-digit mathematical and in dividing shapes in
 recognise the statements for  measure the  solve one-
number and one-digit numbers different
place value of multiplication and perimeter of simple step and
hundreds or quantities by 10 orientations and
each digit in a division using the 2-D shapes two-step
describe them
three-digit number  add and subtract numbers multiplication tables  recognise, find questions
(hundreds, tens, with up to three digits, and write fractions  add and subtract  recognise angles [for
that they know,
ones) using formal written of a discrete set of amounts of money as a property of example,
including for two-
methods of columnar objects: unit to give change, shape or a ‘How many
digit numbers times
 compare and order using both £ and p
addition and subtraction one-digit numbers, fractions and non- description of a more?’ and
numbers up to in practical contexts
using mental and unit fractions with turn ‘How many
1000  estimate the answer to a
progressing to small  tell and write the fewer?’]
calculation and use inverse  identify right
 identify, represent formal written denominators time from an using
operations to check angles, recognise
and estimate methods analogue clock, information
answers  recognise and use that two right
numbers using including using presented in
 solve problems, fractions as angles make a
different  solve problems, including Roman numerals scaled bar
including missing numbers: unit half-turn, three
representations missing number problems, from I to XII, and charts and
number problems, fractions and non- make three
using number facts, place 12-hour and 24- pictograms
 read and write involving unit fractions with quarters of a turn
value, and more complex hour clocks and tables.
numbers up to multiplication and small and four a
addition and subtraction.
1000 in numerals division, including denominators  estimate and read complete turn;
and in words positive integer time with increasing identify whether
 recognise and
scaling problems accuracy to the angles are
 solve number show, using
and nearest minute; greater than or
problems and diagrams,
correspondence record and less than a right
practical problems equivalent
problems in which compare time in angle
involving these fractions with
n objects are terms of seconds,
ideas. small  identify horizontal
connected to m minutes and hours;
denominators and vertical lines
objects. use vocabulary and pairs of
 add and subtract such as o’clock, perpendicular and
fractions with the a.m./p.m., morning, parallel lines.
same denominator afternoon, noon
within one whole and midnight
  know the number of
[for example, +
seconds in a
minute and the
= ] number of days in
each month, year
 compare and and leap year
order unit
fractions, and  compare durations
fractions with the of events [for
same example to
denominators calculate the time
taken by particular
 solve problems events or tasks].
that involve all of
the above.

