Number

Patterns/

Relationships

• Count, read write and order numbers to 1000: explore practically
• Consolidation of place value up to 1000
• Extend addition to 1000: no exchanges, 1 exchange, 2 exchanges
• Consolidate approximation of numbers up to 1000 to: the nearest 10, the nearest 100
• Consolidate the concept of multiplication: up to 5x5, to include all the 2,5 and 10 times tables.
• Develop quick recall
• Develop an understanding of the commutative nature of multiplication using practical materials, eg number line, squared paper, cubes, multiplication square
• Extend gradually the concept of multiplication to include all possibilities from 0x0 to 10x10
• Multiply using mental or pencil and paper methods: a multiple of 10 by a single digit, any 2 digit number by a single digit
• Extend the concept of fractions using whole shapes and sets of objects: the family of eighths, introduce notation ½, ¼, 1/8, thirds, sixths, fifths, tenths, introduce notation 1/3, 1/6, 1/5, 1/10, explore links with division.
• Extend fraction notation, e.g. ¾, 2/3
• Understand decimal notation in relation to the concept of tenths through the use of materials
• Understand the use of the decimal point within the number system: in the context of measurement, read and write decimals (tenths)

• Consolidate the understanding of  monetary values over £1 and use correctly the £ and p signs.
• Consolidate the appreciation of money and use the conventional way of recording money
• Apply knowledge of money to situations requiring addition and subtraction e.g. Shopping bills to at least £10
• Introduce approximate numbers to the nearest 10,100,1000
• Introduce addition beyond 1000, include the use of pencil and paper methods
• Introduce personal methods to: add or subtract two digit numbers, add several single digit numbers
• Have quick recall of all multiplication tables up to 10x10
• Explore and use the effect of multiplying whole numbers: by 10, by multiples of 10
• Introduce work on fraction families to appreciate the equivalence of fractions where the numerator is 1
• Introduce sharing sets of objects to develop an understanding of what is meant by fractions of quantities
• Introduce multiplication to a 2 digit number by a 2 digit number
• Introduce the concept of division within 100 through sharing and grouping activities: develop quick recall, use the division symbol, the link between multiplication and division
• Develop division to any 2 digit whole number by a single digit, estimate answers, use pencil and paper methods  - stations
• Carry out activities involving multiplication/division of money using practical, mental, calculator or written methods
• Use the knowledge of multiplying and dividing whole numbers by 10: recognise numbers which are exactly divisible by 10

• Extend subtraction within 1000: no exchanges, one exchange, two exchanges, estimate answers before calculating
• Extend the concept of division within 25 through sharing and grouping activities: recall, recording using the division symbol, develop the link between multiplication and division
• Extend the concept of remainders: know whether to round up or down in a given practical context
• Continue to understand and work with simple function machines for addition and subtraction, mentally finding output, input, function
• Find the number patterns and equivalent forms of 3 and 4 digit numbers
• Explore and explain number patterns, including multiplication patterns, in the 100 square
• Continue exploring orally patterns which arise in various situations e.g. calendar patterns
• Explore multiplication and division to appreciate their relationship
• Continue exploring simple function machines for multiplication and division. Find: output, input, function
• Understand that addition and subtraction are inverse operations
• Introduce function machines to include two operations e.g. 4x5+2=
• Examine patterns and sequences in number to predict missing and subsequent terms

·         Explore and understand multiples

• Introduce a given situation using simple formulae expressed in words eg the perimeter of a square is.

Measures

Handling Data

Shape

Measure using the metre and the kilogram as standard unit

Estimate and compare lengths and weights in terms of a metre and a kilogram. Gradually extend to half metre and half kilogram

Extend measure using the litre as a standard unit, continue to explore capacity in terms of a litre and half litre

Explore and extend work with lighter objects to introduce 100g and grams

Estimate and measure in metres and centimetres using a variety of instruments

Estimate and weigh with kilograms and grams using a variety of weighing instruments

Explore the capacity of smaller containers to introduce millilitre

Read capacity in a calibrated container. Estimate, measure and record capacity in millilitres or litres

Appreciate and use in practical situations, the relationship between: m and cm, kg and g, l and ml

Appreciate that measurement is approximate

Measure and record in millimetres

Introduce the concept of perimeter. Find, by measuring, perimeters of simple shapes

Introduce units for measuring volume – centimetre cubes

Understand and use the relationship between millimetres and centimetres.

