Exceeding All aspects of number and place value at the national standard are embedded. Sufficient evidence shows the ability to: Demonstrate fluency and reasoning in counting forwards and backwards in steps of 2, 5 and 10 including from different starting points and using numbers beyond 100. Consistently use less than (<), equals (=) and greater than (>) signs correctly when comparing numbers and expressions. Identify and represent numbers using different representations including more complex number lines. Demonstrate reasoning about place value and number facts to solve more complex problems. All aspects of addition and subtraction at the national standard are embedded. Sufficient evidence shows the ability to: Recall and use addition and subtraction facts to 20 fluently; derive and use related facts to 100 and beyond. Add and subtract numbers mentally using appropriate strategies, including: 2 2-digit numbers, adding /subtracting several single-digit numbers. Add and subtract numbers using objects, pictorial representations and the written columnar method including: adding several 2-digit numbers, subtracting 2-digit numbers, adding a 2-digit number to a 3-digit number, adding 3-digit numbers. Solve missing number problems involving a wider range of numbers. Use addition and subtraction facts to solve more complex problems, such as 3 step problems. All aspects of multiplication and subtraction at the national standard are embedded. Sufficient evidence shows the ability to: Rapidly recall and use multiplication and division facts for the 2, 5 and 10multiplication tables and write mathematical statements using the multiplication (×),division (÷) and equals (=) signs. Count in 3s to solve multiplication and division problems for the 3 multiplication table. Solve more complex problems involving multiplication and division in a range of contexts including measures. Make connections between place value and multiplication/division by 10 and use known multiplication and division facts to derive others. All aspects of fractions at the national standard are embedded. Sufficient evidence shows the ability to: Express more complex problems using fraction notation and solve them. Year 2 Geometry and Measures Measures Geometry – Properties of Shapes Geometry – Position and Movement Statistics
Measures Geometry – Properties of Shapes Geometry – Position and Movement Statistics Exceeding All aspects of measurement at the national standard are embedded. Sufficient evidence shows the ability to: Find all possible combinations of coins to equal a given amount or how to pay a given amount using the fewest possible number of coins. Know that there are 60 minutes in an hour and 24 hours in a day and use these facts to solve problems. Tell and write the time to 5 minutes and draw hands on a clock face to show these times. Solve more complex problems involving, money and other measures, including time. Reason about multiplicative relationships between specific measured quantities, drawing on knowledge of 2, 5 and 10 tables and knowledge of fractions. All aspects of shape at the national standard are embedded. Sufficient evidence shows the ability to: Compare and sort common 2-D and 3-D shapes and common objects, using more than 1 criterion, identifying and describing their properties. Reason about and solve more complex problems involving shapes and their properties. All aspects of position and movement at the national standard are embedded. Sufficient evidence shows the ability to: Order and arrange combinations of mathematical objects in more complex patterns and sequences. Solve more complex problems involving position and direction. All aspects of statistics at the national standard are embedded. Sufficient evidence shows the ability to: Interpret and construct pictograms (where the symbols show many to one correspondence), block diagrams (where the scale is divided into 2s or 5s) and more complex tables Use more complex charts to ask and answer questions by reading from the chart the number of objects in each category, sorting the categories by quantity, totalling and comparing categorical data.
Count from 0 in multiples of 4, 8, 50 and 100; find 10 or 100 more or less than a given number. Recognise the place value of each digit in a three-digit number (hundreds, tens, ones). Compare and order numbers up to 1000. Identify, represent and estimate numbers using different representations. Read and write numbers up to 1000 in numerals and in words. Solve number problems and practical problems involving these ideas. 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. Estimate the answer to a calculation and use inverse operations to check 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. Write and calculate mathematical statements for multiplication and division using the multiplication tables that they know, including for two-digit numbers times numbers, using mental and progressing to formal written methods. 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. 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 with small denominators. Recognise and use fractions as numbers: unit fractions and fractions with small denominators. Recognise and show, using diagrams, equivalent fractions with small denominator. 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. Solve problems that involve all of the above. Year 3 Number and Place Value Number and Place Value Addition and Subtraction Multiplication and Division Fractions All aspects of number and place value at the national standard are embedded. All aspects of addition and subtraction at the national standard are embedded. All aspects of multiplication and subtraction at the national standard are embedded. All aspects of fractions at the national standard are embedded. digit