!
 Maths&–&Y4&
Number!–!Number! Number!–!Addition!and! Number!–! Number!–! Measurement! Geometry!–! Geometry!–! Statistics!
and!Place!Value! subtraction! Multiplication!and! fractions!inc! Properties!of! Position!and!
division! decimals! shape! direction!
Pupils!should!be!taught!to! Pupils!should!be!taught!to:! Pupils!should!be!taught!to:! Pupils!should!be!taught! Pupils!should!be!taught!to:! Pupils!should!be!taught! Pupils!should!be!taught! Pupils!should!be!
to:! to:! to:! taught!to:!
 count in multiples  add and subtract numbers  recall multiplication  Convert between
of 6, 7, 9, 25 and with up to 4 digits using the and division facts  recognise and different units of  compare and  describe positions  interpret and
1000 formal written methods of for multiplication show, using measure [for classify geometric on a 2-D grid as present
columnar addition and tables up to 12 × diagrams, families example, kilometre shapes, including coordinates in the discrete and
 find 1000 more or of common quadrilaterals and first quadrant continuous
subtraction where 12 to metre; hour to
less than a given equivalent triangles, based data using
appropriate minute]
number  use place value,  describe
fractions on their appropriate
 estimate and use inverse known and derived  measure and movements
 count backwards properties and graphical
operations to check facts to multiply  count up and calculate the between positions
through zero to sizes methods,
answers to a calculation and divide down in perimeter of a as translations of
include negative including bar
mentally, including: hundredths; rectilinear figure  identify acute and a given unit to the
numbers  solve addition and charts and
multiplying by 0 recognise that (including squares) obtuse angles left/right and
subtraction two-step time graphs.
 recognise the and 1; dividing by hundredths arise in centimetres and and compare and up/down
problems in contexts, when dividing an order angles up  solve
place value of 1; multiplying metres
deciding which operations  plot specified
each digit in a together three object by one to two right comparison,
and methods to use and  find the area of points and draw
four-digit number numbers hundred and angles by size sum and
why. rectilinear shapes sides to complete
(thousands, dividing tenths by difference
 recognise and use by counting  identify lines of a given polygon.
hundreds, tens, ten. problems
factor pairs and squares symmetry in 2-D
and ones) using
commutativity in  solve problems shapes presented
 estimate, compare information
 order and compare mental calculations involving in different
and calculate presented in
numbers beyond increasingly orientations
 multiply two-digit different measures, bar charts,
1000 harder fractions to
and three-digit including money in  complete a pictograms,
calculate
 identify, represent numbers by a one- pounds and pence simple symmetric tables and
quantities, and
and estimate digit number using figure with other
fractions to divide  read, write and
numbers using formal written respect to a graphs.
quantities, convert time
different layout specific line of
including non-unit between analogue
representations symmetry.
 solve problems fractions where and digital 12- and
 round any number involving the answer is a 24-hour clocks
to the nearest 10, multiplying and whole number
 solve problems
100 or 1000 adding, including  add and subtract involving converting
using the fractions with the
 solve number and from hours to
distributive law to same denominator
practical problems minutes; minutes to
multiply two digit
that involve all of  recognise and seconds; years to
numbers by one
the above and with write decimal months; weeks to
digit, integer
increasingly large equivalents of any days.
scaling problems
positive numbers number of tenths
and harder
 read Roman correspondence
 numerals to 100 (I problems such as n or hundredths
to C) and know objects are
 recognise and
that over time, the connected to m
write decimal
numeral system objects.
changed to include equivalents to ,
the concept of
zero and place ,
value.
 find the effect of
dividing a one- or
two-digit number
by 10 and 100,
identifying the
value of the digits
in the answer as
ones, tenths and
hundredths

 round decimals
with one decimal
place to the
nearest whole
number

 compare numbers
with the same
number of decimal
places up to two
decimal places

 solve simple
measure and
money problems
involving fractions
and decimals to
two decimal
places.

