Primary Maths

The O’Brien International School Primary

School Scheme of work for Mathematics 

Some of the cross-curricular Maths we do at our centre

Y1: Science (weather measurements, plant measurements, transport bar charts showing how we get to  school). 

Y2: Activ8 (maths linked to PE), History (chronology connected to Great Fire of London). Y3: History (timelines for ancient Greece), Science (bar charts showing size of shadows). Y4: Enterprise: surveys/market research, working out costings and profits, History: Roman numerals,  Geography: line graphs showing population change over time, Science: charts connected to evaporation  rates. 

Y5: History: Mayan maths using hieroglyphs for addition and subtraction, Geography: line graphs  comparing education attainment in UK to other countries, Geography/Science: line graphs showing  deforestation rates. 

Y6: History: creating timelines for Iron Age to Bronze Age and working out time differences, Geography:  analysing monthly rainfall and temperature in different South American countries and using to find  averages, Science: constructing pie charts to show eye colour and analysing data.

Mathematics  Year 1  Mental Mathematics Expectations  Taken from Big Maths, leading to secure targeting for all children. The Calculate section overlaps into written methods and will also overlap with the scheme of work.
COUNTING  LEARN ITS  IT’S NOTHING NEW  CALCULATE
The Saying numbers Progress Drive:  Step 1: I can count to ten  Step 2: I can count to 20.  Step 3: I can count from 60 to 69.  Step 4: I can count to 100.  Step 5: I can count past 100.  The Reading Numbers Progress Drive: Step 1: I can read 1d numbers  Step 2: I can read the numbers 11-20 Step 3: I can read 2d multiples of ten Step 4: I can read 2d numbers  Step 5: I can read 3d multiples of 100 Step 6: I can read 3d numbers.  The Squiggleworth Progress Drive:  Step 1: I can partition a 2d number  The CORE Numbers Progress Drive:  Step 1: I can understand numbers to 10 Step 2: I can understand numbers to 20 Step 3: I can understand 2d numbers The Counting Skills Progress Drive:  Step 1: I know when to count  Step 2: I know the last numbers is the total Step 3: I can touch one object and say one  word  Step 4: I can do it with a line of objects Step 5: I can do it with a pile of objects The Actual Counting Progress Drive:  Step 1: I can count three objects Addition Learn Its  Step 1: 1+1, 2+2  Step 2: 3+3, 4+4, 5+5  Step 3: 1+2, 2+3  Step 4: 2+8, 3+7, 4+6  Step 5: 4+2, 5+2, 6+2, 7+2, 9+2, 4+3, 5+3,  6+3  Step 6: 6+6, 7+7, 8+8, 9+9  Multiplication Learn Its:  Step 3: Counting multiples of ten  Step 4: Counting multiples of five  Step 6: Counting in multiples of two Pim the Alien  Step 1: I can swap objects  Step 2: I can swap amounts  Step 3: I can swap units of measure  Adding with Pim:  Step 1: I can add tens  Doubling with Pim (Without crossing 10) Step 1: I can double 1d numbers  Doubling with Pim (Crossing 10)  Step 1: I can double 1d numbers  Jigsaw numbers  Step 1: I can find the missing piece to 10 The Fact Families  Step 1: I know the fact families for 1d + 1d  facts The Addition Progress Drive  Step 1: I know when to add some more Step 2: I know to find the total  Step 3: I add the right amount  Step 4: I add the right amount and can count  how many altogether  Step 5: I can add numbers of objects to ten Step 6: I can read a number sentence Step 7: I can arrange a number sentence Step 8: I can solve a number sentence Step 9: I can solve addition on a number line Step 10: I can add 1 to a number up to 20 The Subtraction Progress Drive  Step 1: I know when to take some away Step 2: I know how to take some away, then  count how many are left  Step 3: I take away the right amount Step 4: I take away the right amount and  count how many are left  Step 5: I can take away numbers of objects  to 10  Step 6: I can read a subtraction number  sentence  Step 7: I can arrange a subtraction number  sentence  Step 8: I can solve a number subtraction  sentence  Step 9: I can solve subtraction on a number 
Step 2: I can count four objects  Step 3: I can count five objects  Step 4: I can count six objects  Step 5: I can count ten objects  Step 6: I can count 20 objects  The Counting On Progress Drive:  Step 1: I can count on and count back 1 Step 2: I can count on and count back 2 Step 3:  I can count on and count back 3  Step 4: I can count on and count back 4 Step 5: I can count on and count back 5  The Counting Multiples Progress Drive: Step 1: I can count in tens  Step 2: I can count in five  Step 3: I can count in twos  The Count Fourways Progress Drive:  Step 1: I can count in twos  The Counting Along Progress Drive:  Step 1: I can count along when the numbers  are written in line  Step 10: I can take 1 from a number to 20 Step 11: I can take 2 or 3 from a number to  20  The Multiplication Progress Drive  Step 1: I can set out groups of toys when I  play  Step 2: I can find the total amount of toys Step 3: I can set out groups of blocks when I  play  Step 4: I can find the total amount of blocks Step 5: I can draw out groups of dots Step 6: I can find the total amount of dots The Division Progress Drive  Step 1: I can give out objects fairly  Step 2: I can count how many each person  was given  Step 3: I can share an even number of  objects between two people  Step 4: I can halve an even number of  objects  Step 5: I can share 6, 9, 12 or 15 objects  between 3 people  Step 6: I can share 6, 9, 12 or 15 objects into 3  Step 7: I can share 8, 12, 16 or 20 objects  between 4 people  Step 8: I can share 8, 12, 16 or 20 objects  into 4
NUMBER
40-60+ MONTHS EYFS STATEMENTS  Statutory Requirements YEAR ONE  Statutory Requirements Year Two
E U L A V   E C A L P   D N A   R E B M U N Recognise some numerals of personal significance.  • Recognises numerals 1 to 5.   • Counts up to three or four objects by saying one  number name for each item.   • Counts actions or objects which cannot be moved.  • Counts objects to 10, and beginning to count beyond  10.   • Counts out up to six objects from a larger group.  • Selects the correct numeral to represent 1 to 5, then 1  to 10 objects.   • Counts an irregular arrangement of up to ten objects.  • Estimates how many objects they can see and checks  by counting them.   • Uses the language of ‘more’ and ‘fewer’ to compare  two sets of objects.   • Finds the total number of items in two groups by  counting all of them.   • Says the number that is one more than a given  number.   • Finds one more or one less from a group of up to five  objects, then ten objects.   • Records, using marks that they can interpret and  explain.   • Begins to identify own mathematical problems based  on own interests and fascinations.   ∙ In practical activities and discussion, beginning to use  the vocabulary involved in adding and subtracting.  Reception vocab counting:  Number, zero, one, two, three…, ten, twenty… one  hundred, how many…? count, count (up) to count on  (from, to) count back (from, to) count in ones, more,  less, how many times? pattern, pair, guess how many,  estimate nearly, close to, about the same as, start  from/at/with, continue.  Reception vocab comparing and ordering numbers: a) count to and across 100, forwards and backwards,  beginning with 0 or 1, or from any given number  b) count, read and write numbers to 100 in numerals;  count in multiples of twos, fives and tens   c) given a number, identify one more and one less  d) identify and represent numbers using objects and  pictorial representations including the number  line, and use the language of: equal to, more than,  less than (fewer), most, least   e) read and write numbers from 1 to 20 in numerals  and words  Year One vocab as Reception PLUS:  COUNTING: to twenty and beyond zero, ten, twenty… one  hundred, none, count (up) to count on (from, to) count back  (from, to) count in twos… tens… more, less, many, few odd,  even every other how many times? pattern, pair  PLACE VALUE AND ORDERING: first, second, third… tenth,  eleventh… twentieth last, last but one before, after next between, half-way between above, below, ten more, ten  less. Of three or more objects/amounts: greatest, most,  biggest, largest least, fewest, smallest,   ESTIMATING: guess how many, estimate nearly, roughly,  close to about the same as just over, just under, too many,  too few, enough, not enough  MAKING DECISIONS AND REASONING: pattern, puzzle, answer, right, wrong, what could we try next? How did you  work it out? count out, share out, left, left over, number  sentence, sign, operation.  Problem solving:   Explain, describe, imagine, arrange, rearrange, complete,  check. a) count in steps of 2, 3, and 5 from 0, and in tens  from any number, forward and backward   b) recognise the place value of each digit in a two-digit  or/and 3-digit number (hundreds, tens, ones)   c) identify, represent and estimate numbers using  different representations, including the number  line   d) compare and order numbers from 0 up to 100; use  <, > and = signs   e) read and write numbers to at least 100 in numerals  and in words   f) use place value and number facts to solve   problems.
the same number as, as many as , Of two  objects/amounts: greater, more, larger,   bigger, less, fewer, smaller  Prob solving: What could we try next? How did you  work it out? Tell, read, write, trace, copy, finish, colour,  shade, work out, best way, another way.
N O I T C A R T B U S   D N A   N O I T I D D A Reception vocab addition and subtraction:  add, more, altogether, double, one more, take (away),  how many are left? one less  Reception vocab linked to money:  Money, coin, penny, pence, pound, price,   cost, buy, sell, spend, pay, change costs more  or less, costs same as, how much/many? a) read, write and interpret mathematical   statements involving addition (+), subtraction (–)  and equals (=) signs   b) represent and use number bonds and related  subtraction facts within 20   c) add and subtract one-digit and two-digit numbers  to 20, including zero   d) solve one-step problems that involve addition and  subtraction, using concrete objects and pictorial  representations, and missing number problems  such as 7 = – 9.   Year One vocab as Reception PLUS:  +, plus make, sum, total score, near double, two more… ten  more how many more to make…? how many more is…  than…? how much more is…? − subtract, minus leave, how  many have gone? two less, ten less… how many fewer is…  than…? how much less is…? difference between half, halve  = equals, sign, is the same as a) solve problems with addition and subtraction:  ∙ using concrete objects and pictorial   representations, including those involving   ∙ numbers, quantities and measures   ∙ applying their increasing knowledge of mental and  written methods   b) recall and use addition and subtraction facts to 20  fluently, and derive and use related facts up to 100  c) add and subtract numbers using concrete objects,  pictorial representations, and mentally, including:  ∙ a two-digit number and ones   ∙ a two-digit number and tens   ∙ two two-digit numbers   ∙ adding three one-digit numbers   ∙ show that addition of two numbers can be done in any  order (commutative) and   ∙ subtraction of one number from another cannot  d) recognise and use the inverse relationship between  addition and subtraction and use this to check   calculations and solve missing number problems.
  N O I T A C I L P I T L U M I T L U M Reception vocab linked to mult and div:  Compare, double, half, halve, count out, share out, left,  left over    a) solve one-step problems involving multiplication  and division, by calculating the answer using   concrete objects, pictorial representations and  arrays with the support of the teacher.  Year One vocab as Reception PLUS:  Split, times, divide. a) recall and use multiplication and division facts for the 2,  5, 10 and 3 multiplication tables, including recognising  odd and even numbers   b) calculate mathematical statements for multiplication  and division within the multiplication tables and write  them using the multiplication (×), division (÷) and equals  (=) signs   c) show that multiplication of two numbers can be done in  any order (commutative) and division of one number by  another cannot   d) solve problems involving multiplication and division,  using materials, arrays, repeated addition, mental  methods, and multiplication and division facts, including 
problems in contexts  e) write and calculate mathematical statements for  multiplication and division using the multiplication tables  that they know, including for two-digit numbers times  one-digit numbers, using mental and progressing to  formal written methods
S N O I T C A R F Reception vocab linked to fractions:  Compare, double, half, halve, count out, share out a) recognise, find and name a half as one of two  equal parts of an object, shape or quantity   b) recognise, find and name a quarter as one of four  equal parts of an object, shape or quantity.   From Year 2 moved to Y1 curric:   ∙ Recognise 1/3, ¼, ¾, 2/4 of a shape.  ∙ write simple fractions for example ½ of 6 = 3 and  recognise the equivalence of 2/4 and ½  Year One vocab as Reception PLUS:  Quarter, whole, three quarters, two quarters. a) recognise, find, name and write fractions 1/3, ¼, 2/4 and  ¾ of a length, shape, set of objects or quantity   b) write simple fractions for example ½ of 6 = 3 and  recognise the equivalence of 2/4 and ½  NB: Red indicates these statements will be introduced in Y1  and recapped in Y2.
MEASUREMENT
40-60+ MONTHS EYFS STATEMENTS  Statutory Requirements YEAR ONE  Statutory Requirements Year Two
T N E M E R U S A E M • Orders two or three items by length or height.  • Orders two items by weight or capacity  • Uses everyday language related to time.   • Beginning to use everyday language related to money.  • Orders and sequences familiar events.   • Measures short periods of time in simple ways.   Reception vocab linked to measure:  Measure, size, compare, estimate, enough, too  much/too little, too many/few, just under/over,  LENGTH: length, width, height, long, short, tall, high,  low, wide, narrow, dee, shallow, thick, thin, longer,  shorter, higher, taller, longest, shortest, tallest, highest,  near, far.  MASS: weigh, weighs, balances, heavy/light,   heavier/lighter, heaviest/lightest, scales, weight. a) compare, describe and solve practical problems  for:  lengths and heights [for example, long/short,  longer/shorter, tall/short, double/half]  mass/weight [for example, heavy/light, heavier than,  lighter than]  capacity and volume [for example, full/empty, more  than, less than, half, half full, quarter]  time [for example, quicker, slower, earlier, later]  b) Measure and begin to record the following:  lengths and heights  mass/weight  capacity and volume  time (hours, minutes, seconds)   c) Recognise and know the value of different  denominations of coins and notes  a) choose and use appropriate standard units to estimate  and measure length/height in any direction (m/cm);  mass (kg/g); temperature (°C); capacity (litres/ml) to the  nearest appropriate unit, using rulers, scales,   thermometers and measuring vessels   b) compare and order lengths, mass, volume/capacity and  record the results using >, < and =   c) recognise and use symbols for pounds (£) and pence  (p); combine amounts to make a particular value  d) find different combinations of coins that equal the same  amounts of money   e) solve simple problems in a practical context involving  addition and subtraction of money of the same unit,  including giving change   f) compare and sequence intervals of time   g) tell and write the time to five minutes, including quarter 
CAPACITY: full, half, full, empty, container.  TIME: time, days of week, day, week, birthday, morning,  afternoon, evening, night, bedtime, dinnertime,  playtime, today, tomorrow, yesterday, before, after,  next, last, now, soon, quickest, quickly, slow, slowly,  slowest, old, older, oldest, new, newer, newest, takes  longer, takes less time, hour, o’clock, watch d) sequence events in chronological order using  language [for example, before and after, next, first,  today, yesterday, tomorrow, morning, afternoon and  evening]   e) recognise and use language relating to dates,  including days of the week, weeks, months & years f) tell the time to the hour and half past the hour and  draw the hands on a clock face to show these times.  Year One vocab as Reception PLUS:  Guess, roughly, metre, ruler, metre stick, half past, seconds,  one pence, two pence, five pence, fifty pence, one pound,  two pounds, five pounds, ten pounds, litre, kilogram,  Seasons, spring, summer, autumn, winter, weekend, month,  year, midnight, fast, faster fastest, how long ago? how long  will it be to…? how long will it take to…? how often? always,  never, often, sometimes, usually once, twice. past/to the hour and draw the hands on a clock face to  show these times   h) know the number of minutes in an hour and the  number of hours in a day. 
GEOMETRY
40-60+ MONTHS EYFS STATEMENTS  Statutory Requirements YEAR ONE  Statutory Requirements Year Two
