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
and calculating
Focus/Big idea: Using number
sense to calculate.
Describe and explain methods, choices and
solutions to puzzles and problems, orally and in
writing, using pictures and diagrams
Read, write and order whole numbers to at least
1000 and position them on a number line; count on
from and back to zero in single-digit steps or
multiples of 10
Report solutions to puzzles and problems, giving
explanations and reasoning orally and in writing,
using diagrams and symbols
Use decimal notation for tenths and hundredths and
partition decimals; relate the notation to money and
measurement; position one-place and two-place
decimals on a number line
Explain reasoning using diagrams, graphs and text;
refine ways of recording using images and symbols
Explain what each digit represents in whole
numbers and decimals with up to two places, and
partition, round and order these numbers
Explain reasoning and conclusions, using words,
symbols or diagrams as appropriate
Use decimal notation for tenths, hundredths and
thousandths; partition, round and order decimals
with up to three places, and position them on the
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,
Derive and recall multiplication facts for the 2, 3, 4,
the corresponding division facts and multiples of
5, 6 and 10 times-tables and the corresponding
numbers to 10 up to the tenth multiple.
division facts; recognise multiples of 2, 5 or 10 up
to 1000
Multiply and divide numbers to 1000 by 10 and then
100 (whole-number answers), understanding the
effect; relate to scaling up or down
Recall quickly multiplication facts up to 10 10
and use them to multiply pairs of multiples of 10 and
100; derive quickly corresponding division facts.
Use knowledge of place value and multiplication
Use understanding of place value to multiply and facts to 10 10 to derive related multiplication and
divide whole numbers and decimals by 10, 100 or
division facts involving decimals (e.g. 0.8 7, 4.8
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

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

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
Block B: Securing involving numbers or shapes, and
number facts, use these to solve problems
understanding
shape
4
Focus/big idea:
Use knowledge of
number facts to
5
Represent the information in a
derive facts. puzzle or problem using numbers,
Parallel and images or diagrams; use these to
perpendicular. find a solution and present it in
context, where appropriate using p
notation or units of measure
Derive and recall multiplication facts
for the 2, 3, 4, 5, 6 and 10 times-
tables and the corresponding
division facts; recognise multiples of
2, 5 or 10 up to 1000
Round two-digit or three-digit
numbers to the nearest 10 or 100
and give estimates for their sums
and differences
Use knowledge of number
operations and corresponding
inverses, including doubling and
halving, to estimate and check
calculations
Relate 2-D shapes and 3-D solids to
drawings of them; describe,
visualise, classify, draw and make
the shapes
Identify and use patterns,
relationships and properties of
numbers or shapes; investigate a
statement involving numbers and test
it with examples.
Solve one-step and two-step
problems involving numbers, money
or measures, including time; choose
and carry out appropriate
calculations, using calculator
methods where appropriate
Report solutions to puzzles and
problems, giving explanations and
reasoning orally and in writing, using
diagrams and symbols
Derive and recall multiplication facts
up to 10 10, the corresponding
division facts and multiples of
numbers to 10 up to the tenth
multiple
Use knowledge of rounding, number
operations and inverses to estimate
and check calculations
Visualise 3-D objects from 2-D
drawings; make nets of common
solids
Explore patterns, properties and
relationships and propose a general
statement involving numbers or
shapes; identify examples for which
the statement is true or false
Recall quickly multiplication facts up
to 10 10 and use them to multiply
pairs of multiples of 10 and 100;
derive quickly corresponding division
facts
Use knowledge of rounding, place
value, number facts and inverse
operations to estimate and check
calculations
Identify pairs of factors of two-digit
whole numbers and find common
multiples (e.g. for 6 and 9)
Identify, visualise and describe
properties of rectangles, triangles,
regular polygons and 3-D solids; use
knowledge of properties to draw 2-D
shapes and identify and draw nets of
3-D shapes
Represent and interpret sequences,
patterns and relationships involving
numbers and shapes; suggest and
test hypotheses; construct and 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
Use knowledge of place value and
multiplication facts to 10 10 to
derive related multiplication and
division facts involving decimals (e.g.
0.8 7, 4.8 6)
Use approximations, inverse
operations and tests of divisibility to
estimate and check results
Recognise that prime numbers have
only two factors and identify prime
numbers less than 100; find the
prime factors of two-digit numbers
Describe, identify and visualise
parallel and perpendicular edges or
faces; use these properties to classify
2-D shapes and 3-D solids.
