NUMBER
Numbers and the number system
• Count, read and write numbers to at least 100 and back again.
• Count up to 100 objects, e.g. beads on a bead bar.
• Count on in ones and tens from single- and two-digit numbers and back again.
• Count in twos, fives and tens, and use grouping in twos, fives or tens to count larger groups of objects.
• Begin to count on in small constant steps such as threes and fours.
• Know what each digit represents in two-digit numbers; partition into tens and ones.
• Find 1 or 10 more/less than any two-digit number.
• Round two-digit numbers to the nearest multiple of 10.
• Say a number between any given neighbouring pairs of multiples of 10, e.g. 40 and 50.
• Place a two-digit number on a number line marked off in multiples of ten.
• Recognize and use ordinal numbers up to at least the 10th number and beyond.
• Order numbers to 100; compare two numbers using the > and < signs.
• Give a sensible estimate of up to 100 objects, e.g. choosing from 10, 20, 50 or 100.
• Understand even and odd numbers and recognize these up to at least 20.
• Sort numbers, e.g. odd/even, multiples of 2, 5 and 10.
• Recognize that we write one half 1/2 , one quarter 1/4 and three quarters 3/4.
• Recognize that 2/2 or 4/4 make a whole and 1/2 and 2/4 are equivalent.
• Recognize which shapes are divided in halves or quarters and which are not.
• Find halves and quarters of shapes and small numbers of objects.
Calculation
Mental strategies
• Find and learn by heart all numbers pairs to 10 and pairs with a total of 20.
• Partition all numbers to 20 into pairs and record the related addition and subtraction facts.
• Find all pairs of multiples of 10 with a total of 100 and record the related addition and subtraction facts.
• Learn and recognise multiples of 2, 5 and 10 and derive the related division facts.
• Find and learn doubles for all numbers up to 10 and also 15, 20, 25 and 50.
Addition and subtraction
• Relate counting on/back in tens to finding 10 more/less than any two-digit number and then to adding and subtracting other multiples of 10, e.g. 75 – 30.
• Use the = sign to represent equality, e.g. 16 + 4 = 17 + 3.
• Add four or five small numbers together.
• Recognize the use of a symbol such as or Δ to represent an unknown, e.g. Δ + = 10.
• Solve number sentences such as 27 + = 30.
• Add and subtract a single digit to and from a two-digit number.
• Add pairs of two-digit numbers.
• Find a small difference between pairs of two-digit numbers.
• Understand that addition can be done in any order, but subtraction cannot.
• Understand subtraction as both difference and take away.
Multiplication and division
• Understand multiplication as repeated addition and use the × sign.
• Understand multiplication as describing an array.
• Understand division as grouping and use the ÷ sign.
• Use counting in twos, fives or tens to solve practical problems involving repeated addition.
• Find doubles of multiples of 5 up to double 50 and corresponding halves.
• Double two-digit numbers.
• Work out multiplication and division facts for the 3x and 4x tables.
• Understand that division can leave some left over.
GEOMETRY
Shapes and geometric reasoning
• Sort, name, describe, visualise and draw 2D shapes (e.g. squares, rectangles, circles, regular and irregular pentagons and hexagons) referring to their properties; recognise common 2D shapes in different positions and orientations.
• Sort, name, describe and make 3D shapes (e.g. cubes, cuboids, cones, cylinders, spheres and pyramids) referring to their properties; recognise 2D drawings of 3D shapes.
• Identify reflective symmetry in patterns and 2D shapes; draw lines of symmetry.
• Find examples of 2D and 3D shape and symmetry in the environment.
Position and movement
• Follow and give instructions involving position, direction and movement.
• Recognize whole, half and quarter turns, both clockwise and anti-clockwise.
• Recognize that a right angle is a quarter turn.
MEASURE
Money
• Recognise all coins and notes.
• Use money notation.
• Find totals and the coins and notes required to pay a given amount; work out change.
