4 Maths framework

4.1 Maths framework overview

Domains Main concept Code
Number (whole number and 4 Understand Naming, Conserving, and Counting C
operations)
Understand the number system N
Understand Subitising / Estimating SE
Understanding Place Value PV
Understanding Adding and Subtracting AS
Understanding Multiplication and Division MD
Fractions, Decimals & Percentages Understanding Decimal System, Equivalences, and DEP
(and 4 operations) Place Value
Understanding Adding and Subtracting (Decimal) ASD
Understanding Fractions as Parts and Equivalences FPE
Comparing Fractions CoF
Understanding Adding and Subtracting (fractions) ASF
Understanding Percentage and Equivalences PE
Understanding Multiplication and Division MDD
(Decimal)
Understanding Multiplication and Division MDF
(fractions)
Geometry Shape Shp
Position-Space P-S
Symmetry and Isometric transformations SIT
Constructions Con
Congruent and similar shapes C&S
Pythagoras Pyt
Measure Length Len
Area Are
Volume/Capacity Vol
Angle Ang
Weight Wei
Time Tm
Algebra working and thinking Equivalence EQ
Inequalities INQ
Relationships + Functions RF
Patterns + Functions PF

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 Change + Functions CF
Data handling Understanding and working with data. UWD
Considering data distribution variability measure DVM
and representations.
Working with time series and bivariate data TSB
Risk Using probability to understand issues of risk. P&R

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DOMAIN MAIN CONCEPT CODE 1 2 3
Number Understand Naming, C Count using conventional number Recognise patterns in the structure of Count on in ones, twos, threes, fours
(whole Conserving, and words and connecting the successor conventional number symbols and etc. as a more efficient counting
number and Counting principle, ordinality and cardinality. number names. Count on and count strategy. Count and compare the
4 operations) Begin to use the number line as back. numerosity of collections of items,
model for the counting numbers. using conventional number names
Recognise that every (whole) number and symbols.
has a succeeding number.
Understand the N Develop, recognise and work with a Recognise that negative numbers are
number system flexible conception of zero taking into used in the everyday world around
account multiple meanings that arise us. Extend the number line model to
in mathematics and 'real-world' include zero and negative integers.
scenarios.
Understand SE Be aware of numbers in a range of Estimate and consider the suitability
Subitising / everyday contexts, recognising for a variety of measures.
Estimating associated symbols, words and
magnitudes. Estimate sensible counts
for sets of a large number of objects.
Understanding Place PV Partition numbers and use a range of Use the structure and language
Value visual representations of numbers to associated with the base ten
reveal structures. numeration system to partition
numbers.
Understanding AS Consider addition and subtraction in Work confidently with addition and Recognise and use the commutative
Adding and 'change' situations where addition is subtraction word problems. and associative property of addition.
Subtracting related to an increase and subtraction
to a decrease in quantity, and they are
the inverse of each other.
Understanding MD Multiplication and Division as
Multiplication and inverse operations; Multiplication as
Division repeated addition / groups / arrays;
Division as equal groups / sharing;
Division as repeated subtraction

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DOMAIN MAIN CONCEPT CODE 1 2 3
Fractions, Understanding DEP Use manipulatives to develop
Decimals & Decimal System, language of decimals/the base ten
Percentages Equivalences, and numeration system.
(and 4 Place Value
operations)
Understanding ASD
Adding and
Subtracting
(Decimal)
Understanding FPE Recognise that a number or quantity Create and use area models of
Fractions as Parts may be divided into any number of fractions by partitioning bars,
and Equivalences equal 'pieces' that may be described as rectangles, and circles.
1/n of the whole. Know that n of
these 'pieces' together represent the
original number.
Comparing Fractions CoF Compare fractions with the same
denominator and unit fractions.
Decide which is larger or smaller
based on reasoning related to division
(or sharing) and measurement
Understanding ASF Recognise that additive reasoning
Adding and developed with the counting numbers
Subtracting may be adapted to apply to fractions
(fractions) supported by the use of area and/or
linear models. Add and subtract
fractions with the same denominator.
Understanding PE
Percentage and
Equivalences
Understanding MDD
Multiplication and
Division (Decimal)
Understanding MDF
Multiplication and
Division (fractions)