S E P A H S   F O   S E I T R E P O R P • Beginning to use mathematical names for ‘solid’ 3D  shapes and ‘flat’ 2-D shapes, and mathematical terms to  describe shapes.   • Selects a particular named shape.   • Uses familiar objects and common shapes to create  and recreate patterns and build models.   Reception vocab shape:  Pattern, flat, curved, straight, round, hollow, solid  corner, face, side, edge, end, sort, make, build, draw 3D SHAPES: cube sphere cone cuboid  2D SHAPES: circle triangle square rectangle star PATTERNS AND SYMMETRY size, bigger, larger, smaller,  symmetrical, pattern repeating pattern, match. a) Recognise and name common 2-D and 3-D shapes,  including:  2-D shapes [for example, rectangles (including  squares), circles and triangles]  3-D shapes [for example, cuboids (including  cubes), pyramids and spheres].   b) identify and describe the properties of 2-D   shapes, including the number of sides and line   symmetry in a vertical line   Year one vocab as Reception PLUS:   Hollow, pyramid, symmetrical, point, pointed, cylinder,  sphere. a) identify and describe the properties of 2-D shapes,  including the number of sides and line symmetry in a  vertical line   b) identify and describe the properties of 3-D shapes,  including the number of edges, vertices and faces  c) identify 2-D shapes on the surface of 3-D shapes, [for  example, a circle on a cylinder and a triangle on a  pyramid]   d) compare and sort common 2-D and 3-D shapes and  everyday objects. 
N O I T C E R I D   D N A   N O I T I S O P • Can describe their relative position such as ‘behind’ or  ‘next to’.   Reception vocab  over, under above, below top, bottom, side, on, in  outside, inside around, in front, behind front, back  before, after beside, next to opposite apart   between middle, edge, corner, direction, left,  right, up, down, forwards, backwards, sideways  across, close, far, near, along, through,  to, from, towards, away from, movement,   slide, roll, turn, stretch, bend. a) describe position, direction and movement, including  whole, half, quarter and three-quarter turns  Year One vocab as Reception PLUS:  Position, underneath, centre, journey, whole turn, half turn,  quarter turn, three-quarter turn. a) order and arrange combinations of mathematical  objects in patterns and sequences  b) use mathematical vocabulary to describe position,  direction and movement, including movement in a  straight line and distinguishing between rotation as a  turn and in terms of right angles for quarter, half and  three-quarter turns (clockwise and anti-clockwise)
S C I T S I T A T S Reception vocab:  Tick, cross, draw a line between, fill in, count, sort,  group, list. Try to fit this in if possible (Y2 statement):  interpret simple pictograms, tally charts, block diagrams  and simple tables   Year One vocab as Reception PLUS:   Set, table, chart, bar chart, pictogram, tally, vote, compare. a) interpret and construct simple pictograms, tally charts,  block diagrams and simple tables   b) ask and answer simple questions by counting the  number of objects in each category and sorting the  categories by quantity   c) ask and answer questions about totalling and  comparing categorical data. 
Mathematics  Year 2  Mental Mathematics Expectations  Taken from Big Maths, leading to secure targeting for all children. The Calculate section overlaps into written methods and will also overlap with the scheme of work.
COUNTING  LEARN ITS  IT’S NOTHING NEW  CALCULATE
The Saying numbers Progress Drive:  Step 4: I can count to 100.  Step 5: I can count past 100.  The Reading Numbers Progress Drive: Step 4: I can read 2d numbers  Step 5: I can read 3d multiples of 100 Step 6: I can read 3d numbers.  The Squiggleworth Progress Drive:  Step 2: I can partition a 3d number  The CORE Numbers Progress Drive:  Step 3: I can understand 2d numbers Step 4: I can understand 3d numbers The Counting On Progress Drive:  Step 5: I can count on and count back 5  The Counting Multiples Progress Drive: Step 1: I can count in tens  Step 2: I can count in five  Step 3: I can count in twos  Step 4: I can count in threes  The Count Fourways Progress Drive:  Step 1: I can count in twos  Step 2: I can count in 20s  The Counting Along Progress Drive:  Step 2: I can count along even when the  numbers aren’t written in Addition Learn Its  Step 7: 3+8, 3+9, 4+7, 4+8, 4+9  Step 8: 4+5, 5+6, 6+7, 7+8, 8+9  Step 9:5+9, 6+9, 7+9, 5+7, 5+8, 6+8  Multiplication Learn Its:  Step 7: 10x table  Step 8: 5x table  Step 9: 2x table  Step 10: 3x table Adding with Pim:  Step 2: I can add 100s  Doubling with Pim (Without crossing 10) Step 2: I can double 2d multiples of 10 Doubling with Pim (Crossing 10)  Step 1: I can double 1d numbers  Step 2: I can double 2d multiples of 10 Teach halving of even numbers to 20 Jigsaw numbers  Step 2: I can find the missing piece to the  next multiple of ten  Multiplying by Ten:  Step 1: I can multiply whole numbers by 10 Smile Multiplication  Step 1: I can multiply multiples of 10 Coin Multiplication  Step 1: I can complete a 1, 10 card  Pom’s Words  Step 1: I can find multiples  The Fact Families  Step 1: I know the fact families for 1d + 1d  facts  Step 2: I can turn 1d+1d facts into multiples  of ten  Step 3: I know the Fact Family when given a  single addition fact The Addition Progress Drive:  Step 11: I can add 2 or 3 to a number up to  20  Step 12: I can ass a 1d number to a number  to 20  Step 13: I can add 1 to a 2d number  Step 14: I can add 10 to a 2d tens number Step 15: I can add 10 to any 2d number Step 16: I can add a 1d number to a 2d tens  number  Step 17: I can solve 2d + 1d  Step 18: I can add a 2d tens number to  another one  Step 19: I can solve any 1d + 1d in my head Step 20: I can solve any 2d + 1d  The Subtraction Progress Drive  Step 9: I can solve subtraction on a number  line  Step 10: I can take 1 from a number to 20 Step 11: I can take 2 or 3 from a number to  20  Step 12: I can take a 1d number from a  number to 20  Step 13: I can take 10 from a multiple of 10 Step 14: I can take 10 from a 2d number Step 15: I can take a multiple of 10 from a  multiple of 10  Step 16: I can take a 1d number from a 
multiple of 10  Step 17: I can solve 2d – 1d  Step 18: I can solve any 2d – 1d  The Multiplication Progress Drive  Step 4: I can find the total amount of blocks Step 5: I can draw out groups of dots Step 6: I can find the total amount of dots Step 7: I can write out repeated addition Step 8: I can solve repeated addition Step 9: I can solve 1d x 1d  The Division Progress Drive  Step 9: I can share equally to solve problems Step 10: I can make groups of 2, 5 or 10 Step 11: I can find how many altogether by  counting through each group  Step 12: I can find how many altogether by  counting in 2s, 5s or 10s  Step 13: I can arrange a division number  sentence  Step 14: I can solve a division number  sentence with objects
Statutory Requirements Year One  Statutory Requirements YEAR TWO  Statutory Requirements Year Three
E U L A V   E C A L P   D N A   R E B M U N a) count to and across 100, forwards and backwards,  beginning with 0 or 1, or from any given number  b) count, read and write numbers to 100 in   numerals; count in multiples of twos, fives and  tens   c) given a number, identify one more and one less  d) identify and represent numbers using objects and  pictorial representations including the number  line, and use the language of: equal to, more  than, less than (fewer), most, least   e) read and write numbers from 1 to 20 in numerals  and words a) count in steps of 2, 3, and 5 from 0, and in tens from  any number, forward and backward   b) recognise the place value of each digit in a two-digit  or/and 3-digit number (hundreds, tens, ones)   c) identify, represent and estimate numbers using  different representations, including the number line  d) compare and order numbers from 0 up to 100; use <,  > and = signs   e) read and write numbers to at least 100 in numerals  and in words   f) use place value and number facts to solve problems.   Year Two vocab refer to previous years PLUS:  Two hundred, one thousand, threes, fives, multiple of,  sequence, continue, predict, rule. Hundreds, one/two or three digit number, place, place value, stands for,  represents, exchange, twenty-first, twenty-second…, exact,  exactly, round, round to nearest ten, number bonds,  hundred square, write in figures, recite.  Problem solving: calculate, calculation, mental calculation  correct, symbol, describe the pattern/rule, find all, find  different, investigate, decide, discuss, explain your method,  give an example of, label, solve. a) count from 0 in multiples of 4, 8, 50 and 100; find 10 or  100 more or less than a given number   b) recognise the place value of each digit in a three-digit  number (hundreds, tens, ones)   c) compare and order numbers up to 1000   d) identify, represent and estimate numbers using different  representations   e) read and write numbers up to 1000 in numerals and in  words   f) solve number problems and practical problems involving  these ideas.   g) round any number to the nearest 10
N O I T C A R T B U S   D N A   N O I T D D A a) read, write and interpret mathematical statements  involving addition (+), subtraction (–) and equals  (=) signs   b) represent and use number bonds and related  subtraction facts within 20   c) add and subtract one-digit and two-digit numbers  to 20, including zero   d) solve one-step problems that involve addition and  subtraction, using concrete objects and pictorial  representations, and missing number problems  such as 7 = – 9. a) solve problems with addition and subtraction:  using concrete objects and pictorial   representations, including those involving  numbers, quantities and measures  applying their increasing knowledge of mental and  written methods   b) recall and use addition and subtraction facts to 20  fluently, and derive and use related facts up to 100  c) add and subtract numbers using concrete objects,  pictorial representations, and mentally, including:  a two-digit number and ones  a two-digit number and tens  two two-digit numbers  adding three one-digit numbers   d) show that addition of two numbers can be done in any  order (commutative) and subtraction of one number from  another cannot   e) recognise and use the inverse relationship between  addition and subtraction and use this to check calculations  and solve missing number problems.  Year Two vocab refer to previous years PLUS:  Addition, subtraction, one hundred more/less, tens  boundary, opposite operation, missing number, column  method. a) add and subtract numbers mentally, including:  ∙ a three-digit number and ones   ∙ a three-digit number and tens   ∙ a three-digit number and hundreds   ∙ add and subtract numbers with up to three digits, using  formal written methods of columnar addition and  subtraction   b) estimate the answer to a calculation and use inverse  operations to check answers   c) solve problems, including missing number problems,  using number facts, place value, and more complex  addition and subtraction.
  N O I T A C I L P I T L U M a) solve one-step problems involving multiplication  and division, by calculating the answer using  concrete objects, pictorial representations and  arrays with the support of the teacher.   a) recall and use multiplication and division facts for  the 2, 5, 10 and 3 multiplication tables, including  recognising odd and even numbers   b) calculate mathematical statements for   multiplication and division within the   multiplication tables and write them using the  multiplication (×), division (÷) and equals (=) signs  c) show that multiplication of two numbers can be  done in any order (commutative) and division of  one number by another cannot   d) solve problems involving multiplication and  division, using materials, arrays, repeated   addition, mental methods, and multiplication and  division facts, including problems in contexts  Try to fit in if possible (Y3 statement): a) recall and use multiplication and division facts for the 4,  6 and 8 multiplication tables, beginning to recognise  factor pairs   b) write and calculate mathematical statements for multiplication and division using the multiplication  tables that they know, including for two-digit numbers  times one-digit numbers, using mental and progressing  to formal written methods   c) solve problems, including missing number problems,  involving multiplication and division, including positive  integer scaling problems and correspondence problems  in which n objects are connected to m objects.
e) write and calculate mathematical statements for  multiplication and division using the multiplication  tables that they know, including for two-digit   numbers times one-digit numbers, using mental  and progressing to formal written methods   Year Two vocab refer to previous years PLUS:  lots of, groups of, ×, times, multiply, multiplied by multiple  of, once, twice, three times… ten times… times as (big, long,  wide… and so on) repeated addition array row, column,  share equally, one each, two each, three each… group in  pairs, threes… tens equal groups of, ÷, divide, divided by,  divided into.
S N O I T C A R F a) recognise, find and name a half as one of two equal  parts of an object, shape or quantity   b) recognise, find and name a quarter as one of four  equal parts of an object, shape or quantity.  a) recognise, find, name and write fractions 1/3, ¼, 2/4  and ¾ of a length, shape, set of objects or quantity  b) write simple fractions for example ½ of 6 = 3 and  recognise the equivalence of 2/4 and ½   Moved from Y3 to Y2:  ∙ count up and down in tenths; recognise that tenths  arise from dividing an object into 10 equal parts  and in dividing one-digit numbers or quantities by  10  ∙ recognise, find and write fractions of a discrete set  of objects: unit fractions and non-unit fractions will  small denominators  ∙ add and subtract fractions with the same   denominator within one whole [for example, 5/7 +  1/7 = 6/7}  ∙ compare and order unit fractions, and fractions  with the same denominators   Year Two vocab refer to previous years PLUS:  Part, equal parts, fraction, one whole, unit fraction,  compare, order, tenths, denominator, numerator. a) count up and down in tenths; recognise that tenths  arise from dividing an object into 10 equal parts and in  dividing one-digit numbers or quantities by 10  b) recognise, find and write fractions of a discrete set of  objects: unit fractions and non-unit fractions will small  denominators  c) recognise and use fractions as numbers: unit fractions  and non-unit fractions with small denominators  d) recognise and show, using diagrams, equivalent  fractions with small denominators  e) add and subtract fractions with the same denominator  within one whole [for example, 5/7 + 1/7 = 6/7  f) compare and order unit fractions, and fractions with the  same denominators   g) solve problems that involve all of the above  h) find the effect of dividing a one- or two-digit number by  10  NB: Red indicates these statements will be introduced in Y2  and recapped in Y3.
MEASUREMENT
Statutory Requirements Year One  Statutory Requirements YEAR TWO  Statutory Requirements Year Three
T N E M E R U S A E M a) compare, describe and solve practical problems  for:   ∙ lengths and heights [for example, long/short,  longer/shorter, tall/short, double/half]   ∙ mass/weight [for example, heavy/light, heavier  than, lighter than]   ∙ capacity and volume [for example, full/empty, more  than, less than, half, half full, quarter]   ∙ time [for example, quicker, slower, earlier, later]  b) Measure and begin to record the following:  ∙ lengths and heights   ∙ mass/weight   ∙ capacity and volume   ∙ time (hours, minutes, seconds)   c) Recognise and know the value of different  denominations of coins and notes   d) sequence events in chronological order using  language [for example, before and after, next,  first, today, yesterday, tomorrow, morning,   afternoon and evening]   e) recognise and use language relating to dates,  including days of the week, weeks, months &  years  f) Tell the time to the hour and half past the hour  and draw the hands on a clock face to show these  times. a) choose and use appropriate standard units to estimate  and measure length/height in any direction (m/cm);  mass (kg/g); temperature (°C); capacity (litres/ml) to  the nearest appropriate unit, using rulers, scales,  thermometers and measuring vessels   b) compare and order lengths, mass, volume/capacity  and record the results using >, < and =   c) recognise and use symbols for pounds (£) and pence  (p); combine amounts to make a particular value  d) find different combinations of coins that equal the  same amounts of money   e) solve simple problems in a practical context involving  addition and subtraction of money of the same unit,  including giving change   f) compare and sequence intervals of time   g) 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   h) know the number of minutes in an hour and the  number of hours in a day.   Year Two vocab refer to previous years PLUS:  Measuring scale, further, furthest, metre (m), centimetre  (cm), tape measure, metre stick, kilogram (km), gram (g),  half-kilogram (500g), capacity, litre (l), millilitre (ml), half  litre (500ml), fortnight, quarter to/past, digital, analogue,  timer, greater than, less than, £,p, bought, sold. a) measure, compare, add and subtract: lengths  (m/cm/mm); mass (kg/g); volume/capacity (l/ml)  b) measure the perimeter of simple 2-D shapes c) add and subtract amounts of money to give change,  using both £ and p in practical contexts   d) tell and write the time from an analogue clock,  including using Roman numerals from I to XII, and 12- hour and 24-hour clocks   e) estimate and read time with increasing accuracy to the  nearest minute; record and compare time in terms of  seconds, minutes and hours; use vocabulary such as  o’clock, a.m./p.m., morning, afternoon, noon and  midnight   f) know the number of seconds in a minute and the  number of days in each month, year and leap year  g) compare durations of events [for example to calculate  the time taken by particular events or tasks]  i) Convert between different units of measure

