YEAR GROUP
Term1
Term 2
Term 3
Term 4
Term 5
Term 6
Year 1
Number and Place Value
(2 weeks)
Week 1
Sequence and sorting
Number and Place
Value
Length and
Mass/weight
Number and Place
value
Time
 Count to and across 100, forwards
and backwards, beginning with 0 or 1,
or from any given number
 Read and write numbers from 1 to
20 in numerals and words
 Count, read and write numbers
to 100 in numerals
 Begin to recognise the place value
of numbers beyond 20 (tens and
ones)
 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
 Solve problems and practical problems
involving all of the above
Week 2
 Given a number, identify one more
and one less
 Begin to recognise the place value of
numbers beyond 20 (tens and ones)
 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
 Count in multiples of, twos, fives
and tens (From Year 2)
 Solve problems and practical problems
involving all of the aboveGiven a
number, identify one more and one
less
 Begin to recognise the place value of
numbers beyond 20 (tens and ones)
 Identify and represent numbers
using objects and pictorial
representations including the
number line, and use the language
of: equal to, more than, less than
 Recognise and create repeating
patterns with numbers, objects and
shapes.
 Identify odd and even numbers
linked to counting in twos from 0
and 1.
 Sort objects, numbers and shapes
to a given criterion and their own.
Fractions
 Understand that a fraction can
describe part of a whole.
 Understand that a unit fraction
represents one equal part of a
whole.
 Recognise, find and name a half
as one of two equal parts of an
object, shape or quantity
(including measure).
 Recognise, find and name a
quarter as one of four equal
parts of an object, shape or
quantity.
Fractions/Capacity and
Volume
 Understand that a fraction can
describe part of a whole.
 Understand that a unit fraction
represents one equal part of a
whole.
 Recognise, find and name a half
as one of two equal parts of an
object, shape or quantity
(including measure).
 Recognise, find and name a
quarter as one of four equal
parts of an object, shape or
quantity.
 Compare and describe
capacity/volume (for example,
full/empty, more than, less than,
half, half full, quarter)
 Measure and begin to record
 Count to and across 100,
forwards and backwards,
beginning with 0 or 1, or from
any given number (From Year 2)
 Read and write numbers from
1 to 20 in numerals and words
 Count, read and write numbers
to 100 in numerals
 Begin to recognise the place
value of numbers beyond 20
(tens and ones)
 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
 Given a number, identify one
more and one less
 Given a number, identify ten
more and ten less
 Order numbers to 50
 Solve problems and practical
problems involving all of the
above
Mass/weight

Compare and describe
mass/weight (for example,
heavy/light, heavier than,
lighter than)
 Measure and begin to record
mass/weight, using nonstandard and then standard
units (kg and g) within
children’s range of counting
competence
 Solve practical problems for
masses/weights
Solve simple one-step problems
that involve addition and
subtraction, using concrete
 Compare and describe
lengths and heights (for
example, long/short,
longer/shorter, tall/short,
double/half)
 Measure and begin to record
lengths and heights, using
non-standard and then
manageable standard units
(m and cm) within children’s
range of counting
competence
 Compare and describe
mass/weight (for example,
heavy/light, heavier than,
lighter than)
 Measure and begin to record
mass/weight, using nonstandard and then standard
units (kg and g) within
children’s range of counting
competence
 Solve practical problems for
lengths, heights and
masses/weights
Addition and
Subtraction
 Represent and use number
bonds and related
subtraction facts within 20
 Add and subtract one-digit
and two-digit numbers to 20,
including zero (using
concrete objects and pictorial
representations)
Solve practical problems for
length and height and
mass/weight
Fractions
 Understand that a fraction
can describe part of a
 Read and write numbers
from 1 to 20 in numerals
and words
 Count, read and write
numbers to 100 in
numerals
 Begin to recognise the
place value of numbers
beyond 20 (tens and ones)
 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
 Given a number, identify
one more and one less
 Given a number, identify
ten more and ten less
 Order numbers to 50
 Solve problems and
practical problems
involving all of the above
Addition and
Subtraction
 Represent and use number
bonds and related
subtraction facts within 20
(From Year 2)
 Add and subtract onedigit and two-digit
numbers to 20,
including zero (using
concrete objects and
pictorial
representations)
 Solve simple one-step
problems that involve
addition and
subtraction, using
 Sequence events in
chronological order using
language such as: before
and after, next, first,
today, yesterday,
tomorrow, morning,
afternoon and evening
 Recognise and use
language relating to dates,
including days of the week,
weeks, months and years
 Measure and begin to
record time (hours,
minutes, seconds)
 Compare, describe and
solve practical problems
for time (quicker, slower,
earlier, later)
Multiplication and
Division
 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.
Subtraction –
difference
 Subtract one-digit and
two-digit numbers to 20
using ‘difference’ as
finding how many more
to make (using concrete
objects and pictorial
representations)
 Solve problems involving
how many more to make.

Present and interpret
data in block diagrams
using practical equipment
(fewer), most, least
 Count in multiples of, twos, fives
and tens
 Solve problems and practical
problems involving all of the above
Length and Mass/Weight
 Compare and describe lengths and
heights (for example, long/short,
longer/shorter, tall/short,
double/half)
 Measure and begin to record
lengths and heights, using nonstandard and then manageable
standard units (m and cm) within
children’s range of counting
competence
 Compare and describe mass/weight
(for example, heavy/light, heavier
than, lighter than)
 Measure and begin to record
mass/weight, using non-standard
and then standard units (kg and g)
within children’s range of counting
competence
 Solve practical problems for lengths,
heights and masses/weights
Addition and Subtraction
(2 weeks)
Week 1
 Read, write and interpret
mathematical statements involving
addition (+), subtraction (-) and
equals (=) signs
 Represent and use number bonds
and related subtraction facts within
20
 Add and subtract one-digit and
two-digit numbers to 20, including
zero (using concrete objects and
pictorial representations)
 Solve simple one-step problems
that involve addition and
subtraction, using concrete objects
and pictorial representations, and
missing number problems, such as
7=□–9
Week 2
 Read, write and interpret
capacity and volume using nonstandard and then standard units
(litres and ml) within children’s
range of counting competence
 Solve practical problems for
capacity/volume
Money
 Recognise and know the value of
different denominations of coins
and notes
 Solve simple one-step problems
that involve addition and
subtraction, using concrete objects
and pictorial representations, and
missing number problems, such as
7=□–9
Time
 Sequence events in chronological
order using language such as:
before and after, next, first, today,
yesterday, tomorrow, morning,
afternoon and evening
 Recognise and use language
relating to dates, including days of
the week, weeks, months and years
 Measure and begin to record time
(hours, minutes, seconds)
 Compare, describe and solve
practical problems for time
(quicker, slower, earlier, later)
ASSESS AND REVIEW
WEEK
objects and pictorial
representations, and missing
number problems, such as 7 = □ –
9
2-D and 3-D Shape
 Recognise and name common
2-D shapes, including
rectangles (including squares),
circles and triangles
 Recognise and name common
3-D shapes, including cuboids
(including cubes), pyramids and
spheres
Counting and Money
 Count in multiples of, twos,
fives and tens
 Recognise and know the value
of different denominations of
coins and notes
Multiplication
 Add one-digit and two-digit
numbers to 20, including zero
 Recall and use doubles of all
numbers to 10 and
corresponding halves
 Solve one-step problems
involving multiplication by
calculating the answer using
concrete objects, pictorial
representations and arrays
with the support of the
teacher.
Division
 Subtract one-digit and twodigit numbers to 20, including
zero
 Recall and use doubles of all
numbers to 10 and
corresponding halves
 Solve one-step problems
involving division by calculating
the answer using concrete
objects, pictorial
representations and arrays
with the support of the
teacher.
whole
 Understand that a unit
fraction represents one
equal part of a whole
 Recognise, find and name
a half as one of two equal
parts of an object, shape
or quantity (including
measure)
 Recognise, find and name
a quarter as one of four
equal parts of an object,
shape or quantity.
Position and
Direction
 Describe position, directions
and movements, including
half, quarter and threequarter turns.
 Tell the time to the hour and
half past the hour and draw 
the hands on a clock face to
show these times.
