Maths

Progression Map

Year 1 National Curriculum Expectations Year 2 National Curriculum Expectations

 count to and across 100, forwards and backwards, beginning  count in steps of 2, 3, and 5 from 0, and in tens from any
with 0 or 1, or from any given number number, forward and backward
 count, read and write numbers to 100 in numerals; count in  recognise the place value of each digit in a two-digit number
multiples of twos, fives and tens (tens, ones)
 given a number, identify one more and one less  identify, represent and estimate numbers using different
 identify and represent numbers using objects and pictorial representations, including the number line
representations including the number line, and use the  compare and order numbers from 0 up to 100; use <, > and =
language of: equal to, more than, less than (fewer), most, least signs
 read and write numbers from 1 to 20 in numerals and words.  read and write numbers to at least 100 in numerals and in
 read, write and interpret mathematical statements involving words
addition (+), subtraction (–) and equals (=) signs  use place value and number facts to solve problems.
 represent and use number bonds and related subtraction facts  solve problems with addition and subtraction:
within 20  using concrete objects and pictorial representations, including
 add and subtract one-digit and two-digit numbers to 20, those involving numbers, quantities and measures
including zero  applying their increasing knowledge of mental and written
 solve one-step problems that involve addition and subtraction, methods
using concrete objects and pictorial representations, and  recall and use addition and subtraction facts to 20 fluently, and
missing number problems such as 7 = – 9. derive and use related facts up to 100
 solve one-step problems involving multiplication and division,  add and subtract numbers using concrete objects, pictorial
by calculating the answer using concrete objects, pictorial representations, and mentally, including:
representations and arrays with the support of the teacher.  a two-digit number and ones
 recognise, find and name a half as one of two equal parts of an  a two-digit number and tens
object, shape or quantity  two two-digit numbers
 recognise, find and name a quarter as one of four equal parts of  adding three one-digit numbers
an object, shape or quantity.  show that addition of two numbers can be done in any order
 compare, describe and solve practical problems for: (commutative) and subtraction of one number from another
 lengths and heights [for example, long/short, longer/shorter, cannot
tall/short, double/half]  recognise and use the inverse relationship between addition
 mass/weight [for example, heavy/light, heavier than, lighter and subtraction and use this to check calculations and solve
than] missing number problems.
 capacity and volume [for example, full/empty, more than, less  recall and use multiplication and division facts for the 2, 5 and
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 than, half, half full, quarter] 10 multiplication tables, including recognising odd and even
 time [for example, quicker, slower, earlier, later] numbers
 measure and begin to record the following:  calculate mathematical statements for multiplication and division
 lengths and heights within the multiplication tables and write them using the
 mass/weight multiplication (×), division (÷) and equals (=) signs
 capacity and volume  show that multiplication of two numbers can be done in any
 time (hours, minutes, seconds) order (commutative) and division of one number by another
 recognise and know the value of different denominations of cannot
coins and notes  solve problems involving multiplication and division, using
 sequence events in chronological order using language [for materials, arrays, repeated addition, mental methods, and
example, before and after, next, first, today, yesterday, multiplication and division facts, including problems in
tomorrow, morning, afternoon and evening] contexts.
 recognise and use language relating to dates, including days of 1 1 2 3
the week, weeks, months and years  recognise, find, name and write fractions 3 , 4 , 4 and 4 of a
 tell the time to the hour and half past the hour and draw the length, shape, set of objects or quantity
hands on a clock face to show these times. 1
 recognise and name common 2-D and 3-D shapes, including:  write simple fractions for example, 2 of 6 = 3 and recognise
2 1
 2-D shapes [for example, rectangles (including squares), circles
the equivalence of and .
4 2
and triangles]
 choose and use appropriate standard units to estimate and
 3-D shapes [for example, cuboids (including cubes), pyramids
measure length/height in any direction (m/cm); mass (kg/g);
and spheres].
temperature (°C); capacity (litres/ml) to the nearest appropriate
 describe position, direction and movement, including whole,
unit, using rulers, scales, thermometers and measuring vessels
half, quarter and three-quarter turns.
 compare and order lengths, mass, volume/capacity and record
the results using >, < and =
 recognise and use symbols for pounds (£) and pence (p);
combine amounts to make a particular value
 find different combinations of coins that equal the same
amounts of money
 solve simple problems in a practical context involving addition
and subtraction of money of the same unit, including giving
change
 compare and sequence intervals of time
 tell and write the time to five minutes, including quarter past/to
the hour and draw the hands on a clock face to show these
times
 know the number of minutes in an hour and the number of
hours in a day.
 identify and describe the properties of 2-D shapes, including
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 the number of sides and line symmetry in a vertical line
 identify and describe the properties of 3-D shapes, including
the number of edges, vertices and faces
 identify 2-D shapes on the surface of 3-D shapes [for example,
a circle on a cylinder and a triangle on a pyramid]
 compare and sort common 2-D and 3-D shapes and everyday
objects.
 order and arrange combinations of mathematical objects in
patterns and sequences
 use mathematical vocabulary to describe position, direction
and movement, including movement in a straight line and
distinguishing between rotation as a turn and in terms of right
angles for quarter, half and three-quarter turns (clockwise and
anti-clockwise).
 interpret and construct simple pictograms, tally charts, block
diagrams and simple tables
 ask and answer simple questions by counting the number of
objects in each category and sorting the categories by quantity
 ask and answer questions about totalling and comparing
categorical data.