Continue identifying opportunities for collecting data

Continue simple tallying for recording of data, and organise using a given frequency table

Continue exploring simple bar charts to represent data. Understand the numbering of the frequency axis. Discuss and interpret results

Continue to read and interpret information from a variety of given tables, charts and graphs

Discuss, construct and label bar charts  which require simple scales, e.g. 2, 5, 10. Interpret results

Enter in, and access information from a simple database

Develop an awareness of pie charts based on simple fractions

Introduce the bar gate convention when tallying

Introduce constructing and interpreting pictograms where the symbol represents a group of objects

Basic sorting and searching of an existing relevant computer database in response to directed questions

Introduce the use of computer packages to produce bar charts and other appropriate representations.

Explore symmetry in shapes through a range of activities, e.g. paper cutting, geoboards

Consolidate line symmetry in a variety of 2-D shapes

Fit shapes together to make new shapes e.g. Tangrams

Make regular and irregular shapes using materials, e.g. geoboards, 4-sided shapes and 6 sided shapes

Continue exploring right angles in the environment; investigate quarter turns, half turns and whole turns. Use the language clockwise and anti-clockwise, right and left to develop the concept of angle as an amount of turn.

Explore angles greater/less than a right angle

Continue exploring North, South, East, West

Introduce drawing lines of symmetry on a variety of 2D shapes

Classify 3 and 4 sided shapes in practical situations

Introduce making 2D shapes that have right angles using materials e.g. geoboards

Time

Area

Space

Consolidate times on 12hour clock: quarter hours, five minute intervals, minute intervals

Relate analogue and digital times

Read and interpret information from calendars

Carry out practical activities to appreciate duration by estimating: 1min, 3mins, 5mins, duration of events

Understand and use am and pm

Introduce relationship between minutes and hours and use to perform simple mental calculations involving adding on

Introduce calculation of passage of time between two given dates: within a month, across more than one month.

Cover surfaces using unit shapes which do not leave gaps

Appreciate the need for a standard unit of area

Introduce finding the area of shapes by counting square centimetres where answers are an exact number of squares

Introduce finding the approximate areas of shapes by counting whole and part squares.

Explore location by means of co-ordinates. Draw 2D shapes defined in terms of co-ordinates

Introduce drawing horizontal and vertical lines. Talk about plumb line

Introduce the need for a standard unit to measure angle

Know: right angle as 90o (quarter turn), straight angle (half turn) as 180o

Appreciate the terms acute and obtuse

Introduce co-ordinates in the first quadrant: identify position from given co-ordinates, plot position, specify co-ordinates of a nominated point

Draw and compare pictures/shapes using co-ordinates in the first quadrant

Introduce the terms horizontal and vertical

Introduce compass points NE SE SW and NW.

Number

Patterns/

Relationships

Consolidate reading, writing and ordering of whole numbers to   1 000 and extend to  10 000.  Recognise that the position of the digit denotes its value.  Approximate numbers to the nearest 10, 100, 1000 as appropriate.

Extend addition beyond 1000

·         written calculations

·         estimation of answers before calculating.

Use personal mental methods to

·         add or subtract two 2- digit numbers

·         add several single digit numbers.

Speed up recall (which should now be accurate) of all multiplication tables to 10x10.

Extend multiplication using mental or pencil - and - paper methods;

·         a multiple of 100 by a single digit

·         any 3 – digit number by a single digit.

Count and order decimals (tenths) in the context of measures and practical materials:

within a specific whole number, eg 1.1, 1.2, …….1.9

cross over whole numbers, eg.0.8,0.9,1.0,1.1.

Use practical materials to add and subtract tenths, whole numbers and tenths:

·         without exchange

·         with exchange.     Record results.

Extend work on fractions to appreciate the equivalence of fractions when the numerator is one. 

denominator.

Share sets of objects to develop an under standing of what is meant by fractions of quantities – whole number answers only.

Introduce finding ¾, 3/5, etc. of small amounts with concrete examples.

Extend multiplication to a 2 – digit number by a 2 – digit number:

·         using extended addition to explain

·         written and other methods

·         estimate answers.

·         Introduce division of 3 – digit numbers.

Understand decimal notation in relation to the concept of tenths and hundredths through the use of materials.

Understand and use decimals to 2 decimal places in the context of measurement, commencing with money:

·         read and write decimals

·         order decimals

Add and subtract using tenths and hundredths:

·         without exchange

·         with exchange

initially in the context of measurement.

Understand and use the effect of multiplying whole numbers:

·         by 10 and100

·         by multiples of 10 and 100.

Explore the concept of percentages

pictorially using 100 square:

·         Introduce notation.