Time
 Tell the time to the hour and
half past the hour and draw
the hands on a clock face to
show these times
 Compare, describe and solve
practical problems for time
(quicker, slower, earlier,
later)
 Measure and begin to record
the following time (hours,
minutes, seconds)
ASSESS AND
REVIEW WEEK
concrete objects and
pictorial
representations, and
missing number
problems, such as 7 = □
–9
 Present and interpret data
in block diagrams using
practical equipment
 Ask and answer simple
questions by counting the
number of objects in each
category

Ask and answer questions by
comparing categorical data
Measurement


 Ask and answer questions
by comparing categorical
data
Capacity and
Volume
Compare, describe and
solve practical problems
capacity/volume
(full/empty, more than,
less than, quarter)
 Measure and begin to
record capacity and
volume using nonstandard and then
standard units (litres and
ml) within children’s range
of counting competence
 Solve simple one-step
problems that involve
addition and subtraction,
using concrete objects and
pictorial representations,
and missing number
problems, such as 7 = □ – 9
Fractions
 Understand that a
fraction can describe
part of a whole
 Understand that a unit
fraction represents one
equal part of a whole
 Recognise, find and
Ask and answer simple
questions by counting the
number of objects in each
category



Compare and describe
lengths and heights (for
example, long/short,
longer/shorter, tall/short,
double/half)
Measure and begin to
record lengths and
heights, using nonstandard and then
manageable standard
units (m and cm) within
children’s range of
counting competence
Compare and describe
mass/weight (for
example, heavy/light,
heavier than, lighter than)
Measure and begin to
record mass/weight, using
non-standard and then
standard units (kg and g)
within children’s range of
counting competence
Solve practical problems
for lengths, heights and
masses/weights
Sorting
 Recognise and create
repeating patterns with
numbers, objects and
shapes.
 Identify odd and even
numbers linked to
counting in twos from 0
and 1.
 Sort objects, numbers and
shapes to a given criterion
and their own.
ASSESS AND
mathematical statements involving
addition (+), subtraction (-) and
equals (=) signs
 Represent and use number bonds
and related subtraction facts within
20 (From Year 2)
 Add and subtract one-digit and twodigit numbers to 20, including zero
(using concrete objects and pictorial
representations)
 Solve simple one-step problems
that involve addition and
subtraction, using concrete objects
and pictorial representations, and
missing number problems, such as 7
=□–9
 Present and interpret data in block
diagrams using practical equipment
name a half as one of
two equal parts of an
object, shape or
quantity (including
measure)
 Recognise, find and
name a quarter as one
of four equal parts of an
object, shape or
quantity
Position and
Direction
Time
 Describe position,
directions and movements,
including half, quarter and
three-quarter turns.
 Tell the time to the hour
and half past the hour and
draw the hands on a clock
face to show these times.
 Ask and answer simple questions by
counting the number of objects in each
category
 Ask and answer questions by
comparing categorical data
2-D and 3-D shape
2-D and 3-D shape
 Recognise and name
common 2-D shapes,
including rectangles
(including squares), circles
and triangles
 Recognise and name
common 3-D shapes,
including cuboids
(including cubes), pyramids
and spheres
 Recognise and name common 2-D
shapes, including rectangles
(including squares), circles and
triangles
 Recognise and name common 3-D
shapes, including cuboids (including
cubes), pyramids and spheres
Year 2
Number and Place Value
(2 weeks)
Week 1
 Read and write numbers to at least
100 in numerals and in words
 Recognise the place value of each
digit in a two-digit number (tens,
ones)
 Identify, represent and estimate
numbers using different
representations, including the
number line
 Compare and order numbers from
0 up to 100; use <, > and = signs
REVIEW WEEK
Counting, multiplication
and sorting
 Count in steps of 2, 3, and 5 from
0, and in tens from any number,
forward and backward (from Year
3)
 Understand multiplication as repeated
addition
 Show that multiplication of two
numbers can be done in any order
(commutative) and division of one
number by another cannot
 Recall and use multiplication and
division facts for the 2, 5 and 10
Number and Place
Value
 Count in steps of 2, 3, and 5
from 0, and in tens from any
number, forward and backward
 Read and write numbers to at
least 100 in numerals
 Recognise the place value of
each digit in a two-digit number
(tens, ones)
 Identify, represent and
estimate numbers using
different representations,
including the number line
Length and
Mass/Weight
 Choose and use appropriate
standard units to estimate
and measure length/height in
any direction (m/cm) to the
nearest appropriate unit
using rulers
 Compare and order lengths
and record the results using
>, < and =
 Choose and use appropriate
standard units to estimate
and measure mass (kg/g) to
Number and Place
value/Statistics
 Recognise the place value
of each digit in a two-digit
number (tens, ones)
 Identify, represent and
estimate numbers using
different representations,
including the number line
 Compare and order
numbers from 0 up to 100;
use <, > and = signs
 Round numbers to at least
100 to the nearest 10
Time
 Tell and write the time to
five minutes, including
quarter past/to the hour
and draw the hands on a
clock face to show these
times (from Year 3)
 Know the number of
minutes in an hour and
the number of hours in a
day
 Compare and sequence
intervals of time
Multiplication and
 Round numbers to at least 100 to the
nearest 10
Use place value and number facts to
solve problems
Week 2
 Count in steps of 2, 3, and 5 from
0, and in tens from any number,
forward and backward
 Find 1 or 10 more or less than a given
number
 Partition numbers in different ways
(for example, 23 = 20 + 3 and 23 =
10 + 13)
 Identify, represent and estimate
numbers using different
representations, including the
number line
 Use place value and number facts
to solve problems
Length and Mass/Weight
 Choose and use appropriate
standard units to estimate and
measure length/height in any
direction (m/cm) to the nearest
appropriate unit using rulers
 Compare and order lengths and
record the results using >, < and =
 Choose and use appropriate
standard units to estimate and
measure mass (kg/g) to the nearest
appropriate unit using scales
Compare and order mass and record
the results using >, < and =
Addition and Subtraction
(2 weeks)
Week 1
 Show that addition of two
numbers can be done in any order
(commutative) and subtraction of
one number from another cannot
 Recall and use addition and
subtraction facts to 20 fluently,
and derive and use related facts up
to 100
 Add and subtract numbers using
concrete objects, pictorial
representations, and mentally,
multiplication tables, including
recognising odd and even numbers
 Calculate mathematical statements
for multiplication (using repeated
addition) within the multiplication
tables and write them using the
multiplication (×),and equals (=)
signs
 Compare and sort numbers according
to their properties
Statistics
 Interpret and construct simple
pictograms, tally charts, block
diagrams and simple tables
 Ask and answer simple questions
by counting the number of objects
in each category and sorting the
categories by quantity
 Ask and answer questions about
totalling and comparing
categorical data
 Understand subtraction as take
away and difference (how many
more, how many less/fewer)
Fractions/Capacity and
Volume
 Understand and use the terms
numerator and denominator
 Understand that a fraction can
describe part of a set
 Understand that the larger the
denominator is, the more pieces it
is split into and therefore the
smaller each part will be
 Recognise, find, name and write
fractions , , and of a length,
shape, set of objects or quantity
 Count on and back in steps of
and
 Choose and use appropriate
standard units to estimate and
measure capacity and volume
(litres/ml) to the nearest
appropriate unit using measuring
 Compare and order numbers
from 0 up to 100; use <, > and
= signs
 Find 1 or 10 more or less than a
given number
Round numbers to at least 100 to
the nearest 10
Mass/Weight

Choose and use appropriate
standard units to estimate and
measure mass (kg/g) to the
nearest appropriate unit using
scales
 Compare and order mass
and record the results using
>, < and =
Count in steps of 2, 3, and 5
from 0, and in tens from any
number, forward and backward
2-D and 3-D Shape
 Identify and describe the
properties of 2-D shapes,
including the number of sides
and line symmetry in a vertical
line
 Identify 2-D shapes on the
surface of 3-D shapes, (for
example, a circle on a cylinder
and a triangle on a pyramid)
 Identify and describe the
properties of 3-D shapes,
including the number of edges,
vertices and faces
Compare and sort common 2-D
and 3-D shapes and everyday
objects
Counting and Money
the nearest appropriate unit
using scales
Compare and order mass and
record the results using >, <
and =
Addition and
Subtraction
 Show that addition of two
numbers can be done in any
order (commutative) and
subtraction of one number
from another cannot
 Recall and use addition and
subtraction facts to 20
fluently, and derive and use
related facts up to 100
 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 onedigit numbers
 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
Fractions
 Count in steps of 2, 3, and 5
from 0, and in tens from any
number, forward and
backward
 Understand and use the terms
numerator and denominator
 Recognise and use symbols for
pounds (£) and pence (p)
 Understand that the larger
the denominator is, the
more pieces it is split into
and therefore the smaller
each part will be
 Combine amounts to make a
particular value
 Find different combinations of
coins that equal the same
 Understand that a fraction can
describe part of a set
 Recognise, find, name and
 Use place value and
number facts to solve
problems (from Year 3)
 Count in steps of 2, 3, and
5 from 0, and in tens from
any number, forward and
backward
 Find 1 or 10 more or less
than a given number
Partition numbers in different
ways (for example, 23 = 20 +
3 and 23 = 10 + 13)
Addition and
Subtraction
 Show that addition of two
numbers can be done in
any order (commutative)
and subtraction of one
number from another
cannot
 Recall and use addition
and subtraction facts to
20 fluently, and derive
and use related facts up
to 100
 Add and subtract