Length, mass and capacity
• Estimate, measure and compare lengths, weights and capacities, choosing and using suitable uniform non-standard and standard units and appropriate measuring instruments.
• Compare lengths, weights and capacities using the standard units:
centimetre, metre, 100 g, kilogram, and litre.
Time
• Know the units of time (seconds, minutes, hours, days, weeks, months and years).
• Know the relationships between consecutive units of time.
• Read the time to the half hour on digital and analogue clocks.
• Measure activities using seconds and minutes.
• Know and order the days of the week and the months of the year.
HANDLING DATA
Organising, categorising and representing data
• Answer a question by collecting and recording data in lists and tables, and representing it as block graphs and pictograms to show results.
• Use Carroll and Venn diagrams to sort numbers or objects using one criterion; begin to sort numbers and objects using two criteria; explain choices using appropriate language, including ‘not’.
PROBLEM SOLVING
Using techniques and skills in solving mathematical problems
• Choose appropriate mental strategies to carry out calculations and explain how they worked out the answer.
• Explain methods and reasoning orally.
• Explore number problems and puzzles.
• Make sense of simple word problems (single and easy two-step), decide what operations (addition or subtraction, simple multiplication or division) are needed to solve them and, with help, represent them, with objects or drawings or on a number line.
• Make up a number story to go with a calculation, including in the context of money.
• Check the answer to an addition by adding the numbers in a different order or by using a different strategy, e.g. 35 + 19 by adding 20 to 35 and subtracting 1, and by adding 30 + 10 and 5 + 9.
• Check a subtraction by adding the answer to the smaller number in the original subtraction.
• Describe and continue patterns which count on in twos, threes, fours or fives to 30 or more.
• Identify simple relationships between numbers and shapes, e.g. this number is double ...; these shapes all have ... sides.
• Make a sensible estimate for the answer to a calculation.
• Consider whether an answer is reasonable.
Source:
Cambridge Primary: Math Curriculum Framework
Numbers and the number system
• Count, read and write numbers to at least 100 and back again.
• Count up to 100 objects, e.g. beads on a bead bar.
• Count on in ones and tens from single- and two-digit numbers and back again.
• Count in twos, fives and tens, and use grouping in twos, fives or tens to count larger groups of objects.
• Begin to count on in small constant steps such as threes and fours.
• Know what each digit represents in two-digit numbers; partition into tens and ones.
• Find 1 or 10 more/less than any two-digit number.
• Round two-digit numbers to the nearest multiple of 10.
• Say a number between any given neighbouring pairs of multiples of 10, e.g. 40 and 50.
• Place a two-digit number on a number line marked off in multiples of ten.
• Recognize and use ordinal numbers up to at least the 10th number and beyond.
• Order numbers to 100; compare two numbers using the > and < signs.
• Give a sensible estimate of up to 100 objects, e.g. choosing from 10, 20, 50 or 100.
• Understand even and odd numbers and recognize these up to at least 20.
• Sort numbers, e.g. odd/even, multiples of 2, 5 and 10.
• Recognize that we write one half 1/2 , one quarter 1/4 and three quarters 3/4.
• Recognize that 2/2 or 4/4 make a whole and 1/2 and 2/4 are equivalent.
• Recognize which shapes are divided in halves or quarters and which are not.
• Find halves and quarters of shapes and small numbers of objects.
Calculation
Mental strategies
• Find and learn by heart all numbers pairs to 10 and pairs with a total of 20.
• Partition all numbers to 20 into pairs and record the related addition and subtraction facts.
• Find all pairs of multiples of 10 with a total of 100 and record the related addition and subtraction facts.
• Learn and recognise multiples of 2, 5 and 10 and derive the related division facts.
• Find and learn doubles for all numbers up to 10 and also 15, 20, 25 and 50.
Addition and subtraction
• Relate counting on/back in tens to finding 10 more/less than any two-digit number and then to adding and subtracting other multiples of 10, e.g. 75 – 30.
