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# The planning structure organised into five blocks. The structure is the same for each year group.

## A block is designed to cover the equivalent of 6 weeks or 9

weeks of teaching. Each block has incorporated into it objectives from the Using and applying mathematics strand and from two or three of the other core
strands. The blocks are:
• Block A: Counting, partitioning and calculating
• Block B: Securing number facts, understanding shape
• Block C: Handling data and measures
• Block D: Calculating, measuring and understanding shape
• Block E: Securing number facts, relationships and calculatingEach block is made up of three units. A unit represents 2 or 3 weeks of teaching. For each of
the 15 units that cover the teaching year there are overviews of
children's learning, assessment questions and suggested resources. These are intended to provide you with support when planning the children's learning and
reviewing their progress. The units are designed to be used independently when planning a period of 2 or 3 weeks' work. However, when mapping out the
blocks and units over the term or year the inter-relatedness of the content and pitch of the units needs to be taken into account. There are various ways that the
units can be pieced together to provide children with a coherent learning experience and the example provided can be adapted to suit your own circumstances
and the children's needs.

Block A: Counting, Block B: Securing number facts, Block C: Handling data Block D: Calculating, measuring Block E: Securing number facts,
partitioning and understanding shape and measures and understanding shape relationships and calculating
calculating
(9 weeks) (6 weeks) (6 weeks) (9 weeks)
(6 weeks)
Unit A1 Unit B1 Unit C1 Unit D1 Unit E1
Unit A2 Unit B2 Unit C2 Unit D2 Unit E2
Unit A3 Unit B3 Unit C3 Unit D3 Unit E3

## Week Topics Year 3 Year 4 Year 5 Year 6

&
date

1
1
Block A: Counting, partitioning Describe and explain methods, choices and Report solutions to puzzles and problems, giving Explain reasoning using diagrams, graphs and text; Explain reasoning and conclusions, using words,
and calculating solutions to puzzles and problems, orally and in explanations and reasoning orally and in writing, refine ways of recording using images and symbols symbols or diagrams as appropriate
writing, using pictures and diagrams using diagrams and symbols
Focus/Big idea: Using number
sense to calculate. Read, write and order whole numbers to at least Use decimal notation for tenths and hundredths and Explain what each digit represents in whole Use decimal notation for tenths, hundredths and
1000 and position them on a number line; count on partition decimals; relate the notation to money and numbers and decimals with up to two places, and thousandths; partition, round and order decimals
from and back to zero in single-digit steps or measurement; position one-place and two-place partition, round and order these numbers with up to three places, and position them on the
multiples of 10 decimals on a number line number line

## 2 Partition three-digit numbers into multiples of 100,

10 and 1 in different ways
Partition, round and order four-digit whole numbers;
use positive and
negative numbers in context and position them on a Find the difference between a positive and a
negative integer, or two negative integers, in context
number line; state inequalities using the symbols
and (e.g. -3 -5, -1 1)

## Recognise and continue number sequences formed

by counting on or back in steps of constant size
Derive and recall multiplication facts up to 10 10, Recall quickly multiplication facts up to 10 10
Derive and recall multiplication facts for the 2, 3, 4,
the corresponding division facts and multiples of and use them to multiply pairs of multiples of 10 and
5, 6 and 10 times-tables and the corresponding
numbers to 10 up to the tenth multiple. 100; derive quickly corresponding division facts.
division facts; recognise multiples of 2, 5 or 10 up Use knowledge of place value and multiplication
to 1000
Multiply and divide numbers to 1000 by 10 and then Use understanding of place value to multiply and facts to 10 10 to derive related multiplication and
100 (whole-number answers), understanding the divide whole numbers and decimals by 10, 100 or
division facts involving decimals (e.g. 0.8 7, 4.8
effect; relate to scaling up or down 1000
6)

## Use knowledge of rounding, number operations and

inverses to estimate and check calculations Use knowledge of rounding, place value, number
facts and inverse operations to estimate and check
calculations

Use knowledge of addition and subtraction facts and Use knowledge of place value and addition and
Derive and recall all addition and subtraction facts
place value to derive sums and differences of pairs subtraction of two-digit numbers to derive sums and
for each number to 20, sums and differences of
of multiples of 10, 100 or 1000 differences and doubles and halves of decimals
multiples of 10 and number pairs that total 100.
Add or subtract mentally pairs of two-digit whole
Add or subtract mentally combinations of one-digit (e.g. 6.5 2.7, half of 5.6, double 0.34)
and two-digit numbers numbers (e.g. 47 58, 91 35)

Develop and use written methods to record, support Use efficient written methods to add and subtract
and explain multiplication and division of two-digit whole numbers and decimals with up to two places
numbers by a one-digit number, including division
Calculate mentally with integers and decimals: U.t
Extend mental methods for whole-number
with remainders (e.g. 15 9, 98 6)
calculations, for example to multiply a two-digit by a U.t, TU U, TU U, U.t U, U.t U
one-digit number (e.g. 12 9), to multiply by 25
(e.g. 16 25), to subtract one near multiple of
1000 from another
(e.g. 6070 - 4097)
Use a calculator to solve problems involving multi-
Use a calculator to solve problems… step calculations
Use a calculator to carry out one-step and two-step
calculations…
Use approximations, inverse operations and tests of
divisibility to estimate and check results

2
3
Identify patterns and relationships Identify and use patterns, Explore patterns, properties and Represent and interpret sequences,
Block B: Securing involving numbers or shapes, and relationships and properties of relationships and propose a general patterns and relationships involving
number facts, use these to solve problems numbers or shapes; investigate a statement involving numbers or numbers and shapes; suggest and
statement involving numbers and test shapes; identify examples for which test hypotheses; construct and use
understanding it with examples. the statement is true or false simple expressions and formulae in
shape Solve one-step and two-step words then symbols (e.g. the cost of