Sufficient evidence shows the ability to: Show fluency in the use of number facts and are able to make generalisations based on these to find unknown facts. Demonstrate a secure understanding of place value and have fluency when working with numbers up to and above 1000. Apply place value and number facts knowledge to solving problems involving number and place value in a range of familiar and unfamiliar contexts. Sufficient evidence shows the ability to: Demonstrate rapid recall of number facts which they can use to generate new unknown facts. Use rapid recall of number facts to support their repertoire of calculation strategies, both mental and written. Use a range of efficient written and mental calculation strategies to use in calculation. Draw on their repertoire of calculation strategies in problem solving, explaining their choices and communicating their reasoning. Communicate their ideas as well as following a reasoned argument. Sufficient evidence shows the ability to: Demonstrate rapid recall of multiplication and division facts and the ability to use these to derive related facts to solve problems. Show a repertoire of written and mental calculation methods to solve problems that involve multiplication and division. They are able to communicate their reasoning and explain their thinking. Apply their understanding of multiplication and division to a wider range of problem solving contexts such as shape and measures. Sufficient evidence shows the ability to: Apply knowledge of fractions to solving problems of increasingly complexity. Show understanding of the connections between areas of learning in fractions such as the ability to recognise equivalency and links to decimal place value. Use fractions in problem solving, explaining reasoning in problems involving measures shape and statistics. Year 3 Geometry and Measures Measures Geometry – Properties of Shapes Geometry – Position and Movement Statistics Sufficient evidence shows the ability to: Choose and use appropriate standard units to estimate and Sufficient evidence shows the ability to: Identify and describe the properties of 2-D shapes, Sufficient evidence shows the ability to: Sufficient evidence shows the ability to:
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. Compare and order lengths, mass, volume/capacity and record the results using >, < and =. 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. Solve simple problems in a practical context involving addition and subtraction of money of the same unit, including giving change. Compare and sequence intervals of time 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. including the number of sides and line symmetry in a vertical line. Identify and describe the properties of 3-D shapes, including the number of edges, vertices and faces. Identify 2-D shapes on the surface of 3-D shapes, [for example, a circle on a cylinder and a triangle on a pyramid]. Compare and sort common 2-D and 3-D shapes and everyday objects. 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 three-quarter turns (clockwise and anticlockwise). 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. Year 3 Geometry and Measures Measures Geometry – Properties of Shapes Geometry – Position and Movement Statistics Sufficient evidence shows the ability to: Measure, compare, add and subtract: lengths (m/cm/mm); Sufficient evidence shows the ability to: Draw 2-D shapes and make 3-D shapes using Sufficient evidence shows the ability to: Use mathematical vocabulary to describe position, direction Sufficient evidence shows the ability to: Interpret and present data using bar charts, pictograms
mass (kg/g); volume/capacity (l/ml). Measure the perimeter of simple 2-D shapes. Add and subtract amounts of money to give change, using both £ and p in practical contexts. Tell and write the time from an analogue clock, including using Roman numerals from I to XII, and 12-hour and 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. Compare durations of events [for example to calculate the time taken by particular events or tasks]. modelling materials; recognise 3-D shapes in different orientations and describe them. Recognise angles as a property of 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. Identify horizontal and vertical lines and pairs of perpendicular and parallel lines. 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 anticlockwise). and tables solve one-step and two-step questions [for example, ‘How many more?’ and ‘How many fewer?’]. Use information presented in scaled bar charts and pictograms and tables. Year 3 Geometry and Measures Measures Geometry – Properties of Shapes Geometry – Position and Movement Statistics
Exceeding All aspects of measurement at the national standard are embedded. Sufficient evidence shows the ability to: Use a wide range of tools when working with measures and can move more fluently between different units. Use understanding of other areas of the curriculum to solve problems and calculations involving measures e.g. multiplication. Apply their understanding to solve problems of increasing complexity and can reason about their choices. All aspects of shape at the national standard are embedded. Sufficient evidence shows the ability to: Apply knowledge and understanding of the properties of shapes to a wider range of regular and irregular 2D and 3D shapes. Work with an increasing level of accuracy describing the properties of shapes. Apply their knowledge and understanding to solving problems of increasingly complexity as well as communicating their reasoning. All aspects of position and movement at the national standard are embedded. Sufficient evidence shows the ability to: Apply knowledge of position and movement to solving problems. Be able to use mathematical vocabulary to describe the position and movement of a given unit. All aspects of statistics at the national standard are embedded. Sufficient evidence shows the ability to: Interpret data to answer questions related to problems across the curriculum. Interpret data and read scales with increased accuracy with different divisions using knowledge of number. Pose their own questions and formulate hypothesis and make decisions about how to collect data to solve problems. Reason and explain their decisions. Year 4 Number and Place Value
Measures Geometry – Properties of Shapes Geometry – Position and Movement Statistics Emerging Sufficient evidence shows the ability to: Measure, compare, add and subtract: lengths (m/cm/mm); mass (kg/g); volume/capacity (l/ml). Measure the perimeter of simple 2-D shapes. Add and subtract amounts of money to give change, using both £ and p in practical contexts. 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. Compare durations of events [for example to calculate the time taken by particular events or tasks]. Sufficient evidence shows the ability to: Draw 2-D shapes and make 3-D shapes using modelling materials; recognise 3-D shapes in different orientations and describe them. Recognise angles as a property of 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. Identify horizontal and vertical lines and pairs of perpendicular and parallel lines. Sufficient evidence shows the ability to: 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). Sufficient evidence shows the ability to: Interpret and present data using bar charts, pictograms and tables solve one-step and questions [for example, ‘How many more?’ and ‘How many fewer?’] using information presented in scaled bar charts and pictograms and tables. Year 4 Geometry and Measures