         Explore simple percentages in everyday use;

·         1%, 25%, 50%, 75%, 100%;

·         introduce 10%, 20%, 30% ……..

begin to relate percentages to simple fractions and decimals.

Extend subtraction to number beyond 1000:

·         include the use of pencil - and - paper methods

·         estimate answers before calculating.

Extend the concept of division within 100 through sharing and grouping activities:

·         develop quick recall

·         use the division symbol

·         consolidate the link between multiplication and division.

Extend division:

·         to any 2-digit whole number by a single digit

·         estimate answers

·         use paper - and – pencil methods

·         use idea of tables stations to calculate remainders.

Consolidate multiplication and division of money using practical, mental, calculator or written methods.

Use the knowledge of

multiplication of whole numbers by 10 and 100, explore

division by 10 and 100:

·         recognise numbers which are exactly divisible y 10,100.

Understand that addition and subtraction are inverse operations.  Use this to check calculations.

Extend function machines to include two operations, eg:

·         Input  x5   +2  Output

      4    --   --  --

Examine patterns and sequences in number to predict missing and subsequent terms.

Consolidate multiples and introduce factors.

Introduce squared numbers through spatial arrangements.

Describe a given situation using simple formulae expressed in words, eg

·         The perimeter of a square is …..

·         Apply strategies, such as doubling and halving , to explore the properties of numbers to aid calculation, eg

24 x 4 = 12 x 8

               25 x 6 = 50 x 3.

Extend strategies to include other multiples and factors, eg:

                 18 x 27,  9 x 54,  3 x 162.

Measures

Handling Data

Shape

Length/Weight/Capacity/Volume

Consolidate estimation and weight with kilograms and grams, using scales.

Consolidate the capacity of smaller containers in millilitres.

Consolidate reading capacity in a calibrated container.  Estimate, measure and record capacity in millilitres and litres.

Consolidate the appreciation and use, in practical situations of the relationship between:

• metres and centimetres, eg 1m 25 cm is 125cm
• kilograms and grams, eg 1kg 256 g is 1256g
• litres and millilitres, eg 1l 256 ml is 1256ml

Consolidate the appreciation that measurement is approximate.

Introduce the kilometre for measurements of long distances, eg running a km.

Appreciate and use the relationship between

kilometres and metres, eg 1km 256m = 1256m

Measure and record in millimetres.

Consolidate the concept of perimeter. Find by measuring perimeters of simple shapes.

Begin to appreciate the concept of scale.

Discuss appropriate arbitrary units for measuring volume.  Find volume of open cuboids using cubes.

Appreciate the conservation of volume through practical experiences, eg a solid built from cubes can be dismantled and reassembled in a variety of forms.

Measure volume by counting cm cubes.

Understand the relationship between millimetres and centimetres.

Record measures using decimal notation.

Begin to convert from one metric unit to another.

Design and use an appropriate observation sheet for an identified issue.  Discuss its effectiveness.

Consolidate bar-gate convention when tallying.  Use when recording data in tables with given class intervals.

Construct and interpret pictograms where the symbol represents a group of objects.

Use a given Decision tree to sort or identify objects.  Design and use a Decision tree diagram to sort or identify objects.

Use opportunities in the classroom to explore doubt and certainty. Extend the language from everyday language to include such words as ‘might’, ‘certain’, ‘likely’, ‘could happen’, ‘impossible’, ‘definitely’, ‘definitely not’ and ‘fair’.

Use opportunities in the classroom to give an opinion on the outcome of a particular event.

Discuss and suggest events the outcomes of which are impossible, certain or uncertain.

Discuss, construct and label bar line graphs.  Interpret results.  Introduce line graphs an scaling of axes.

Introduce mean, mode, median and range.

Sort and search an existing relevant computer database in response to directed questions.

Use computer packages to produce bar charts and other appropriate representations.

Consolidate drawing lines of symmetry on 2D shapes.

Tessellate shapes.

Start to investigate triangles through examination of angles, sides, symmetry and tessellation properties.

Continue exploring 3 and 4-sided shapes in practical situations.  Start to investigate quadrilaterals through examination of angles, sides, symmetry and tessellation properties.

Reflect a 2-D shape about a line.

Make 2 – D shapes that have right angles using materials, eg geoboards, physically, construction sets, paper.

Draw these shapes on to squared or dotted paper.

Introduce the terms ‘parallel’ and ‘perpendicular’.  Start to explore angles in shapes with parallel sides.

Consolidate the exploration of location by means of co – ordinates. Draw 2–D shapes defined in terms of co – ordinates.