4
problems involving numbers, money c pens at 15 pence each is 15c
Focus/big idea: or measures, including time; choose pence)
Use knowledge of and carry out appropriate
calculations, using calculator Use knowledge of multiplication facts
number facts to methods where appropriate to derive quickly squares of numbers

5
Represent the information in a Report solutions to puzzles and
derive facts. puzzle or problem using numbers, problems, giving explanations and
to 12 12 and the corresponding
squares of multiples of 10
Parallel and images or diagrams; use these to reasoning orally and in writing, using
diagrams and symbols
perpendicular. find a solution and present it in
context, where appropriate using p
notation or units of measure
Use knowledge of place value and
Derive and recall multiplication facts Derive and recall multiplication facts Recall quickly multiplication facts up multiplication facts to 10 10 to
for the 2, 3, 4, 5, 6 and 10 times- up to 10 10, the corresponding to 10 10 and use them to multiply derive related multiplication and
tables and the corresponding division facts and multiples of pairs of multiples of 10 and 100; division facts involving decimals (e.g.
division facts; recognise multiples of numbers to 10 up to the tenth derive quickly corresponding division 0.8 7, 4.8 6)
2, 5 or 10 up to 1000 multiple facts
Use approximations, inverse
Round two-digit or three-digit Use knowledge of rounding, number Use knowledge of rounding, place operations and tests of divisibility to
operations and inverses to estimate value, number facts and inverse estimate and check results
numbers to the nearest 10 or 100
and check calculations operations to estimate and check
and give estimates for their sums calculations
and differences
Recognise that prime numbers have
Use knowledge of number Identify pairs of factors of two-digit only two factors and identify prime
operations and corresponding whole numbers and find common numbers less than 100; find the
inverses, including doubling and multiples (e.g. for 6 and 9) prime factors of two-digit numbers
halving, to estimate and check
calculations
Describe, identify and visualise
Visualise 3-D objects from 2-D Identify, visualise and describe parallel and perpendicular edges or
Relate 2-D shapes and 3-D solids to
drawings of them; describe, drawings; make nets of common properties of rectangles, triangles, faces; use these properties to classify
solids regular polygons and 3-D solids; use 2-D shapes and 3-D solids.
visualise, classify, draw and make
the shapes knowledge of properties to draw 2-D Make and draw shapes with
shapes and identify and draw nets of increasing accuracy and apply
3-D shapes knowledge of their properties

3
Follow a line of enquiry by
6 Block C: Handling Suggest a line of enquiry and the Plan and pursue an enquiry; Suggest, plan and develop lines
deciding what information is strategy needed to follow it; present evidence by collecting, of enquiry; collect, organise and
data and important; make and use lists, collect, organise and interpret organising and interpreting represent information, interpret
measures tables and graphs to organise selected information to find information; suggest extensions results and review methods;
and interpret the information answers to the enquiry identify and answer related
Focus/Big idea: questions.
Posing questions,
7 planning and Answer a question by
collecting, organising and
what data to collect; organise,
Answer a set of related Solve problems by collecting,
selecting, processing, presenting
questions by collecting,
developing lines of interpreting data; use tally present, analyse and interpret selecting and organising and interpreting data, using ICT
enquiry. charts, frequency tables, the data in tables, diagrams, tally relevant data; draw conclusions, where appropriate; draw
pictograms and bar charts to charts, pictograms and bar using ICT to present features, conclusions and identify further
represent results and illustrate charts, using ICT where and identify further questions to questions to ask
observations; use ICT to create appropriate ask
a simple bar chart Construct and interpret
Report solutions to puzzles and Construct frequency tables, frequency tables, bar charts with
problems, giving explanations pictograms and bar and line grouped discrete data, and line
and reasoning orally and in graphs to represent the graphs; interpret pie charts
writing, using diagrams and frequencies of events and
symbols changes over time
Describe and interpret results
Find and interpret the mode of a and solutions to problems using
set of data the mode, range, median and
mean.

## Select and use standard metric

Choose and use standard metric Read, choose, use and record units of measure and convert
Know the relationships standard metric units to estimate between units using decimals to
units and their abbreviations
between kilometres and and measure length, weight and two places (e.g. change 2.75
when estimating, measuring and
metres, metres and capacity to a suitable degree of litres to 2750 ml, or vice versa)
recording length, weight and
centimetres, kilograms and accuracy (e.g. the nearest
capacity; know the meaning of
grams, litres and millilitres; centimetre); convert larger to
'kilo', 'centi' and 'milli' and, where
choose and use appropriate smaller units using decimals to
appropriate, use decimal
units to estimate, measure and one place (e.g. change 2.6kg to
notation to record
record measurements 2600g)
measurements (e.g. 1.3 m or
0.6 kg)
Read and interpret scales on a
Interpret intervals and divisions Interpret a reading that lies range of measuring instruments,
Read, to the nearest division between two unnumbered recognising that the
and half-division, scales that on partially numbered scales
are numbered or partially approximate and recording
numbered; use the information accurately,where appropriate to
the nearest tenth of a unit results to a required degree of
to measure and draw to a accuracy; compare readings on
suitable degree of accuracy different scales, for example
when using different instruments

4
8
Solve one-step and two-step Solve one-step and two-step Solve one-step and two-step Solve multi-step problems, and
Block D: problems involving numbers, money problems involving numbers, money problems involving whole numbers problems involving fractions,
Calculating, or measures, including time, or measures, including time; choose and decimals and all four operations, decimals and percentages; choose
choosing and carrying out and carry out appropriate choosing and using appropriate and use appropriate calculation
measuring and appropriate calculations calculations, using calculator calculation strategies, including strategies at each stage, including
understanding methods where appropriate calculator use. calculator use. Use a calculator to