Year 3 National Curriculum Expectations Year 4 National Curriculum Expectations

 count from 0 in multiples of 4, 8, 50 and 100; find 10 or 100  count in multiples of 6, 7, 9, 25 and 1000
more or less than a given number  find 1000 more or less than a given number
 recognise the place value of each digit in a three-digit number  count backwards through zero to include negative numbers
(hundreds, tens, ones)  recognise the place value of each digit in a four-digit number
 compare and order numbers up to 1000 (thousands, hundreds, tens, and ones)
 identify, represent and estimate numbers using different  order and compare numbers beyond 1000
representations  identify, represent and estimate numbers using different
 read and write numbers up to 1000 in numerals and in words representations
 solve number problems and practical problems involving these  round any number to the nearest 10, 100 or 1000
ideas.  solve number and practical problems that involve all of the
 add and subtract numbers mentally, including: above and with increasingly large positive numbers
 a three-digit number and ones  read Roman numerals to 100 (I to C) and know that over time,
 a three-digit number and tens the numeral system changed to include the concept of zero and
 a three-digit number and hundreds place value.
 add and subtract numbers with up to three digits, using formal  add and subtract numbers with up to 4 digits using the formal
written methods of columnar addition and subtraction written methods of columnar addition and subtraction where
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  estimate the answer to a calculation and use inverse operations appropriate
to check answers  estimate and use inverse operations to check answers to a
 solve problems, including missing number problems, using calculation
number facts, place value, and more complex addition and  solve addition and subtraction two-step problems in contexts,
subtraction. deciding which operations and methods to use and why.
 recall and use multiplication and division facts for the 3, 4 and  recall multiplication and division facts for multiplication tables
8 multiplication tables up to 12 × 12
 write and calculate mathematical statements for multiplication  use place value, known and derived facts to multiply and divide
and division using the multiplication tables that they know, mentally, including: multiplying by 0 and 1; dividing by 1;
including for two-digit numbers times one-digit numbers, using multiplying together three numbers
mental and progressing to formal written methods  recognise and use factor pairs and commutativity in mental
 solve problems, including missing number problems, involving calculations
multiplication and division, including positive integer scaling  multiply two-digit and three-digit numbers by a one-digit
problems and correspondence problems in which n objects are number using formal written layout
connected to m objects.  solve problems involving multiplying and adding, including
 count up and down in tenths; recognise that tenths arise from using the distributive law to multiply two digit numbers by one
dividing an object into 10 equal parts and in dividing one-digit digit, integer scaling problems and harder correspondence
numbers or quantities by 10 problems such as n objects are connected to m objects.
 recognise, find and write fractions of a discrete set of objects:  recognise and show, using diagrams, families of common
unit fractions and non-unit fractions with small denominators equivalent fractions
 recognise and use fractions as numbers: unit fractions and non-  count up and down in hundredths; recognise that hundredths
unit fractions with small denominators arise when dividing an object by one hundred and dividing
 recognise and show, using diagrams, equivalent fractions with tenths by ten
small denominators  solve problems involving increasingly harder fractions to
 add and subtract fractions with the same denominator within calculate quantities, and fractions to divide quantities, including
5 1 6 non-unit fractions where the answer is a whole number
one whole [for example, 7 + 7 = 7 ]  add and subtract fractions with the same denominator
 compare and order unit fractions, and fractions with the same  recognise and write decimal equivalents of any number of
denominators tenths or hundredths
 solve problems that involve all of the above. 1 1 3
 measure, compare, add and subtract: lengths (m/cm/mm);  recognise and write decimal equivalents to 4 , 2 , 4
mass (kg/g); volume/capacity (l/ml)  find the effect of dividing a one- or two-digit number by 10 and
 measure the perimeter of simple 2-D shapes 100, identifying the value of the digits in the answer as ones,
 add and subtract amounts of money to give change, using both tenths and hundredths
£ and p in practical contexts  round decimals with one decimal place to the nearest whole
 tell and write the time from an analogue clock, including using number
Roman numerals from I to XII, and 12-hour and 24-hour clocks  compare numbers with the same number of decimal places up
 estimate and read time with increasing accuracy to the nearest to two decimal places
minute; record and compare time in terms of seconds, minutes  solve simple measure and money problems involving fractions
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 and hours; use vocabulary such as o’clock, a.m./p.m., morning, and decimals to two decimal places.
afternoon, noon and midnight  Convert between different units of measure [for example,
 know the number of seconds in a minute and the number of kilometre to metre; hour to minute]
days in each month, year and leap year  measure and calculate the perimeter of a rectilinear figure
 compare durations of events [for example to calculate the time (including squares) in centimetres and metres
taken by particular events or tasks].  find the area of rectilinear shapes by counting squares
 draw 2-D shapes and make 3-D shapes using modelling  estimate, compare and calculate different measures, including
materials; recognise 3-D shapes in different orientations and money in pounds and pence
describe them  read, write and convert time between analogue and digital 12-
 recognise angles as a property of shape or a description of a and 24-hour clocks
turn  solve problems involving converting from hours to minutes;
 identify right angles, recognise that two right angles make a minutes to seconds; years to months; weeks to days.
half-turn, three make three quarters of a turn and four a  compare and classify geometric shapes, including
complete turn; identify whether angles are greater than or less quadrilaterals and triangles, based on their properties and sizes
than a right angle  identify acute and obtuse angles and compare and order angles
 identify horizontal and vertical lines and pairs of perpendicular up to two right angles by size
and parallel lines.  identify lines of symmetry in 2-D shapes presented in different
 interpret and present data using bar charts, pictograms and orientations
tables  complete a simple symmetric figure with respect to a specific
 solve one-step and two-step questions [for example, ‘How line of symmetry.
many more?’ and ‘How many fewer?’] using information  describe positions on a 2-D grid as coordinates in the first
presented in scaled bar charts and pictograms and tables. quadrant
 describe movements between positions as translations of a
given unit to the left/right and up/down
 plot specified points and draw sides to complete a given
polygon.
 interpret and present discrete and continuous data using
appropriate graphical methods, including bar charts and time
graphs.
 solve comparison, sum and difference problems using
information presented in bar charts, pictograms, tables and
other graphs.

