Maths

Explain that one ten is equivalent to ten ones

Represent multiples of ten using their numerals

Represent multiples of ten using their numerals and names

Represent multiples of ten in an expression or an equation

Estimate the position of multiples of ten on a 0 - 100 number line

Explain what happens when you add and subtract ten to a multiple of ten

Use knowledge of facts and unitising to add and subtract multiples of ten

Add and subtract multiples of ten

Solve problems involving multiples of ten

Solve problems involving multiples of ten in a range of contexts

In this unit pupils will represent multiples of ten using numerals and names and use knowledge of facts and unitising to add and subtract multiples of ten. In the future unit pupils will learn that 100 is composed of ten tens and one hundred ones.  They will learn that 100 is composed of 50s, 25s and 20s. They will use known facts to find multiples of ten that compose 100.

In the prior unit pupils extended their counting to counting the decade numbers and making representations using a variety of different manipulatives. In this unit pupils will represent multiples of ten using numerals and names and and use knowledge of facts and unitising to add and subtract multiples of ten.

In this unit pupils will represent multiples of ten using numerals and names and use knowledge of facts and unitising to add and subtract multiples of ten.

Composition of  multiples of 10

Explore the counting sequence for counting to 100 and beyond

Count groups of ten and extra ones

Count a large group of objects by counting tens and ones

Represent a number from 20 to 99

Use a number line to position and estimate the numbers 20-99

In this unit pupils will explore the counting sequence for counting to 100 and beyond and represent the numbers from 20-99 in different ways including marking the position on a number line. They learn to represent 20-99 as a length. In the future unit pupils consolidate their counting across and on from 100. They will learn to represent a three-digit number up to 199 in different ways.

In the prior unit pupils extended their counting to 100 They explored pattern in counting, focused on the end of the decade and the start of the new decade numbers. In this unit pupils will explore the counting sequence for counting to 100 and beyond representing numbers from 20-99 in different ways including marking the position on a number line They will learn to represent 20-99 as a length.

In this unit pupils will explore the counting sequence for counting to 100 and beyond representing numbers from 20-99 in different ways including marking the position on a number line They will learn to represent 20-99 in the context of length.

Counting and representing the numbers 20 to 99

Compare two-digit numbers

Partition two-digit numbers into tens and ones using place value resources

Partition two-digit numbers into tens and ones

Represent addition and subtraction of tens and ones with equations

Solve problems by adding and subtracting tens and ones

In this unit pupils will compare two 2-digit numbers and partition a 2-digit number into 10s and 1s and position on a number line. In the future unit pupils will find a 2-digit number and a 1 or 2-digit number that compose 100.  Pupils will position 3-digit numbers on a number line and estimate the position of 3-digit numbers on unmarked number lines. They will compare and order 3 digit numbers.

In the prior unit pupils explained that items could be compared using length and height, weight/mass and volume/capacity. They compared sets of objects using equality/inequality symbols. In this unit pupils will compare two 2-digit numbers and partition a 2-digit number into 10s and 1s and position on a number line.

In this unit pupils will compare two 2-digit numbers and partition a 2-digit number into 10s and 1s and position on a number line.

Comparing, ordering and partitioning 2-digit numbers

Represent addition and subtraction facts within 10

Recall one and two more or less than numbers to ten

Recall doubles within 10

Use near doubles within 10

Use known addition and subtraction facts within 10 to solve problems

In this unit pupils will revisit addition and subtraction within ten. They will consolidate addition and subtraction strategies. In the future unit pupils will revisit their understanding that addends can be added in any order. They will consolidate adding and subtracting two numbers that bridge through 10.

In the prior unit pupils explained that addition is commutative. They found pairs of numbers to 10 and added or subtracted 1 from any number. In this unit pupils will revisit addition and subtraction within ten. They will consolidate addition and subtraction strategies.

In this unit pupils will revisit addition and subtraction within ten. They will consolidate addition and subtraction strategies.

Secure fluency of addition and subtraction facts within 10

Add three addends

Use a 'First, then, then, now' story to add three addends

Explain that the addends can be added in any order

Add three addends efficiently

Add three addends efficiently by finding two addends that total 10

Add two numbers that bridge through 10

Add and subtract two numbers that bridge through 10

Compare the number of objects in two sets or difference between two measures.