9
Use a calculator to solve problems, solve problems involving multi-step
shape including those involving decimals or calculations
Focus/big idea: fractions (e.g. to find of 150 g);
interpret the display correctly in the
Solve practical context of measurement
Calculate mentally with integers and
problems using Add or subtract mentally Add or subtract mentally pairs of two- decimals: U.t U.t, TU U, TU U,
measure. combinations of one-digit and two- digit whole numbers (e.g. 47 58, 91 U.t U, U.t U
digit numbers 35)

Refine and use efficient written Use efficient written methods to add
Use efficient written methods to add
methods to add and subtract two-digit and subtract integers and decimals,
and subtract whole numbers and
and three-digit whole numbers and . decimals with up to two places to multiply and divide integers and
p decimals by a one-digit integer, and
to multiply two-digit and three-digit
integers by a two-digit integer.

## Use knowledge of rounding, place Use approximations, inverse

value, number facts and inverse operations and tests of divisibility to
operations to estimate and check estimate and check results
calculations

Know the relationships between Choose and use standard metric Read, choose, use and record Select and use standard metric units
kilometres and metres, metres and units and their abbreviations when standard metric units to estimate and of measure and convert between
centimetres, kilograms and grams, estimating, measuring and recording measure length, weight and capacity units using decimals to two places
litres and millilitres; choose and use length, weight and capacity; know the to a suitable degree of accuracy (e.g. (e.g. change 2.75 litres to 2750 ml, or
appropriate units to estimate, meaning of 'kilo', 'centi' and 'milli' and, the nearest centimetre); convert vice versa)
measure and record measurements where appropriate, use decimal larger to smaller units using decimals
notation to record measurements to one place (e.g. change 2.6kg to
(e.g. 1.3 m or 0.6 kg) 2600g)
Interpret intervals and divisions on Read and interpret scales on a range
Read, to the nearest division and Interpret a reading that lies between of measuring instruments,
partially numbered scales and record two unnumbered divisions on a scale
half-division, scales that are readings accurately, where recognising that the measurement
numbered or partially numbered; appropriate to the nearest tenth of a made is approximate and recording
use the information to measure and unit results to a required degree of
draw to a suitable degree of accuracy; compare readings on
accuracy different scales, for example when
using different instruments

Use a set-square to draw right Draw rectangles and measure and Draw and measure lines to the nearest Calculate the perimeter and area of
calculate their perimeters; find the millimetre; measure and calculate the rectilinear shapes; estimate the area
angles and to identify right angles in
area of rectilinear shapes drawn on a perimeter of regular and irregular of an irregular shape by counting
2-D shapes; compare angles with a polygons; use the formula for the area
square grid by counting squares squares
right angle; recognise that a straight of a rectangle to calculate the
line is equivalent to two right angles. rectangle's area

5
10
Represent a puzzle or problem using Represent a puzzle or problem by Tabulate systematically the
Block E: Securing number sentences, statements or identifying and recording the information in a problem or puzzle;
number facts, diagrams; use these to solve the information or calculations needed to identify and record the steps or
problem; present and interpret the solve it; find possible solutions and calculations needed to solve it, using
relationships and solution in the context of the problem confirm them in the context of the symbols where appropriate; interpret
calculating problem solutions in the original context and

11
check their accuracy

Focus/Big idea: Explain reasoning using diagrams, Explain reasoning and conclusions,
graphs and text; refine ways of using words, symbols or diagrams as
How FDPRP are
12
recording using images and symbols appropriate
Solve one-step and two-step
linked to problems involving numbers, money Solve one-step and two-step Solve multi-step problems, and
multiplication and or measures, including time, problems involving whole numbers problems involving fractions,
choosing and carrying out and decimals and all four operations, decimals and percentages; choose
division. appropriate calculations choosing and using appropriate and use appropriate calculation
calculation strategies, including strategies at each stage, including
calculator use calculator use
Derive and recall multiplication facts
for the 2, 3, 4, 5, 6 and 10 times- Derive and recall multiplication facts Recall quickly multiplication facts up Use knowledge of place value and
tables and the corresponding up to 10 10, the corresponding to 10 10 and use them to multiply multiplication facts to 10 10 to
division facts; recognise multiples of division facts and multiples of pairs of multiples of 10 and 100; derive related multiplication and
2, 5 or 10 up to 1000 numbers to 10 up to the tenth derive quickly corresponding division division facts involving decimals (e.g.
multiple facts 0.8 7, 4.8 6)
Extend mental methods for whole-
number calculations, for example to
multiply a two-digit number by a one-
digit number (e.g. 12 9), to multiply
by 25 (e.g. 16 25), to subtract one
near-multiple of 1000 from another
(e.g. 6070 - 4097)

Refine and use efficient written Use efficient written methods to add
methods to multiply and divide HTU and subtract integers and decimals,
U, TU TU, U.t U and HTU to multiply and divide integers and
U decimals by a one-digit integer, and
to multiply two-digit and three-digit
integers by a two-digit integer

Use a calculator to carry out one-step Use a calculator to solve problems, Use a calculator to solve problems
and two-step calculations involving all including those involving decimals or involving multi-step calculations
four operations; recognise negative
fractions (e.g. find of 150g);
numbers in the display, correct
interpret the display correctly in the
mistaken entries and interpret the
context of measurement
display correctly in the context of
money

## Recognise the equivalence between

decimal and fraction forms of one
half, quarters, tenths and hundredths
Read and write proper fractions Use diagrams to identify equivalent Express a larger whole number as a
(e.g. , ), interpreting the fractions (e.g. and , or fraction of a smaller one (e.g.
denominator as the parts of a whole and ); interpret mixed numbers recognise that 8 slices of a 5-slice
and the numerator as the number of and position them on a number line pizza represents or 1 pizzas);
parts; identify and estimate fractions (e.g. 3 ) simplify fractions by cancelling
common factors; order a set of