Year 5 National Curriculum Expectations Year 6 National Curriculum Expectations

 read, write, order and compare numbers to at least 1 000 000  read, write, order and compare numbers up to 10 000 000 and
and determine the value of each digit determine the value of each digit
 count forwards or backwards in steps of powers of 10 for any  round any whole number to a required degree of accuracy
given number up to 1 000 000  use negative numbers in context, and calculate intervals across
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  interpret negative numbers in context, count forwards and zero
backwards with positive and negative whole numbers, including  solve number and practical problems that involve all of the
through zero above.
 round any number up to 1 000 000 to the nearest 10, 100,  multiply multi-digit numbers up to 4 digits by a two-digit whole
1000, 10 000 and 100 000 number using the formal written method of long multiplication
 solve number problems and practical problems that involve all  divide numbers up to 4 digits by a two-digit whole number
of the above using the formal written method of long division, and interpret
 read Roman numerals to 1000 (M) and recognise years written remainders as whole number remainders, fractions, or by
in Roman numerals. rounding, as appropriate for the context
 add and subtract whole numbers with more than 4 digits,  divide numbers up to 4 digits by a two-digit number using the
including using formal written methods (columnar addition and formal written method of short division where appropriate,
subtraction) interpreting remainders according to the context
 add and subtract numbers mentally with increasingly large  perform mental calculations, including with mixed operations
numbers and large numbers
 use rounding to check answers to calculations and determine,  identify common factors, common multiples and prime
in the context of a problem, levels of accuracy numbers
 solve addition and subtraction multi-step problems in contexts,  use their knowledge of the order of operations to carry out
deciding which operations and methods to use and why. calculations involving the four operations
 identify multiples and factors, including finding all factor pairs  solve addition and subtraction multi-step problems in contexts,
of a number, and common factors of two numbers deciding which operations and methods to use and why
 know and use the vocabulary of prime numbers, prime factors  solve problems involving addition, subtraction, multiplication
and composite (non-prime) numbers and division
 establish whether a number up to 100 is prime and recall prime  use estimation to check answers to calculations and determine,
numbers up to 19 in the context of a problem, an appropriate degree of accuracy.
 multiply numbers up to 4 digits by a one- or two-digit number  use common factors to simplify fractions; use common
using a formal written method, including long multiplication for multiples to express fractions in the same denomination
two-digit numbers  compare and order fractions, including fractions > 1
 multiply and divide numbers mentally drawing upon known  add and subtract fractions with different denominators and
facts mixed numbers, using the concept of equivalent fractions
 divide numbers up to 4 digits by a one-digit number using the  multiply simple pairs of proper fractions, writing the answer in
formal written method of short division and interpret 1 1 1
remainders appropriately for the context its simplest form [for example, 4 × 2 = 8 ]
 multiply and divide whole numbers and those involving decimals 1
by 10, 100 and 1000  divide proper fractions by whole numbers [for example, 3 ÷2
1
 recognise and use square numbers and cube numbers, and the
= ]
6
notation for squared (2) and cubed (3)
 associate a fraction with division and calculate decimal fraction
 solve problems involving multiplication and division including
equivalents [for example, 0.375] for a simple fraction [for
using their knowledge of factors and multiples, squares and