Make and draw shapes with
increasing accuracy and apply
knowledge of their properties
3
 Follow a line of enquiry by
6 Block C: Handling
deciding what information is
data and important; make and use lists,
measures tables and graphs to organise
and interpret the information
Focus/Big idea:
Posing questions,
7 planning and Answer a question by
collecting, organising and
developing lines of interpreting data; use tally
enquiry. charts, frequency tables,
pictograms and bar charts to
represent results and illustrate
observations; use ICT to create
a simple bar chart
Know the relationships
between kilometres and
metres, metres and
centimetres, kilograms and
grams, litres and millilitres;
choose and use appropriate
units to estimate, measure and
record measurements
Read, to the nearest division
and half-division, scales that
are numbered or partially
numbered; use the information
to measure and draw to a
suitable degree of accuracy
Suggest a line of enquiry and the
strategy needed to follow it;
collect, organise and interpret
selected information to find
answers
Answer a question by identifying
what data to collect; organise,
present, analyse and interpret
the data in tables, diagrams, tally
charts, pictograms and bar
charts, using ICT where
appropriate
Report solutions to puzzles and
problems, giving explanations
and reasoning orally and in
writing, using diagrams and
symbols
Choose and use standard metric
units and their abbreviations
when estimating, measuring and
recording length, weight and
capacity; know the meaning of
'kilo', 'centi' and 'milli' and, where
appropriate, use decimal
notation to record
measurements (e.g. 1.3 m or
0.6 kg)
Interpret intervals and divisions
on partially numbered scales
and record readings
accurately,where appropriate to
the nearest tenth of a unit
Plan and pursue an enquiry;
present evidence by collecting,
organising and interpreting
information; suggest extensions
to the enquiry
Answer a set of related
questions by collecting,
selecting and organising
relevant data; draw conclusions,
using ICT to present features,
and identify further questions to
ask
Construct frequency tables,
pictograms and bar and line
graphs to represent the
frequencies of events and
changes over time
Find and interpret the mode of a
set of data
Read, choose, use and record
standard metric units to estimate
and measure length, weight and
capacity to a suitable degree of
accuracy (e.g. the nearest
centimetre); convert larger to
smaller units using decimals to
one place (e.g. change 2.6kg to
2600g)
Interpret a reading that lies
between two unnumbered
divisions on a scale
Suggest, plan and develop lines
of enquiry; collect, organise and
represent information, interpret
results and review methods;
identify and answer related
questions.
Solve problems by collecting,
selecting, processing, presenting
and interpreting data, using ICT
where appropriate; draw
conclusions and identify further
questions to ask
Construct and interpret
frequency tables, bar charts with
grouped discrete data, and line
graphs; interpret pie charts
Describe and interpret results
and solutions to problems using
the mode, range, median and
mean.
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)
Read and interpret scales on a
range of measuring instruments,
recognising that the
measurement made is
approximate and recording
results to a required degree of
accuracy; compare readings on
different scales, for example
when using different instruments
4
8
Solve one-step and two-step
Block D: problems involving numbers, money
Calculating, or measures, including time,
choosing and carrying out
measuring and appropriate calculations
understanding
9
shape
Focus/big idea:
Solve practical
problems using Add or subtract mentally
measure. combinations of one-digit and two-
digit numbers
Know the relationships between
kilometres and metres, metres and
centimetres, kilograms and grams,
litres and millilitres; choose and use
appropriate units to estimate,
measure and record measurements
Read, to the nearest division and
half-division, scales that are
numbered or partially numbered;
use the information to measure and
draw to a suitable degree of
accuracy
Use a set-square to draw right
angles and to identify right angles in
2-D shapes; compare angles with a
right angle; recognise that a straight
line is equivalent to two right angles.
Solve one-step and two-step
problems involving numbers, money
or measures, including time; choose
and carry out appropriate
calculations, using calculator
methods where appropriate
Add or subtract mentally pairs of two-
digit whole numbers (e.g. 47 58, 91
35)
Refine and use efficient written
methods to add and subtract two-digit
and three-digit whole numbers and .
p decimals by a one-digit integer, and
Choose and use standard metric
units and their abbreviations when
estimating, measuring and recording
length, weight and capacity; know the
meaning of 'kilo', 'centi' and 'milli' and,
where appropriate, use decimal
notation to record measurements
(e.g. 1.3 m or 0.6 kg)
Interpret intervals and divisions on
partially numbered scales and record
readings accurately, where
appropriate to the nearest tenth of a
unit
Draw rectangles and measure and
calculate their perimeters; find the
area of rectilinear shapes drawn on a
square grid by counting squares
Solve one-step and two-step
problems involving whole numbers
and decimals and all four operations,
choosing and using appropriate
calculation strategies, including
calculator use.