[for  example, kilometre to metre; hour to minute]

GEOMETRY
Statutory Requirements Year One  Statutory Requirements YEAR TWO  Statutory Requirements Year Three
S E P A H S   F O   S E I T R E P O R P b) Recognise and name common 2-D and 3-D shapes,  including:   ∙ 2-D shapes [for example, rectangles (including  squares), circles and triangles]   ∙ 3-D shapes [for example, cuboids (including  cubes), pyramids and spheres].   b) identify and describe the properties of 2-D  shapes, including the number of sides and line  symmetry in a vertical line   ∙ a) identify and describe the properties of 2-D shapes,  including the number of sides and line symmetry in a  vertical line   b) identify and describe the properties of 3-D shapes,  including the number of edges, vertices and faces  c) identify 2-D shapes on the surface of 3-D shapes, [for  example, a circle on a cylinder and a triangle on a  pyramid]   d) compare and sort common 2-D and 3-D shapes and  everyday objects.   Year Two vocab refer to previous years PLUS:  Surface, circular, triangular, rectangular, pentagon, hexagon,  octagon, cone, line of symmetry, fold, mirror line, reflection. a) draw 2-D shapes and make 3-D shapes using modelling  materials; recognise 3-D shapes in different   orientations and describe them   b) recognise angles as a property of shape or a description  of a turn  c) identify right angles, recognise that two right angles  make a half-turn, three make three quarters of a turn  and four a complete turn; identify whether angles are  greater than or less than a right angle   d) identify horizontal and vertical lines and pairs of  perpendicular and parallel lines.  e) identify acute and obtuse angles  f) complete a simple symmetric figure with respect to a  specific line of symmetry
N O I T C E R I D   D N A   N O I T I S O P a) describe position, direction and movement,  including whole, half, quarter and three  quarter turns a) order and arrange combinations of mathematical  objects in patterns and sequences  b) use mathematical vocabulary to describe position,  direction and movement, including movement in a  straight line and distinguishing between rotation as a  turn and in terms of right angles for quarter, half and  three-quarter turns (clockwise and anti-clockwise)  Year Two vocab refer to previous years PLUS:  Clockwise, anti-clockwise, route, higher, lower, right angle,  straight line. a) describe positions on a 2-D grid as coordinates in the  first quadrant 
S C I T S I T A T S a) interpret simple pictograms, tally charts, block  diagrams and simple tables  c) interpret and construct simple pictograms, tally  charts, block diagrams and simple tables   d) ask and answer simple questions by counting the  number of objects in each category and sorting the  categories by quantity   e) ask and answer questions about totalling and  comparing categorical data.  Year Two vocab refer to previous years PLUS:  Graph, block graph, most popular, most common, least  popular, least common, title, label. a) interpret and present data using bar charts, pictograms  and tables   b) solve one-step and two-step questions [for example,  ‘How many more?’ and ‘How many fewer?’] using  information presented in scaled bar charts and   pictograms and tables.
Mathematics  Year 3  Mental Mathematics Expectations  Taken from Big Maths, leading to secure targeting for all children. The Calculate section overlaps into written methods and will also overlap with the scheme of work.
COUNTING  LEARN ITS  IT’S NOTHING NEW  CALCULATE
The Reading Numbers Progress Drive: Step 4: I can read 2d numbers  Step 5: I can read 3d multiples of 100 Step 6: I can read 3d numbers  Step 7: I can read 4, digit numbers  The Squiggleworth Progress Drive:  Step 2: I can partition a 3d then a 4d number Step 3: I can partition a 1dp number  The CORE Numbers Progress Drive::  Step 4: I can understand 3d numbers Step 5: I can understand 4d numbers Step 6: I can understand 1dp numbers The Counting Multiples Progress Drive: Step 4: I can count in threes  Step 5: I can count in fours  Step 6: I can count in eights  Step 7: I can count in sixes  The Count Fourways Progress Drive:  Step 2: I can count in 20s  Step 3: I can count in 200s  Step 4: I can count in 2000s  The Counting Along Progress Drive:  Step 2: I can count along even when the  numbers aren’t written in Multiplication Learn Its:  Step 10: 3x table/6x table  Step 11: 4x table  Step 12: 8x table Adding with Pim:  Step 3: I can add thousands  Doubling with Pim (Without crossing 10): Step 3: I can double 2d numbers  Step 4: I can double 3d multiples of 100 Doubling with Pim (Crossing 10):  Step 2: I can double 2d multiples of 10 Step 3: I can double 2d numbers  Step 4: I can double 3d multiples of ten Halving with Pim:  Step 1: I can find half of 3, 5, 7, 9  Step 2: I know half of 30,50, 70, 90  Step 3: I know half of 300, 500, 700, 900 Teach halving of any 2d even number Jigsaw numbers:  Step 3: I can find the missing piece to a  hundred  Multiplying by Ten:  Step 1: I can multiply whole numbers by 10 Step 2: I can multiply whole numbers by 100 Smile Multiplication:  Step 1: I can multiply multiples of 10 Step 2: I can write Smile multiplication tables Coin Multiplication: The Addition Progress Drive:  Step 21: I can add any d2 tens number to  another one digit number  Step 22: I can add a 2d tens number to a 2d  tens number  Step 23: I can add any 2d tens number to a  2d tens number  Step 24:I can add a 2d number to a 2d  number  Step 25: I can solve any 2d+2d  Step 26: I can solve 3d+2d  Step 27: I can solve any 3d+2d  Step 28: I can solve 3d+3d  The Subtraction Progress Drive  Step 16: I can take a 1d number from a  multiple of 10  Step 17: I can solve 2d-1d  Step 18: I can solve any 2d-1d  Step 19: I can solve any 3d-1d  Step 20: I can spot the next multiple of ten Step 21: I can count to the next multiple of  ten  Step 22: I know the gap to the next multiple  of ten
Step 3: I can still count along for all of the  Count Fourways Challenges Step 1: I can complete a 1, 10 card  Step 2: I can complete a 1, 2, 5, 10 card Where’s Mully? (Division):  Step 1: I can find Mully using my tables Pom’s Words:  Step 1: I can find multiples  Step 2: I can find factors  Step 3: I can understand square numbers The Fact Families:  Step 3: I know the Fact Family when given a  single addition fact  Step 4: I know the Fact Families for 1d x 1d  facts Step 23: I know the 1d gap from a multiple of  ten  Step 24: I know the total gap across a  multiple of ten  Step 25: I can take a multiple of ten from any 2d number  Step 26: I can find the 2 gaps in a 2d-2d  question  Step 27: I can solve any 2d-2d  Step 28: I can take any 2d numbers from 100 The Multiplication Progress Drive:  Step 8: I can solve repeated addition Step 9: I can solve 1d x 1d  Step 10: I can do Smile Multiplication Step 11: I can solve 1d x 2d (x 2, 3, 4, 5_ Step 12: I can solve any 1d x 1d  The Division Progress Drive:  Step 13: I can arrange a division number  sentence  Step 14: I can solve a division number  sentence with objects  Step 15: I can solve division using objects  (with remainders)  Step 16: I can use a tables fact to find a  division fact  Step 17: I can use a tables fact to find a  division fact (with remainders)  Step 18: I can combine 2 or more tables facts  to solve division  Step 19: I can combine 2 or more tables facts  to solve division (with remainders)
NUMBER
Statutory Requirements Year Two  Statutory Requirements YEAR THREE  Statutory Requirements Year Four
E U L A V   E C A L P   D N A   R E B M U N a) count in steps of 2, 3, and 5 from 0, and in tens  from any number, forward and backward   b) recognise the place value of each digit in a two digit or/and 3-digit number (hundreds, tens,  ones)   c) identify, represent and estimate numbers using  different representations, including the number  line   d) compare and order numbers from 0 up to 100;  use <, > and = signs   e) read and write numbers to at least 100 in  numerals and in words   f) use place value and number facts to solve  problems.  h) count from 0 in multiples of 4, 8, 50 and 100; find  10 or 100 more or less than a given number   i) recognise the place value of each digit in a three digit number (hundreds, tens, ones)   j) compare and order numbers up to 1000   k) identify, represent and estimate numbers using  different representations   l) read and write numbers up to 1000 in numerals  and in words   m) solve number problems and practical problems  involving these ideas.   n) round any number to the nearest 10  Year Three vocab refer to previous years PLUS:  Hundreds, thousands, units, relationship, one hundred  more/less, approximate, approximately, round up/down,  round to nearest 10, count in fours/sixes/eights, negative  numbers, greatest/least value.  Problem solving:   Method, equation, more/most expensive, less/least  expensive, amount, value, worth, change, show your  working, interpret, < (less than), > (greater than) a) count in multiples of 7, 9, 25 and 1000   b) find 1000 more or less than a given number   c) count backwards through zero to include negative  numbers   d) recognise the place value of each digit in a four-digit  number (thousands, hundreds, tens, and ones)   e) order and compare numbers beyond 1000   f) identify, represent and estimate numbers using  different representations   g) round any number to the nearest 10, 100 or 1000  h) solve number and practical problems that involve all of  the above and with   i) increasingly large positive numbers   j) read Roman numerals to 100 (I to C) and know that  over time, the numeral system changed to include the  concept of zero and place value.
   N O I T I D N D O I A T C A R T B U S   D N A a) solve problems with addition and subtraction:  ∙ using concrete objects and pictorial   representations, including those involving   ∙ numbers, quantities and measures   ∙ applying their increasing knowledge of mental  and written methods   b) recall and use addition and subtraction facts to 20  fluently, and derive and use related facts up to 100  c) add and subtract numbers using concrete objects,  pictorial representations, and mentally, including:  ∙ a two-digit number and ones   ∙ a two-digit number and tens   ∙ two two-digit numbers  d) add and subtract numbers mentally, including:  a three-digit number and ones  a three-digit number and tens  a three-digit number and hundreds   e) add and subtract numbers with up to three digits,  using formal written methods of columnar addition  and subtraction   f) estimate the answer to a calculation and use inverse  operations to check answers  g) solve problems, including missing number problems,  using number facts, place value, and more complex  addition and subtraction. a) add and subtract numbers with up to 4 digits using the  formal written methods of columnar addition and  subtraction where appropriate   b) estimate and use inverse operations to check answers  to a calculation   c) solve addition and subtraction two-step problems in  contexts, deciding which operations and methods to  use and why.
∙ adding three one-digit numbers   ∙ show that addition of two numbers can be done in  any order (commutative) and   ∙ subtraction of one number from another cannot  d) recognise and use the inverse relationship  between addition and subtraction and use this to  check calculations and solve missing number  problems. Year Three vocab refer to previous years PLUS:  Hundreds boundary, carry, inverse.
N O I S I V I D   D N A   N O I T A C I L P I T L U M a) recall and use multiplication and division facts for  the 2, 5, 10 (and 3 if possible) multiplication tables,  including recognising odd and even numbers  b) calculate mathematical statements for   multiplication and division within the multiplication  tables and write them using the multiplication (×),  division (÷) and equals (=) signs   c) show that multiplication of two numbers can be  done in any order (commutative) and division of  one number by another cannot   d) solve problems involving multiplication and  division, using materials, arrays, repeated addition,  mental methods, and multiplication and division  facts, including problems in contexts  e) write and calculate mathematical statements for  multiplication and division using the multiplication  tables that they know, including for two-digit  numbers times one-digit numbers, using mental  and progressing to formal written methods  a) recall and use multiplication and division facts for the  3, 4, 6 and 8 multiplication tables, beginning to  recognise factor pairs   b) write and calculate mathematical statements for  multiplication and division using the multiplication  tables that they know, including for two-digit numbers  times one-digit numbers, using mental and progressing  to formal written methods   c) solve problems, including missing number problems,  involving multiplication and division, including positive  integer scaling problems and correspondence   problems in which n objects are connected to m  objects.  Year Three vocab refer to previous years PLUS:  Multiplication, product, division, remainder, formal written  method, carry, bus stop method, inverse, factor pairs.  a) recall multiplication and division facts for 7, 9, 11 and  12 multiplication tables   b) use place value, known and derived facts to multiply  and divide mentally, including: multiplying by 0 and 1;  dividing by 1; multiplying together three numbers   c) recognise and use factor pairs and commutativity in  mental calculations   d) multiply two-digit and three-digit numbers by a one digit number using formal written layout   e) solve problems involving multiplying and adding,  including using the distributive law to multiply two digit  numbers by one digit, integer scaling problems and  harder correspondence problems such as n objects are  connected to m objects.  f) know and use the vocabulary of prime numbers, prime  factors and composite (non-prime) numbers  g) establish whether a number up to 100 is prime and  recall prime numbers up to 19
  g n i d u l c n i   , s n o i t c n a r F   a r F a) recognise, find, name and write fractions 1/3, ¼,  2/4 and ¾ of a length, shape, set of objects or  quantity   b) write simple fractions for example ½ of 6 = 3 and  recognise the equivalence of 2/4 and ½  l a m i c e D a) count up and down in tenths; recognise that tenths  arise from dividing an object into 10 equal parts and in  dividing one-digit numbers or quantities by 10  b) recognise, find and write fractions of a discrete set of  objects: unit fractions and non-unit fractions will small  denominators  c) recognise and use fractions as numbers: unit fractions  and non-unit fractions with small denominators d) recognise and show, using diagrams, equivalent  fractions with small denominators  e) add and subtract fractions with the same denominator  within one whole [for example, 5/7 + 1/7 = 6/7 f) compare and order unit fractions, and fractions with  a) recognise and show, using diagrams, families of  common equivalent fractions   b) count up and down in hundredths; recognise that  hundredths arise when dividing an object by one  hundred and dividing tenths by ten.   c) solve problems involving increasingly harder fractions to  calculate quantities, and fractions to divide quantities,  including non-unit fractions where the answer is a whole  number   d) add and subtract fractions with the same denominator  e) recognise and write decimal equivalents of any number  of tenths or hundredths   f) recognise and write decimal equivalents to ¼, ½, ¾ 
the same denominators   g) solve problems that involve all of the above Try to do this if time (Y3 statement):  find the effect of dividing a one- or two-digit number by 10  Moved from Y4 to Y3:  ∙ recognise and show, using diagrams, families of  common equivalent fractions   ∙ add and subtract fractions with the same   denominator (inc whole numbers) 2 1/3+ 2 1/3 ∙ recognise and write decimal equivalents to ¼, ½, ¾   Year Three vocab refer to previous years PLUS:  One/two/three thirds, equivalent, fifths, sixths, sevenths,  eighths, ninths, decimal point, nought point one/two/three  etc. g) 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   h) round decimals with one decimal place to the nearest  whole number   i) compare numbers with the same number of decimal  places up to two decimal places   j) solve simple measure and money problems involving  fractions and decimals to two decimal places.  NB: Red indicates these statements will be introduced in Y3  and recapped in Y4.
MEASUREMENT
Statutory Requirements Year Two  Statutory Requirements YEAR THREE  Statutory Requirements Year Four
T N E M E R U S A E M a) choose and use appropriate standard units to  estimate and measure length/height in any  direction (m/cm); mass (kg/g); temperature (°C);  capacity (litres/ml) to the nearest appropriate  unit, using rulers, scales, thermometers and  measuring vessels   b) compare and order lengths, mass,   volume/capacity and record the results using >, <  and =   c) recognise and use symbols for pounds (£) and  pence (p); combine amounts to make a particular  value   d) find different combinations of coins that equal the  same amounts of money   e) solve simple problems in a practical context  involving addition and subtraction of money of the  same unit, including giving change   f) compare and sequence intervals of time  g) 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   h) know the number of minutes in an hour and the  number of hours in a day. Know the number of  seconds in a minute and the number of days in  each month, year and leap year a) measure, compare, add and subtract: lengths  (m/cm/mm); mass (kg/g); volume/capacity (l/ml)  b) measure the perimeter of simple 2-D shapes c) add and subtract amounts of money to give change,  using both £ and p in practical contexts   d) tell and write the time from an analogue clock,  including using Roman numerals from I to XII, and 12- hour and 24-hour clocks   e) estimate and read time with increasing accuracy to the  nearest minute; record and compare time in terms of  seconds, minutes and hours; use vocabulary such as  o’clock, a.m./p.m., morning, afternoon, noon and  midnight   f) know the number of seconds in a minute and the  number of days in each month, year and leap year  g) compare durations of events [for example to calculate  the time taken by particular events or tasks]  Year Three vocab refer to previous years PLUS:  Division (reading scales), approximately, distance  to/from/apart, mile, century, decade, calendar, date, am,  pm, earliest, latest, area, perimeter, Roman Numerals,  seconds, minutes, leap year, noon, midnight, digital,  analogue. a) Convert between different units of measure