6
13
Describe and explain methods, Report solutions to puzzles and Explain reasoning using diagrams, Explain reasoning and conclusions,
Block A: Counting, choices and solutions to puzzles problems, giving explanations and graphs and text; refine ways of using words, symbols or diagrams as
appropriate
partitioning and and problems, orally and in writing, reasoning orally and in writing, using recording using images and symbols
using pictures and diagrams diagrams and symbols
calculating Solve multi-step problems, and
Solve one-step and two-step Solve one-step and two-step Solve one-step and two-step problems involving fractions,
decimals and percentages; choose
14
problems involving numbers, money problems involving numbers, money problems involving whole numbers
Focus/Big idea: to or measures, including time, or measures, including time; choose and decimals and all four operations, and use appropriate calculation
strategies at each stage, including
use decimal place choosing and carrying out and carry out appropriate choosing and using appropriate
calculator use.
appropriate calculations calculations, using calculator calculation strategies, including
value to solve methods where appropriate calculator use
Use decimal notation for tenths,
multi-step Read, write and order whole hundredths and thousandths;
Use decimal notation for tenths and
problems with all numbers to at least 1000 and hundredths and partition decimals;
partition, round and order decimals
with up to three places, and position
position them on a number line;
four operations count on from and back to zero in
relate the notation to money and
measurement; position one-place and
them on the number line
especially addition single-digit steps or multiples of 10 two-place decimals on a number line
and subtraction. Partition, round and order four-digit Explain what each digit represents in
Partition three-digit numbers into whole numbers; use positive and whole numbers and decimals with up
multiples of 100, 10 and 1 in negative numbers in context and to two places, and partition, round
different ways position them on a number line; state and order these numbers
inequalities using the symbols and
(e.g. -3 -5, -1 1)
Use knowledge of rounding, place
Use knowledge of rounding, number
value, number facts and inverse
operations and inverses to estimate
operations to estimate and check
and check calculations
calculations
Count from any given number in
Recognise and continue number
whole-number and decimal steps,
sequences formed by counting on or
extending beyond zero when
back in steps of constant size
counting backwards; relate the
numbers to their position on a
number line
Use knowledge of place value and
Derive and recall multiplication facts Recall quickly multiplication facts up multiplication facts to 10 10 to
Derive and recall multiplication facts derive related multiplication and
for the 2, 3, 4, 5, 6 and 10 times- to 10 10 and use them to multiply
tables and the corresponding up to 10 10, the corresponding division facts involving decimals (e.g.
pairs of multiples of 10 and 100;
division facts; recognise multiples of division facts and multiples of 0.8 7, 4.8 6)
derive quickly corresponding division
2, 5 or 10 up to 1000 numbers to 10 up to the tenth
facts
Understand that division is the multiple
inverse of multiplication and vice Recognise and continue number
versa; use this to derive and record sequences formed by counting on or
related multiplication and division back in steps of constant size
number sentences Calculate mentally with integers and
Use knowledge of place value and decimals: U.t U.t, TU U, TU U,
addition and subtraction of two-digit U.t U, U.t U
combinations of one-digit and two- digit whole numbers (e.g. 47 58, 91
numbers to derive sums and
digit numbers. 35) differences and doubles and halves
Derive and recall all addition and of decimals (e.g. 6.5 2.7, half of
subtraction facts for each number to 5.6, double 0.34)
20, sums and differences of
multiples of 10 and number pairs
that total 100 Use efficient written methods to add
Use efficient written methods to add and subtract integers and decimals,
Multiply one-digit and two-digit Develop and use written methods to to multiply and divide integers and
and subtract whole numbers and

7
15
Identify patterns and relationships Identify and use patterns, Explore patterns, properties and Tabulate systematically the
Block B: Securing involving numbers or shapes, and relationships and properties of relationships and propose a general information in a problem or puzzle;
number facts, use these to solve problems numbers or shapes; investigate a statement involving numbers or identify and record the steps or
statement involving numbers and test shapes; identify examples for which calculations needed to solve it, using
understanding it with examples the statement is true or false symbols where appropriate; interpret
shape solutions in the original context and
check their accuracy.
Focus/Big idea:
16 Patterns, deriving Represent the information in a
puzzle or problem using numbers,
Report solutions to puzzles and
problems, giving explanations and
Represent a puzzle or problem by
identifying and recording the
Represent and interpret sequences,
patterns and relationships involving
facts and
17
images or diagrams; use these to reasoning orally and in writing, using information or calculations needed to numbers and shapes; suggest and
find a solution and present it in diagrams and symbols solve it; find possible solutions and test hypotheses; construct and use
investigating context, where appropriate using p confirm them in the context of the simple expressions and formulae in
general notation or units of measure problem words then symbols (e.g. the cost of
c pens at 15 pence each is 15c
statements. pence)
Shape: Symmetry
Derive and recall all addition and Identify the doubles of two-digit Use knowledge of place value and Use knowledge of multiplication facts
and properties of subtraction facts for each number to numbers; use these to calculate addition and subtraction of two-digit to derive quickly squares of numbers
shape. 20, sums and differences of doubles of multiples of 10 and 100 numbers to derive sums and to 12 12 and the corresponding
multiples of 10 and number pairs and derive the corresponding halves differences and doubles and halves squares of multiples of 10
that total 100 of decimals (e.g. 6.5 2.7, half of
5.6, double 0.34)
Use knowledge of place value and
Derive and recall multiplication facts Derive and recall multiplication facts Recall quickly multiplication facts up multiplication facts to 10 10 to
for the 2, 3, 4, 5, 6 and 10 times- up to 10 10, the corresponding to 10 10 and use them to multiply derive related multiplication and
division facts and multiples of pairs of multiples of 10 and 100; division facts involving decimals (e.g.
tables and the corresponding
numbers to 10 up to the tenth derive quickly corresponding division 0.8 7, 4.8 6)
division facts; recognise multiples of
multiple facts
2, 5 or 10 up to 1000