Use a calculator to solve problems,
including those involving decimals or
fractions (e.g. to find of 150 g);
interpret the display correctly in the
context of measurement
Use efficient written methods to add
and subtract whole numbers and
decimals with up to two places
Use knowledge of rounding, place
value, number facts and inverse
operations to estimate and check
calculations
Read, choose, use and record
standard metric units to estimate and
measure length, weight and capacity
to a suitable degree of accuracy (e.g.
the nearest centimetre); convert
larger to smaller units using decimals
to one place (e.g. change 2.6kg to
2600g)
Interpret a reading that lies between
two unnumbered divisions on a scale
Draw and measure lines to the nearest
millimetre; measure and calculate the
perimeter of regular and irregular
polygons; use the formula for the area
of a rectangle to calculate the
rectangle's area
Solve multi-step problems, and
problems involving fractions,
decimals and percentages; choose
and use appropriate calculation
strategies at each stage, including
calculator use. Use a calculator to
solve problems involving multi-step
calculations
Calculate mentally with integers and
decimals: U.t U.t, TU U, TU U,
U.t U, U.t U
Use efficient written methods to add
and subtract integers and decimals,
to multiply and divide integers and
to multiply two-digit and three-digit
integers by a two-digit integer.
Use approximations, inverse
operations and tests of divisibility to
estimate and check results
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)
Read and interpret scales on a range
of measuring instruments,
recognising that the measurement
made is approximate and recording
results to a required degree of
accuracy; compare readings on
different scales, for example when
using different instruments
Calculate the perimeter and area of
rectilinear shapes; estimate the area
of an irregular shape by counting
squares
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:
How FDPRP are
12
Solve one-step and two-step
linked to problems involving numbers, money
multiplication and or measures, including time,
choosing and carrying out
division. appropriate calculations
Derive and recall multiplication facts
for the 2, 3, 4, 5, 6 and 10 times-
tables and the corresponding
division facts; recognise multiples of
2, 5 or 10 up to 1000
Derive and recall multiplication facts
up to 10 10, the corresponding
division facts and multiples of
numbers to 10 up to the tenth
multiple
Explain reasoning using diagrams,
graphs and text; refine ways of
recording using images and symbols
Solve one-step and two-step
problems involving whole numbers
and decimals and all four operations,
choosing and using appropriate
calculation strategies, including
calculator use
Recall quickly multiplication facts up
to 10 10 and use them to multiply
pairs of multiples of 10 and 100;
derive quickly corresponding division
facts
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)
Explain reasoning and conclusions,
using words, symbols or diagrams as
appropriate
Solve multi-step problems, and
problems involving fractions,
decimals and percentages; choose
and use appropriate calculation
strategies at each stage, including
calculator use
Use knowledge of place value and
multiplication facts to 10 10 to
derive related multiplication and
division facts involving decimals (e.g.
0.8 7, 4.8 6)

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

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

6
13
Describe and explain methods,
Block A: Counting, choices and solutions to puzzles
partitioning and and problems, orally and in writing,
using pictures and diagrams
calculating
Solve one-step and two-step
14
problems involving numbers, money
Focus/Big idea: to or measures, including time,
use decimal place choosing and carrying out
appropriate calculations
value to solve
multi-step Read, write and order whole
problems with all numbers to at least 1000 and
position them on a number line;
four operations count on from and back to zero in
especially addition single-digit steps or multiples of 10
and subtraction.
Partition three-digit numbers into
multiples of 100, 10 and 1 in
different ways
Derive and recall multiplication facts
for the 2, 3, 4, 5, 6 and 10 times-
tables and the corresponding
division facts; recognise multiples of
2, 5 or 10 up to 1000
Understand that division is the
inverse of multiplication and vice
versa; use this to derive and record
related multiplication and division
number sentences
Add or subtract mentally
combinations of one-digit and two-
digit numbers.
Derive and recall all addition and
subtraction facts for each number to
20, sums and differences of
multiples of 10 and number pairs
that total 100
Multiply one-digit and two-digit
Report solutions to puzzles and
problems, giving explanations and
reasoning orally and in writing, using
diagrams and symbols
Solve one-step and two-step
problems involving numbers, money
or measures, including time; choose
and carry out appropriate
calculations, using calculator
methods where appropriate
Use decimal notation for tenths and
hundredths and partition decimals;
relate the notation to money and
measurement; position one-place and
two-place decimals on a number line
Partition, round and order four-digit
whole numbers; use positive and
negative numbers in context and
position them on a number line; state
inequalities using the symbols and
(e.g. -3 -5, -1 1)
Use knowledge of rounding, number
operations and inverses to estimate
and check calculations
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, the corresponding
division facts and multiples of
numbers to 10 up to the tenth
multiple
Recognise and continue number
sequences formed by counting on or
back in steps of constant size
Add or subtract mentally pairs of two-
digit whole numbers (e.g. 47 58, 91
35)
Develop and use written methods to
Explain reasoning using diagrams, Explain reasoning and conclusions,
graphs and text; refine ways of using words, symbols or diagrams as
appropriate
recording using images and symbols
Solve multi-step problems, and
Solve one-step and two-step problems involving fractions,
decimals and percentages; choose
problems involving whole numbers
and decimals and all four operations, and use appropriate calculation
strategies at each stage, including
choosing and using appropriate
calculator use.