[for  example, kilometre to metre; hour to minute]

b) measure and calculate the perimeter of a rectilinear  figure (including squares) in centimetres and metres  c) find the area of rectilinear shapes by counting squares  d) estimate, compare and calculate different measures,  including money in pounds and pence 

e) read, write and convert time between analogue and  digital 12- and 24-hour clocks  

j) solve problems involving converting from hours to  minutes; minutes to seconds; years to months; weeks  to days.

GEOMETRY
Statutory Requirements Year Two  Statutory Requirements YEAR THREE  Statutory Requirements Year Four
S E P A H S   F O   S E I T R E P O R P a) identify and describe the properties of 2-D shapes,  including the number of sides and line symmetry in  a vertical line   b) identify and describe the properties of 3-D shapes,  including the number of edges, vertices and faces  c) draw 2-D shapes and make 3-D shapes using  modelling materials; recognise 3-D shapes in  different orientations and describe them   d) identify 2-D shapes on the surface of 3-D shapes,  [for example, a circle on a cylinder and a triangle on  a pyramid]   e) compare and sort common 2-D and 3-D shapes and  everyday objects.  a) draw 2-D shapes and make 3-D shapes using modelling  materials; recognise 3-D shapes in different   orientations and describe them   b) recognise angles as a property of shape or a  description of a turn  c) identify right angles, recognise that two right angles  make a half-turn, three make three quarters of a turn  and four a complete turn; identify whether angles are  greater than or less than a right angle   d) identify horizontal and vertical lines and pairs of  perpendicular and parallel lines.  Try to fit these in if possible (Y4 statements):  e) begin to identify acute and obtuse angles  f) complete a simple symmetric figure with respect to a  specific line of symmetry  For Year Three vocab refer to previous years PLUS: Right-angled, vertex, vertices, layer, diagram, hemi-sphere,  prism, semi-circle, pentagonal, hexagonal, octagonal,  quadrilateral, parallel, perpendicular, acute, obtuse. a) compare and classify geometric shapes, including  quadrilaterals and triangles, based on their properties  and sizes   b) identify acute and obtuse angles and compare and  order angles up to two right angles by size   c) identify lines of symmetry in 2-D shapes presented in  different orientations   d) complete a simple symmetric figure with respect to a  specific line of symmetry.   e) know angles are measured in degrees: estimate and  compare acute, obtuse and reflex angles  f) begin to draw given angles, and measure them in  degrees (o
  D N A   N O I T I S O P a) order and arrange combinations of mathematical  objects in patterns and sequences  b) use mathematical vocabulary to describe position,  direction and movement, including movement in a  straight line and distinguishing between rotation as  a turn and in terms of right angles for quarter, half  and three-quarter turns (clockwise and anti  clockwise) Try to fit this in if possible (Y4 statement):  a) describe positions on a 2-D grid as coordinates in the  first quadrant   Year Three vocab refer to previous years PLUS:  Co-ordinates, quadrant, axis, map, plan, ascend, descend,  grid, row, column, compass point, north, south, east, west,  horizontal, vertical, diagonal, angle (greater/smaller than) a) describe positions on a 2-D grid as coordinates in the  first quadrant.  b) describe movements between positions as translations  of a given unit to the left/right and up/down   c) plot specified points and draw sides to complete a given  polygon
S C I T S I T A T S a) interpret and construct simple pictograms, tally  charts, block diagrams and simple tables   b) ask and answer simple questions by counting the  number of objects in each category and sorting the  categories by quantity   c) ask and answer questions about totalling and  comparing categorical data. a) interpret and present data using bar charts, pictograms  and tables   b) solve one-step and two-step questions [for example,  ‘How many more?’ and ‘How many fewer?’] using  information presented in scaled bar charts and  pictograms and tables.  Year Three vocab refer to previous years PLUS: a) interpret and present discrete and continuous data  using appropriate graphical methods, including bar  charts and time graphs.   b) solve comparison, sum and difference problems using  information presented in bar charts, pictograms, tables  and other graphs.
Mathematics  Year 4  Mental Mathematics Expectations  Taken from Big Maths, leading to secure targeting for all children. The Calculate section overlaps into written methods and will also overlap with the scheme of work.
COUNTING  LEARN ITS  IT’S NOTHING NEW  CALCULATE
The Reading Numbers Progress Drive: Step 7, 8, 9: I can read 4, 5, 6 digit numbers The Squiggleworth Progress Drive:  Step 2: I can partition a 3d then a 4d number Step 3: I can partition a 1dp number  Step 4: I can partition a 2dp number  Step 5: I can partition a 3dp number  The CORE Numbers Progress Drive::  Step 5: I can understand 4d numbers Step 6: I can understand 1dp numbers Step 7: I can understand 2dp numbers Step 8: I can understand 3dp numbers The Counting Multiples Progress Drive: Step 6: I can count in eights  Step 7: I can count in sixes  Step 8: I can count in sevens  Step 9: I can count in nines  The Count Fourways Progress Drive: Multiplication Learn Its:  Step 13: The 6 fact challenge (includes 7x  and 9x table)  Step 14: 11x table  Step 15: 12x table Adding with Pim:  Step 4: I can add tenths  Step 5: I can add hundredths  Doubling with Pim (Without crossing 10): Doubling with Pim (Without crossing 10) Step 5: I can double 3d numbers  Doubling with Pim (Crossing 10):  Step 4: I can double 3d multiples of ten Step 5: I can double 3d numbers  Halving with Pim:  Step 3: I know half of 300, 500, 700, 900 Step 4: I know half of 3, 5, 7, 9 as decimals Step 5: I can halve any 2d number  Jigsaw numbers:  Step 4: I can find the missing piece to a  thousand  Step 5: I can find the missing decimal piece Multiplying by Ten: The Addition Progress Drive:  Step 29: I can solve any 3d + 3d  Step 30: I can solve any 3d + 3d as money Step 31: I can solve any 3d + 3d as money Step 32: I can solve 1dp + 1dp  Step 33: I can solve any 1dp + 1dp  Step 34: I can solve 1d.1dp + 1d.1dp  Step 35: I can solve any 1d.1dp + 1d.1dp The Subtraction Progress Drive  Step 25: I can take a multiple of ten from any  2d number  Step 26: I can find the 2 gaps in a 2d – 2d  question.  Step 27: I can solve any 2d – 2d  Step 28: I can take any 2d number from 100 Step 29: I can take 100 from any 3d number Step 30: I can solve 3d – 2d  Step 31: I can solve 4d – 2d
Step 3: I can count in 200s  Step 4: I can count in 2000s  Step 5: I can count in fifths  Step 6: I can count in 0.2s  The Counting Along Progress Drive:  Step 3: I can still count along for all of the  Count Fourways Challenges  Step 4: I can even count along when there  are no lines Step 3: I can multiply decimals by 10 Step 4: I can multiply decimals by 100 Smile Multiplication:  Step 3: I can write smile multiplication fact  families  Step 4: I can do smile multiplication for  tenths  Coin Multiplication:  Step 3: I can complete a full coin card Step 4: I know when to add two multiples  together  Where’s Mully? (Division):  Step 1: I can find Mully using my tables Step 2: I can find Mully using ten lots and a  table fact  Step 3: I can Mully using Smile multiplication Pom’s Words:  Step 3: I can understand square numbers Step 4: I understand prime numbers  The Fact Families:  Step 4: I know the Fact Families for 1d x 1d  facts  Step 5: I know Smile Multiplication Fact  Families Step 32: I can solve 3d – 3d  Step 33: I can solve 3d – 3d as money Step 34: I can subtract numbers with  hundredths  Step 35: I can subtract numbers with tenths Step 36: I can solve any whole number  subtraction question.  Step 37: I can subtract numbers with  different decimal places  The Multiplication Progress Drive:  Step 12: I can solve any 1d x 1d  Step 13: I can do any Smile Multiplication Step 14: I can solve any 1d x 2d  Step 15: I can solve any 1d x 3d  Step 16: I can show my understanding for 2d  x 2d  Step 17: I can solve 1d x 1d.1dp  The Division Progress Drive:  Step 18: I can combine 2 or more tables facts  to solve division  Step 19: I can combine 2 or more tables facts  to solve division (with remainders(  Step 20: I can use a tables fact to find a  division fact  Step 21: I can use a tables fact to find a  division fact (with remainders)  Step 22: I can combine 2 or more tables facts  to solve division  Step 23: I can combine 2 or more tables facts  to solve division (with remainders)  Step 24: I can use a Smile Multiplication fact  to find a division fact  Step 25: I can use a Smile Multiplication fact  to find a division fact (with remainders) Step 26: I can combine a Smile Multiplication  fact with a times tables fact to solve division. Step 27: I can combine a Smile Multiplication  fact with a tables fact to solve division (with  remainders)  Step 28: I can use a coin fact to find a  division fact
NUMBER
Statutory Requirements Year Three  Statutory Requirements YEAR FOUR  Statutory Requirements Year Five
E U L A V   E C A L P   D N A   R E B M U N a) count from 0 in multiples of 4, 8, 50 and 100; find  10 or 100 more or less than a given number   b) recognise the place value of each digit in a three digit number (hundreds, tens, ones)   c) compare and order numbers up to 1000   d) identify, represent and estimate numbers using  different representations   e) read and write numbers up to 1000 in numerals and  in words   f) solve number problems and practical problems  involving these ideas.   g) round any number to the nearest 10 a) count in multiples of 7, 9, 25 and 1000   b) find 1000 more or less than a given number  c) count backwards through zero to include negative  numbers   d) recognise the place value of each digit in a four-digit  number (thousands, hundreds, tens, and ones)  e) order and compare numbers beyond 1000   f) identify, represent and estimate numbers using  different representations   g) round any number to the nearest 10, 100 or 1000  h) solve number and practical problems that involve all of  the above and with increasingly large positive   numbers   i) read Roman numerals to 100 (I to C) and know that  over time, the numeral system changed to include the  concept of zero and place value.  Year Four vocab refer to previous years PLUS:  Thousands, ten thousands, hundred thousand, million, four  digit number, numeral, one thousand more/less, round to  nearest hundred, integer, positive, negative, above/below  zero, minus, consecutive, sort, classify, property, decimal  place, Roman numerals, round to nearest   hundred/thousand. Count in sevens/nines/twenty fives/thousands. <, >   Problem Solving: justify, construct, make a statement about, two-step problem, logical, trial and improve. a) read, write, order and compare numbers to at least 1  000 000 and determine the value of each digit   b) count forwards or backwards in steps of powers of 10  for any given number up to 1 000 000   c) interpret negative numbers in context, count forwards  and backwards with positive and negative whole  numbers, including through zero   d) round any number up to 1 000 000 to the nearest 10,  100, 1000, 10 000 and 100 000   e) solve number problems and practical problems that  involve all of the above   f) read Roman numerals to 1000 (M) and recognise years  written in Roman numerals.