Use knowledge of number Use knowledge of rounding, number Use knowledge of rounding, place
operations and corresponding operations and inverses to estimate value, number facts and inverse Recognise that prime numbers have
inverses, including doubling and and check calculations operations to estimate and check only two factors and identify prime
halving, to estimate and check calculations numbers less than 100; find the
calculations prime factors of two-digit numbers
Relate 2-D shapes and 3-D solids to Draw polygons and classify them by Identify, visualise and describe
drawings of them; describe, identifying their properties, including properties of rectangles, triangles, Use approximations, inverse
visualise, classify, draw and make their line symmetry regular polygons and 3-D solids; use operations and tests of divisibility to
the shapes Visualise 3-D objects from 2-D knowledge of properties to draw 2-D estimate and check results
drawings; make nets of common shapes and identify and draw nets of
solids 3-D shapes
Describe, identify and visualise
parallel and perpendicular edges or
Draw and complete shapes with Complete patterns with up to two faces; use these properties to classify
reflective symmetry; draw the lines of symmetry; draw the position 2-D shapes and 3-D solids
reflection of a shape in a mirror line of a shape after a reflection or Make and draw shapes with
along one side translation increasing accuracy and apply
knowledge of their properties

8
18
Answer a question by collecting, Answer a question by identifying what Answer a set of related questions by Solve problems by collecting,
Block C: Handling organising and interpreting data; data to collect; organise, present, collecting, selecting and organising selecting, processing, presenting and
data and use tally charts, frequency tables, analyse and interpret the data in relevant data; draw conclusions, interpreting data, using ICT where
pictograms and bar charts to tables, diagrams, tally charts, using ICT to present features, and appropriate; draw conclusions and
measures represent results and illustrate pictograms and bar charts, using ICT identify further questions to ask identify further questions to ask
Focus/Big idea: observations; use ICT to create a where appropriate

19
simple bar chart Construct and interpret frequency
Interpreting Construct frequency tables, tables, bar charts with grouped
results. Use Venn diagrams or Carroll pictograms and bar and line graphs discrete data, and line graphs;
diagrams to sort data and objects to represent the frequencies of interpret pie charts
Probability, using more than one criterion events and changes over time
Describe and interpret results and
Equivalence/conv Report solutions to puzzles and Explain reasoning using diagrams, solutions to problems using the
ersion. problems, giving explanations and graphs and text; refine ways of mode, range, median and mean
reasoning orally and in writing, using recording using images and symbols
diagrams and symbols Describe and predict outcomes from
Describe the occurrence of familiar data using the language of chance or
events using the language of chance likelihood
or likelihood
Select and use standard metric units
Know the relationships between Choose and use standard metric Read, choose, use and record of measure and convert between
kilometres and metres, metres and units and their abbreviations when standard metric units to estimate and units using decimals to two places
centimetres, kilograms and grams, estimating, measuring and recording measure length, weight and capacity (e.g. change 2.75 litres to 2750 ml, or
litres and millilitres; choose and use length, weight and capacity; know the to a suitable degree of accuracy (e.g. vice versa)
appropriate units to estimate, meaning of 'kilo', 'centi' and 'milli' and, the nearest centimetre); convert
measure and record measurements where appropriate, use decimal larger to smaller units using decimals
notation to record measurements to one place (e.g. change 2.6kg to
(e.g. 1.3 m or 0.6 kg) 2600g)

Read, to the nearest division and Interpret intervals and divisions on Interpret a reading that lies between
half-division, scales that are partially numbered scales and record two unnumbered divisions on a scale
numbered or partially numbered; readings accurately, where
use the information to measure and appropriate to the nearest tenth of a
draw to a suitable degree of unit
accuracy
Compare the impact of
representations where scales have
intervals of differing step size Use a calculator to solve problems
involving multi-step calculations

9
20
Solve one-step and two-step Solve one-step and two-step Solve one-step and two-step Solve multi-step problems, and
Block D: problems involving numbers, money problems involving numbers, money problems involving whole numbers problems involving fractions,
Calculating, or measures, including time, or measures, including time; choose and decimals and all four operations, decimals and percentages; choose
choosing and carrying out and carry out appropriate choosing and using appropriate and use appropriate calculation
measuring and appropriate calculations calculations, using calculator calculation strategies, including strategies at each stage, including
understanding methods where appropriate calculator use calculator use
shape. combinations of one-digit and two- Calculate mentally with integers and

## 21 digit numbers decimals: U.t U.t, TU U, TU U,

U.t U, U.t U
Focus/big idea:
Solving practical Refine and use efficient written Use efficient written methods to add Use efficient written methods to add
Develop and use written methods to and subtract integers and decimals,
problems involving record, support or explain addition methods to add and subtract two-digit and subtract whole numbers and
decimals with up to two places to multiply and divide integers and
and three-digit whole numbers and .
estimation and subtraction of two-digit and
three-digit numbers p
Refine and use efficient written decimals by a one-digit integer, and
to multiply two-digit and three-digit
methods to multiply and divide HTU
Angles, read and Use practical and informal written Develop and use written methods to
U, TU TU, U.t U and HTU U
integers by a two-digit integer
methods to multiply and divide two- record, support and explain
plot coordinates. digit numbers (e.g. 13 3, 50 4); multiplication and division of two-digit
round remainders up or down, numbers by a one-digit number, Use a calculator to solve problems
depending on the context including division with remainders involving multi-step calculations
(e.g. 15 9, 98 6)
Use approximations, inverse
operations and tests of divisibility to
estimate and check results