calculation strategies, including
calculator use
Use decimal notation for tenths,
hundredths and thousandths;
partition, round and order decimals
with up to three places, and position
them on the number line
Explain what each digit represents in
whole numbers and decimals with up
to two places, and partition, round
and order these numbers
Use knowledge of rounding, place
value, number facts and inverse
operations to estimate and check
calculations
Count from any given number in
whole-number and decimal steps,
extending beyond zero when
counting backwards; relate the
numbers to their position on a
number line
Use knowledge of place value and
Recall quickly multiplication facts up multiplication facts to 10 10 to
derive related multiplication and
to 10 10 and use them to multiply
division facts involving decimals (e.g.
pairs of multiples of 10 and 100;
0.8 7, 4.8 6)
derive quickly corresponding division
facts
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
numbers to derive sums and
differences and doubles and halves
of decimals (e.g. 6.5 2.7, half of
5.6, double 0.34)
Use efficient written methods to add
Use efficient written methods to add and subtract integers and decimals,
to multiply and divide integers and
and subtract whole numbers and
7
15
Identify patterns and relationships
Block B: Securing involving numbers or shapes, and
number facts, use these to solve problems
understanding
shape
Focus/Big idea:
16 Patterns, deriving Represent the information in a
puzzle or problem using numbers,
facts and
17
images or diagrams; use these to
find a solution and present it in
investigating context, where appropriate using p
general notation or units of measure
statements.
Shape: Symmetry
Derive and recall all addition and
and properties of subtraction facts for each number to
shape. 20, sums and differences of
multiples of 10 and number pairs
that total 100
Derive and recall multiplication facts
for the 2, 3, 4, 5, 6 and 10 times-
tables and the corresponding
division facts; recognise multiples of
2, 5 or 10 up to 1000
Use knowledge of number
operations and corresponding
inverses, including doubling and
halving, to estimate and check
calculations
Relate 2-D shapes and 3-D solids to
drawings of them; describe,
visualise, classify, draw and make
the shapes
Draw and complete shapes with
reflective symmetry; draw the
reflection of a shape in a mirror line
along one side
Identify and use patterns,
relationships and properties of
numbers or shapes; investigate a
statement involving numbers and test
it with examples
Report solutions to puzzles and
problems, giving explanations and
reasoning orally and in writing, using
diagrams and symbols
Identify the doubles of two-digit
numbers; use these to calculate
doubles of multiples of 10 and 100
and derive the corresponding halves
Derive and recall multiplication facts
up to 10 10, the corresponding
division facts and multiples of
numbers to 10 up to the tenth
multiple
Use knowledge of rounding, number
operations and inverses to estimate
and check calculations
Draw polygons and classify them by
identifying their properties, including
their line symmetry
Visualise 3-D objects from 2-D
drawings; make nets of common
solids
Explore patterns, properties and
relationships and propose a general
statement involving numbers or
shapes; identify examples for which
the statement is true or false
Represent a puzzle or problem by
identifying and recording the
information or calculations needed to
solve it; find possible solutions and
confirm them in the context of the
problem
Use knowledge of place value and
addition and subtraction of two-digit
numbers to derive sums and
differences and doubles and halves
of decimals (e.g. 6.5 2.7, half of
5.6, double 0.34)
Recall quickly multiplication facts up
to 10 10 and use them to multiply
pairs of multiples of 10 and 100;
derive quickly corresponding division
facts
Use knowledge of rounding, place
value, number facts and inverse
operations to estimate and check
calculations
Identify, visualise and describe
properties of rectangles, triangles,
regular polygons and 3-D solids; use
knowledge of properties to draw 2-D
shapes and identify and draw nets of
3-D shapes
Complete patterns with up to two
lines of symmetry; draw the position
of a shape after a reflection or
translation
Tabulate systematically the
information in a problem or puzzle;
identify and record the steps or
calculations needed to solve it, using
symbols where appropriate; interpret
solutions in the original context and
check their accuracy.