   D N A N   O N I O T I C T I A D R T D B A U S a) add and subtract numbers mentally, including:  ∙ a three-digit number and ones   ∙ a three-digit number and tens   ∙ a three-digit number and hundreds   ∙ add and subtract numbers with up to three digits,  using formal written methods of columnar addition  and subtraction   b) estimate the answer to a calculation and use  inverse operations to check answers, solve  a) add and subtract numbers with up to 4 digits using the  formal written methods of columnar addition and  subtraction where appropriate   b) estimate and use inverse operations to check answers  to a calculation   c) solve addition and subtraction two-step problems in  contexts, deciding which operations and methods to  use and why. a) add and subtract whole numbers with more than 4  digits, including using formal written methods   (columnar addition and subtraction)   b) add and subtract numbers mentally with increasingly  large numbers   c) use rounding to check answers to calculations and  determine, in the context of a problem, levels of  accuracy   d) solve addition and subtraction multi-step problems in 
problems, including missing number problems,  using number facts, place value, and more complex  addition and subtraction Year Four vocab refer to previous years PLUS:   use inverse, estimate, column addition/subtraction, carry. contexts, deciding which operations and methods to  use and why
N O I S I V I D   D N A   N O I T A C I L P I T L U M a) recall and use multiplication and division facts for  the 4, 6 and 8 multiplication tables, beginning to  recognise factor pairs   b) write and calculate mathematical statements for  multiplication and division using the multiplication  tables that they know, including for two-digit  numbers times one-digit numbers, using mental  and progressing to formal written methods   c) solve problems, including missing number  problems, involving multiplication and division,  including positive integer scaling problems and  correspondence problems in which n objects are  connected to m objects. a) recall multiplication and division facts for 7, 9, 11  and 12 multiplication tables   b) use place value, known and derived facts to  multiply and divide mentally, including:   multiplying by 0 and 1; dividing by 1; multiplying  together three numbers   c) recognise and use factor pairs and commutativity  in mental calculations   d) multiply two-digit and three-digit numbers by a  one-digit number using formal written layout   e) solve problems involving multiplying and dividing,  including using the distributive law to multiply  two digit numbers by one digit, integer scaling   problems and harder correspondence problems  such as n objects are connected to m objects.  If possible try to do this (Year 5 statement):  f) divide numbers up to 4 digits by a one-digit  number using the formal written method of short  division and interpret remainders appropriately  for the context   Year Four vocab refer to previous years PLUS:  Factor, quotient, divisible by, use inverse, decimal,  remainder, justify, make a statement about, two-step  problem, logical. a) identify multiples and factors, including finding all  factor pairs of a number, and common factors of two  numbers  b) know and use the vocabulary of prime numbers, prime  factors and composite (non-prime) numbers  c) establish whether a number up to 100 is prime and  recall prime numbers up to 19   d) multiply numbers up to 4 digits by a one- or two-digit  number using a formal written method, including long  multiplication for two-digit numbers   e) multiply and divide numbers mentally drawing upon  known facts   f) divide numbers up to 4 digits by a one-digit number  using the formal written method of short division and  interpret remainders appropriately for the context   g) multiply and divide whole numbers and those involving  decimals by 10, 100 and 1000  h) recognise and use square numbers and cube numbers,  and the notation for squared (2) and cubed (3)  i) solve problems involving multiplication and division  including using their knowledge of factors and   multiples, squares and cubes   j) solve problems involving addition, subtraction,  multiplication and division and a combination of these,  including understanding the meaning of the equals sign   k) solve problems involving multiplication and division,  including scaling by simple fractions and problems  involving simple rates
  S L A M I C E D   D N A N O I T C A R F a) count up and down in tenths; recognise that  tenths arise from dividing an object into 10 equal  parts and in dividing one-digit numbers or   quantities by 10  b) recognise, find and write fractions of a discrete set  of objects: unit fractions and non-unit fractions will  small denominators  c) recognise and use fractions as numbers: unit  fractions and non-unit fractions with small   denominators  d) recognise and show, using diagrams, equivalent  fractions with small denominators  e) add and subtract fractions with the same  denominator within one whole [for example, 5/7 +  1/7 = 6/7  f) compare and order unit fractions, and fractions  with the same denominators   g) solve problems that involve all of the above c) find the effect of dividing a one- or two-digit  number by 10 a) recognise and show, using diagrams, families of  common equivalent fractions   b) count up and down in hundredths; recognise that  hundredths arise when dividing an object by one  hundred and dividing tenths by ten.   c) solve problems involving increasingly harder fractions  to calculate quantities, and fractions to divide   quantities, including non-unit fractions where the  answer is a whole number   d) add and subtract fractions with the same denominator  e) recognise and write decimal equivalents of any  number of tenths or hundredths   f) recognise and write decimal equivalents to ¼, ½, ¾  g) 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   h) round decimals with one decimal place to the nearest  whole number   i) compare numbers with the same number of decimal  places up to two decimal places   j) solve simple measure and money problems involving  fractions and decimals to two decimal places.  Intro in Y4 /moved from Y5 curriculum:  ∙ round decimals with two decimal places to the  nearest whole number and to one decimal place  ∙ solve problems involving number up to three  decimal places   Year Four vocab refer to previous years PLUS:  Unit and non-unit fraction, two/three decimal places,  hundredths, tenths, twentieth, proportion, mixed number, decimal fraction a) compare and order fractions whose denominators are  all multiples of the same number   b) identify, name and write equivalent fractions of a given  fraction, represented visually, including tenths and  hundredths   c) recognise mixed numbers and improper fractions and  convert from one form to the   d) other and write mathematical statements > 1 as a  mixed number [for example, 2/5 + 4/5 = 6/5 = 1 1/5] e) add and subtract fractions with the same denominator  and denominators that are multiples of the same  number   f) multiply proper fractions and mixed numbers by whole  numbers, supported by materials and diagrams  g) read and write decimal numbers as fractions [for  example, 0.71 = 71/100]  h) recognise and use thousandths and relate them to  tenths, hundredths and decimal equivalents   i) round decimals with two decimal places to the nearest  whole number and to one decimal place   j) read, write, order and compare numbers with up to  three decimal places   k) solve problems involving number up to three decimal  places   l) 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   m) solve problems which require knowing percentage and  decimal equivalents of ½, ¼, 1/5, 2/5, 4/5 and those  fractions with a denominator of a multiple of 10 or 25.  NB: Red indicates these statements will be introduced in Y4  and recapped in Y5.
   N D O I N T A   R O O I P T O A R R P a) solve problems involving the calculation of percentages  [for example, of measures, and such as 15% of 360] and  the use of percentages for comparison  b) begin to solve problems involving the relative sizes of  two quantities where missing values can be found by  using integer multiplication and division facts  c) begin to solve problems involving unequal sharing 
MEASUREMENT
Statutory Requirements Year Three  Statutory Requirements YEAR FOUR  Statutory Requirements Year Five
T N E M E R U S A E M a) measure, compare, add and subtract: lengths  (m/cm/mm); mass (kg/g); volume/capacity (l/ml)  b) measure the perimeter of simple 2-D shapes c) add and subtract amounts of money to give  change, using both £ and p in practical contexts  d) tell and write the time from an analogue clock,  including using Roman numerals from I to XII, and  12-hour and 24-hour clocks   e) estimate and read time with increasing accuracy to  the nearest minute; record and compare time in  terms of seconds, minutes and hours; use   vocabulary such as o’clock, a.m./p.m., morning,  afternoon, noon and midnight   f) know the number of seconds in a minute and the  number of days in each month, year and leap year  g) compare durations of events [for example to  calculate the time taken by particular events or  tasks]  h) Convert between different units of measure

[for  example, kilometre to metre; hour to minute]

a) Convert between different units of measure

[for  example, kilometre to metre; hour to minute]

b) measure and calculate the perimeter of a rectilinear  figure (including squares) in centimetres and metres  c) find the area of rectilinear shapes by counting squares  d) estimate, compare and calculate different measures,  including money in pounds and pence 

e) read, write and convert time between analogue and  digital 12- and 24-hour clocks  

f) solve problems involving converting from hours to  minutes; minutes to seconds; years to months; weeks  to days. 

Year Four vocab refer to previous years PLUS: 

Convert, measurement, unit/standard unit, metric unit,  imperial unit, breadth, perimeter, area, millimetre (mm),  mass, pint, measuring cylinder, square centimetres (cm*),  millennium, leap year, timetable, arrive/depart.

a) convert between different units of metric measure (for  example, kilometre and metre; centimetre and metre;  centimetre and millimetre; gram and kilogram; litre and millilitre)  

b) understand and use approximate equivalences between  metric units and common imperial units such as inches,  pounds and pints  

c) measure and calculate the perimeter of composite  rectilinear shapes in centimetres and metres  

d) calculate and compare the area of rectangles (including  squares), and including using standard units, square  centimetres (cm2) and square metres (m2) and estimate  the area of irregular shapes  

e) estimate volume [for example, using 1 cm3 blocks to  build cuboids (including cubes)] and capacity [for  example, using water]  

f) solve problems involving converting between units of  time  

k) use all four operations to solve problems involving  measure [for example, length, mass, volume, money]  using decimal notation, including scaling.