Investigate hexominoes to check for; symmetry , replication and nets.

Use hexominoes to build closed boxes (cubes).

Create nets by opening out a variety of cubes and cuboids. Introduce other nets, e.g. cylinders, cones…

Consolidate the drawing of horizontal and vertical lines.  Talk about uses of plumb line and spirit level.

Experience perpendicularity in forms other than vertical and horizontal.

Time

Area

Space

Consolidate the knowledge of the relationship between hours and minutes and use it to perform simple mental calculations involving “adding on” time.

Understand and use the 24 – hour clock through contexts meaningful to the pupils.

Introduce reading and interpretation of timetables.

Consolidate the calculation of the passage of time between two given dates:

·         within a month

·         across more than one month.

Develop an understanding of the standard unit of one second through practical activities.

Estimate and measure short times using analogue and digital devices.

Appreciate that measurement is approximate.

Find the area of shapes by counting square centimetres where answers are an exact number of squares.

Find the approximate areas of shapes by counting whole and part squares.

Appreciate the conservation of area through practical experiences;

·         initially based on observation

·         by counting squares.

Begin to investigate through practical experiences, the development of a formula for calculating areas of rectangles, squares and right – angled triangles 

Discuss larger units such as square metres  and hectares in passing.

Appreciate the need for a standard unit to measure angle.

Consolidate right angle of 90° and straight angle of 180°.

Start to explore and use a 360° protractor to measure and construct angles with 10°accuracy.

Appreciate terms ‘acute’, ’obtuse’ and ‘reflex’.

Consolidate co-ordinates in the first quadrant:

Identify position from given co- ordinates in the first quadrant:

Identify position from given co-ordinates and plot position.

Specify co-ordinates of a nominated point.

Consolidate the drawing and comparison of pictures/shapes using co-ordinates in the first quadrant.

Introduce the terms ‘origin’, ‘horizontal’, ‘vertical’ and relate to perpendicular.

Appreciate North in relation to the classroom or playground.

Consolidate compass points knowledge to include NE, SE, SW and NW and explore angles of 45°.

Follow instructions for movement and turning through the eight points of the compass.

Reinforce the concept of angle as an amount of turn using a programmable device, eg Roamer, logo software such as Crystal rainforest. Explore programmable device movements and associated language using IT, eg Roamer, computer simulation programs.

Number

Patterns/

Relationships

ead, write and order whole numbers to any size.

Introduce Roman numerals:

·         the symbols I, V, X, L, C, D, M

·         convert Roman numerals to our number system

·         write numbers using Roman numerals.

Extend work on negative numbers.

Use negative numbers in context, such as temperature.

Extend division:

·         to any 3 digit by a single digit

·         estimate answers

·         use pencil and paper methods.

Extend the use of materials to introduce the concept of thousandths.

Read, write, order and count decimals with 2 or 3 decimal places in the context of measurement.

Develop further work on equivalent fractions where the numerator is not necessarily 1. Carry out simple addition and subtraction within fraction families:

·         answers < 1

·         answers > 1.

Investigate the effect of multiplying a number with up to two decimal places:

·         by 10, 100 and 1000

·         by a single digit using various methods.

Investigate the effect of dividing a number:

·         by 10, 100 and 1000

by a single digit using various methods leading to answers with up to 2 decimal places.

Introduce sharing sets of objects to develop an understanding of what is meant by fractions of quantities, resulting in mixed number answers.

Extend knowledge of the calculation of fractions:

·         1/3 of, ¼ of

·         2/3 of, 3/5 of…

·         mentally/written/calculator.

Extend exploration of the concept of rounding in the context of decimals:

·         to whole numbers, e.g. 13.5 to 14

·         to tenths, e.g. 13.58 to 13.6

Extend exploration and relation of percentages to:

·         fractions

·         decimals.

Extend appreciation that 1% of £1 is 1pence.

Calculate percentage quantities:

·         out of 100

·         out of multiples of 100

·         out of factors of 100.

Calculate percentage quantities using the percentage key on a calculator.

Increase interpretation of calculator displays when solving money problems.

Further knowledge of calculating percentage quantities using the percentage key on a calculator.

E Carry out investigations leading to an increased understanding of prime numbers.

Explore and understand further triangular and square numbers through spatial arrangements.

Extend understanding and use of terms such as multiple, prime, factor, square and cube.

Introduce following simple sets of instructions to generate sequences.

Discuss possible rules for generating a sequence from given terms.

Express in words and/or symbolic form rules for generating sequences.