Represent and interpret sequences,
patterns and relationships involving
numbers and shapes; suggest and
test hypotheses; construct and 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
Use knowledge of place value and
multiplication facts to 10 10 to
derive related multiplication and
division facts involving decimals (e.g.
0.8 7, 4.8 6)
Recognise that prime numbers have
only two factors and identify prime
numbers less than 100; find the
prime factors of two-digit numbers
Use approximations, inverse
operations and tests of divisibility to
estimate and check results
Describe, identify and visualise
parallel and perpendicular edges or
faces; use these properties to classify
2-D shapes and 3-D solids
Make and draw shapes with
increasing accuracy and apply
knowledge of their properties
8
18
Answer a question by collecting,
Block C: Handling organising and interpreting data;
data and use tally charts, frequency tables,
pictograms and bar charts to
measures represent results and illustrate
Focus/Big idea: observations; use ICT to create a
19
simple bar chart
Interpreting
results. Use Venn diagrams or Carroll
diagrams to sort data and objects
Probability, using more than one criterion
Equivalence/conv
ersion.
Know the relationships between
kilometres and metres, metres and
centimetres, kilograms and grams,
litres and millilitres; choose and use
appropriate units to estimate,
measure and record measurements
Read, to the nearest division and
half-division, scales that are
numbered or partially numbered;
use the information to measure and
draw to a suitable degree of
accuracy
Answer a question by identifying what
data to collect; organise, present,
analyse and interpret the data in
tables, diagrams, tally charts,
pictograms and bar charts, using ICT
where appropriate
Report solutions to puzzles and
problems, giving explanations and
reasoning orally and in writing, using
diagrams and symbols
Choose and use standard metric
units and their abbreviations when
estimating, measuring and recording
length, weight and capacity; know the
meaning of 'kilo', 'centi' and 'milli' and,
where appropriate, use decimal
notation to record measurements
(e.g. 1.3 m or 0.6 kg)
Interpret intervals and divisions on
partially numbered scales and record
readings accurately, where
appropriate to the nearest tenth of a
unit
Compare the impact of
representations where scales have
intervals of differing step size
Answer a set of related questions by
collecting, selecting and organising
relevant data; draw conclusions,
using ICT to present features, and
identify further questions to ask
Construct frequency tables,
pictograms and bar and line graphs
to represent the frequencies of
events and changes over time
Explain reasoning using diagrams,
graphs and text; refine ways of
recording using images and symbols
Describe the occurrence of familiar
events using the language of chance
or likelihood
Read, choose, use and record
standard metric units to estimate and
measure length, weight and capacity
to a suitable degree of accuracy (e.g.
the nearest centimetre); convert
larger to smaller units using decimals
to one place (e.g. change 2.6kg to
2600g)
Interpret a reading that lies between
two unnumbered divisions on a scale
Solve problems by collecting,
selecting, processing, presenting and
interpreting data, using ICT where
appropriate; draw conclusions and
identify further questions to ask
Construct and interpret frequency
tables, bar charts with grouped
discrete data, and line graphs;
interpret pie charts
Describe and interpret results and
solutions to problems using the
mode, range, median and mean
Describe and predict outcomes from
data using the language of chance or
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)
Use a calculator to solve problems
involving multi-step calculations
9
20
Solve one-step and two-step
Block D: problems involving numbers, money
Calculating, or measures, including time,
choosing and carrying out
measuring and appropriate calculations
understanding
Add or subtract mentally
shape. combinations of one-digit and two-
21 digit numbers
Focus/big idea:
Solving practical
Develop and use written methods to
problems involving record, support or explain addition
estimation and subtraction of two-digit and
three-digit numbers
Angles, read and Use practical and informal written
methods to multiply and divide two-
plot coordinates. digit numbers (e.g. 13 3, 50 4);
round remainders up or down,
depending on the context
Use a set-square to draw right
angles and to identify right angles in
2-D shapes; compare angles with a
right angle; recognise that a straight
line is equivalent to two right angles
Read and record the vocabulary of
position, direction and movement,
using the four compass directions to
describe movement about a grid
Solve one-step and two-step
problems involving numbers, money
or measures, including time; choose
and carry out appropriate
calculations, using calculator
methods where appropriate
Refine and use efficient written
methods to add and subtract two-digit
and three-digit whole numbers and .