GEOMETRY
Statutory Requirements Year Three  Statutory Requirements YEAR FOUR  Statutory Requirements Year Five
S E P A H S   F O   S E I T R E P O R P a) draw 2-D shapes and make 3-D shapes using  modelling materials; recognise 3-D shapes in  different orientations and describe them   b) recognise angles as a property of shape or a  description of a turn  c) identify right angles, recognise that two right angles  make a half-turn, three make three quarters of a  turn and four a complete turn; identify whether  angles are greater than or less than a right angle   d) identify horizontal and vertical lines and pairs of  perpendicular and parallel lines.  e) identify acute and obtuse angles  f) complete a simple symmetric figure with respect to  a specific line of symmetry a) compare and classify geometric shapes, including  quadrilaterals and triangles, based on their properties  and sizes   b) identify acute and obtuse angles and compare and  order angles up to two right angles by size   c) identify lines of symmetry in 2-D shapes presented in  different orientations   d) complete a simple symmetric figure with respect to a  specific line of symmetry.   Year Four vocab refer to previous years PLUS:  Construct, radius, diameter, net, angle, base, regular,  irregular, concave, convex, 3D (three dimensional),  spherical, cylindrical, tetrahedron, polyhedron, 2D (tow  dimensional), equilateral triangle, isosceles triangle, oblong,  heptagon, polygon, line symmetry, reflect, translation,  acute, obtuse, reflex, protractor, degrees. a) identify 3-D shapes, including cubes and other  cuboids, from 2-D representations   b) know angles are measured in degrees: estimate and  compare acute, obtuse and reflex angles   c) draw given angles, and measure them in degrees (o)  d) identify:   ∙ angles at a point and one whole turn (total 360o)  ∙ angles at a point on a straight line and ½ a turn  (total 180o)   ∙ other multiples of 90o  ∙ (Pupils use angle sum facts and other properties to  make deductions about missing angles and relate  these to missing number problems.)  e) use the properties of rectangles to deduce related facts  and find missing lengths and angles   a) distinguish between regular and irregular polygons  based on reasoning about equal sides and angles.
N O I T C E R I D   D N A   N O I T I S O P a) describe positions on a 2-D grid as coordinates in  the first quadrant  a) describe positions on a 2-D grid as coordinates in the  first quadrant  b) describe movements between positions as   translations of a given unit to the left/right and  up/down   c) plot specified points and draw sides to complete a  given polygon  Year Four vocab refer to previous years PLUS:  Plot, origin, co-ordinates, north-east, north-west, south east, south-west, degree, set square, compasses, 4  quadrants X axis, Y axis. a) identify, describe and represent the position of a shape  following a reflection or translation, using the   appropriate language, and know that the shape has not  changed  b) describe positions on the full coordinate grid (all four  quadrants)
S C I T S I T A T S a) interpret and present data using bar charts,  pictograms and tables   b) solve one-step and two-step questions [for  example, ‘How many more?’ and ‘How many  fewer?’] using information presented in scaled bar  charts and pictograms and tables. a) interpret and present discrete and continuous data  using appropriate graphical methods, including bar  charts and time graphs.   b) solve comparison, sum and difference problems using  information presented in bar charts, pictograms,  tables and other graphs.  Year Three vocab refer to previous years PLUS:  Survey, questionnaire, data. a) solve comparison, sum and difference problems using  information presented in a line graph   b) complete, read and interpret information in tables,  including timetables
Mathematics  Year 5  Mental Mathematics Expectations  Taken from Big Maths, leading to secure targeting for all children. The Calculate section overlaps into written methods and will also overlap with the scheme of work.
COUNTING  LEARN ITS  IT’S NOTHING NEW  CALCULATE
The Reading Numbers Progress Drive: Step 7, 8, 9: I can read 4, 5, 6 digit numbers Step 10: I can read 7, 8, 9 digit numbers Step 11: I can read numbers with decimal  places  The Squiggleworth Progress Drive:  Step 4: I can partition a 2dp number  Step 5: I can partition a 3dp number  The CORE Numbers Progress Drive::  Step 7: I can understand 2dp numbers Step 8: I can understand 3dp numbers Step 9: I can understand 5, 6, 7, 8 digit  numbers  Step 10: I can understand numbers with  different decimal places  The Count Fourways Progress Drive:  Step 5: I can count in fifths  Step 6: I can count in 0.2s  Step 7: I can count in -2s  The Counting Along Progress Drive:  Step 4: I can even count along when there  are no lines  Step 5: I can count along any numberline Step 6: I can find the gap between 2 negative  numbers  Step 7: I can find the gap between a negative  number and a positive number Multiplication Learn Its:  Step 13: The 6 fact challenge (includes 7x  and 9x table)  Step 14: 11x table  Step 15: 12x table Halving with Pim:  Step 4: I know half of 3, 5, 7, 9 as decimals Step 5: I can halve any 2d number  Step 6: I can halve any 3d number  Jigsaw numbers:  Step 5: I can find the missing decimal piece Multiplying by Ten:  Step 4: I can multiply decimals by 100 Step 5: I can multiply whole numbers and  decimals by 1000  Smile Multiplication:  Step 4: I can do smile multiplication for  tenths  Step 5: I can do smile multiplication for  hundredths  Coin Multiplication:  Step 4: I know when to add two multiples  together  Step 5: I know when to add three multiples  together  Where’s Mully? (Division):  Step 3: I can find Mully using Smile   multiplication  Step 4: I can find Mully using smile   multiplication and tables facts  Pom’s Words:  Step 3: I can understand square numbers Step 4: I understand prime numbers The Addition Progress Drive:  Step 36: I can solve additions with 2dp Step 37: I can solve any additions with 2dp Step 38: I can solve additions with larger  numbers  Step 39: I can solve additions with several  numbers  Step 40: I can solve 2dp + 1dp  Step 41: I can solve any 2dp + 1dp  The Subtraction Progress Drive  Step 25: I can take a multiple of ten from any  2d number  Step 26: I can find the 2 gaps in a 2d – 2d  question.  Step 27: I can solve any 2d – 2d  Step 28: I can take any 2d number from 100 Step 29: I can take 100 from any 3d number Step 30: I can solve 3d – 2d  Step 31: I can solve 4d – 2d  Step 32: I can solve 3d – 3d  Step 33: I can solve 3d – 3d as money Step 34: I can subtract numbers with  hundredths  Step 35: I can subtract numbers with tenths Step 36: I can solve any whole number  subtraction question.  Step 37: I can subtract numbers with  different decimal places
The Fact Families:  Step 4: I know the Fact Families for 1d x 1d  facts  Step 5: I know Smile Multiplication Fact  Families  The Multiplication Progress Drive:  Step 16: I can show my understanding for 2d  x 2d  Step 17: I can solve 1d x 1d.1dp  Step 18: I can solve 1d x 1d.2dp  Step 19: I can show my understanding for 2d  x 3d  The Division Progress Drive:  Step 25: I can use a Smile Multiplication fact  to find a division fact (with remainders) Step 26: I can combine a Smile Multiplication  fact with a times tables fact to solve division. Step 27: I can combine a Smile Multiplication  fact with a tables fact to solve division (with  remainders)  Step 28: I can use a coin fact to find a  division fact  Step 29: I can use a coin fact to find a  division fact (with remainders)  Step 30: I can combine 2 or more coin facts  to solve division  Step 31: I can combine 2 or more coin facts  to solve division (with remainders)
Statutory Requirements Year Four  Statutory Requirements YEAR FIVE  Statutory Requirements Year Six
E U L A V   E C A L P   D N A   R E B M U N a) count in multiples of 7, 9, 25 and 1000   b) find 1000 more or less than a given number  c) count backwards through zero to include negative  numbers   d) recognise the place value of each digit in a four digit number (thousands, hundreds, tens, and ones)  e) order and compare numbers beyond 1000  f) identify, represent and estimate numbers using  different representations   g) round any number to the nearest 10, 100 or 1000  h) solve number and practical problems that involve  all of the above and with   i) increasingly large positive numbers   j) read Roman numerals to 100 (I to C) and know that  over time, the numeral system changed to include  the concept of zero and place value. a) read, write, order and compare numbers to at least 1  000 000 and determine the value of each digit   b) count forwards or backwards in steps of powers of 10  for any given number up to 1 000 000   c) interpret negative numbers in context, count forwards  and backwards with positive and negative whole  numbers, including through zero   d) round any number up to 1 000 000 to the nearest 10,  100, 1000, 10 000 and 100 000   e) solve number problems and practical problems that  involve all of the above   f) read Roman numerals to 1000 (M) and recognise years  written in Roman numerals.  Year Five vocab refer to previous years PLUS:  > (greater than or equal to)  < (less than or equal to)  Ascending/descending order, round to nearest ten/hundred  thousand, formula, divisibility, square number, one/two  squared etc.,cubed, Roman Numerals, currency, discount. Problem solving: strategy, identify, reasoning.  a) read, write, order and compare numbers up to 10 000  000 and determine the value of each digit   b) round any whole number to a required degree of  accuracy   c) use negative numbers in context, and calculate intervals  across zero, add and subtract positive and negative  numbers  d) solve number and practical problems that involve all of  the above.
N O I T C A R T B U S   D N A   N O I T I D D A a) add and subtract numbers with up to 4 digits using  the formal written methods of columnar addition  and subtraction where appropriate   b) estimate and use inverse operations to check  answers to a calculation   c) solve addition and subtraction two-step problems  in contexts, deciding which operations and methods  to use and why. a) add and subtract whole numbers with more than 4  digits, including using formal written methods   (columnar addition and subtraction)   b) add and subtract numbers mentally with increasingly  large numbers   c) use rounding to check answers to calculations and  determine, in the context of a problem, levels of  accuracy   d) solve addition and subtraction multi-step problems in  contexts, deciding which operations and methods to  use and why  Year Five vocab refer to previous years PLUS:  Multi-step problem, rounding, check. a) perform mental calculations, including with mixed  operations and large numbers   b) use their knowledge of the order of operations to carry  out calculations involving the four operations   c) solve addition and subtraction multi-step problems in  contexts, deciding which operations and methods to  use and why  d) solve problems involving addition, subtraction,  multiplication and division   e) use estimation to check answers to calculations and  determine, in the context of a problem, an appropriate  degree of accuracy
N O I S I V I D   D N A   N O I T A C I L P I T L U M a) recall multiplication and division facts for 7, 9, 11  and 12 multiplication tables   b) use place value, known and derived facts to  multiply and divide mentally, including: multiplying  by 0 and 1; dividing by 1; multiplying together three  numbers   c) recognise and use factor pairs and commutativity in  mental calculations   d) multiply two-digit and three-digit numbers by a  one-digit number using formal written layout  e) solve problems involving multiplying and adding,  including using the distributive law to multiply two  digit numbers by one digit, integer scaling problems  and harder correspondence problems such as n  objects are connected to m objects.  f) know and use the vocabulary of prime numbers,  prime factors and composite (non-prime) numbers g) establish whether a number up to 100 is prime and  recall prime numbers up to 19 a) identify multiples and factors, including finding all  factor pairs of a number, and common factors of two  numbers  b) know and use the vocabulary of prime numbers, prime  factors and composite (non-prime) numbers  c) establish whether a number up to 100 is prime and  recall prime numbers up to 19   d) multiply numbers up to 4 digits by a one- or two-digit  number using a formal written method, including long  multiplication for two-digit numbers   e) multiply and divide numbers mentally drawing upon  known facts   f) divide numbers up to 4 digits by a one-digit number  using the formal written method of short division and  interpret remainders appropriately for the context   g) multiply and divide whole numbers and those  involving decimals by 10, 100 and 1000  h) recognise and use square numbers and cube numbers,  and the notation for squared (2) and cubed (3 i) solve problems involving multiplication and division  including using their knowledge of factors and   multiples, squares and cubes   j) solve problems involving addition, subtraction,  multiplication and division and a combination of these,  including understanding the meaning of the equals  sign   k) solve problems involving multiplication and division,  including scaling by simple fractions and problems  involving simple rates.  For Year Five vocab refer to previous years PLUS: Common factors, prime factors, composite numbers (non prime), cubed numbers, scaling. a) multiply multi-digit numbers up to 4 digits by a two digit whole number using the formal written method of  long multiplication   b) divide numbers up to 4 digits by a two-digit whole  number using the formal written method of long  division, and interpret remainders as whole number  remainders, fractions, or by rounding, as appropriate  for the context   c) divide numbers up to 4 digits by a two-digit number  using the formal written method of short division where  appropriate, interpreting remainders according to the  context   d) perform mental calculations, including with mixed  operations and large numbers   e) identify common factors, common multiples and prime  numbers  f) use their knowledge of the order of operations to carry  out calculations involving the four operations   g) solve problems involving addition, subtraction,  multiplication and division   h) use estimation to check answers to calculations and  determine, in the context of a problem, an appropriate  degree of accuracy
  D N A N O I T C A R F a) recognise and show, using diagrams, families of  common equivalent fractions   b) count up and down in hundredths; recognise that  hundredths arise when dividing an object by one  hundred and dividing tenths by ten.   c) solve problems involving increasingly harder  fractions to calculate quantities, and fractions to  divide quantities, including non-unit fractions  a) compare and order fractions whose denominators are  all multiples of the same number   b) identify, name and write equivalent fractions of a  given fraction, represented visually, including tenths  and hundredths   c) recognise mixed numbers and improper fractions and  convert from one form to the other and write   mathematical statements > 1 as a mixed number

[for 

a) use
common factors to simplify fractions; use common  multiples to express
fractions in the same denomination  b) compare and order fractions,
including fractions > 1  c) add and subtract fractions with different
denominators  and mixed numbers, using the concept of equivalent 
fractions  

d) multiply simple pairs of proper fractions,
writing the  answer in its simplest form [for example,1/4 x ½ = 1/8)

 

where the
answer is a whole number  

d) add and subtract fractions with the same 
denominator  

e) recognise and write decimal equivalents of
any  number of tenths or hundredths  

f) recognise and write decimal equivalents to ¼, ½,
¾  g) 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  h) round decimals with one decimal place to
the  nearest whole number  

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

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

example,
2/5 + 4/5 = 6/5 = 1 1/5]

d) add and subtract fractions with the same denominator  and denominators that are multiples of the same  number  

e) multiply proper fractions and mixed numbers by  whole numbers, supported by materials and diagrams  f) read and write decimal numbers as fractions [for  example, 0.71 = 71/100] 

g) recognise and use thousandths and relate them to  tenths, hundredths and decimal equivalents  

h) round decimals with two decimal places to the nearest  whole number and to one decimal place  

i) read, write, order and compare numbers with up to  three decimal places  

j) solve problems involving number up to three decimal  places  

k) 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  

l) solve problems which require knowing percentage and  decimal equivalents of ½, ¼, 1/5, 2/5, 4/5 and those  fractions with a denominator of a multiple of 10 or 25. 

To be introduced in Y5 (from Y6 curriculum): 

∙ multiply simple pairs of proper fractions, writing  the answer in its simplest form [for example,1/4 x  ½ = 1/8) 

∙ divide proper fractions by whole numbers [for  example,1/3 divided by 2 = 1/6] 

∙ identify the value of each digit in numbers given to  three decimal places and multiply and divide  

numbers by 10, 100 and 1000 giving answers up to  three decimal places 

∙ multiply one-digit numbers with up to two decimal  places by whole numbers 

For Year Five vocab refer to previous years PLUS: Proper/improper fraction, mixed number, cancel down,  percentage, %, per cent, 3 decimal places nearest whole,  thousandths, decimal equivalents.

e) divide proper fractions by whole numbers

[for  example,1/3 divided by 2 = 1/6]

f) associate a fraction with division and calculate decimal  fraction equivalents [for example, 0.375] for a simple  fraction [for example, 3/8] 

g) identify the value of each digit in numbers given to  three decimal places and multiply and divide numbers  by 10, 100 and 1000 giving answers up to three decimal  places 

h) multiply one-digit numbers with up to two decimal  places by whole numbers 

i) use written division methods in cases where the answer  has up to two decimal places  

j) solve problems which require answers to be rounded to  specified degrees of accuracy  

k) recall and use equivalences between simple fractions,  decimals and percentages, including in different  contexts 

NB: Red indicates these statements will now be introduced  in Y5 and recapped in Y6. 