numbers using concrete
objects, pictorial
representations, and
mentally, including: a twodigit number and ones; a
two-digit number and
tens; two two-digit
numbers; adding three
one-digit numbers
 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
Capacity and
Division
 Understand multiplication as
repeated addition
 Understand division as
sharing and grouping
 Show that multiplication
of two numbers can be
done in any order
(commutative) and
division of one number by
another cannot
 Recall and use
multiplication and division
facts for the 2, 5 and 10
multiplication tables,
including recognising odd
and even numbers
 Understand the connection
between the 10
multiplication table and
place value
 Calculate mathematical
statements for
multiplication (using
repeated addition) and
division within the
multiplication tables and
write them using the
multiplication (×), division
(÷) and equals (=) signs
 Solve problems involving
multiplication and division,
using materials, arrays,
repeated addition, mental
methods, and
multiplication and division
facts, including problems
in contexts
Statistics including
Subtraction (finding
the difference)
 Interpret and construct
simple pictograms, tally
charts, block diagrams and
simple tables
 Ask and answer questions
about totalling and
including: a two-digit number and
ones; a two-digit number and tens;
two two-digit numbers; adding
three one-digit numbers
 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
Week 2
 Recall and use addition and
subtraction facts to 20 fluently,
and derive and use related facts up
to 100
 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
 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
 Recognise and use the inverse
relationship between addition and
subtraction and use this to check
calculations and solve missing
number problems
 Understand subtraction as take away
and difference (how many more, how
many less/fewer)
2-D and 3-D shape
 Identify and describe the
vessels
amounts of money
write fractions , ,
and
Compare and order volume/capacity
and record the results using >, < and
=
 Add and subtract money of
the same unit, including giving
change
Money
 Solve simple problems in a
practical context involving
addition and subtraction of
money
 Count on and back in steps
of and
Multiplication
example,
 Recognise and use symbols for
pounds (£) and pence (p)
 Combine amounts to make a
particular value
 Find different combinations of
coins that equal the same
amounts of money
 Add and subtract money of the
same unit, including giving
change
 Solve simple problems in a
practical context involving
addition and subtraction of
money
Time
 Tell and write the time to five
minutes, including quarter past/to
the hour and draw the hands on a
clock face to show these times
(from Year 3)
 Know the number of minutes in an
hour and the number of hours in a
day
 Compare and sequence intervals of
time
ASSESS AND REVIEW
WEEK
of a length, shape, set of
objects or quantity
Write simple fractions for
of 6 = 3 and
 Understand multiplication as
repeated addition
recognise the equivalence of
 Show that multiplication of
two numbers can be done in
any order (commutative)
 Recall and use multiplication
and division facts for the 2, 5
and 10 multiplication tables,
including recognising odd and
even numbers
 Understand the connection
between the 10 multiplication
table and place value
 Calculate mathematical
statements for multiplication
(using repeated addition) within
the multiplication tables and
write them using the
multiplication (×) and equals
(=) signs
Solve problems involving
multiplication, using materials,
arrays, repeated addition, mental
methods, and multiplication and
division facts, including problems
in contexts
Position and
Direction
Division
 Understand division as sharing
and grouping
 Show that multiplication of
two numbers can be done in
any order (commutative) and
division of one number by
another cannot
 Recall and use multiplication
and division facts for the 2, 5
and 10 multiplication tables,
including recognising odd and
and
 Order and arrange
combinations of
mathematical objects in
patterns and sequences
 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 threequarter turns (clockwise and
anti-clockwise)
Time
 Tell and write the time to
five minutes, including
quarter past/to the hour and
draw the hands on a clock
face to show these times
 Know the number of
minutes in an hour and the
number of hours in a day
 Compare and sequence
intervals of time
ASSESS AND
REVIEW WEEK
Volume/
Temperature
 Choose and use
appropriate standard
units to estimate and
measure capacity and
volume (litres/ml) to
the nearest appropriate
unit using measuring
vessels
 Compare and order
volume/capacity and
record the results using
>, < and =
Choose and use appropriate
standard units to estimate
and measure temperature to
the nearest degree (˚C) using
thermometers
Fractions
 Understand and use the
terms numerator and
denominator
 Understand that a fraction
can describe part of a set
 Understand that the
larger the denominator is,
the more pieces it is split
into and therefore the
smaller each part will be
 Recognise, find, name
and write fractions , ,
and of a length,
shape, set of objects or
quantity
 Count on and back in
steps of and
 Write simple fractions
for example, of 6 = 3
and recognise the
equivalence of and
Position and
Direction
comparing categorical
data
 Understand subtraction as
take away and difference
(how many more, how many
less/fewer)
 Recall and use addition
and subtraction facts to
20 fluently, and derive and
use related facts up to
100
 Add and subtract
numbers using concrete
objects, pictorial
representations, and
mentally, including: a twodigit number and
ones; a two-digit number
and tens; two two-digit
numbers
 Recognise and use the
inverse relationship
between addition and
subtraction and use this
to check calculations and
solve missing number
problems
Measurement
 Choose and use
appropriate standard
units to estimate and
measure capacity and
volume (litres/ml) to
the nearest appropriate
unit using measuring
vessels

Compare and order
volume/capacity and
record the results using >,
< and =
 Choose and use
appropriate standard units
to estimate and measure
length/height in any
direction (m/cm) to the
nearest appropriate unit
using rulers
 Compare and order
properties of 2-D shapes, including
the number of sides and line
symmetry in a vertical line
even numbers
Time
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 threequarter turns (clockwise
and anti-clockwise)
 Tell and write the time to
five minutes, including
quarter past/to the hour
and draw the hands on a
clock face to show these
times
 Know the number of
minutes in an hour and
the number of hours in a
day
 Calculate mathematical
statements for division within
the multiplication tables and
write them using the division
(÷) and equals (=) signs
 Solve problems involving
division, using materials,
arrays, repeated subtraction and
sharing, mental methods, and
multiplication and division
facts, including problems in
contexts
 Identify 2-D shapes on the surface
of 3-D shapes, (for example, a
circle on a cylinder and a triangle
on a pyramid)
 Identify and describe the
properties of 3-D shapes, including
the number of edges, vertices and
faces
Compare and sort common 2-D and
3-D shapes and everyday
objects,
lengths and record the
results using >, < and =
 Choose and use
appropriate standard units
to estimate and measure
mass (kg/g) to the nearest
appropriate unit using
scales
 Compare and order mass
and record the results
using >, < and =
Sorting
 Compare and sort
common 2-D and 3-D
shapes and everyday
objects
 Compare and sort
numbers according to
their properties
ASSESS AND
REVIEW WEEK
 Compare and sequence
intervals of time
2-D and 3-D Shape
 Identify and describe the
properties of 2-D shapes,
including the number of
sides and line symmetry in
a vertical line
 Identify 2-D shapes on the
surface of 3-D shapes, (for
example, a circle on a
cylinder and a triangle on
a pyramid)
 Identify and describe the
properties of 3-D shapes,
including the number of
edges, vertices and faces
 Compare and sort
common 2-D and 3-D
shapes and everyday
objects
Year 3
Place Value
 Read and write numbers to at least
1000 in numerals and in words.
 Recognise the place value of each
Counting Multiplication
tables (3x, 4x)
 Count from 0 in multiples of 4.
Place Value/ Mental
addition and
subtraction
2D and 3D shape incl.
sorting
 Draw 2-D shapes and
describe them.
Multiplication facts
(statistics)
 Count from 0 in multiples
of 4, 8, 50 and 100.
Place Value
(Measures)
 Count from 0 in multiples
of 4, 8, 50 and 100.
digit in a three-digit number
(hundreds, tens and ones).
 Partition numbers in different ways.
 Identify, represent and estimate
numbers using different
representations, including the number
line.
 Compare and order numbers up to
1000.
 Round numbers to at least 1000 to the
nearest 10 or 100.
Solve number problems and practical
problems involving these ideas.
Place Value and Mental
Calculation
 Find 1, 10 or 100 more or less than
a given number.
 Add numbers mentally, including: a
three-digit number and ones; and
tens; and hundreds.
 Subtract numbers mentally, including:
a three-digit number and ones; and
tens; and hundreds.
 Add and subtract mentally combinations
of two-digit numbers.
 Choose an appropriate strategy to solve
a calculation based upon the numbers
involved (recall a known fact, calculate
mentally, use a jotting, written method).
 Select a mental strategy appropriate for
the numbers involved in the calculation.
Understand and use take away and
difference for subtraction, deciding on
the most efficient method for the
numbers involved, irrespective of context.
2D Shape, Length incl.
perimeter
 Draw 2-D shapes and describe them
 Recognise angles as a property of
shape
 Measure, compare, add and subtract:
lengths (m/cm/mm).
 Understand that perimeter is a
measure of distance around the
boundary of a shape.
 Measure the perimeter of simple 2D shapes.
 Derive and use addition and subtraction
 Recall and use multiplication and
division facts for the 3 and 4 times
tables.
 Describe and extend number
sequences involving counting on or
back in different steps
 Use sorting diagrams to compare and
sort numbers.
Written and Mental
Multiplication
 Write and calculate mathematical
statements for multiplication using
the multiplication tables that they
know, including for two-digit
numbers times one-digit numbers,
using mental and progressing to
formal written methods.
 Select a mental strategy appropriate
for the numbers involved in the
calculation.