p
Develop and use written methods to
record, support and explain
multiplication and division of two-digit
numbers by a one-digit number,
including division with remainders
(e.g. 15 9, 98 6)
Know that angles are measured in
degrees and that one whole turn is
360 ; compare and order angles less
than 180
Recognise horizontal and vertical
lines; use the eight compass points to
describe direction; describe and
identify the position of a square on a
grid of squares
Solve one-step and two-step
problems involving whole numbers
and decimals and all four operations,
choosing and using appropriate
calculation strategies, including
calculator use
Use efficient written methods to add
and subtract whole numbers and
decimals with up to two places
Refine and use efficient written
methods to multiply and divide HTU
U, TU TU, U.t U and HTU U
Use knowledge of rounding, place
value, number facts and inverse
operations to estimate and check
calculations
Estimate, draw and measure acute
and obtuse angles using an angle
measurer or protractor to a suitable
degree of accuracy; calculate angles
in a straight line
Read and plot coordinates in the first
quadrant; recognise parallel and
perpendicular lines in grids and
shapes; use a set-square and ruler to
draw shapes with perpendicular or
parallel sides
Solve multi-step problems, and
problems involving fractions,
decimals and percentages; choose
and use appropriate calculation
strategies at each stage, including
calculator use
Calculate mentally with integers and
decimals: U.t U.t, TU U, TU U,
U.t U, U.t U
Use efficient written methods to add
and subtract integers and decimals,
to multiply and divide integers and
decimals by a one-digit integer, and
to multiply two-digit and three-digit
integers by a two-digit integer
Use a calculator to solve problems
involving multi-step calculations
Use approximations, inverse
operations and tests of divisibility to
estimate and check results
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)
Estimate angles, and use a protractor
to measure and draw them, on their
own and in shapes; calculate angles
in a triangle or around a point
Use coordinates in the first quadrant
to draw, locate and complete shapes
that meet given properties
Visualise and draw on grids of
different types where a shape will be
after reflection, after translations, or
after rotation through 90 or 180
about its centre or one of its vertices
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
(e.g. , ), interpreting the
denominator as the parts of a whole
and the numerator as the number of
parts; identify and estimate fractions
of shapes; use diagrams to
compare fractions and establish
equivalents
Recognise the equivalence between
decimal and fraction forms of one
half, quarters, tenths and hundredths
Use diagrams to identify equivalent
fractions (e.g. and , or
and ); interpret mixed numbers
and position them on a number line
(e.g. 3 )
Identify pairs of fractions that total 1
a fraction of a larger one (e.g.
recognise that 5 out of 8 is
equivalent fractions (e.g.
, or 1 ); relate
fractions to their decimal
representations
Understand percentage as the
number of parts in every 100 and
express tenths and hundredths as
percentages
fraction of a smaller one (e.g.
recognise that 8 slices of a 5-slice
); find
pizza represents or 1 pizzas);
simplify fractions by cancelling
common factors; order a set of
fractions by converting them to
fractions with a common denominator
Express one quantity as a
percentage of another (e.g. express
400 as a percentage of 1000);
find equivalent 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

Use the vocabulary of ratio and
proportion to describe the relationship
between two quantities (e.g. 'There
are 2 red beads to every 3 blue
beads, or 2 beads in every 5 beads
are red'); estimate a proportion (e.g.
'About one quarter of the apples in
the box are green')
direct proportion by scaling quantities
Use sequences to scale numbers up up or down
or down; solve problems involving
proportions of quantities (e.g.
decrease quantities in a recipe
designed to feed six people)

11
25
Block A: Counting,
partitioning and
calculating
Solve one-step and two-step
problems involving numbers, money
Focus/big idea:
26 or measures, including time,
Use and apply choosing and carrying out
appropriate calculations
their
understanding
their
understanding of
place value
Understand that division is the
inverse of multiplication and vice
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
2, 5 or 10 up to 1000
Add or subtract mentally
combinations of one-digit and two-
digit numbers
Develop and use written methods to
record, support or explain addition
and subtraction of two-digit and
three-digit numbers
Use practical and informal written
methods to multiply and divide two-
digit numbers (e.g. 13 3, 50 4);
round remainders up or down,
depending on the context
Solve one-step and two-step
problems involving numbers, money
or measures, including time; choose
and carry out appropriate
calculations, using calculator
methods where appropriate
Use decimal notation for tenths and
hundredths and partition decimals;
relate the notation to money and
measurement; position one-place and
two-place decimals on a number line
Derive and recall multiplication facts
up to 10 10, the corresponding
division facts and multiples of
numbers to 10 up to the tenth
multiple
Add or subtract mentally pairs of two-
digit whole numbers (e.g. 47 58, 91
35)
Develop and use written methods to
record, support and explain
multiplication and division of two-digit
numbers by a one-digit number,
including division with remainders
(e.g. 15 9, 98 6)
Refine and use efficient written
methods to add and subtract two-digit
and three-digit whole numbers and .