For Year Six vocab refer to previous years, including: Proper/improper fraction, mixed number, cancel down,  percentage, %, per cent, 3 decimal places nearest whole,  thousandths, decimal equivalents, fraction equivalents.

n o i t r o p o r P   d n a   o i t a R Do these if possible to lead into Y6 (They are Y6  statements):  a) begin to solve problems involving the calculation of  percentages [for example, of measures, and such as  15% of 360] and the use of percentages for comparison b) begin to solve problems involving the relative sizes  of two quantities where missing values can be found  by using integer multiplication and division facts c) begin to solve problems involving unequal sharing  (ratio) and grouping using knowledge of fractions and  multiples.  For Year Five vocab refer to previous years PLUS: Per cent, ratio a) solve problems involving the relative sizes of two  quantities where missing values can be found by using  integer multiplication and division facts   b) solve problems involving the calculation of percentages  [for example, of measures, and such as 15% of 360] and  the use of percentages for comparison   c) solve problems involving similar shapes where the scale  factor is known or can be found   d) solve problems involving unequal sharing and grouping  using knowledge of fractions and multiples.  For Year Six vocab refer to previous years PLUS:  Per cent, ratio, proportion.
a r b e g l A Do this if possible to lead into Y6 (Y6 statement): a) use simple formulae (e.g. length x width, or A=lxw  etc.)  For Year Five vocab refer to previous years PLUS: formulae a) use simple formulae   b) generate and describe linear number sequences  c) express missing number problems algebraically  d) find pairs of numbers that satisfy an equation with two  unknowns   e) enumerate possibilities of combinations of two  variables  For Year Six vocab refer to previous years PLUS:  sequence, inverse, BODMAS, algebra, equation
MEASUREMENT
Statutory Requirements Year Four  Statutory Requirements YEAR FIVE  Statutory Requirements Year Six
T N E M E R U S A E M a) Convert between different units of measure

[for  example, kilometre to metre; hour to minute]

  b) measure and calculate the perimeter of a  rectilinear figure (including squares) in centimetres  and metres  

c) find the area of rectilinear shapes by counting  squares 

d) estimate, compare and calculate different  measures, including money in pounds and pence e) read, write and convert time between analogue  and digital 12- and 24-hour clocks  

f) solve problems involving converting from hours to  minutes; minutes to seconds; years to months;  weeks to days.

a) convert between different units of metric measure (for  example, kilometre and metre; centimetre and metre;  centimetre and millimetre; gram and kilogram; litre  and millilitre)  

b) understand and use approximate equivalences  between metric units and common imperial units such  as inches, pounds and pints  

c) measure and calculate the perimeter of composite  rectilinear shapes in centimetres and metres  

d) calculate and compare the area of rectangles  (including squares), and including using standard units,  square centimetres (cm2) and square metres (m2) and  estimate the area of irregular shapes  

e) estimate volume [for example, using 1 cm3 blocks to  build cuboids (including cubes)] and capacity [for  example, using water]  

f) solve problems involving converting between units of  time  

g) use all four operations to solve problems involving  measure [for example, length, mass, volume, money]  using decimal notation, including scaling. 

For Year Five vocab refer to previous years PLUS: Volume, pounds (in weight), gallons, capacity, inches, pints,  cubed/metres cubed, m/cm cubed.

a) solve problems involving the calculation and  conversion of units of measure, using decimal notation  up to three decimal places where appropriate  

b) use, read, write and convert between standard units,  converting measurements of length, mass, volume and  time from a smaller unit of measure to a larger unit,  and vice versa, using decimal notation to up to three  decimal places  

c) convert between miles and kilometres  

d) recognise that shapes with the same areas can have  different perimeters and vice versa  

e) recognise when it is possible to use formulae for area  and volume of shapes  

f) calculate the area of parallelograms and triangles  g) calculate, estimate and compare volume of cubes and  cuboids using standard units, including cubic  

centimetres (cm3) and cubic metres (m3), and  

extending to other units [for example, mm3 and km3]. For Year Six vocab refer to previous years PLUS:

GEOMETRY
Statutory Requirements Year Four  Statutory Requirements YEAR FIVE  Statutory Requirements Year Six
S E P A H S   F O   S E I T R E P O R P a) compare and classify geometric shapes, including  quadrilaterals and triangles, based on their   properties and sizes   b) identify acute and obtuse angles and compare and  order angles up to two right angles by size   c) identify lines of symmetry in 2-D shapes presented  in different orientations   d) complete a simple symmetric figure with respect to  a specific line of symmetry.   e) know angles are measured in degrees: estimate and  compare acute, obtuse and reflex angles  f) begin to draw given angles, and measure them in  degrees (o a) identify 3-D shapes, including cubes and other  cuboids, from 2-D representations   b) know angles are measured in degrees: estimate and  compare acute, obtuse and reflex angles   c) draw given angles, and measure them in degrees (o)  d) identify:  angles at a point and one whole turn (total 360oangles at a point on a straight line and ½ a turn  (total 180o)  other multiples of 90o  e) use the properties of rectangles to deduce related  facts and find missing lengths and angles   g) distinguish between regular and irregular polygons  based on reasoning about equal sides and angles.  For Year Five vocab refer to previous years PLUS:  Congruent, octahedron, scalene triangle, reflective  symmetry. a) draw 2-D shapes using given dimensions and angles  b) recognise, describe and build simple 3-D shapes,  including making nets   c) compare and classify geometric shapes based on their  properties and sizes and find unknown angles in any  triangles, quadrilaterals, and regular polygons   d) illustrate and name parts of circles, including radius,  diameter and circumference and know that the  diameter is twice the radius   e) recognise angles where they meet at a point, are on a  straight line, or are vertically opposite, and find  missing angles
N O I T C E R I D   D N A a) describe positions on a 2-D grid as coordinates in all  four quadrants   b) describe movements between positions as  translations of a given unit to the left/right and  up/down   c) plot specified points and draw sides to complete a  given polygon a) identify, describe and represent the position of a  shape following a reflection or translation, using the  appropriate language, and know that the shape has  not changed  Do if possible to lead into Y6 (Y6 statement):   describe positions on the full coordinate grid (all four  quadrants)  For Year Five vocab refer to previous years PLUS: Rotation, rotate, translate, translation, quadrants, position. a) describe positions on the full coordinate grid (all four  quadrants)   b) draw and translate simple shapes on the coordinate  plane, and reflect them in the axes. 
S C I T S I T A T S a) interpret and present discrete and continuous data  using appropriate graphical methods, including bar  charts and time graphs.   b) solve comparison, sum and difference problems  using information presented in bar charts,   pictograms, tables and other graphs. a) solve comparison, sum and difference problems using  information presented in a line graph   b) complete, read and interpret information in tables,  including timetables  For Year Five vocab refer to previous years PLUS: Line graph, database, timetable, bar line chart,   maximum/minimum value. a) interpret and construct pie charts and line graphs and  use these to solve problems   b) calculate and interpret the mean as an average. 
Mathematics  Year 6  Mental Mathematics Expectations  Taken from Big Maths, leading to secure targeting for all children. The Calculate section overlaps into written methods and will also overlap with the scheme of work.
COUNTING  LEARN ITS  IT’S NOTHING NEW  CALCULATE
The Reading Numbers Progress Drive: Step 7, 8, 9: I can read 4, 5, 6 digit numbers Step 10: I can read 7, 8, 9 digit numbers Step 11: I can read numbers with decimal  places  The Squiggleworth Progress Drive:  Step 5: I can partition a 3dp number  The CORE Numbers Progress Drive::  Step 8: I can understand 3dp numbers Step 9: I can understand 5, 6, 7, 8 digit  numbers  Step 10: I can understand numbers with  different decimal places  The Counting Along Progress Drive:  Step 6: I can find the gap between 2 negative  numbers  Step 7: I can find the gap between a negative  number and a positive number Should all be taught by this stage – revision  of the learn its, particularly the times tables,  may be required. Smile Multiplication:  Step 4: I can do smile multiplication for  tenths  Step 5: I can do smile multiplication for  hundredths  Coin Multiplication:  Step 4: I know when to add two multiples  together  Step 5: I know when to add three multiples  together  Where’s Mully? (Division):  Step 5: I can find Mully using Coin   Multiplication  The Fact Families:  Step 5: I know Smile Multiplication Fact  Families  The Addition Progress Drive:  Step 36: I can solve additions with 2dp Step 37: I can solve any additions with 2dp Step 38: I can solve additions with larger  numbers  Step 39: I can solve additions with several  numbers  Step 40: I can solve 2dp + 1dp  Step 41: I can solve any 2dp + 1dp  The Subtraction Progress Drive  Step 25: I can take a multiple of ten from any  2d number  Step 26: I can find the 2 gaps in a 2d – 2d  question.  Step 27: I can solve any 2d – 2d  Step 28: I can take any 2d number from 100 Step 29: I can take 100 from any 3d number Step 30: I can solve 3d – 2d  Step 31: I can solve 4d – 2d  Step 32: I can solve 3d – 3d  Step 33: I can solve 3d – 3d as money Step 34: I can subtract numbers with  hundredths  Step 35: I can subtract numbers with tenths Step 36: I can solve any whole number  subtraction question.  Step 37: I can subtract numbers with  different decimal places
The Multiplication Progress Drive:  Step 16: I can show my understanding for 2d  x 2d  Step 17: I can solve 1d x 1d.1dp  Step 18: I can solve 1d x 1d.2dp  Step 19: I can show my understanding for 2d  x 3d  The Division Progress Drive:  Step 30: I can combine 2 or more coin facts  to solve division  Step 31: I can combine 2 or more coin facts  to solve division (with remainders)  Step 32: I can use a tables fact to find a  decimal tables fact  Step 33: I can combine 2 or more tables facts  to solve decimal division
NUMBER
Statutory Requirements Year Five  Statutory Requirements YEAR SIX  Statutory Requirements KS3
E U L A V   E C A L P   D N A   R E B M U N a) read, write, order and compare numbers to at least  1 000 000 and determine the value of each digit  b) count forwards or backwards in steps of powers of  10 for any given number up to 1 000 000   c) interpret negative numbers in context, count  forwards and backwards with positive and negative  whole numbers, including through zero   d) round any number up to 1 000 000 to the nearest  10, 100, 1000, 10 000 and 100 000   e) solve number problems and practical problems that  involve all of the above   f) read Roman numerals to 1000 (M) and recognise  years written in Roman numerals. a) read, write, order and compare numbers up to 10 000  000 and determine the value of each digit   b) round any whole number to a required degree of  accuracy   c) use negative numbers in context, and calculate  intervals across zero, add and subtract positive and  negative numbers  d) solve number and practical problems that involve all of  the above.  For Year Six vocab refer to previous years PLUS:  Ten million, prime factor, profit, loss, negative, positive,  thermometer, temperature.  Problem solving: prove, define, adjust. a) understand and use place value for decimals, measures and  integers of any size   b) order positive and negative integers, decimals and fractions;  use the number line as a model for ordering of the real  numbers; use the symbols =, ≠, <, >, ≤, ≥   c) use the concepts and vocabulary of prime numbers, factors (or  divisors), multiples, common factors, common multiples,  highest common factor, lowest common multiple, prime  factorisation, including using product notation and the unique  factorisation property  d) use integer powers and associated real roots (square, cube and  higher), recognise powers of 2, 3, 4, 5 and distinguish between  exact representations of roots and their decimal   approximations  e) round numbers and measures to an appropriate degree of  accuracy [for example, to a number of decimal places or  significant figures]   f) interpret and compare numbers in standard form A x 10n  1≤A<10, where n is a positive or negative integer or zero  g) appreciate the infinite nature of the sets of integers, real and  rational numbers  h) use approximation through rounding to estimate answers and  calculate possible resulting errors expressed using inequality  notation a<x≤b
N O I T C A R T B U S   D N A   N O I T I D D A a) add and subtract whole numbers with more than 4  digits, including using formal written methods  (columnar addition and subtraction)   b) add and subtract numbers mentally with  increasingly large numbers   c) use rounding to check answers to calculations and  determine, in the context of a problem, levels of  accuracy   d) solve addition and subtraction multi-step problems  in contexts, deciding which operations and methods  to use and why a) perform mental calculations, including with mixed  operations and large numbers   b) use their knowledge of the order of operations to carry  out calculations involving the four operations   c) solve addition and subtraction multi-step problems in  contexts, deciding which operations and methods to  use and why  d) solve problems involving addition, subtraction,  multiplication and division   e) use estimation to check answers to calculations and  determine, in the context of a problem, an appropriate  degree of accuracy  For Year Six vocab: Recap KS2 vocab  e.g. solve, multi-step, estimate, BODMAS. a) use the four operations, including formal written methods,  applied to integers, decimals, proper and improper fractions,  and mixed numbers, all both positive and negative  b) use conventional notation for the priority of operations,  including brackets, powers, roots and reciprocals  c) recognise and use relationships between operations including  inverse operations
N O I S I V I D   D N A   N O I T A C I L P I T L U M a) identify multiples and factors, including finding all  factor pairs of a number, and common factors of  two numbers  b) know and use the vocabulary of prime numbers,  prime factors and composite (non-prime) numbers c) establish whether a number up to 100 is prime and  recall prime numbers up to 19   d) multiply numbers up to 4 digits by a one- or two digit number using a formal written method,  including long multiplication for two-digit numbers   e) multiply and divide numbers mentally drawing  upon known facts   f) divide numbers up to 4 digits by a one-digit number  using the formal written method of short division  and interpret remainders appropriately for the  context   g) multiply and divide whole numbers and those  involving decimals by 10, 100 and 1000  h) recognise and use square numbers and cube  numbers, and the notation for squared (2) and  cubed (3)  i) solve problems involving multiplication and division  including using their knowledge of factors and  multiples, squares and cubes   j) solve problems involving addition, subtraction,  multiplication and division and a combination of  these, including understanding the meaning of the  equals sign   k) solve problems involving multiplication and  division, including scaling by simple fractions and  problems involving simple rates a) multiply multi-digit numbers up to 4 digits by a two digit whole number using the formal written method  of long multiplication   b) divide numbers up to 4 digits by a two-digit whole  number using the formal written method of long  division, and interpret remainders as whole number  remainders, fractions, or by rounding, as appropriate  for the context   c) divide numbers up to 4 digits by a two-digit number  using the formal written method of short division  where appropriate, interpreting remainders according  to the context   d) perform mental calculations, including with mixed  operations and large numbers   e) identify common factors, common multiples and  prime numbers  f) use their knowledge of the order of operations to carry  out calculations involving the four operations   g) solve problems involving addition, subtraction,  multiplication and division   h) use estimation to check answers to calculations and  determine, in the context of a problem, an appropriate  degree of accuracy  For Year Six vocab refer to previous years PLUS:  BODMAS, long division, common factors, recurring. a) use the four operations, including formal written methods,  applied to integers, decimals, proper and improper fractions,  and mixed numbers, all both positive and negative  b) use conventional notation for the priority of operations,  including brackets, powers, roots and reciprocals  c) recognise and use relationships between operations  including inverse operations
S L A M I C E D   D N A N O I T C A R F a) compare and order fractions whose denominators  are all multiples of the same number   b) identify, name and write equivalent fractions of a  given fraction, represented visually, including  tenths and hundredths   c) recognise mixed numbers and improper fractions  and convert from one form to the   d) other and write mathematical statements > 1 as a  mixed number [for example, 2/5 + 4/5 = 6/5 = 1  1/5]  e) add and subtract fractions with the same  denominator and denominators that are multiples  of the same number   f) multiply proper fractions and mixed numbers by  whole numbers, supported by materials and  diagrams   g) read and write decimal numbers as fractions