 Use estimation to check answers to
calculations and determine, in the
context of a problem, an appropriate
degree of accuracy.
 Solve problems involving money and
measures
 Solve problems, including missing
number problems involving
multiplication, including positive
integer scaling problems and
correspondence problems in which
n objects are connected to m
objects.
Written and Mental
Division
 Write and calculate mathematical
statements for division using the
multiplication tables that they
know, including for two-digit
numbers divided by one-digit
numbers, using mental and
progressing to formal written
methods.
 Select a mental strategy appropriate
for the numbers involved in the
calculation.
 Use estimation to check answers to
calculations and determine, in the
 Find 1, 10 or 100 more or less
than a given number.
 Count from 0 in multiples of 50
and 100.
 Describe and extend number
sequences involving counting on or
back in different steps.
 Add and subtract mentally:
a three-digit number and ones;
a three-digit number and tens;
a three digit number and
hundreds.
 Add and subtract numbers using
concrete objects, pictorial
representations, and mentally,
including:
a 2-digit number and ones; a 2digit number and tens;
two 2-digit numbers (from Year
2).
 Select a mental strategy
appropriate for the numbers
involved in the calculation.
 Understand and use take away
and difference for subtraction,
deciding on the most efficient
method for the numbers involved,
irrespective of context.
 Use estimation to check answers
to calculations and determine, in
the context of a problem, an
appropriate degree of accuracy.
Fractions
 Recognise and use fractions as
numbers: unit fractions and
non-unit fractions with small
denominators.
 Understand that finding a fraction
of an amount relates to division.
 Recognise, find and write
fractions of a discrete set of
objects: unit fractions and nonunit fractions with small
denominators.
 Show practically or pictorially that
a fraction is one whole number
divided by another (for example,
 Make 3-D shapes using
modelling materials.
 Recognise 3-D shapes in
different orientations and
describe them.
 Recognise that angles area
property of a shape or a
description of a turn.
 Identify whether angles are
greater than or less than a
right angle.
 Identify horizontal and
vertical lines and pairs of
perpendicular and parallel
lines.
 Compare and sort common 2-D
and 3-D shapes and everyday
objects.
Addition and
subtraction
(statistics)
 Add numbers with up to
three digits, using formal
written method of columnar
addition.
 Subtract numbers with up to
three digits, using formal
written method of columnar
subtraction.
 Choose an appropriate strategy
to solve a calculation based
upon the numbers involved
(recall a known fact, calculate
mentally, use a jotting, written
method).
 Understand and use take away
and difference for subtraction,
deciding on the most efficient
method for the numbers
involved, irrespective of context.
 Estimate the answer to a
calculation and use inverse
operations to check the
answers.
 Solve problems, including
missing number problems,
using number facts, place
value, and more complex
addition and subtraction.
 Recall and use
multiplication and division
facts for the 3, 4 and 8
multiplication tables.
 Describe and extend number
sequences involving counting
on or back in different steps.
Interpret (and present data)
using bar charts, pictograms
and tables.
Addition and
subtraction
(Measures)
 dd and subtract mentally a
three-digit number and:
ones; tens; hundreds.
 Add numbers with up to
three digits, using formal
written method of
columnar addition.
 Subtract numbers with up
to three digits, using formal
written method of
columnar subtraction.
 Choose an appropriate
strategy to solve a calculation
based upon the numbers
involved (recall a known fact,
calculate mentally, use a
jotting, written method).
 Select a mental strategy
appropriate for the numbers
involved in the calculation.
 Understand and use take
away and difference for
subtraction, deciding on the
most efficient method for the
numbers involved, irrespective
of context.
 Estimate the answer to a
calculation and use inverse
operations to check the
answers.
 Solve problems involving
money and measures and
simple problems involving
passage of time.
 Solve problems, including
missing number problems,
 Find 1, 10 or 100 more or
less than a given number.
 Recognise the place value
of each digit in a threedigit number (hundreds,
tens and ones).
 Identify the value of each
digit to one decimal place.
 Compare and order
numbers up to 1000.
 Identify, represent and
estimate numbers using
different representations,
including the number line.
 Read and write numbers
to at least 1000 in
numerals and in words.
 Solve problems involving
measures and simple
problems involving passage
of time.
Mental Calculation
 Add and subtract mentally
a three-digit number and
ones, tens and hundreds.
 Derive and use addition and
subtraction facts for 100.
 Add and subtract numbers
using concrete objects,
pictorial representations,
and mentally, including:
a 2-digit number and ones;
a 2-digit number and tens;
two 2-digit numbers; adding
three 1-digit numbers (from
Year 2).
 Choose an appropriate
strategy to solve a
calculation based upon the
numbers involved (recall a
known fact, calculate
mentally, use a jotting,
written method).
 Understand and use take
away and difference for
subtraction, deciding on the
most efficient method for
the numbers involved,
irrespective of context.
facts for 100..
 Add and subtract numbers using
concrete objects, pictorial
representations, and mentally, including:
- a 2-digit number and ones
- a 2-digit number and tens
- two 2-digit numbers
- adding three 1-digit numbers (from
Year 2).
 Select a mental strategy appropriate for
the numbers involved in the calculation.
Understand and use take away and
difference for subtraction, deciding on
the most efficient method for the
numbers involved, irrespective of context.
Statistics and Mental
Calculation
 Interpret and present data using bar
charts and tables.
 Solve one-step and two-step
questions (for example, ‘How many
more?’ and ‘How many fewer?’ using
information presented in scaled bar
charts and tables.
 Derive and use addition and subtraction
facts for 100..
 Add and subtract numbers using
concrete objects, pictorial
representations, and mentally, including:
- a 2-digit number and ones
- a 2-digit number and tens
- two 2-digit numbers
- adding three 1-digit numbers (from
Year 2).
 Select a mental strategy appropriate for
the numbers involved in the calculation.
Understand and use take away and
difference for subtraction, deciding on
the most efficient method for the
numbers involved, irrespective of context.
Written Addition
 Add numbers with up to three digits,
using formal written method of
columnar addition.
 Choose an appropriate strategy to solve
a calculation based upon the numbers
involved (recall a known fact, calculate
mentally, use a jotting, written method).
 Estimate the answer to a calculation
context of a problem, an appropriate
degree of accuracy.
 Solve problems involving money and
measures
 Solve problems, including missing
number problems, involving division
(and interpreting remainders) and
correspondence problems in which
n objects are connected to m
objects.
Time
 Tell and write the time from an
analogue clock, including using
Roman numerals from I to XII, and
12-hour and 24-hour clocks.
 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.
 Know the number of seconds in a
minute and the number of days in
each month, year and leap year.
 Solve simple problems involving
passage of time.
3-D Shape
 Make 3-D shapes using modelling
materials.
 Recognise 3-D shapes in different
orientations and describe them
 Identify horizontal and vertical lines
and pairs of perpendicular and
parallel lines
 Compare and sort common 3-D
shapes and everyday objects.
ASSESS AND REVIEW
WEEK
can be interpreted as 3 ÷ 4).
Fractions Division
 Understand that finding a fraction
of an amount relates to division.
 Recognise, find and write
fractions of a discrete set of
objects: unit fractions and nonunit fractions with small
denominators.
 Understand how division
statements can be represented
using arrays.
 Understand division as sharing
and grouping and use each
appropriately.
 Select a mental strategy
appropriate for the numbers
involved in the calculation.
 Use estimation to check answers
to calculations and determine, in
the context of a problem, an
appropriate degree of accuracy.
Write and calculate mathematical
statements for division using the
multiplication tables that they
know, including for two-digit
numbers divided by one-digit
numbers, using mental and
progressing to formal written
methods.
Volume and Capacity/
Mass
 Measure, compare, add and
subtract volumes and
capacities.
 Measure, compare, add and
subtract masses.
Solve problems involving and
measures.
Multiplication incl. 8x
table
 Count from 0 in multiples of 8.
 Recall and use multiplication
and division facts for the 8
multiplication tables.
 Solve one-step and two-step
questions such as ‘How many
more?’ and ‘How many
fewer?’ using information
presented in scaled bar
charts and pictograms and
tables.
Fractions
 Recognise and show, using
diagrams, equivalent fractions
with small denominators.
 Add and subtract fractions
with the same denominator
within one whole (using
diagram) (for example, +
= ).
 Show practically or pictorially
that a fraction is one whole
number divided by another (for
example, can be interpreted
as 3 ÷ 4).
 Compare and order unit
fractions and fractions with
the same denominators
(including on a number line).
Solve problems involving
fractions.
Position and
Direction
 Use mathematical vocabulary
to describe position, direction
and movement, including
distinguishing between rotation
as a turn and in terms of right
angles for quarter, half and
three-quarter turns (clockwise
and anti-clockwise), and
movement in a straight line.
 Describe positions on a square
grid labelled with letters and
numbers.
Time
 Tell and write the time from
an analogue clock, including
using Roman numerals from I
to XII, and 12-hour and 24hour clocks.
using number facts, place
value, and more complex
addition and subtraction.