p U
Use a calculator to carry out one-step
and two-step calculations involving all
four operations; recognise negative
numbers in the display, correct
mistaken entries and interpret the
display correctly in the context of
money
Explain reasoning using diagrams,
graphs and text; refine ways of
recording using images and symbols
Solve one-step and two-step
problems involving whole numbers
and decimals and all four operations,
choosing and using appropriate
calculation strategies, including
calculator use
Recall quickly multiplication facts up
to 10 10 and use them to multiply
pairs of multiples of 10 and 100;
derive quickly corresponding division
facts
Use knowledge of place value and
addition and subtraction of two-digit
numbers to derive sums and
differences and doubles and halves
of decimals (e.g. 6.5 2.7, half of
5.6, double 0.34
Use efficient written methods to add
and subtract whole numbers and
decimals with up to two places.
Refine and use efficient written
methods to multiply and divide HTU
U, TU TU, U.t U and HTU
Use a calculator to solve problems,
including those involving decimals or
fractions (e.g. to find of 150g);
interpret the display correctly in the
context of measurement
Use knowledge of rounding, place
value, number facts and inverse
operations to estimate and check
Explain reasoning and conclusions,
using words, symbols or diagrams as
appropriate
Solve multi-step problems, and
problems involving fractions,
decimals and percentages; choose
and use appropriate calculation
strategies at each stage, including
calculator use
Use decimal notation for tenths,
hundredths and thousandths;
partition, round and order decimals
with up to three places, and position
them on the number line
Calculate mentally with integers and
decimals: U.t U.t, TU U, TU U,
U.t U, U.t U
Use efficient written methods to add
and subtract integers and decimals,
to multiply and divide integers and
decimals by a one-digit integer, and
to multiply two-digit and three-digit
integers by a two-digit integer
Use a calculator to solve problems
involving multi-step calculations
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
data and collecting, organising and
interpreting data; use tally
measures: charts, frequency tables,
pictograms and bar charts
31 Focus/big idea: to represent results and
illustrate observations; use
planning how to
ICT to create a simple bar
develop a line of chart
enquiry.
Reading and Follow a line of enquiry by
interpreting deciding what information is
scales. important; make and use
lists, tables and graphs to
organise and interpret the
information.
Use Venn diagrams or
Carroll diagrams to sort
data and objects using
more than one criterion
Describe and explain
methods, choices and
solutions to puzzles and
problems, orally and in
writing, using pictures and
diagrams
Know the relationships
between kilometres and
metres, metres and
centimetres, kilograms and
Answer a question by
identifying what data to
collect; organise, present,
analyse and interpret the
data in tables, diagrams, tally
charts, pictograms and bar
charts, using ICT where
appropriate
Suggest a line of enquiry and
the strategy needed to follow
it; collect, organise and
interpret selected information
to find answers
Report solutions to puzzles
and problems, giving
explanations and reasoning
orally and in writing, using
diagrams and symbols
Choose and use standard
metric units and their
abbreviations when
estimating, measuring and
Answer a set of related
questions by collecting,
selecting and organising
relevant data; draw
conclusions, using ICT to
present features, and identify
further questions to ask
Construct frequency tables,
pictograms and bar and line
graphs to represent the
frequencies of events and
changes over time
Find and interpret the mode
of a set of data
Describe the occurrence of
familiar events using the
language of chance or
likelihood
Read, choose, use and
record standard metric units
to estimate and measure
length, weight and capacity
Solve problems by collecting,
selecting, processing,
presenting and interpreting
data, using ICT where
appropriate; draw
conclusions and identify
further questions to ask
Construct and interpret
frequency tables, bar charts
with grouped discrete data,
and line graphs; interpret pie
charts.
Describe and interpret
results and solutions to
problems using the mode,
range, median and mean
Describe and predict
outcomes from data using
the language of chance or
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)
Read and interpret scales on
a range of measuring
instruments, recognising that
14
32 Block D: Solve one-step and two-
Calculating, step problems involving
numbers, money or
measuring and measures, including time,
understanding choosing and carrying out
shape appropriate calculations.
33 Focus/big idea:
Investigate Add or subtract mentally
practical problems combinations of one-digit
involving and two-digit numbers.
measure.
Conversion.