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 cubes 3
 solve problems involving addition, subtraction, multiplication example, 8 ]
and division and a combination of these, including  identify the value of each digit in numbers given to three
understanding the meaning of the equals sign decimal places and multiply and divide numbers by 10, 100 and
 solve problems involving multiplication and division, including 1000 giving answers up to three decimal places
scaling by simple fractions and problems involving simple rates.  multiply one-digit numbers with up to two decimal places by
 compare and order fractions whose denominators are all whole numbers
multiples of the same number  use written division methods in cases where the answer has up
 identify, name and write equivalent fractions of a given to two decimal places
fraction, represented visually, including tenths and hundredths  solve problems which require answers to be rounded to
 recognise mixed numbers and improper fractions and convert specified degrees of accuracy
from one form to the other and write mathematical statements  recall and use equivalences between simple fractions, decimals
2 4 6 1 and percentages, including in different contexts.
> 1 as a mixed number [for example, + = =
5 5 5 15]  solve problems involving the relative sizes of two quantities
 add and subtract fractions with the same denominator and where missing values can be found by using integer
denominators that are multiples of the same number multiplication and division facts
 multiply proper fractions and mixed numbers by whole  solve problems involving the calculation of percentages [for
numbers, supported by materials and diagrams example, of measures, and such as 15% of 360] and the use of
 read and write decimal numbers as fractions [for example, 0.71 percentages for comparison
71  solve problems involving similar shapes where the scale factor
= 100 ] is known or can be found
 recognise and use thousandths and relate them to tenths,  solve problems involving unequal sharing and grouping using
hundredths and decimal equivalents knowledge of fractions and multiples.
 round decimals with two decimal places to the nearest whole  use simple formulae
number and to one decimal place  generate and describe linear number sequences
 read, write, order and compare numbers with up to three  express missing number problems algebraically
decimal places  find pairs of numbers that satisfy an equation with two
 solve problems involving number up to three decimal places unknowns
 recognise the per cent symbol (%) and understand that per  enumerate possibilities of combinations of two variables.
cent relates to ‘number of parts per hundred’, and write  solve problems involving the calculation and conversion of units
percentages as a fraction with denominator 100, and as a of measure, using decimal notation up to three decimal places
decimal where appropriate
 solve problems which require knowing percentage and decimal  use, read, write and convert between standard units,
1 1 1 2 4 converting measurements of length, mass, volume and time
equivalents of , , , , and those fractions with a
2 4 5 5 5
from a smaller unit of measure to a larger unit, and vice versa,
denominator of a multiple of 10 or 25. using decimal notation to up to three decimal places
 convert between different units of metric measure (for  convert between miles and kilometres
example, kilometre and metre; centimetre and metre;  recognise that shapes with the same areas can have different
centimetre and millimetre; gram and kilogram; litre and perimeters and vice versa
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 millilitre)  recognise when it is possible to use formulae for area and
 understand and use approximate equivalences between metric volume of shapes
units and common imperial units such as inches, pounds and  calculate the area of parallelograms and triangles
pints  calculate, estimate and compare volume of cubes and cuboids
 measure and calculate the perimeter of composite rectilinear using standard units, including cubic centimetres (cm 3) and
shapes in centimetres and metres cubic metres (m3), and extending to other units [for example,
 calculate and compare the area of rectangles (including mm3 and km3].
squares), and including using standard units, square  draw 2-D shapes using given dimensions and angles
centimetres (cm2) and square metres (m2) and estimate the  recognise, describe and build simple 3-D shapes, including
area of irregular shapes making nets
 estimate volume [for example, using 1 cm 3 blocks to build  compare and classify geometric shapes based on their
cuboids (including cubes)] and capacity [for example, using properties and sizes and find unknown angles in any triangles,
water] quadrilaterals, and regular polygons
 solve problems involving converting between units of time  illustrate and name parts of circles, including radius, diameter
 use all four operations to solve problems involving measure [for and circumference and know that the diameter is twice the
example, length, mass, volume, money] using decimal radius
notation, including scaling.  recognise angles where they meet at a point, are on a straight
 identify 3-D shapes, including cubes and other cuboids, from 2- line, or are vertically opposite, and find missing angles.
D representations  describe positions on the full coordinate grid (all four
 know angles are measured in degrees: estimate and compare quadrants)
acute, obtuse and reflex angles  draw and translate simple shapes on the coordinate plane, and
 draw given angles, and measure them in degrees ( o) reflect them in the axes.
 identify:  interpret and construct pie charts and line graphs and use
 angles at a point and one whole turn (total 360 o) these to solve problems
1  calculate and interpret the mean as an average.
 angles at a point on a straight line and 2 a turn (total 180o)
 other multiples of 90o
 use the properties of rectangles to deduce related facts and
find missing lengths and angles
 distinguish between regular and irregular polygons based on
reasoning about equal sides and angles.
 identify, describe and represent the position of a shape
following a reflection or translation, using the appropriate
language, and know that the shape has not changed.
 solve comparison, sum and difference problems using
information presented in a line graph
 complete, read and interpret information in tables, including
timetables.