Calculate the difference

Calculate the difference in different contexts

Explain what the difference is between consecutive numbers

Calculate the difference when information is presented in a pictogram

Calculate the difference when information is presented in a bar chart

Use knowledge of calculating within 20 to solve problems

Use knowledge of calculating within 20 to solve problems involving statistics

In this unit pupils will add 3 addends. They will use a strategy such as finding 2 addends to total 10 or 2 numbers to bridge though 10.  In the future unit pupils will add and subtract 1s and 10s from 2 digit numbers. They will use number facts to add/subtract a single-digit number to/from a 2-digit number .They will use a part-part-whole model to represent addition and subtraction.

In the prior unit pupils revisited addition and subtraction within ten. They consolidated addition and subtraction strategies. In this unit pupils will add 3 addends. They will use a strategy such as finding 2 addends to total 10 or 2 numbers to bridge though 10.

In this unit pupils will add 3 addends. They will use a strategy such as finding 2 addends to total 10 or 2 numbers to bridge though 10.

Calculating within 20

Add and subtract one to or from a two-digit number within a decade

Add and subtract 1 to and from a 2-digit number crossing the tens boundary

Use number facts to add or subtract a one-digit number and a two-digit number.

Use number facts to solve addition and subtraction problems.

Use number facts to solve problems in measures and data contexts

Use number bonds to 10 to add/subtract one-digit and two-digit numbers

Add by bridging a multiple of ten

Subtract by bridging a multiple of ten

Use bridging to solve addition and subtraction problems

Find 10 more or less than a 2-digit number.

Add and subtract 10 to and from a 2-digit number.

Add multiples of 10 to 2-digit numbers.

Subtract multiples of ten from 2-digit numbers

Partition 2-digit numbers in different ways

Use efficient strategies to solve problems

In this unit pupils will add and subtract 1s and 10s from 2 digit numbers. They will use number facts to add/subtract a single-digit number to/from a 2-digit number. They will use a part-part-whole model to represent addition and subtraction. In the future unit pupils will learn to find 10 more or less than a 2-digit number They will  add and subtract 10 to/from a 2-digit number using number facts

In the prior unit pupils added 3 addends. They used strategies such as finding 2 addends to total 10 or 2 numbers to bridge though 10. In this unit pupils will add and subtract 1s and 10s from 2 digit numbers. They will use number facts to add/subtract a single-digit number to/from a 2-digit number. They will use a part-part-whole model to represent addition and subtraction.

In this unit pupils will add and subtract 1s and 10s from 2 digit numbers. They will use number facts to add/subtract a single-digit number to/from a 2-digit number. They will use a part-part-whole model to represent addition and subtraction.

Adding and subtracting ones and tens to and from 2-digit numbers

Explain that objects can be grouped in different ways

Describe how objects have been grouped

Represent equal groups as repeated addition

Represent equal groups as repeated addition and multiplication

Represent equal groups as multiplication

Explain and represent multiplication when a group contains zero or one items

Identify and explain each part of a multiplication equation

Use knowledge of multiplication to calcuate the product

Use knowledge of multiplication to solve problems

Use knowledge of multiplication to solve problems in a range of contexts

In this unit pupils will describe how objects are grouped and will represent equal groups as repeated addition and multiplication. In the future unit pupils will represent the 2x and 10x table in different ways using 2x/10x table to solve problems. They will explain the relationship between adjacent multiples of 2/10 and that factor pairs can be written in any order.

In the prior unit pupils extended their counting to counting the decade numbers and made representations using a variety of different manipulatives. In this unit pupils will describe how objects are grouped and will represent equal groups as repeated addition and multiplication.

In this unit pupils will describe how objects are grouped and will represent equal groups as repeated addition and multiplication.

Grouping objects in different ways and relating to multiplication

Represent the 2 times table in different ways

Use knowledge of the 2 times table to solve problems

Explain the relationship between adjacent multiples of 2

Explain that factor pairs can be written in any order

Represent counting in tens as the 10 times table

Represent the 10 times table in different ways

Explain the relationship between adjacent multiples of 10

Represent counting in fives as the 5 times table

Represent the 5 times table in different ways

Explain the relationship between adjacent multiples of 5

In this unit pupils will represent the 2x 10x table in different ways and use 2x 10x table to solve problems. They will explain the relationship between adjacent multiples of 2/10 and that factor pairs can be written in any order. In the future unit pupils will represent the 5s in different ways. They will explain the relationship between adjacent multiples of 5 and how 5x and 10x are related.