!
 Maths&–&Y5&
Number!–! Number!–!Addition! Number!–! Number!–! Measurement! Geometry!–!Properties! Geometry!–! Statistics!
Number!and! and!subtraction! Multiplication!and! fractions!inc! of!shape! Position!and!
Place!Value! division! decimals!&!%! direction!
Pupils!should!be!taught! Pupils!should!be!taught!to:! Pupils!should!be!taught! Pupils!should!be!taught! Pupils!should!be!taught! Pupils!should!be!taught!to:! Pupils!should!be!taught!to:! Pupils!should!be!
to:! to:! to:! to:! taught!to:!
add and subtract whole identify 3-D shapes,  identify,
read, write, numbers with more identify multiples compare and convert between including cubes and describe and solve
order and than 4 digits, including and factors, order fractions different units of other cuboids, from 2-D represent the comparison,
compare using formal written including finding whose metric measure representations position of a sum and
numbers to at methods (columnar all factor pairs of denominators (for example, shape difference
least 1 000 000 addition and a number, and are all multiples kilometre and know angles are following a problems
and determine subtraction) common factors of the same metre; centimetre measured in degrees: reflection or using
the value of of two numbers number and metre; estimate and compare translation, information
each digit add and subtract centimetre and acute, obtuse and reflex using the presented in
numbers mentally with know and use the identify, name millimetre; gram angles appropriate a line graph
count forwards increasingly large vocabulary of and write and kilogram; litre language, and
or backwards in numbers prime numbers, equivalent draw given angles, and complete,
and millilitre) measure them in know that the
steps of powers prime factors and fractions of a o shape has not read and
of 10 for any use rounding to check composite (non- given fraction, understand and degrees ( ) interpret
answers to calculations changed.
given number up prime) numbers represented use approximate identify: information in
to 1 000 000 and determine, in the visually, equivalences tables,
context of a problem, establish whether including tenths between metric  angles at a point including
interpret levels of accuracy a number up to and hundredths units and common and one whole timetables.
o
negative 100 is prime and turn (total 360 )
solve addition and imperial units
numbers in recall prime recognise mixed such as inches,  angles at a point
context, count subtraction multi-step numbers up to 19 numbers and
problems in contexts, pounds and pints on a straight line
forwards and improper
backwards with deciding which multiply numbers fractions and measure and and a turn
positive and operations and up to 4 digits by a convert from one calculate the o
methods to use and one- or two-digit (total 180 )
negative whole form to the other perimeter of
why. number using a  other multiples of
numbers, and write composite o
formal written 90
including mathematical rectilinear shapes
through zero method, including statements > 1 in centimetres and use the properties of
long multiplication as a mixed metres rectangles to deduce
round any for two-digit number [for related facts and find
number up to numbers calculate and
missing lengths and
1 000 000 to the example, + compare the area
multiply and angles
nearest 10, 100, of rectangles
1000, 10 000 divide numbers (including
= =1 ] distinguish between
and 100 000 mentally drawing squares), and regular and irregular
upon known facts including using
add and subtract polygons based on
solve number standard units,
divide numbers fractions with the reasoning about equal
problems and square
up to 4 digits by a same sides and angles.
practical 2
centimetres (cm )
problems that one-digit number denominator and
using the formal and square
involve all of the denominators 2
metres (m ) and
above written method of that are
short division and estimate the area
multiples of the
read Roman interpret of irregular
same number shapes
numerals to remainders
1000 (M) and appropriately for multiply proper
estimate volume
recognise years the context fractions and
[for example,
written in mixed numbers using 1 cm
3
multiply and divide
Roman whole numbers by whole blocks to build
numerals. and those numbers, cuboids (including
involving decimals supported by cubes)] and
by 10, 100 and materials and capacity [for
1000 diagrams example, using
water]
recognise and read and write
use square decimal solve problems
numbers and numbers as involving
cube numbers, fractions [for converting
and the notation example, 0.71 = between units of
2
for squared ( ) time
3
and cubed ( ) ]
use all four
solve problems recognise and operations to
involving use thousandths solve problems
multiplication and and relate them involving measure
division including to tenths, [for example,
using their hundredths and length, mass,
knowledge of decimal volume, money]
factors and equivalents using decimal
multiples, squares notation, including
and cubes round decimals scaling.
with two decimal
solve problems places to the
involving addition, nearest whole
subtraction, number and to
multiplication and one decimal
division and a place
combination of
these, including read, write,
understanding the order and
meaning of the compare
equals sign numbers with up
to three decimal
solve problems places
involving
multiplication and solve problems
division, including involving
scaling by simple number up to
fractions and three decimal
problems places
involving simple
rates. recognise the
per cent symbol
(%) and
understand that
per cent relates
to ‘number of
parts per
hundred’, and
write
percentages as
a fraction with
denominator
100, and as a
decimal
solve problems
which require
knowing
percentage and
decimal
equivalents of
, , , ,

and those
fractions with a
denominator of a
multiple of 10 or
25.
 Maths&–&Y6&
Number!–!Number! Number!–!Addition! Number!–! Ratio! Algebra! Measurement! Geometry! Geometry! Statistics!
and!Place!Value! and!subtraction,! fractions!inc! &! Properties!of! Position!&!
Multiplication!and! decimals!&!%! Proportion! shape! Direction!
division!