• Use the = sign to represent equality, e.g. 16 + 4 = 17 + 3.
• Add four or five small numbers together.
• Recognize the use of a symbol such as or Δ to represent an unknown, e.g. Δ + = 10.
• Solve number sentences such as 27 + = 30.
• Add and subtract a single digit to and from a two-digit number.
• Add pairs of two-digit numbers.
• Find a small difference between pairs of two-digit numbers.
• Understand that addition can be done in any order, but subtraction cannot.
• Understand subtraction as both difference and take away.
Multiplication and division
• Understand multiplication as repeated addition and use the × sign.
• Understand multiplication as describing an array.
• Understand division as grouping and use the ÷ sign.
• Use counting in twos, fives or tens to solve practical problems involving repeated addition.
• Find doubles of multiples of 5 up to double 50 and corresponding halves.
• Double two-digit numbers.
• Work out multiplication and division facts for the 3x and 4x tables.
• Understand that division can leave some left over.
GEOMETRY
Shapes and geometric reasoning
• Sort, name, describe, visualise and draw 2D shapes (e.g. squares, rectangles, circles, regular and irregular pentagons and hexagons) referring to their properties; recognise common 2D shapes in different positions and orientations.
• Sort, name, describe and make 3D shapes (e.g. cubes, cuboids, cones, cylinders, spheres and pyramids) referring to their properties; recognise 2D drawings of 3D shapes.
• Identify reflective symmetry in patterns and 2D shapes; draw lines of symmetry.
• Find examples of 2D and 3D shape and symmetry in the environment.
Position and movement
• Follow and give instructions involving position, direction and movement.
• Recognize whole, half and quarter turns, both clockwise and anti-clockwise.
• Recognize that a right angle is a quarter turn.
MEASURE
Money
• Recognise all coins and notes.
• Use money notation.
• Find totals and the coins and notes required to pay a given amount; work out change.
Length, mass and capacity
• Estimate, measure and compare lengths, weights and capacities, choosing and using suitable uniform non-standard and standard units and appropriate measuring instruments.
• Compare lengths, weights and capacities using the standard units:
centimetre, metre, 100 g, kilogram, and litre.
Time
• Know the units of time (seconds, minutes, hours, days, weeks, months and years).
• Know the relationships between consecutive units of time.
• Read the time to the half hour on digital and analogue clocks.
• Measure activities using seconds and minutes.
• Know and order the days of the week and the months of the year.
HANDLING DATA
Organising, categorising and representing data
• Answer a question by collecting and recording data in lists and tables, and representing it as block graphs and pictograms to show results.
• Use Carroll and Venn diagrams to sort numbers or objects using one criterion; begin to sort numbers and objects using two criteria; explain choices using appropriate language, including ‘not’.
PROBLEM SOLVING
Using techniques and skills in solving mathematical problems
• Choose appropriate mental strategies to carry out calculations and explain how they worked out the answer.
• Explain methods and reasoning orally.
• Explore number problems and puzzles.
• Make sense of simple word problems (single and easy two-step), decide what operations (addition or subtraction, simple multiplication or division) are needed to solve them and, with help, represent them, with objects or drawings or on a number line.
• Make up a number story to go with a calculation, including in the context of money.
• Check the answer to an addition by adding the numbers in a different order or by using a different strategy, e.g. 35 + 19 by adding 20 to 35 and subtracting 1, and by adding 30 + 10 and 5 + 9.
• Check a subtraction by adding the answer to the smaller number in the original subtraction.
• Describe and continue patterns which count on in twos, threes, fours or fives to 30 or more.
• Identify simple relationships between numbers and shapes, e.g. this number is double ...; these shapes all have ... sides.
• Make a sensible estimate for the answer to a calculation.
• Consider whether an answer is reasonable.
Source:
Cambridge Primary: Math Curriculum Framework
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