 Measure, compare, add and
subtract: lengths
(m/cm/mm); mass (kg/g);
volume/capacity (l/ml).
 Measure the perimeter of
simple shapes.
Multiplication and
division (Measures)
 Recall and use
multiplication and division
facts for the 3, 4 and 8
multiplication tables.
 Write and calculate
mathematical statements
for multiplication using the
multiplication tables that
they know, including for
two-digit numbers times
one-digit numbers, using
mental and progressing to
formal written methods.
 Write and calculate
mathematical statements
for division using the
multiplication tables that
they know, including for
two-digit numbers divided
by one-digit numbers, using
mental and progressing to
formal written methods.
 Select a mental strategy
appropriate for the numbers
involved in the calculation.
 Use estimation to check
answers to calculations and
determine, in the context of a
problem, an appropriate
degree of accuracy.
 Solve problems involving
money and measures and
simple problems involving
passage of time.
 Solve problems, including
missing number problems
involving multiplication and
division, including positive
 Select a mental strategy
appropriate for the numbers
involved in the calculation.
 Use estimation to check
answers to calculations and
determine, in the context of
a problem, an appropriate
degree of accuracy.
 Solve problems involving
money and measures and
simple problems involving
passage of time.
 Recall and use
multiplication and division
facts for the 3, 4 and 8
multiplication tables.
Fractions
 Recognise and use
fractions as numbers: unit
fractions and non-unit
fractions with small
denominators.
 Recognise and show,
using diagrams, equivalent
fractions with small
denominators.
 Recognise, find and write
fractions of a discrete set
of objects: unit fractions
and non-unit fractions
with small denominators.
 Show practically or
pictorially that a fraction is
one whole number divided
by another (for example,
can be interpreted as 3 ÷
4).
Measures
 Measure, compare, add
and subtract: lengths
(m/cm/mm); mass (kg/g);
volume/capacity (l/ml).
 Measure the perimeter of
simple 2-D shapes.
 Solve problems involving
measures.
Statistics
 Interpret and present data
and use inverse operations to check
the answers.
Solve problems, including missing
number problems, using number
facts, place value, and more complex
addition.
Written Subtraction
 Subtract numbers with up to three
digits, using formal written method
of columnar subtraction.
 Choose an appropriate strategy to solve
a calculation based upon the numbers
involved (recall a known fact, calculate
mentally, use a jotting, written method).
 Estimate the answer to a calculation
and use inverse operations to check
the answers.
Solve problems, including missing
number problems, using number
facts, place value, and more complex
subtraction.
 Use sorting diagrams to compare
and sort numbers.
 Describe and extend number
sequences involving counting on or
back in different steps.
 Write and calculate
mathematical statements for
multiplication using the
multiplication tables that they
know, including for two-digit
numbers times one-digit
numbers, using mental and
progressing to formal written
methods.
 Select a mental strategy
appropriate for the numbers
involved in the calculation.
 Use estimation to check answers
to calculations and determine, in
the context of a problem, an
appropriate degree of accuracy.
Multiplication
(statistics, measures,
money)
 Write and calculate
mathematical statements for
multiplication using the
multiplication tables that they
know, including for two-digit
numbers times one-digit
numbers, using mental and
progressing to formal written
methods.
 Select a mental strategy
appropriate for the numbers
involved in the calculation.
 Use estimation to check answers
to calculations and determine, in
the context of a problem, an
appropriate degree of accuracy.
 Solve problems involving money
and measures.
 Solve problems, including
missing number problems
involving multiplication,
including positive integer scaling
problems and correspondence
 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.
 Know the number of seconds
in a minute and the number
of days in each month, year
and leap year.
 Compare durations of
events, for example to
calculate the time taken by
particular events or tasks.
 Solve simple problems involving
passage of time.
ASSESS AND
REVIEW WEEK
integer scaling problems.
2D shape incl.
sorting
 Draw 2-D shapes and
describe them.
 Identify horizontal and
vertical lines and pairs of
perpendicular and parallel
lines.
 Recognise that angles are a
property of a shape or a
description of a turn.
 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.
 Compare and sort common
2-D and 3-D shapes and
everyday objects (from Year
2).
Decimals Addition
and subtraction
(money)
 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.
 Identify the value of each
digit to one decimal place.
 Read and write numbers with
one decimal place.
 Compare and order numbers
with one decimal place.
 Continue to recognise and
use symbols for pounds (£)
and pence (p) and
understand that the decimal
point separates pounds and
pence.
 Recognise that ten 10p coins
using bar charts,
pictograms and tables.
 Solve one-step and twostep questions such as
‘How many more?’ and
‘How many fewer?’ using
information presented in
scaled bar charts and
pictograms and tables.
ASSESS AND
REVIEW WEEK
problems in which n objects
are connected to m objects.
are equivalent to £1 and that
each coin is
of £1.
 Add and subtract amounts
of money to give change,
using both £ and p in
practical contexts.
 Solve problems involving
money.
 Choose an appropriate
strategy to solve a calculation
based upon the numbers
involved (recall a known fact,
calculate mentally, use a
jotting, written method).
 Understand and use take
away and difference for
subtraction, deciding on the
most efficient method for the
numbers involved, irrespective
of context.
 Select a mental strategy
appropriate for the numbers
involved in the calculation.
 Use estimation to check
answers to calculations and
determine, in the context of a
problem, an appropriate
degree of accuracy.
3D shape incl.
sorting
 Make 3-D shapes using
modelling materials.
 Recognise 3-D shapes in
different orientations and
describe them.
 Compare and sort common
2-D and 3-D shapes and
everyday objects (from Year
2).
Year 4
Place Value
 Read and write numbers to at least 10
000.
 Recognise the place value of each
digit in a four-digit number
(thousands, hundreds, tens and
ones).
 Find 0.1, 1, 10, 100 or 1000 more or
less than a given number.
Mental Multiplication incl.
6x and 9x tables
 Recall multiplication and division
facts for the 6 times table and 9
times table.
 Use place value, known and derived
facts to multiply mentally, including:
multiplying by 0 and 1; multiplying
together three numbers.
Place Value
Roman numerals
Counting incl. negative
numbers
 Read Roman numerals to 100 (I
to C) and know that, over
time, the numeral system
changed to include the concept
Mental multiplication
and Written Division
incl. 7x and 11x
tables
 Recall multiplication and
division facts for the 7 times
table and 11 times table.
 Use place value, known and
Counting and
Sequences
(statistics)
 Count in multiples of 6, 7,
8, 25 and 1000.
 Count backwards through
zero to include negative
numbers.
Place Value
 Recognise the place value
of each digit in a four-digit
number (thousands,
hundreds, tens and ones).
 Order and compare
numbers beyond 1000.
Identify, represent and
estimate numbers using
 Order and compare numbers beyond
1000.
 Identify, represent and estimate
numbers using different
representations, including the
number line..
 Round any number to the nearest 10,
100 or 1000.
 Solve number and practical problems
that involve all of the above and with
increasingly large positive numbers.
Place value – Decimals
 Read and write numbers with up to two
decimal places.
 Identify the value of each digit to two
decimal places.
 Count up and down in hundredths.
 Recognise that hundredths arise
when dividing an object by a hundred
and dividing tenths by ten.
 Recognise that one hundred 1p coins are
equivalent to £1 and that each coin is
of £1.
 Write amounts of money using decimal
notation.
 Round decimals with one decimal
place to the nearest whole number.
 Order and compare numbers with
the same number of decimal places
up to two decimal places.
 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.
Written Addition and
Subtraction
 Partition numbers in different ways (for
example,
2.3 = 2 + 0.3 and 2.3 = 1 + 1.3)
 Add and subtract numbers with up to
4 digits and decimals with one
decimal place using the formal
written methods of columnar
addition and subtraction where
appropriate.
 Choose an appropriate strategy to solve
a calculation based upon the numbers
 Recognise and use factor pairs and
commutativity in mental
calculations.
 Use partitioning to double or halve any
number, including decimals to one
decimal place.
 Select a mental strategy appropriate
for the numbers involved in the
calculation.
Mental Division
 Partition numbers in different ways
(for example, 2.3 = 2 + 0.3 and 2.3
= 1 + 1.3)
 Recall multiplication and division
facts for the 6 times table and 9
times table.
 Use place value, known and derived
facts to divide mentally, including
dividing by 1.
 Select a mental strategy appropriate
for the numbers involved in the
calculation.
Written Multiplication
 Multiply two-digit and three-digit
numbers by a one-digit number
using formal written layout.
 Choose an appropriate strategy to
solve a calculation based upon the
numbers involved (recall a known fact,
calculate mentally, use a jotting,
written method).
 Use estimation and inverse to check
answers to calculations and determine,
in the context of a problem, an
appropriate degree of accuracy.
 Solve problems involving
multiplying and adding, including
using the distributive law to
multiply two digit numbers by one
digit, division (including
remainders), integer scaling
problems and harder
correspondence problems such as
which n objects are connected to
m objects.
Length incl. perimeter
 Estimate, compare and calculate
different lengths.