## Use knowledge of rounding, place

value, number facts and inverse Select and use standard metric units
operations to estimate and check of measure and convert between
calculations units using decimals to two places
(e.g. change 2.75 litres to 2750 ml, or
vice versa)
Estimate, draw and measure acute
Use a set-square to draw right Know that angles are measured in and obtuse angles using an angle Estimate angles, and use a protractor
angles and to identify right angles in degrees and that one whole turn is measurer or protractor to a suitable to measure and draw them, on their
2-D shapes; compare angles with a 360 ; compare and order angles less degree of accuracy; calculate angles own and in shapes; calculate angles
right angle; recognise that a straight than 180 in a straight line in a triangle or around a point
line is equivalent to two right angles
Read and plot coordinates in the first Use coordinates in the first quadrant
quadrant; recognise parallel and to draw, locate and complete shapes
perpendicular lines in grids and that meet given properties
shapes; use a set-square and ruler to
draw shapes with perpendicular or
parallel sides
Visualise and draw on grids of
different types where a shape will be
Recognise horizontal and vertical after reflection, after translations, or
Read and record the vocabulary of
lines; use the eight compass points to after rotation through 90 or 180
position, direction and movement,
describe direction; describe and about its centre or one of its vertices
using the four compass directions to
describe movement about a grid identify the position of a square on a
grid of squares

10
22
Identify patterns and relationships Represent a puzzle or problem using Represent a puzzle or problem by Tabulate systematically the
Block E: Securing involving numbers or shapes, and number sentences, statements or identifying and recording the information in a problem or puzzle;
number facts, use these to solve problems diagrams; use these to solve the information or calculations needed to identify and record the steps or
problem; present and interpret the solve it; find possible solutions and calculations needed to solve it, using
relationships and solution in the context of the problem confirm them in the context of the symbols where appropriate; interpret
calculating. problem solutions in the original context and

23
check their accuracy

Focus/big idea: Explain reasoning using diagrams, Explain reasoning and conclusions,

24
graphs and text; refine ways of using words, symbols or diagrams as
Equivalence and recording using images and symbols appropriate
ordering.
Solve one-step and two-step Use a calculator to solve problems
Solve one-step and two-step problems involving whole numbers involving multi-step calculations
problems involving numbers, money and decimals and all four operations,
or measures, including time, choosing and using appropriate
choosing and carrying out calculation strategies, including
appropriate calculations calculator use

## Express a smaller whole number as Express a larger whole number as a

Read and write proper fractions Recognise the equivalence between a fraction of a larger one (e.g. fraction of a smaller one (e.g.
(e.g. , ), interpreting the decimal and fraction forms of one recognise that 8 slices of a 5-slice
recognise that 5 out of 8 is ); find
denominator as the parts of a whole half, quarters, tenths and hundredths pizza represents or 1 pizzas);
Use diagrams to identify equivalent equivalent fractions (e.g.
and the numerator as the number of simplify fractions by cancelling
parts; identify and estimate fractions fractions (e.g. and , or , or 1 ); relate
common factors; order a set of
of shapes; use diagrams to fractions to their decimal
and ); interpret mixed numbers fractions by converting them to
compare fractions and establish representations
and position them on a number line fractions with a common denominator
equivalents (e.g. 3 )
Identify pairs of fractions that total 1 Express one quantity as a
percentage of another (e.g. express
Understand percentage as the
number of parts in every 100 and 400 as a percentage of 1000);
express tenths and hundredths as find equivalent percentages,
percentages decimals and fractions

## Relate fractions to multiplication and

Use a calculator to solve division (e.g. 6 2 of 6 6
Find unit fractions of numbers and Find fractions of numbers, quantities problems, including those ); express a quotient as a fraction
quantities (e.g. , , and or shapes (e.g. of 30 plums, of involving decimals or fractions or decimal (e.g. 67 5 13.4 or 13
of 12 litres) a 6 by 4 rectangle) (e.g. find of 150g); interpret ); find fractions and percentages
the display correctly in the of whole-number quantities (e.g.
context of measurement of 96, 65 of 260)

## Solve simple problems involving

direct proportion by scaling quantities
Use sequences to scale numbers up up or down
Use the vocabulary of ratio and or down; solve problems involving
proportion to describe the relationship proportions of quantities (e.g.
between two quantities (e.g. 'There decrease quantities in a recipe
are 2 red beads to every 3 blue designed to feed six people)
are red'); estimate a proportion (e.g.
'About one quarter of the apples in
the box are green')