[for  example, 0.71 = 71/100]

h) recognise and use thousandths and relate them to  tenths, hundredths and decimal equivalents  i) round decimals with two decimal places to the  nearest whole number and to one decimal place  j) read, write, order and compare numbers with up to  three decimal places  

k) solve problems involving number up to three  decimal places  

l) 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  

m) solve problems which require knowing percentage  and decimal equivalents of ½, ¼, 1/5, 2/5, 4/5 and  those fractions with a denominator of a multiple of  10 or 25.

a) use common factors to simplify fractions; use common  multiples to express fractions in the same  

denomination  

b) compare and order fractions, including fractions > 1  c) add and subtract fractions with different  

denominators and mixed numbers, using the concept  of equivalent fractions  

d) multiply simple pairs of proper fractions, writing the  answer in its simplest form [for example,1/4 x ½ = 1/8) e) divide proper fractions by whole numbers [for  example,1/3 divided by 2 = 1/6]  

f) associate a fraction with division and calculate decimal  fraction equivalents [for example, 0.375] for a simple  fraction [for example, 3/8] 

g) identify the value of each digit in numbers given to  three decimal places and multiply and divide numbers  by 10, 100 and 1000 giving answers up to three  decimal places 

h) multiply one-digit numbers with up to two decimal  places by whole numbers 

i) use written division methods in cases where the  answer has up to two decimal places  

j) solve problems which require answers to be rounded  to specified degrees of accuracy  

k) recall and use equivalences between simple fractions,  decimals and percentages, including in different  contexts 

For Year Six vocab refer to previous years PLUS: 

3 decimal places, nearest whole, thousandths, Per cent, %,  percentage, fraction and decimal equivalent,  

proper/improper fraction, mixed number, cancel down,  nearest whole.

a) work interchangeably with terminating decimals and  their corresponding fractions (such as 3.5 and 2/7 or  0.375 and 3/8) 

b) interpret fractions and percentages as operators

N O I T R O P O R P   D N A   O I T A R a) solve problems involving the calculation of  percentages [for example, of measures, and such as  15% of 360] and the use of percentages for   comparison  b) begin to solve problems involving the relative sizes  of two quantities where missing values can be found  by using integer multiplication and division facts  c) begin to solve problems involving unequal sharing  (ratio) and grouping using knowledge of fractions  and multiples. a) solve problems involving the relative sizes of two  quantities where missing values can be found by using  integer multiplication and division facts   b) solve problems involving the calculation of   percentages [for example, of measures, and such as  15% of 360] and the use of percentages for comparison  c) solve problems involving similar shapes where the  scale factor is known or can be found   d) solve problems involving unequal sharing and  grouping using knowledge of fractions and multiples.  For Year Six vocab refer to previous years PLUS:  Scale factor a) define percentage as ‘number of parts per hundred’,  interpret percentages and percentage changes as a fraction  or a decimal, interpret these multiplicatively, express one  quantity as a percentage of another, compare two quantities  using percentages, and work with percentages greater than  100%  b) change freely between related standard units [for example  time, length, area, volume/capacity, mass]   c) use scale factors, scale diagrams and maps   d) express one quantity as a fraction of another, where the  fraction is less than 1 and greater than 1   e) use ratio notation, including reduction to simplest form  f) divide a given quantity into two parts in a given part:part or  part:whole ratio; express the division of a quantity into two  parts as a ratio   g) understand that a multiplicative relationship between two  quantities can be expressed as a ratio or a fraction   h) relate the language of ratios and the associated calculations  to the arithmetic of fractions and to linear functions   i) solve problems involving percentage change, including:  percentage increase, decrease   j) and original value problems and simple interest in financial  mathematics   k) solve problems involving direct and inverse proportion,  including graphical and algebraic representations   l) use compound units such as speed, unit pricing and density  to solve problems.
a r b e g l A a) use simple formulae (e.g. length x width, or A=lxw  etc.) a) use simple formulae   b) generate and describe linear number sequences  c) express missing number problems algebraically  d) find pairs of numbers that satisfy an equation with  two unknowns   e) enumerate possibilities of combinations of two  variables  For Year Six vocab refer to previous years PLUS:  Formulae, linear number sequence, algebra, equation See separate table below for KS3 Algebra requirements. It is  not anticipated that all of these will be addressed, but does  enable next steps to be set for more able children.
Algebra at Key Stage Three  a) use and interpret algebraic notation, including:   ∙ ab in place of a × b   ∙ 3y in place of y + y + y and 3 × y   ∙ a2in place of a × a, a3in place of a × a × a; a2 b in place of a × a × b   ∙ a/b in place of a ÷ b   ∙ coefficients written as fractions rather than as decimals   ∙ brackets   b) substitute numerical values into formulae and expressions, including scientific formulae   c) understand and use the concepts and vocabulary of expressions, equations,   d) inequalities, terms and factors   e) simplify and manipulate algebraic expressions to maintain equivalence by:   ∙ collecting like terms   ∙ multiplying a single term over a bracket   ∙ taking out common factors   ∙ expanding products of two or more binomials   f) understand and use standard mathematical formulae; rearrange formulae to change the subject model situations or procedures by translating them into algebraic  expressions or formulae and by using graphs   g) use algebraic methods to solve linear equations in one variable (including all forms that require rearrangement)   h) work with coordinates in all four quadrants   i) recognise, sketch and produce graphs of linear and quadratic functions of one variable with appropriate scaling, using equations in x and y and the Cartesian plane  j) interpret mathematical relationships both algebraically and reduce a given linear equation in two variables to the standard form y = mx + c;  k) calculate and interpret gradients and intercepts of graphs of such linear equations numerically, graphically and algebraically  l) use linear and quadratic graphs to estimate values of y for given values of x and vice versa and to find approximate solutions of simultaneous linear equations  m) find approximate solutions to contextual problems from given graphs of a variety of functions, including piece-wise linear, exponential and reciprocal graphs  n) generate terms of a sequence from either a term-to-term or a position-to-term rule   o) recognise arithmetic sequences and find the nth term recognise geometric sequences and appreciate other sequences that arise. 
MEASUREMENT
Statutory Requirements Year FIve  Statutory Requirements YEAR SIX  Statutory Requirements KS3
T N E M E R U S A E M a) convert between different units of metric measure  (for example, kilometre and metre; centimetre and  metre; centimetre and millimetre; gram and  kilogram; litre and millilitre)   b) understand and use approximate equivalences  between metric units and common imperial units  such as inches, pounds and pints   c) measure and calculate the perimeter of composite  rectilinear shapes in centimetres and metres  d) calculate and compare the area of rectangles  (including squares), and including using standard  units, square centimetres (cm2) and square metres  (m2) and estimate the area of irregular shapes  e) estimate volume [for example, using 1 cm3 blocks  to build cuboids (including cubes)] and capacity [for  example, using water]   f) solve problems involving converting between units  of time   g) use all four operations to solve problems involving  measure [for example, length, mass, volume,  money] using decimal notation, including scaling. a) solve problems involving the calculation and  conversion of units of measure, using decimal notation  up to three decimal places where appropriate   b) use, read, write and convert between standard units,  converting measurements of length, mass, volume and  time from a smaller unit of measure to a larger unit,  and vice versa, using decimal notation to up to three  decimal places   c) convert between miles and kilometres   d) recognise that shapes with the same areas can have  different perimeters and vice versa   e) recognise when it is possible to use formulae for area  and volume of shapes   f) calculate the area of parallelograms and triangles  g) calculate, estimate and compare volume of cubes and  cuboids using standard units, including cubic   centimetres (cm3) and cubic metres (m3), and   extending to other units [for example, mm3 and km3].  For Year Six vocab refer to previous years PLUS:  Circumference, cubic m/cm/km/mm, GMT, British Summer  Time, International Date Line, centilitre (cl). a) use standard units of mass, length, time, money and  other measures, including with decimal quantities b) derive and apply formulae to calculate and solve  problems involving: perimeter and area of triangles,  parallelograms, trapezia, volume of cuboids (including  cubes) and other prisms (including cylinders)   c) derive and use the standard ruler and compass  constructions (perpendicular bisector of a line   segment, constructing a perpendicular to a given line  from/at a given point, bisecting a given angle);   recognise and use the perpendicular distance from a  point to a line as the shortest distance to the line  Objectives for Measurement and Geometry at KS3 are not  exhaustive but give an indication of next steps.
GEOMETRY
Statutory Requirements Year Five  Statutory Requirements YEAR SIX  Statutory Requirements KS3
S E P A H S   F O   S E I T R E P O R P a) identify 3-D shapes, including cubes and other  cuboids, from 2-D representations   b) know angles are measured in degrees: estimate  and compare acute, obtuse and reflex angles  c) draw given angles, and measure them in degrees (o)  d) identify:   ∙ angles at a point and one whole turn (total 360o)  ∙ angles at a point on a straight line and ½ a turn  (total 180o)   ∙ other multiples of 90o  ∙ (Pupils use angle sum facts and other properties to  make deductions about missing angles and relate  these to missing number problems.)  e) use the properties of rectangles to deduce related  facts and find missing lengths and angles   h) distinguish between regular and irregular polygons  based on reasoning about equal sides and angles. a) draw 2-D shapes using given dimensions and angles  b) recognise, describe and build simple 3-D shapes,  including making nets   c) compare and classify geometric shapes based on  their properties and sizes and find unknown angles in  any triangles, quadrilaterals, and regular polygons   d) illustrate and name parts of circles, including radius,  diameter and circumference and know that the  diameter is twice the radius   e) recognise angles where they meet at a point, are on a  straight line, or are vertically opposite, and find  missing angles  For Year Six vocab refer to previous years PLUS:  Circumference, radius, diameter, kite, parallelogram,  rhombus, trapezium, dodecahedron, tangram, concentric,  intersecting. a) calculate and solve problems involving: perimeters of 2-D  shapes (including circles), areas of circles and composite  shapes   b) draw and measure line segments and angles in geometric  figures, including   c) interpreting scale drawings  d) describe, sketch and draw using conventional terms and  notations: points, lines, parallel lines, perpendicular lines, right  angles, regular polygons, and other polygons that are  reflectively and rotationally symmetric   e) use the standard conventions for labelling the sides and angles  of triangle ABC, and know and use the criteria for congruence  of triangles   f) derive and illustrate properties of triangles, quadrilaterals,  circles, and other plane figures [for example, equal lengths and  angles] using appropriate language and technologies   g) use the properties of faces, surfaces, edges and vertices of  cubes, cuboids, prisms, cylinders, pyramids, cones and spheres  to solve problems in 3-D
  D N A   N O I T I S O P a) identify, describe and represent the position of a  shape following a reflection or translation, using  the appropriate language, and know that the shape  has not changed  b) describe positions on the full coordinate grid (all  four quadrants) a) describe positions on the full coordinate grid (all four  quadrants)   b) draw and translate simple shapes on the coordinate  plane, and reflect them in the axes.   For Year Six vocab refer to previous years PLUS:  Congruent, reflective symmetry, rotation, rotate, translate,  translation, quadrants, position, plane, axes.
S C I T S I T A T S a) solve comparison, sum and difference problems  using information presented in a line graph   b) complete, read and interpret information in tables,  including timetables a) interpret and construct pie charts and line graphs  and use these to solve problems   b) calculate and interpret the mean as an average. For Year Six vocab refer to previous years PLUS:  Mean average, (also mention mode/median and range), pie  chart, statistics, distribution. a) describe, interpret and compare observed distributions of a  single variable through:   b) appropriate graphical representation involving discrete,  continuous and grouped data; and appropriate measures of  central tendency (mean, mode, median) and spread (range,  consideration of outliers)   c) construct and interpret appropriate tables, charts, and  diagrams, including frequency tables, bar charts, pie charts,  and pictograms for categorical data, and vertical line (or bar)  charts for ungrouped and grouped numerical data   d) describe simple mathematical relationships between two  variables (bivariate data) in observational and experimental 
Y T I L I B A B O R P a) record, describe and analyse the frequency of outcomes of  simple probability experiments involving randomness, fairness,  equally and unequally likely outcomes,   b) using appropriate language and the 0-1 probability scale  c) understand that the probabilities of all possible outcomes sum  to 1   d) enumerate sets and unions/intersections of sets   systematically, using tables, grids and Venn diagrams  e) generate theoretical sample spaces for single and combined  events with equally likely, mutually exclusive outcomes and  use these to calculate theoretical probabilities.
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