 Measure and calculate the
of zero and place value.
 Count in multiples of 6, 8, 25
and 1000.
 Count backwards through zero
to include negative numbers.
 Order temperatures including
those below 0˚C.
 Describe and extend number
sequences involving counting on or
back in different steps, including
sequences with multiplication and
division steps.
Fractions
 Understand that a fraction is one
whole number divided by another
(for example, can be interpreted
as 3 ÷ 4)
 Add and subtract fractions with
the same denominator.
 Recognise and show, using
diagrams, families of common
equivalent fractions.
 Recognise and write decimal
equivalents of any number of
tenths or hundredths.
 Recognise and write decimal
equivalents to ¼ ; ½ ; ¾ .
 Count on and back in steps of
unit fractions.
 Compare and order unit fractions
and fractions with the same
denominator (including on a
number line)
Fractions, Decimals
andDivision
 Recognise, find and write fractions
of a discrete set of objects
including those with a range of
numerators and denominators.
 Select a mental strategy
appropriate for the numbers
involved in the calculation.
 Use estimation and inverse to
check answers to calculations and
determine, in the context of a
problem, an appropriate degree
of accuracy.
derived facts to multiply and
divide mentally, including:
multiplying by 0 and 1;
dividing by 1; multiplying
together three numbers.
 Recognise and use factor
pairs and commutativity in
mental calculations.
 Use partitioning to double or
halve any number, including
decimals to one decimal place.
 Choose an appropriate strategy
to solve a calculation based
upon the numbers involved
(recall a known fact, calculate
mentally, use a jotting, written
method).
 Use estimation and inverse to
check answers to calculations
and determine, in the context
of a problem, an appropriate
degree of accuracy.
 Select a mental strategy
appropriate for the numbers
involved in the calculation.
 Continue to understand division
as sharing and grouping and
use each appropriately.
 Divide numbers up to 3 digits
by a one-digit number using the
formal written method of short
division and interpret
remainders appropriately for
the context.
Place Value
 Recognise the place value of
each digit in a four-digit
number (thousands,
hundreds, tens and ones).
 Order and compare numbers
beyond 1000.
 Identify, represent and
estimate numbers using
different representations,
including the number line.
 Identify the value of each digit
to two decimal places.
 Find 0.1, 1, 10, 100 or 1000
more or less than a given
 Count up and down in
hundredths.
 Describe and extend number
sequences involving counting
on or back in different steps,
including sequences with
multiplication and division
steps.
Fractions and
decimals (measures)
 Identify the value of each
digit to two decimal places.
 Recognise and write
decimal equivalents of any
number of tenths or
hundredths.
 Recognise and write
decimal equivalents to ¼ ;
½;¾.
 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.
 Convert between different
units of measure.
 Round decimals with one
decimal place to the
nearest whole number.
 Order and compare
numbers with the same
number of decimal places
up to two decimal places.
 Solve simple measure
problems involving
fractions and decimals to
two decimal places.
Fractions and
Written Division
 Continue to understand
division as sharing and
grouping and use each
appropriately.
 Understand that a fraction is
one whole number divided by
different representations,
including the number line.
 Round any number to the
nearest 10, 100 or 1000.
 Solve number and practical
problems that involve all of
the above and with
increasingly large positive
numbers.
Statistics
 Interpret and present
discrete and continuous
data using appropriate
graphical methods,
including bar charts and
time graphs.
 Solve comparison, sum and
difference problems using
information presented in
bar charts, pictograms,
tables and other graphs.
Addition and
subtraction
(statistics)
 Add and subtract numbers
with up to 4 digits and
decimals with one decimal
place using the efficient
written methods of
columnar addition and
subtraction where
appropriate.
 Choose an appropriate
strategy to solve a calculation
based upon the numbers
involved (recall a known fact,
calculate mentally, use a
jotting, written method).
 Select a mental strategy
appropriate for the numbers
involved in the calculation.
 Estimate and use inverse
operations to check
answers to a calculation.
 Solve addition and
subtraction two-step
problems in contexts,
deciding which operations
involved (recall a known fact, calculate
mentally, use a jotting, written method).
 Select a mental strategy appropriate for
the numbers involved in the calculation.
 Estimate and use inverse operations
to check answers to a calculation.
Written Addition and
Subtraction (problems and
inverse)
 Partition numbers in different ways (for
example,
2.3 = 2 + 0.3 and 2.3 = 1 + 1.3)
 Add and subtract mentally combinations
of two and three digit numbers and
decimals to one decimal place.
 Add and subtract numbers with up to
4 digits and decimals with one
decimal place using the formal
written methods of columnar
addition and subtraction where
appropriate.
 Choose an appropriate strategy to solve
a calculation based upon the numbers
involved (recall a known fact, calculate
mentally, use a jotting, written method).
 Select a mental strategy appropriate for
the numbers involved in the calculation.
 Estimate and use inverse operations
to check answers to a calculation.
 Solve addition and subtraction twostep problems in contexts, deciding
which operations and methods to
use and why.
2D Shape
 Continue to identify horizontal and
vertical lines and pairs of perpendicular
and parallel lines.
 Identify acute and obtuse angles and
compare and order angles up to two
right angles by size.
 Identify lines of symmetry in 2-D
shapes presented in different
orientations.
Use a variety of sorting diagrams to
compare and classify numbers and
geometric shapes, including
quadrilaterals and triangles, based on
their properties and sizes.
perimeter of a rectilinear figure
(including squares) in centimetres
and metres.
 Convert between different units of
measure (e.g. kilometre to metre;
hour to minute).
Statistics
 Interpret and present discrete and
continuous data using appropriate
graphical methods, including bar
charts and time graphs.
 Solve comparison, sum and
difference problems using
information presented in bar
charts, pictograms, tables and other
graphs.
ASSESS AND REVIEW
WEEK
 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.
 Solve simple measure and
money problems involving
fractions and decimals to two
decimal places.

Position and Direction
Describe positions on a 2-D
grid as coordinates in the first
quadrant.
 Describe movements between
positions as translations of a
given unit to the left/right and
up/down.
 Plot specified points and draw
sides to complete a given
polygon.
 Complete a simple symmetric
figure with respect to a specific
line of symmetry.
Area
 Understand that area is a
measure of surface within a given
boundary.
 Find the area of rectilinear
shapes by counting squares.
Multiplication
(statistics, measures,
money)
 Add and subtract numbers with
up to 4 digits and decimals with
one decimal place using the
formal written methods of
columnar addition and
subtraction where appropriate.
 Choose an appropriate strategy
to solve a calculation based upon
the numbers involved (recall a
known fact, calculate mentally,
use a jotting, written method).
 Estimate and use inverse
operations to check answers to
a calculation.
number.
 Round any number to the
nearest 10, 100 or 1000.
 Solve number and practical
problems that involve all of
the above and with
increasingly large positive
numbers.
Written
multiplication
 Count in multiples of 7.
 Multiply two-digit and threedigit numbers by a one-digit
number using formal written
layout.
 Choose an appropriate strategy
to solve a calculation based
upon the numbers involved
(recall a known fact, calculate
mentally, use a jotting, written
method).
 Use estimation and inverse to
check answers to calculations
and determine, in the context
of a problem, an appropriate
degree of accuracy.
 Solve problems involving
multiplying and adding,
including using the
distributive law to multiply
two digit numbers by one
digit, division (including
remainders), integer scaling
problems and harder
correspondence problems
such as which n objects are
connected to m objects.
2D Shape and
Position
 Use a variety of sorting
diagrams to compare and
classify numbers and
geometric shapes, including
quadrilaterals and triangles,
based on their properties
and sizes.
 Continue to identify horizontal
and vertical lines and pairs of
another (for example, can
be interpreted as 3 ÷ 4)
 Divide numbers up to 3 digits
by a one-digit number using
the formal written method of
short division and interpret
remainders appropriately for
the context.
 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.
Measures
Volume/capacity
and Mass
 Estimate, compare and
calculate different
measures.
 Measure and calculate the
perimeter of a rectilinear
figure (including squares) in
centimetres and metres.
Position and Area
 Complete a simple
symmetric figure with
respect to a specific line of
symmetry.
 Describe movements
between positions as
translations of a given unit
to the left/right and
up/down.
 Describe positions on a 2D grid as coordinates in
the first quadrant.
 Plot specified points and
draw sides to complete a
given polygon.
Find the area of rectilinear
shapes by counting squares.
Multiplication Facts
incl. 12x table and
Time
and methods to use and
why.
 Solve comparison, sum and
difference problems using
information presented in
bar charts, pictograms,
tables and other graphs.
Multiplication and
Division
 Partition numbers in different
ways (for example, 2.3 = 2 +
0.3 and 2.3 = 1 + 1.3)
 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.
 Recognise and use factor
pairs and commutativity in
mental calculations.
 Choose an appropriate
strategy to solve a calculation
based upon the numbers
involved (recall a known fact,
calculate mentally, use a
jotting, written method).
 Select a mental strategy
appropriate for the numbers
involved in the calculation.