11
25
Explain reasoning using diagrams, Explain reasoning and conclusions,
Block A: Counting, graphs and text; refine ways of using words, symbols or diagrams as
partitioning and recording using images and symbols appropriate
calculating Solve one-step and two-step Solve multi-step problems, and
Solve one-step and two-step Solve one-step and two-step problems involving whole numbers problems involving fractions,
problems involving numbers, money problems involving numbers, money and decimals and all four operations, decimals and percentages; choose
Focus/big idea:
26 or measures, including time, or measures, including time; choose choosing and using appropriate and use appropriate calculation
and carry out appropriate
Use and apply choosing and carrying out
calculations, using calculator
calculation strategies, including strategies at each stage, including
appropriate calculations calculator use calculator use
their methods where appropriate
Use decimal notation for tenths,
understanding Use decimal notation for tenths and hundredths and thousandths;
their hundredths and partition decimals; partition, round and order decimals
relate the notation to money and with up to three places, and position
understanding of measurement; position one-place and them on the number line
place value two-place decimals on a number line
Recall quickly multiplication facts up
Derive and recall multiplication facts
to 10 10 and use them to multiply
up to 10 10, the corresponding
pairs of multiples of 10 and 100;
division facts and multiples of
Understand that division is the derive quickly corresponding division
numbers to 10 up to the tenth
inverse of multiplication and vice facts
multiple
versa; use this to derive and record
related multiplication and division
number sentences
Derive and recall multiplication facts
for the 2, 3, 4, 5, 6 and 10 times-
tables and the corresponding
division facts; recognise multiples of Add or subtract mentally pairs of two- Use knowledge of place value and Calculate mentally with integers and
2, 5 or 10 up to 1000 digit whole numbers (e.g. 47 58, 91 addition and subtraction of two-digit decimals: U.t U.t, TU U, TU U,
35) numbers to derive sums and U.t U, U.t U
differences and doubles and halves
Add or subtract mentally of decimals (e.g. 6.5 2.7, half of
combinations of one-digit and two- 5.6, double 0.34
digit numbers
Develop and use written methods to Use efficient written methods to add
record, support and explain and subtract whole numbers and
multiplication and division of two-digit decimals with up to two places.
numbers by a one-digit number,
Develop and use written methods to including division with remainders
record, support or explain addition (e.g. 15 9, 98 6)
and subtraction of two-digit and Refine and use efficient written Refine and use efficient written Use efficient written methods to add
three-digit numbers methods to add and subtract two-digit methods to multiply and divide HTU and subtract integers and decimals,
and three-digit whole numbers and . U, TU TU, U.t U and HTU to multiply and divide integers and
p U decimals by a one-digit integer, and
Use practical and informal written to multiply two-digit and three-digit
methods to multiply and divide two- integers by a two-digit integer
digit numbers (e.g. 13 3, 50 4); Use a calculator to carry out one-step Use a calculator to solve problems,
round remainders up or down, and two-step calculations involving all including those involving decimals or
depending on the context four operations; recognise negative fractions (e.g. to find of 150g);
numbers in the display, correct interpret the display correctly in the
mistaken entries and interpret the context of measurement
display correctly in the context of
money Use knowledge of rounding, place Use a calculator to solve problems
value, number facts and inverse involving multi-step calculations
operations to estimate and check

12
27 Block B: Securing Represent the information Report solutions to puzzles Represent a puzzle or Tabulate systematically the
number facts, in a puzzle or problem using and problems, giving problem by identifying and information in a problem or
numbers, images or explanations and reasoning recording the information or puzzle; identify and record
understanding diagrams; use these to find orally and in writing, using calculations needed to solve the steps or calculations
shape a solution and present it in diagrams and symbols it; find possible solutions and needed to solve it, using
28 Multi-step context, where appropriate
using p notation or units of
confirm them in the context
of the problem
symbols where appropriate;
interpret solutions in the
problems
29
measure. original context and check
investigating their accuracy.
relationships and
patterns Identify patterns and Identify and use patterns, Explore patterns, properties Represent and interpret
Properties of 3D relationships involving relationships and properties and relationships and sequences, patterns and
numbers or shapes, and of numbers or shapes; propose a general statement relationships involving
shape involving numbers or
use these to solve problems investigate a statement numbers and shapes;
involving numbers and test it shapes; identify examples suggest and test
with examples for which the statement is hypotheses; construct and
true or false use simple expressions and
formulae in words then
symbols (e.g. the cost of c
pens at 15 pence each is
15c pence)

Use knowledge of
multiplication facts to derive
quickly squares of numbers
to 12 12 and the
corresponding squares of
multiples of 10.

## Derive and recall Recall quickly multiplication Use knowledge of place

Derive and recall facts up to 10 10 and use value and multiplication facts
multiplication facts up to 10
multiplication facts for the 2, them to multiply pairs of to 10 10 to derive related
10, the corresponding
3, 4, 5, 6 and 10 times- multiples of 10 and 100; multiplication and division
division facts and multiples of
tables and the derive quickly corresponding facts involving decimals (e.g.
numbers to 10 up to the
corresponding division division facts 0.8 7, 4.8 6)
tenth multiple
facts; recognise multiples of
2, 5 or 10 up to 1000
Recognise that prime
Use knowledge of number Identify pairs of factors of numbers have only two
operations and two-digit whole numbers and factors and identify prime
corresponding inverses, find common multiples (e.g. numbers less than 100; find
including doubling and for 6 and 9) the prime factors of two-digit
halving, to estimate and numbers
check calculations

13
30 Block C: Handling Answer a question by Answer a question by Answer a set of related Solve problems by collecting,
data and collecting, organising and identifying what data to questions by collecting, selecting, processing,
interpreting data; use tally collect; organise, present, selecting and organising presenting and interpreting
measures: charts, frequency tables, analyse and interpret the relevant data; draw data, using ICT where
pictograms and bar charts data in tables, diagrams, tally conclusions, using ICT to appropriate; draw
31 Focus/big idea: to represent results and
illustrate observations; use
charts, pictograms and bar
charts, using ICT where
present features, and identify
conclusions and identify
planning how to
ICT to create a simple bar appropriate
develop a line of chart
enquiry.
Reading and Follow a line of enquiry by Suggest a line of enquiry and
interpreting deciding what information is the strategy needed to follow
scales. important; make and use it; collect, organise and
lists, tables and graphs to interpret selected information
organise and interpret the to find answers
information.

## Use Venn diagrams or Construct frequency tables, Construct and interpret

Carroll diagrams to sort pictograms and bar and line frequency tables, bar charts
data and objects using graphs to represent the with grouped discrete data,
more than one criterion frequencies of events and and line graphs; interpret pie
changes over time charts.