In the prior unit pupils represented multiples of ten using numerals and names and and used knowledge of facts and unitising to add and subtract multiples of ten. In this unit pupils will represent the 2x 10x table in different ways and use 2x 10x table to solve problems. They will explain the relationship between adjacent multiples of 2/10 and that factor pairs can be written in any order.

In this unit pupils will represent the 2x 10x table in different ways and use 2x 10x table to solve problems. They will explain the relationship between adjacent multiples of 2/10 and that factor pairs can be written in any order.

Representing counting in 2s, 5s and 10s as the 2, 5 and 10 times tables

Explain how groups of five and ten are related

Explain the relationship between multiples of five and ten

Use knowledge of the relationships between the 5 and 10 times tables to solve problems

Explain how a factor of zero or one affects the product

Represent multiplication equations in different ways

Use knowledge of the 2, 5 and 10 times tables to solve problems

Use knowledge of the 2, 5 and 10 times tables to solve problems in a range of contexts

Explain what each factor represents in a multiplication story

Explain what each factor represents in a multiplication story when one of the factors is one

Explain how a multiplication equation with 2 as a factor is related to doubling

In this unit pupils will represent the 5x in different ways. They will explain the relationship between adjacent multiples of 5 and how 5x and 10x are related. In the future unit pupils will learn how a multiplication equation with 2 as a factor relates to doubling and how a division equation with 2 as a divisor relates to halving. They will explain the relationship between factors and products.

In the prior unit pupils represented the 2x 10x table in different ways using 2x 10x table to solve problems. They explained the relationship between adjacent multiples of 2/10 and that factor pairs can be written in any order. In this unit pupils will represent the 5x in different ways. They will explain the relationship between adjacent multiples of 5 and how 5x and 10x are related.

In this unit pupils will represent the 5-times table in different ways. They will explain the relationship between adjacent multiples of 5 and how 5- and 10-times tables are related.¬†

Representing counting in 5s as the 5 times table and link to the 10 times tables

Double 2-digit numbers and record as multiplications where one of the factors is 2

Explain how doubling and halving are related

Halve even 2-digit numbers and multiples of 10

Identify missing factors when one factor is 2

Use knowledge of doubling, halving and the 2 times table to solve problems

In this unit pupils will learn how multiplication with 2 as a factor relates to doubling and how we can see halving as the inverse of doubling, deriving the related halving fact from a known double. In the future unit pupils will double and halve 2 digit numbers. Pupils will use knowledge of doubling and halving and the 2x table to solve problems.

In the prior unit pupils represented the 2x 10x table in different ways. They explained the relationship between adjacent multiples of 2/10 and how factor pairs can be written in any order. In this unit pupils will learn how multiplication with 2 as a factor relates to doubling and how we can see halving as the inverse of doubling, deriving the related halving fact from a known double. 

In this unit pupils will learn how multiplication with 2 as a factor relates to doubling and how we can see halving as the inverse of doubling, deriving the related halving fact from a known double.

Multiplying by 2, doubling and halving (factors and products)

Explain that objects can be grouped equally

Identify and explain when objects cannot be grouped equally

Explain the relationship between division expressions and division stories

Calculate the number of equal groups in a division story

Use knowledge of skip counting and division to solve problems relating to measure

Skip count using the group size to find the number of groups

Explain that objects can be shared equally

Use skip counting to solve a sharing problem

Skip count to find the group size in a sharing problem

Solve a variety of division problems, explaining understanding

In this unit pupils will explain when objects can and cannot be grouped or shared equally. In the future unit pupils will learn how to find the quotient for 2x 5x 10x tables. They will learn how a division equation with 2 as a divisor is related to halving and each part of a division equation and how they can be interchanged. They will use divisibility rules to solve problems.

In the prior unit pupils learned how a multiplication equation with 2 as a factor related to doubling and how a division equation with 2 as a divisor related to halving. They explained the relationship between factors and products. In this unit pupils will explain when objects can and cannot be grouped or shared equally.

In this unit pupils will use practical resources to model and explain when objects can and cannot be grouped or shared equally. They will then represent practical situations using division expressions and equations.