Develop and use written
Area and methods to record, support
perimeter. or explain addition and
Transformation. subtraction of two-digit and
three-digit numbers
Use practical and informal
written methods to multiply
and divide two-digit
numbers (e.g. 13 3, 50
4); round remainders up or
down, depending on the
context
Use knowledge of number
operations and
corresponding inverses,
including doubling and
halving, to estimate and
check calculations
Know the relationships
between kilometres and
metres, metres and
centimetres, kilograms and
grams, litres and millilitres;
choose and use appropriate
Solve one-step and two-step
problems involving numbers,
money or measures,
including time; choose and
carry out appropriate
calculations, using calculator
methods where appropriate
Add or subtract mentally
pairs of two-digit whole
numbers (e.g. 47 58, 91
35)
Refine and use efficient
written methods to add and
subtract two-digit and three-
digit whole numbers and .p
Develop and use written
methods to record, support
and explain multiplication
and division of two-digit
numbers by a one-digit
number, including division
with remainders (e.g. 15 9,
98 6)
Choose and use standard
metric units and their
abbreviations when
estimating, measuring and
recording length, weight and
capacity; know the meaning
Solve one-step and two-step
problems involving whole
numbers and decimals and
all four operations, choosing
and using appropriate
calculation strategies,
including calculator use
Use efficient written methods
to add and subtract whole
numbers and decimals with
up to two places
Refine and use efficient
written methods to multiply
and divide HTU U, TU
TU, U.t U and HTU U
Use a calculator to solve
problems, including those
involving decimals or
fractions (e.g. to find of
150 g); interpret the display
correctly in the context of
measurement
Use knowledge of rounding,
place value, number facts
and inverse operations to
estimate and check
calculations
Read, choose, use and
record standard metric units
to estimate and measure
length, weight and capacity
to a suitable degree of
accuracy (e.g. the nearest
Solve multi-step problems,
and problems involving
fractions, decimals and
percentages; choose and
use appropriate calculation
strategies at each stage,
including calculator use.
Calculate mentally with
integers and decimals: U.t
U.t, TU U, TU U, U.t U,
U.t U.
Use efficient written methods
to add and subtract integers
and decimals, to multiply and
divide integers and decimals
by a one-digit integer, and to
multiply two-digit and three-
digit integers by a two-digit
integer
Use a calculator to solve
problems involving multi-step
calculations
Use approximations, inverse
operations and tests of
divisibility to estimate and
check results
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)
15
34 Block E: Securing
number facts,
relationships and
calculating
35 Using known facts
to work with
FDPRP.
36
Solve one-step and two-
step problems involving
numbers, money or
measures, including time,
choosing and carrying out
appropriate calculations
Derive and recall
multiplication facts for the 2,
3, 4, 5, 6 and 10 times-
tables and the
corresponding division
facts; recognise multiples of
2, 5 or 10 up to 1000
Develop and use written
methods to record, support
or explain addition and
subtraction of two-digit and
three-digit numbers
Represent a puzzle or
problem using number
sentences, statements or
diagrams; use these to solve
the problem; present and
interpret the solution in the
context of the problem
Derive and recall
multiplication facts up to 10
10, the corresponding
division facts and multiples of
numbers to 10 up to the
tenth multiple
Develop and use written
methods to record, support
and explain multiplication
and division of two-digit
numbers by a one-digit
number, including division
with remainders (e.g.15 9,
98 6)
Recognise the equivalence
Represent a puzzle or
problem by identifying and
recording the information or
calculations needed to solve
it; find possible solutions and
confirm them in the context
of the problem
Solve one-step and two-step
problems involving whole
numbers and decimals and
all four operations, choosing
and using appropriate
calculation strategies,
including calculator use
Recall quickly multiplication
facts up to 10 10 and use
them to multiply pairs of
multiples of 10 and 100;
derive quickly corresponding
division facts
Refine and use efficient
written methods to multiply
and divide HTU U, TU
TU, U.t U and HTU U
Use a calculator to solve
problems, including those
involving decimals or
fractions (e.g. find of
150g); interpret the display
correctly in the context of
measurement
Express a smaller whole
number as a fraction of a
Tabulate systematically the
information in a problem or
puzzle; identify and record
the steps or calculations
needed to solve it, using
symbols where appropriate;
interpret solutions in the
original context and check
their accuracy.
Solve multi-step problems,
and problems involving
fractions, decimals and
percentages; choose and
use appropriate calculation
strategies at each stage,
including calculator use.
Use knowledge of place
value and multiplication facts
to 10 10 to derive related
multiplication and division
facts involving decimals (e.g.
0.8 7, 4.8 6)
Use efficient written methods
to add and subtract integers
and decimals, to multiply and
divide integers and decimals
by a one-digit integer, and to
multiply two-digit and three-
digit integers by a two-digit
integer
Use a calculator to solve
problems involving multi-step
calculations
Express a larger whole
number as a fraction of a
smaller one (e.g. recognise
16
17