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DOMAIN MAIN CODE 1 2 3
CONCEPT
Measure Length Len Construct and use a measuring stick
using a non-standard unit. Estimate and
measure lengths, in centimetres or
metres (to required level o accuracy),
using a variety of equipment.
Area Are Compare the area a shape covers by Pace off areas by enumerating units in
'pacing off', using an interim (arbitrary) an array. Develop a logical enumeration
measure. Develop a sense of suitable of units in an array, spotting patterns
units to use to measure area and need within the numbering. Decompose a
for a consistent measure. Find lower rectangular array into units. Develop a
and upper bounds for the area of a shape sense of square centimetres and metres
in a given unit. as a unit of area. Estimate and find the
area of shapes by pacing off in square
centimetres or metres.
Volume/ Vol Compare the volume of an object by Pacing off the volume of a cuboid
Capacity 'pacing off', using an interim (arbitrary) through stacking cubes, including cube
measure. Develop a sense of suitable centimetres. Identify the dimensions of a
units to use to measure volume and cuboid from a model or 2D
need for a consistent measure. Find representation. Decompose a 3D cuboid
lower and upper bounds for the volume array into units.
of an object in a given unit.
Angle Ang Identify and compare angles including Identify, label accurately, name and Compare physical angles in the
those in bends and slopes, predict, draw (not specific measures) acute, surrounding environment by 'pacing off',
justify and confirm practically whether obtuse and reflex angles in a variety of using an interim (arbitrary) measure.
one is larger, smaller or equal to contexts. Develop the degree as a unit of measure
another. Carry out simple logical for angles.
deductions concerning angles.
Weight Wei Begin to identify and compare the Compare weight: predict, justify and Pacing off weight through using an
measurable attributes of objects. confirm practically whether one is interim measure and a balance scale.
Compare weight: predict, justify and heavier, lighter, or equal to another by
confirm practically whether one is measuring the stretch of a spring. Carry
heavier, lighter, or equal to another; out simple logical deductions
using a balance scale. Carry out simple concerning weight.
logical deductions concerning weight.
Time Tm Sequence familiar events and activities. Pacing off time through hand claps or Work with minutes, hours and common
Compare the lengths of familiar events. counting. fractions of an hour.

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DOMAIN MAIN CODE 1 2 3
CONCEPT
Geometry Shape Shp Recognise, define and construct a circle. Identify right angles, parallel and Describe properties of 2D shapes in terms
perpendicular lines and faces in 2D and of symmetrical properties, equality of
3D shapes. angles and side lengths. Recognise and
identify 2D shapes using the above
properties.
Position-Space P-S Work with a variety of representations of Work with plans and maps that use
the immediate environment 'addresses'
Symmetry and SIT Predict and check practically the position Identify lines of symmetry and rotational
Isometric of mirror lines/lines of symmetry and the symmetry in a given pattern or shape.
transformations order of rotation of 2D shapes. Identify Describe the symmetrical properties of
the implications of having mirror or special triangles, quadrilaterals, regular
rotational symmetry in terms of polygons and circles with diagrams or
congruency of sides and angles. through visualising the shape.
Constructions Con Copy and sketch shapes and simple Recognise that 2D material can be used Compose, decompose and recompose 3D
patterns freehand or using geometrical to make 3D objects, some easier than objects and shapes from 3D shapes.
units (edges, angles). Investigate the others.
properties of constructed shapes.
Congruent and C&S Identify, informally, similarities and Identify congruent lengths and angles by
similar shapes differences between sets of pictures, overlaying. Identify congruent lengths
shapes or objects. Identify, informally, and angles from the symmetrical
similar rectangles and pairs of lines, such properties of shapes. Identify congruent
as 'fat' versus 'skinny' or 'wide' versus 'tall' shapes; recognising that they have
rectangles congruent angles and congruent side
lengths.
Pythagoras Pyt

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DOMAIN MAIN CONCEPT CODE 1 2 3
Algebra Equivalence EQ Understand that two quantities can Use the equal sign to represent Recognise that for quantities a, b and
working and relate in one of three ways: they can equivalent relationships between c:
thinking be equal, one quantity can be larger quantities and / or numerical (or
if a = b, then b = a;
than the other, or one quantity can be symbolic) expressions.
smaller than the other (Trichotomy if a = b and b = c, then a = c (the
Property) transitive property).
Inequalities INQ Recognise that adding or subtracting Recognise the reasoning that for Recognise the effect of multiplying or
the same quantity to both sides of an quantities a, b, and c: dividing both sides of an inequality (
inequality ( >, ≤, ≥ and ≠) relationship >, ≤, ≥ and ≠) relationship by the
if a < b and b < c, then a <c
preserves the equivalence. same positive quantity.
if a ≤ b and b ≤ c then a ≤ c (the
transitive property)
Relationships + RF Explore practical examples of Begin to generalise functional Explore how to represent number
Functions corresponding values in a relationship relationships verbally and using early sequences or relationship between two
without generalising and how to symbolic language; identifying the variables, produced in multiple
represent them. mathematical transformation between contexts, using ordered pairs, tables,
the quantities, such as every cat has points on a Cartesian graph, and
two eyes, or the constraint linking verbal descriptions.
them, such as the total of heads and
tails has to be 10 (explicit and implicit
functions)
Patterns + Functions PF Work with geometric patterns; as a
sequence of specific instances and
generalise the rule between successive
terms.
Change + Functions CF

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DOMAIN MAIN CONCEPT CODE 1 2 3
Data Understanding and UWD Systematically organise Design strategies for collecting and Order and sort and group data by
handling working with data. objects/phenomena in response to recording data from small, finite category and create visual
questions that arise from a motivating populations. Design convenience representations both formal and
context, e.g. lists and tables strategies for collecting and recording informal. Select appropriate visual
small samples of data from larger representations and use them to gain
populations. Draw informal insight into contextual questions that
inferences from data organised arise.
systematically, including simple tables
of multivariate data. Critique
inferences drawn from data organised
systematically
Considering data DVM Recording and representing data to
distribution highlight distribution, location and
variability measure spread
and representations.
Working with time TSB
series and bivariate
data
Risk Using probability to P&R Understand that likelihood is related
understand issues of to how frequently an event occurs and
risk. interpret experimental data in this
context. Recognise situations that are
random in nature.

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