Describe and explain Report solutions to puzzles Find and interpret the mode Describe and interpret
methods, choices and and problems, giving of a set of data results and solutions to
solutions to puzzles and explanations and reasoning problems using the mode,
problems, orally and in orally and in writing, using range, median and mean
writing, using pictures and diagrams and symbols
diagrams
Describe the occurrence of Describe and predict
familiar events using the outcomes from data using
language of chance or the language of chance or
likelihood likelihood

## Select and use standard

metric units of measure and
convert between units using
decimals to two places (e.g.
change 2.75 litres to 2750
ml, or vice versa)
Know the relationships Choose and use standard Read, choose, use and Read and interpret scales on
between kilometres and metric units and their record standard metric units a range of measuring
metres, metres and abbreviations when to estimate and measure instruments, recognising that
centimetres, kilograms and estimating, measuring and length, weight and capacity

14
32 Block D: Solve one-step and two- Solve one-step and two-step Solve one-step and two-step Solve multi-step problems,
Calculating, step problems involving problems involving numbers, problems involving whole and problems involving
numbers, money or money or measures, numbers and decimals and fractions, decimals and
measuring and measures, including time, including time; choose and all four operations, choosing percentages; choose and
understanding choosing and carrying out carry out appropriate and using appropriate use appropriate calculation
shape appropriate calculations. calculations, using calculator calculation strategies, strategies at each stage,

33 Focus/big idea: methods where appropriate including calculator use including calculator use.
Investigate Add or subtract mentally Add or subtract mentally Calculate mentally with
practical problems combinations of one-digit pairs of two-digit whole integers and decimals: U.t
involving and two-digit numbers. numbers (e.g. 47 58, 91 U.t, TU U, TU U, U.t U,
measure. 35) U.t U.
Conversion.
Develop and use written Refine and use efficient Use efficient written methods Use efficient written methods
Area and methods to record, support written methods to add and to add and subtract whole to add and subtract integers
perimeter. or explain addition and subtract two-digit and three- numbers and decimals with and decimals, to multiply and
Transformation. subtraction of two-digit and digit whole numbers and .p up to two places divide integers and decimals
three-digit numbers Develop and use written Refine and use efficient by a one-digit integer, and to
Use practical and informal methods to record, support written methods to multiply multiply two-digit and three-
written methods to multiply and explain multiplication and divide HTU U, TU digit integers by a two-digit
and divide two-digit and division of two-digit TU, U.t U and HTU U integer
numbers (e.g. 13 3, 50 numbers by a one-digit
4); round remainders up or number, including division
down, depending on the with remainders (e.g. 15 9,
context 98 6) Use a calculator to solve
Use a calculator to solve problems involving multi-step
problems, including those calculations
involving decimals or
fractions (e.g. to find of
150 g); interpret the display
correctly in the context of
Use knowledge of number measurement Use approximations, inverse
operations and Use knowledge of rounding, operations and tests of
corresponding inverses, place value, number facts divisibility to estimate and
including doubling and and inverse operations to check results
halving, to estimate and estimate and check
check calculations calculations
Select and use standard
Know the relationships Choose and use standard Read, choose, use and metric units of measure and
between kilometres and metric units and their record standard metric units convert between units using
metres, metres and abbreviations when to estimate and measure decimals to two places (e.g.
centimetres, kilograms and estimating, measuring and length, weight and capacity change 2.75 litres to 2750
grams, litres and millilitres; recording length, weight and to a suitable degree of ml, or vice versa)
choose and use appropriate capacity; know the meaning accuracy (e.g. the nearest

15
34 Block E: Securing Represent a puzzle or Represent a puzzle or Tabulate systematically the
number facts, problem using number problem by identifying and information in a problem or
sentences, statements or recording the information or puzzle; identify and record
relationships and diagrams; use these to solve calculations needed to solve the steps or calculations
calculating the problem; present and it; find possible solutions and needed to solve it, using
35 Using known facts interpret the solution in the
context of the problem
confirm them in the context
of the problem
symbols where appropriate;
interpret solutions in the
to work with
original context and check
FDPRP.
36
their accuracy.
Solve one-step and two- Solve one-step and two-step Solve multi-step problems,
step problems involving problems involving whole and problems involving
numbers, money or numbers and decimals and fractions, decimals and
measures, including time, all four operations, choosing percentages; choose and
choosing and carrying out and using appropriate use appropriate calculation
appropriate calculations calculation strategies, strategies at each stage,
including calculator use including calculator use.
Derive and recall Recall quickly multiplication
Derive and recall Use knowledge of place
multiplication facts for the 2, facts up to 10 10 and use
multiplication facts up to 10 them to multiply pairs of value and multiplication facts
3, 4, 5, 6 and 10 times-
10, the corresponding multiples of 10 and 100; to 10 10 to derive related
tables and the
division facts and multiples of derive quickly corresponding multiplication and division
corresponding division
numbers to 10 up to the division facts facts involving decimals (e.g.
facts; recognise multiples of
tenth multiple 0.8 7, 4.8 6)
2, 5 or 10 up to 1000
Use efficient written methods
Refine and use efficient
Develop and use written Develop and use written to add and subtract integers
written methods to multiply
methods to record, support methods to record, support and decimals, to multiply and
and divide HTU U, TU
or explain addition and and explain multiplication divide integers and decimals
TU, U.t U and HTU U
subtraction of two-digit and and division of two-digit by a one-digit integer, and to
three-digit numbers numbers by a one-digit multiply two-digit and three-
number, including division digit integers by a two-digit
with remainders (e.g.15 9, integer
98 6)
Use a calculator to solve
problems involving multi-step
Use a calculator to solve calculations
problems, including those
involving decimals or
fractions (e.g. find of
150g); interpret the display
correctly in the context of Express a larger whole
measurement number as a fraction of a
Express a smaller whole
Recognise the equivalence smaller one (e.g. recognise
number as a fraction of a

16
17