Measures Geometry – Properties of Shapes Geometry – Position and Movement Statistics Expected Sufficient evidence shows the ability to: Convert between different units of measure [for example, kilometre to metre; hour to minute]. Measure and calculate the perimeter of a rectilinear figure (including squares) in centimetres and metres. Find the area of rectilinear shapes by counting squares. Estimate, compare and calculate different measures, including money in pounds and pence. 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. Sufficient evidence shows the ability to: Compare and classify geometric shapes, including quadrilaterals and triangles, based on their properties and sizes. 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. Sufficient evidence shows the ability to: 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. Sufficient evidence shows the ability to: 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. Year 4 Geometry and Measures
Exceeding All aspects of number and place value at the national standard are embedded. Sufficient evidence shows the ability to: Demonstrate rapid recall of number facts and is able to use these fluently to generalise to obtain new facts using place value. Show very good understanding of place value and is able to apply this to working with larger numbers/decimals and in solving problems. Apply their understanding to solve increasingly complex problems, and is able to reason and explain their thinking. All aspects of addition and subtraction at the national standard are embedded. Sufficient evidence shows the ability to: Demonstrate rapid recall of number facts and is able to use these fluently to generalise to obtain new facts. Show a wide repertoire of reliable and efficient of calculation strategies, both written and mental, that they are able to apply when solving problems. Make choices regarding choice of strategies and explain reasoning. Solve problems of increasingly complexity using a range of strategies and is able to communicate their reasoning. Explain why different methods give the same result. Demonstrate creative thinking when problem solving, and is able to justify and prove. All aspects of multiplication and subtraction at the national standard are embedded. Sufficient evidence shows the ability to: Demonstrate rapid and fluent recall of all facts to 12 x 12 and is able to use their knowledge to generate new facts and when working with larger numbers. Apply knowledge of factors, multiples, prime number, squares and commutativity to solving mental calculations of more complex problems. Show a clear understanding of the different structures of multiplication and division and the related vocabulary and is able to apply this to solving increasingly complex problems. Apply knowledge of the inverse operation and the links between division and multiplication to solving problems. Demonstrate a wide repertoire of reliable and efficient of calculation strategies, both written and mental, that they are able to apply when solving problems. Solve problems of increasingly complexity using a range of strategies and is able to communicate their reasoning. All aspects of fractions at the national standard are embedded. Sufficient evidence shows the ability to: Apply knowledge of fractions to problems involving measures and shapes. Use their knowledge of decimals in problem involving measure to work with increased accuracy. Show a very good understanding of the connections between fractions decimals and percentages and is able to use their knowledge to translate between the three. Apply their knowledge of fractions, decimals and percentages to problems of increasing complexity and to explain their reasoning and thinking. Apply links with division to solving increasingly complex problems. Year 5 Geometry and Measures
Measures Geometry – Properties of Shapes Geometry – Position and Movement Statistics Emerging Sufficient evidence shows the ability to: Convert between different units of measure [for example, kilometre to metre; hour to minute]. Measure and calculate the perimeter of a rectilinear figure (including squares) in centimetres and metres. Find the area of rectilinear shapes by counting square. Estimate, compare and calculate different measures, including money in pounds and pence. 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. Sufficient evidence shows the ability to: Compare and classify geometric shapes, including quadrilaterals and triangles, based on their properties and sizes. 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. Sufficient evidence shows the ability to: 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. Sufficient evidence shows the ability to: 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. Year 5 Geometry and Measures Measures Geometry – Properties of Shapes Geometry – Position and Movement Statistics
Year 6 Geometry and Measures Measures Geometry – Properties of Shapes Geometry – Position and Movement Statistics Exceeding All aspects of measurement at the national standard are embedded. Sufficient evidence shows the ability to: Apply knowledge of other areas of the curriculum to their understanding of and problem solving with measures. E.g. squares, cubes, fractions, multiplication decimals. Convert fluently and efficiently between different units of measures and be able to reason about the multiplicative relationship between related measures. Use their understanding of the concepts related to measures to solve increasingly complex problems. Communicate reasoning and talk about mathematics using sophisticated mathematical language. Apply knowledge of measures to other areas of the curriculum such as science. All aspects of shape at the national standard are embedded. Sufficient evidence shows the ability to: Sort and classify shapes using a wide range of criterion using increasingly sophisticated mathematically appropriate vocabulary. Creatively apply knowledge of shapes to solving problems with increasing complexity and be able to justify reasoning and communicate their thinking. Make links and connections with other areas of the curriculum and be able to generalise their understanding. All aspects of position and movement at the national standard are embedded. Sufficient evidence shows the ability to: Solve increasingly complex problems involving position and movement. Apply knowledge and understanding of position and movement to other curriculum areas such as geography and science. All aspects of statistics at the national standard are embedded. Sufficient evidence shows the ability to: Use knowledge of data handling to pose hypothesis and answer questions through the analysis and interpretation of data. Draw conclusions based on data and be able to communicate reasoning. Be able to look for alternative explanations and hypothesis. Use understanding of statistics in other curriculum areas.