 Use estimation and inverse
to check answers to
calculations and determine,
in the context of a problem,
an appropriate degree of
accuracy.
 Multiply two-digit and
three-digit numbers by a
one-digit number using
formal written layout.
 Solve problems involving
multiplying and adding,
including using the
distributive law to multiply
two digit numbers by one
digit, division (including
remainders), integer scaling
problems and harder
 Solve addition and subtraction
two-step problems in contexts,
deciding which operations and
methods to use and why.
Time
 Read, write and convert time
between analogue and digital 12 and
24-hour clocks.
 Solve problems involving converting
from hours to minutes; minutes to
seconds; years to months; weeks to
days and problems involving money
and measures.
perpendicular and parallel lines.
 Identify acute and obtuse
angles and compare and
order angles up to two right
angles by size.
 Identify lines of symmetry in
2-D shapes presented in
different orientations.
 Describe positions on a 2-D
grid as coordinates in the
first quadrant.
 Plot specified points and
draw sides to complete a
given polygon.
Addition and
subtraction
(statistics)
 Add and subtract numbers
with up to 4 digits and
decimals with one decimal
place using the formal
written methods of columnar
addition and subtraction
where appropriate.
 Interpret discrete and
continuous data using
appropriate graphical
methods, including bar charts
and time graphs.
 Solve comparison, sum and
difference problems using
information presented in bar
charts, pictograms, tables and
other graphs.
 Recall multiplication and
division facts for the 12
times table.
 Describe and extend number
sequences involving counting
on or back in different steps,
including sequences with
multiplication and division
steps.
 Read, write and convert
time between analogue and
digital 12 and 24-hour
clocks.
 Solve problems involving
converting from hours to
minutes; minutes to
seconds; years to months;
weeks to days and
problems involving money
and measures.
correspondence problems
such as which n objects are
connected to m objects.
Shape
 Use a variety of sorting
diagrams to compare and
classify numbers and
geometric shapes,
including quadrilaterals
and triangles, based on
their properties and sizes.
 Continue to identify
horizontal and vertical lines
and pairs of perpendicular
and parallel lines.
 Identify acute and obtuse
angles and compare and
order angles up to two
right angles by size.
 Identify lines of symmetry
in 2-D shapes presented
in different orientations.
 Complete a simple
symmetric figure with
respect to a specific line
of symmetry.
ASSESS AND
REVIEW WEEK
ASSESS AND
REVIEW WEEK
Year 5
Place Value
 Read, write, order and compare
numbers to at least 1 000 000 and
determine the value of each digit.
 Identify, represent and estimate
numbers using the number line.
 Count forwards or backwards in
steps of powers of 10 for any given
number up to 1 000 000
Mental x and ÷
(factors, multiples)
 Identify multiples and factors,
including finding all factor pairs of
a number, and common factors of
two numbers.
 Know and use the vocabulary of
prime numbers.
 Establish whether a number up to
Place Value, Roman
Numerals, Counting
incl. negative numbers
 Interpret negative numbers in
context, count forwards and
backwards with positive and
negative whole numbers
through zero.
Mental and Written
Division
 Identify multiples and
factors, including finding all
factor pairs of a number,
and common factors of two
numbers.
 Divide numbers mentally
drawing upon known facts.
Place Value
 Identify, represent and
estimate numbers using
the number line.
 Read, write, order and
compare numbers to at
least 1 000 000 and
determine the value of
each digit.
Place Value
 Read, write, order and
compare numbers to at
least 1 000 000 and
determine the value of
each digit.
 Count forwards or
backwards in steps of
powers of 10 for any given
 Describe and extend number
sequences including those with
multiplication and division steps
and those where the step size is a
decimal.
 Round any number up to 1 000
000 to the nearest 10, 100, 1000,
10 000 and 100 000.
 Solve number problems and
practical problems that involve all
of the above.
 Find 1, 10, 100, 1000 and other
powers of 10 more or less than a
given number than a given number.
Place Value – Decimals
 Identify, represent and estimate
numbers using the number line.
 Recognise and use thousandths
and relate them to tenths,
hundredths and decimal
equivalents.
 Identify the value of each digit to
three decimal places.
 Read, write, order and compare
numbers with up to three decimal
places.
 Find 0.01, 0.1, 1, 10, 100, 1000
and other powers of 10 more or
less than a given number than a
given number.
 Count forwards and backwards in
decimal steps.
 Describe and extend number
sequences including those with
multiplication and division steps
and those where the step size is a
decimal.
 Round decimals with two decimal
places to the nearest whole
number and to one decimal place.
 Multiply and divide whole
numbers and those involving
decimals by 10, 100 and 1000.
 Solve problems involving number
up to three decimal places.
Written + and –
100 is prime.
 Recognise and use square
numbers and the notation for
squared (2).
 Use partitioning to double or halve
any number, including decimals to
two decimal places.
 Multiply and divide numbers
mentally drawing upon known
facts.
 Choose an appropriate strategy to
solve a calculation based upon the
numbers involved (recall a known
fact, calculate mentally, use a
jotting, written method).
 Select a mental strategy
appropriate for the numbers
involved in the calculation.
 Solve problems involving
multiplication and division
including using their knowledge of
factors and multiples, squares and
cubes.
Division including
problems
 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.
 Choose an appropriate strategy to
solve a calculation based upon the
numbers involved (recall a known
fact, calculate mentally, use a
jotting, written method).
 Solve problems involving division.
Fractions
(compare, order,
equivalence)
 Count on and back in mixed
number steps such as 1½.
 Read and write decimal numbers
as fractions.
 Identify, name and write
equivalent fractions of a given
fraction, represented visually,
 Calculate difference in
temperature, including those
that involve a positive and
negative temperature.
 Describe and extend number
sequences including those with
multiplication and division
steps and those where the step
size is a decimal.
 Continue to order
temperatures including those
below 0°C.
 Read Roman numerals to 1000
(M) and recognise years
written in Roman numerals.
Addition and
Subtraction including
problems
 Add and subtract numbers
mentally with increasingly
large numbers and decimals to
two decimal places.
 Add and subtract whole
numbers with more than 4
digits and decimals with two
decimal places, including using
formal written methods
(columnar addition and
subtraction).
 Use estimation and inverse to
check answers to calculations
and determine, in the context
of a problem, an appropriate
degree of accuracy.
 Calculate difference in
temperature, including those
that involve a positive and
negative temperature.
 Choose an appropriate
strategy to solve a calculation
based upon the numbers
involved (recall a known fact,
calculate mentally, use a
jotting, written method).
 Select a mental strategy
appropriate for the numbers
involved in the calculation.
 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.
 Choose an appropriate
strategy to solve a
calculation based upon the
numbers involved (recall a
known fact, calculate
mentally, use a jotting,
written method).
 Select a mental strategy
appropriate for the numbers
involved in the calculation.
 Solve problems involving
addition, subtraction,
multiplication and division
and a combination of these,
including understanding the
meaning of the equals sign.
 Solve problems involving
multiplication and division,
including scaling by simple
fractions and problems
involving simple rates.
2D and 3D shape incl.
sorting
 Distinguish between regular
and irregular polygons
based on reasoning about
equal sides and angles.
 Use the properties of
rectangles to deduce related
facts and missing lengths
and angles.
 Identify 3-D shapes,
including cubes and other
cuboids, from 2-D
representations.
 Compare and classify
geometric shapes, including
quadrilaterals and triangles,
based on their properties
and sizes.
 Identify the value of each
digit to three decimal
places.
 Read, write, order and
compare numbers with up
to three decimal places.
 Count forwards or
backwards in steps of
powers of 10 for any given
number up to 1 000 000.
 Count forwards and
backwards in decimal
steps.
 Describe and extend
number sequences
including those with
multiplication and division
steps and those where the
step size is a decimal.
 Round any number up to
1 000 000 to the nearest
10, 100, 1000,
10 000 and 100 000.
 Round decimals with two
decimal places to the
nearest whole number
and to one decimal place.
 Solve number problems
and practical problems
that involve all of the
above.
 Find 0.01, 0.1, 1, 10, 100,
1000 and other powers of
10 more or less than a
given number than a given
number.
Fractions
 Recognise mixed numbers
and improper fractions
and convert from one
form to another.
 Compare and order
fractions whose
denominators are all
multiples of the same
number (including on a
number line).
number up to 1 000 000.
 Describe and extend
number sequences
including those with
multiplication and division
steps and those where the
step size is a decimal.
 Interpret negative
numbers in context, count
forwards and backwards
with positive and negative
whole numbers, including
through zero.
 Continue to order
temperatures including
those below 0°C.
 Round any number up to
1 000 000 to the nearest
10, 100, 1000, 10 000 and
100 000.
 Solve number problems
and practical problems
that involve all of the
above.
Written
Calculations
 Add and subtract whole
numbers with more than
4 digits and decimals with
two decimal places,
including using formal
written methods
(columnar addition and
subtraction)
 Multiply numbers up to 4
digits by a one- or twodigit number using a
formal written method,
including long
multiplication for twodigit numbers.