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Intent
Maths is a skill we use on a daily basis and is an essential part of everyday life. Therefore, mathematics forms an important part of our broad
and balanced curriculum where we endeavour to ensure that children develop an enjoyment and enthusiasm for maths that will stay with
them throughout their lives and empower them in future life. We believe that unlocking mathematical fluency is an essential life skill for all
learners and is a pre-requisite to being able to reason and solve problems mathematically. Our aim is to develop a positive culture of deep
understanding, confidence and competence in maths that produces strong, secure learning. As a school, we recognise that the key to
unlocking the potential in our children is through the development of basic mathematical skills and the understanding of mathematical
concepts. We therefore place great emphasis on the use of concrete resources and pictorial representations at all ages, to enable children to
fully understand the concepts and principals, when presented with abstract calculations and questions. Our maths curriculum is progressive;
at KS2 it is designed to develop competencies to equip pupils for KS3 where they will build on KS2, make connections and solve increasingly
sophisticated problems.

Implementation
Our Maths curriculum provides breadth and balance, is relevant and engaging and is differentiated to match the needs and abilities of all our
children to ensure that all pupils are able to excel. As a school, we believe in the importance of following the concrete-pictorial-approach as a
means to developing a solid understanding of mathematical concepts which can be applied in a variety of contexts through reasoning and
problem solving challenges. From Reception to Year 6, we adhere to our calculation policy which outlines the progression of strategies and
methods to be taught. From Reception to Year 6, children follow the scheme of ‘White Rose’ which supports children in learning the
fundamentals behind the meanings of numbers and exploring other key mathematical areas. Progression documents such as our calculation
policy are carefully used to ensure that children are not being stretched outside their year group but rather deepened within it. Within daily
teaching, children will be reminded/taught fact sentences linked to previous/current learning which will constantly be referred to within the
lesson. Daily assessment is incorporated throughout the lesson through live and verbal feedback. Termly assessments are used as a
diagnostic tool to ensure that teachers are adapting learning to meet the needs of all children and ensure that any necessary interventions
are targeted specifically to meet the needs of children. Times tables play an important part in our maths learning, with children developing
their fluency in rapid recall of tables up to 12 x 12 by the end of year 4. While the rapid recall of times tables are being developed, children
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learning how to apply and manipulate their understanding of this to reason and solve problems.
Impact
By the end of Year 6, transitioning to secondary school, we aspire that all children will have developed a bank of efficient and accurate skills
that can be used to calculate effectively. These will have been underpinned by the C-P-A process so children understand rather than just do,
which ultimately will allow children to identify when answers do not make mathematical sense. Children will be able to apply these
calculation skills and understanding of other areas to become confident and resilient problem-solvers with the ability to reason and articulate
their ideas mathematically. Due to the embedding of fact sentences, children will have the language to be able to justify, reason and explain
their answers.

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