Pupils!should!be!taught!to:! Pupils!should!be!taught!to:! Pupils!should!be! Pupils!should!be! Pupils!should!be! Pupils!should!be! Pupils!should!be!taught! Pupils!should!be! Pupils!should!be!

taught!to:! taught!to:! taught!to:! taught!to:! to:! taught!to:! taught!to:!
read, write, order and multiply multi-digit
compare numbers up to numbers up to 4 digits by use common factors solve problems use simple solve problems draw 2-D shapes using describe positions interpret and
10 000 000 and a two-digit whole number to simplify fractions; involving the formulae involving the given dimensions and on the full coordinate construct pie charts
determine the value of using the formal written use common relative sizes of calculation and angles grid (all four and line graphs and
each digit method of long multiples to express two quantities generate and conversion of units quadrants) use these to solve
multiplication fractions in the same where missing describe linear of measure, using recognise, describe problem
round any whole number denomination values can be number decimal notation up and build simple 3-D draw and translate
to a required degree of divide numbers up to 4 found by using sequences to three decimal shapes, including simple shapes on calculate and
accuracy digits by a two-digit compare and order making nets the coordinate interpret the mean
integer express missing places where
whole number using the fractions, including plane, and reflect as an average.
use negative numbers in multiplication number problems appropriate compare and classify
formal written method of fractions > 1 them in the axes.
context, and calculate and division algebraically geometric shapes
long division, and add and subtract facts use, read, write and
intervals across zero interpret remainders as convert between based on their
fractions with find pairs of properties and sizes
solve number and whole number different solve problems numbers that standard units,
remainders, fractions, or involving the converting and find unknown
practical problems that denominators and satisfy an equation angles in any triangles,
involve all of the above. by rounding, as mixed numbers, calculation of with two measurements of
appropriate for the percentages [for length, mass, quadrilaterals, and
using the concept of unknowns regular polygons
context equivalent fractions example, of volume and time
measures, and enumerate from a smaller unit of illustrate and name
divide numbers up to 4 multiply simple pairs such as 15% of possibilities of measure to a larger
digits by a two-digit parts of circles,
of proper fractions, 360] and the combinations of unit, and vice versa, including radius,
number using the formal writing the answer in use of two variables. using decimal
written method of short diameter and
its simplest form percentages for notation to up to
division where circumference and
comparison three decimal places know that the diameter
appropriate, interpreting [for example, ×
remainders according to solve problems convert between is twice the radius
the context = ] involving similar miles and kilometres recognise angles
shapes where where they meet at a
perform mental divide proper the scale factor recognise that
calculations, including shapes with the point, are on a straight
fractions by whole is known or can line, or are vertically
with mixed operations numbers [for be found same areas can
and large numbers have different opposite, and find
example, ÷2= solve problems perimeters and vice missing angles.
identify common factors, involving versa
common multiples and unequal sharing
prime numbers ]
and grouping recognise when it is
associate a fraction using possible to use
use their knowledge of formulae for area
the order of operations to with division and knowledge of
calculate decimal fractions and and volume of
carry out calculations shapes
involving the four fraction equivalents multiples.
operations [for example, 0.375] calculate the area of
for a simple fraction parallelograms and
solve addition and triangles
subtraction multi-step [for example, ]
problems in contexts, identify the value of calculate, estimate
 deciding which each digit in and compare
operations and methods numbers given to volume of cubes and
to use and why three decimal places cuboids using
and multiply and standard units,
solve problems involving divide numbers by including cubic
addition, subtraction, 10, 100 and 1000 centimetres (cm )
3

multiplication and giving answers up to and cubic metres

division three decimal places
3
(m ), and extending
use estimation to check to other units [for
multiply one-digit example, mm and
3
answers to calculations numbers with up to 3
and determine, in the km ].
two decimal places
context of a problem, an by whole numbers
appropriate degree of
accuracy. use written division
methods in cases
where the answer
has up to two
decimal places
solve problems
which require
answers to be
rounded to specified
degrees of accuracy
recall and use
equivalences
between simple
fractions, decimals
and percentages,
including in different
contexts.
!