 Divide numbers up to 4
digits by a one-digit
number using the formal
written method of short
division and interpret
remainders appropriately
including problems
 Add and subtract whole numbers
with more than 4 digits and
decimals with two decimal places,
including using formal written
methods (columnar addition and
subtraction).
 Choose an appropriate strategy to
solve a calculation based upon the
numbers involved (recall a known
fact, calculate mentally, use a
jotting, written method).
 Use estimation and inverse to
check answers to calculations and
determine, in the context of a
problem, an appropriate degree of
accuracy.
 Solve addition and subtraction
multi-step problems in contexts,
deciding which operations and
methods to use and why.
Geometry (angles)
 Know angles are measured in
degrees: estimate and compare
acute, obtuse and reflex angles.
Draw given angles and measure them
in degrees (°).
Geometry and Measures
(perimeter)
 Distinguish between regular
polygons based on reasoning
about equal sides and angles.
 Use the properties of rectangles to
deduce related facts and find
missing lengths and angles.
 Measure and calculate the
perimeter of composite rectilinear
shapes in centimetres and metres.
Addition and Subtraction
(statistics)
 Solve comparison, sum and
difference problems using
information presented in a line
graph.
 Add and subtract numbers
mentally with increasingly large
including tenths and hundredths.
 Compare and order fractions
whose denominators are all
multiples of the same number
(including on a number line).
 Solve problems involving fractions.
Multiplication and
Measures (area)
 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.
 Choose an appropriate strategy to
solve a calculation based upon the
numbers involved (recall a known
or related fact, calculate mentally,
use a jotting, written method).
 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.
Statistics and Measures
(time)
 Continue to read, write and convert
time between analogue and digital
12 and 24-hour clocks.
 Complete, read and interpret
information in tables, including
timetables.
 Solve problems involving
converting between units of time.
ASSESS AND REVIEW
WEEK
 Solve addition and subtraction
multi-step problems in
contexts, deciding which
operations and methods to
use and why.
 Use all four operations to
solve problems involving
measure (for example, length,
mass, volume, money) using
decimal notation.
Mental and Written
Multiplication
 Identify multiples and factors,
including finding all factor
pairs of a number, and
common factors of two
numbers.
 Multiply and divide numbers
mentally drawing upon known
facts.
 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.
 Choose an appropriate
strategy to solve a calculation
based upon the numbers
involved (recall a known fact,
calculate mentally, use a
jotting, written method).
 Select a mental strategy
appropriate for the numbers
involved in the calculation.
 Solve problems involving
multiplication including using
their knowledge of factors and
multiples, cubes and squares.
 Solve problems involving
multiplication, including
scaling by simple fractions and
problems involving simple
rates.
Measures
(length, mass and
Calculating with
fractions
 Recognise mixed number
and improper fractions and
convert from one form to
the other.
 Add and subtract fractions
with the same denominator
and denominators that are
multiples of the same
number (using diagrams).
 Write mathematical
statements > 1 as a mixed
number, e.g.
+ = =1 .
Measures (area and
volume)
 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.
 Understand the difference
between liquid volume,
including capacity and solid
volume.
 Estimate (and calculate)
volume (for example, using
1cm3 blocks to build cuboids
(including cubes)).
Statistics and
Measures
 Use, read and write
standard units of length and
mass to a suitable degree of
accuracy.
 Estimate and calculate
capacity.
 Calculate and interpret the
mode, median and range.
 Add and subtract numbers
mentally with increasingly
 Identify, name and write
equivalent fractions of a
given fraction,
represented visually,
including tenths and
hundredths.
 Add and subtract fractions
with the same
denominator and
denominators that are
multiples of the same
number (using diagrams).
 Multiply proper fractions
and mixed numbers by
whole numbers,
supported by materials
and diagrams.
Measures (time) and
Statistics
 Continue to read, write and
convert time between
analogue and digital 12
and 24-hour clocks.
 Complete, read and
interpret information in
tables, including
timetables.
 Solve problems involving
converting between units
of time.
 Understand and use
approximate equivalences
between metric and
common imperial units
such as pints.
 Solve comparison, sum
and difference problems
using information
presented in all types of
graph including a line
graph.
Geometry
 Distinguish between
regular and irregular
polygons based on
reasoning about equal
sides and angles.
for the context.
 Choose an appropriate
strategy to solve a
calculation based upon
the numbers involved
(recall a known fact,
calculate mentally, use a
jotting, written method).
 Use estimation and
inverse to check answers
to calculations and
determine, in the context
of a problem, an
appropriate degree of
accuracy.
 Solve problems involving
addition, subtraction,
multiplication and division
and a combination of
these, including
understanding the
meaning of the equals
sign.
Fractions
 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.
 Recognise the per cent
symbol (%) and
understand that per cent
relates to ‘number of
parts per hundred’, and
write percentages as a
fraction with denominator
100, and as a decimal.
 Solve problems which
require knowing
percentage and decimal
equivalents of , , , ,
and those fractions with a
denominator of a multiple
of 10 or 25.
Measures (mass,
numbers and decimals to two
decimal places.
 Choose an appropriate strategy to
solve a calculation based upon the
numbers involved (recall a known
fact, calculate mentally, use a
jotting, written method).
 Select a mental strategy
appropriate for the numbers
involved in the calculation.
capacity)
 Use, read and write standard
units of length and mass to a
suitable degree of accuracy.
 Estimate (and calculate)
capacity.
 Multiply and divide numbers
and those involving decimals
by 10, 100 and 1000.
 Convert between different
units of metric measure (for
example, kilometre and
metre; centimetre and metre;
centimetre and millimetre;
gram and kilogram; litre and
millilitre.)
Geometry
(reflection and
translation)
 Distinguish between regular
and irregular polygons based
on reasoning about equal
sides and angles.
 Describe positions on the first
quadrant of a coordinate grid.
 Plot specified points and
complete shapes.
 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.
Geometry (angles)
 Know angles are measured in
degrees: estimate and
compare acute, obtuse and
reflex angles
 Draw given angles, and
measure them in degrees (°)
 Identify angles at a point and
one whole turn (total 360°)
 Identify angles at a point on a
straight line and a turn (total
180°)




large numbers and decimals
to two decimal places.
Add and subtract whole
numbers with more than 4
digits and decimals with two
decimal places, including
using formal written
methods.
Choose an appropriate
strategy to solve a
calculation based upon the
numbers involved (recall a
known fact, calculate
mentally, use a jotting,
written method).
Select a mental strategy
appropriate for the numbers
involved in the calculation.
Solve addition and
subtraction multi-step
problems in contexts,
deciding which operations
and methods to use and
why.
ASSESS AND
REVIEW WEEK
 Use the properties of
rectangles to deduce
related facts and missing
lengths and angles.
 Identify 3-D shapes,
including cubes and other
cuboids, from 2-D
representations.
 Compare and classify
geometric shapes,
including quadrilaterals
and triangles, based on
their properties and sizes.
 Distinguish between
regular and irregular
polygons based on
reasoning about equal
sides and angles.
 Describe positions on the
first quadrant of a
coordinate grid.
 Plot specified points and
complete shapes.
 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.
Addition and
subtraction
 Add and subtract whole
numbers with more than
4 digits and decimals with
two decimal places,
including using formal
written methods
(columnar addition and
subtraction)
 Add and subtract numbers
mentally with increasingly
large numbers and
decimals to two decimal
places.
 Choose an appropriate
volume and
capacity)
 Solve problems involving
converting between units
of time.
 Use all four operations to
solve problems involving
measure (for example,
mass, capacity and
volume) using decimal
notation, including
scaling.
 Understand the difference
between liquid volume,
including capacity and
solid volume.
 Understand and use
approximate equivalences
between metric units and
common imperial units
such as inches, pounds
and pints.
Area and Volume of
Shapes
 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.
 Understand the difference
between liquid volume,
including capacity and
solid volume.
 Estimate volume (for
example, using 1 cm³
blocks to build cuboids
(including cubes)) and
capacity (for example,
using water).
ASSESS AND
REVIEW WEEK
 Identify other multiples of 90°
strategy to solve a
calculation based upon
the numbers involved
(recall a known fact,
calculate mentally, use a
jotting, written method).
 Select a mental strategy
appropriate for the
numbers involved in the
calculation.
 Use estimation and
inverse to check answers
to calculations and
determine, in the context
of a problem, an
appropriate degree of
accuracy.
 Solve addition and
subtraction multi-step
problems in contexts,
deciding which operations
and methods to use and
why.
Multiplication and
Division
 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.
 Multiply and divide whole
numbers and those
involving decimals by 10,
100 and 1000
 Recognise and use square
numbers and cube
numbers, and the
notation for squared (²)
and cubed (³)
 Choose an appropriate
strategy to solve a
calculation based upon
the numbers involved
(recall a known fact,
calculate mentally, use a
jotting, written method).
 Select a mental strategy
appropriate for the
numbers involved in the
calculation.
 Solve problems involving
multiplication and
division, including scaling
by simple fractions and
problems involving simple
rates.
Year 6