Introduction to division structures

Recognise and sort polygons

Describe and name polygons, including triangles and quadrilaterals

Describe, name and sort polygons, including pentagons, hexagons and octagons

Lines of symmetry

Discuss and compare polygons

Investigate how polygons can be joined and folded to form 3D shapes

Describe and name 3D shapes

Describe and name 3d shapes – prisms and pyramids

Find different ways to sort 3D shapes

Discuss and compare 3D shapes

In this unit pupils will learn that polygons can be described, sorted, compared and named according to the number of sides and vertices. They will describe 3D shapes finding different ways to sort and compare them. In the future unit pupils will investigate different ways to compose and decompose a polygon. They will investigate quadrilaterals with and without parallel and perpendicular sides. 

In the prior unit pupils composed, copied, extended and developed repeating and radiating patterns. They explored, discussed, and compared 3D and 2D shapes. In this unit pupils will learn that polygons can be described, sorted, compared and named according to the number of sides and vertices. They will describe 3D shapes, finding different ways to sort and compare them.

In this unit pupils will learn that polygons can be described, sorted, compared and named according to the number of sides and vertices. They will describe 3D shapes, finding different ways to sort and compare them.

Shape: discuss and compare 2D and 3D shapes

Use efficient addition strategies to calculate

Combine tens and ones within equations

Add two-digit numbers without crossing the tens boundary

Find the missing addend when adding two-digit numbers

Add 2-digit numbers when crossing the tens boundary

Solve problems involving the addition of two-digit numbers

Explain different strategies used to subtract

Solve equations involving the subtraction of two-digit numbers

Solve problems involving subtraction of two-digit numbers

Subtract two-digit numbers crossing the tens boundary

Find the missing part when subtracting two-digit numbers

Solve problems involving subtraction when bridging 10

Use efficient methods to solve subtraction equations

Solve problems involving addition and subtraction

Create addition and subtraction problems

In this unit pupils apply their knowledge of known facts and understanding of place value to add and subtract with 2-digit numbers both within and across the tens boundary. In the future unit pupils will add 3 addends, understanding they can be added in any order, bridging through 10.

In the prior unit pupils added and subtracted 1s and 10s from 2 digit numbers. They used number facts to add/subtract a single-digit number to/from a 2-digit number and used a part-part-whole model to represent addition and subtraction. In this unit pupils apply knowledge of known facts and understanding of place value to add and subtract with 2-digit numbers within and across the tens boundary.

In this unit pupils apply their knowledge of known facts and understanding of place value to add and subtract with 2-digit numbers both within and across the tens boundary.

Addition and subtraction of two 2-digit numbers

Recognise and understand the value of different coins

Recognise the value of 20 p, 50 p and £1 coins

Explore combinations of coins that total the same amount

Find the most efficient way to make a given value

Solve problems including those involving giving change

In this unit pupils will recognise and use symbols for pounds and pence combining amounts to make particular values. They will solve simple problems including giving change. In the future unit pupils will explain represent and compare whole pounds and pence.  They will convert quantities of money between pounds and pence using the most efficient and reliable strategy to find the change.

In the prior unit pupils consolidated their recognition and knowledge of the value of different denominations of coins. They solved simple problems practically involving addition and subtraction of money of the same unit. In this unit pupils will recognise and use symbols for pounds and pence combining amounts to make particular values. They will solve simple problems including giving change.

In this unit pupils will recognise and use symbols for pounds and pence combining amounts to make particular values. They will solve simple problems including giving change.

Money: recognise coins and use £ and p symbols

Equal or unequal parts

Recognise and name the fraction 'one half'

Recognise and name the fraction 'one quarter'

Recognise and name the fraction ‘one-third’

Read, write and understand fraction notation

Find one-half of a number

Relate finding half of a number to halving and doubling

Find one-third or one-quarter of a number

Find three-quarters of an object, shape, set of objects or quantity

Recognise the equivalence of 2/4 and 1/2

In this unit pupils will identify whether something has or has not been split into equal parts. They will name fractions one-half one-quarter and one-third in relation to a fraction of a length, shape or set of objects. In the future unit pupils will represent unit fractions in different ways identifying the whole the number of equal parts, the size of each part as a unit fraction including tenths

In the prior unit pupils described position, direction and movement, including whole, half, quarter and three-quarter turns. In this unit pupils will identify whether something has or has not been split into equal parts. They will name fractions one-half one-quarter and one-third in relation to a fraction of a length shape or set of objects.

In this unit pupils will identify whether something has or has not been split into equal parts. They will name fractions one-half one-quarter and one-third in relation to a fraction of a length shape or set of objects.

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