At Hawthorn Tree School, we inspire all children to become confident and enthusiastic mathematicians, who are willing to take risks and are not scared of making mistakes but who learn from those mistakes. We aim to develop mathematical skills and to provide opportunities for their application in meaningful, reallife situations. We strive to provide the children with exciting and challenging questions, thereby increasing motivation and promoting a positive response to mathematics and developing the mastery approach through the use of the White Rose Maths curriculum.
Resilience
Compassion
Innovation
Respect
Diversity
Intent
Implementation
Impact
Maths Progression Map

 EYFS  Year 1  Year 2  Year 3  Year 4  Year 5  Year 6  
Place Value  Counting 
X 
X 
X

X 
X 
X 
X  
Comparing numbers 
X 
X 
X

X 
X 
X 
X  
Identifying, representing and estimating numbers 
X 
X 
X

X 
X 

 
Reading and Writing numbers 
X 
X 
X

X 
X 
X 
X  
Understanding place value 


X

X 
X 
X 
X  
Rounding 




X 
X 
X  
Problem solving 


X

X 
X 
X 
X  
Addition and Subtraction  Number bonds 

X 
X




 
Mental calculations 
X 
X 
X

X 
X 
X 
X  
Written calculations 

X 

X 
X 
X 
X  
Inverse operations, estimation and checking 


X

X 
X 
X 
X  
Problem solving 
X 
X 
X

X 
X 
X 
X  
Multiplication and Division  Multiplication and division facts 

X 
X

X 
X 
X 
 
Mental calculations 


X

X 
X 
X 
X  
Written calculations 


X

X 
X 
X 
X  
Properties of numbers 




X 
X 
X  
Order of operations 






X  
Inverse operations, estimating and checking 



X 
X 

X  
Problem solving 

X 
X

X 
X 
X 
X  
Fractions  Counting in fraction steps 


X

X 
X 

 
Recognising fractions 
X 
X 
X

X 
X 
X 
 
Comparing fractions 



X 
X 
X 
X  
Comparing decimals 




X 
X 
X  
Rounding including decimals 




X 
X 
X  
Equivalence of fractions, decimals and percentages 


X

X 
X 
X 
X  
Addition and subtraction of fractions 



X 
X 
X 
X  
Multiplication and division of fractions 





X 
X  
Multiplication and division of decimals 




X 

X  
Problem solving




X 
X 
X 
 
Ratio and Proportion  Solve problems involving the relative sizes of two quantities 

Statements only appear in Year 6 but should be connected to previous learning, particularly fractions and multiplication and division

X  
Measurement  Compare and estimate 
X 
X 
X

X 
X 
X 
X  
Measuring and Calculating 
X 
X 
X

X 
X 
X 
X  
Geometry (properties of shape)  Identifying shapes and their properties 
X 
X 
X


X 
X 
X  
Drawing and constructing 
X 


X 
X 
X 
X  
Comparing and classifying 


X


X 
X 
X  
Angles 



X 
X 
X 
X  
Geometry (position, direction and movement)  Position, direction and movement 
X 
X 
X


X 
X 
X  
Statistics  Interpreting, constructing and presenting data 


X

X 
X 
X 
X  
Problem Solving 



X 
X 
X 
X  
Algebra  Equations 

X 
X

X 

X 
X  
Formulae 




X 

X  
Sequences 

X 
X




X  
Number: Number and Place Value
 Intent: COUNTING  
EYSF  Year 1  Year 2  Year 3  Year 4  Year 5  Year 6  
Implementation  Implementation  Implementation  Implementation  Implementation  Implementation  Implementation  
Counts up to three or four objects by saying one number name for each item.
 count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number 

 count backwards through zero to include negative numbers
 interpret negative numbers in context, count forwards and backwards with positive and negative whole numbers, including through zero  use negative numbers in context, and calculate intervals across zero
 
Count actions or objects which cannot be moved.
 count, read and write numbers to 100 in numerals; count in multiples of twos, fives and tens  count in steps of 2, 3, and 5 from 0, and in tens from any number, forward or backward
 count from 0 in multiples of 4, 8, 50 and 100;
 count in multiples of 6, 7, 9, 25 and 1 000
 count forwards or backwards in steps of powers of 10 for any given number up to 1 000 000 
 
Counts an irregular arrangement of up to 5 objects.  given a number, identify one more and one less

 find 10 or 100 more or less than a given number
 find 1 000 more or less than a given number


 
Counts out up to 20 objects from a larger group 





 
Counts objects to 20. 





 
Counts an irregular arrangement of up to 20 objects






 
 Intent: COMPARING NUMBERS  
Implementation  Implementation  Implementation  Implementation  Implementation  Implementation  Implementation  
Uses the language of ‘more’ and ‘fewer’ to compare two sets of objects.  use the language of: equal to, more than, less than (fewer), most, least
 compare and order numbers from 0 up to 100; use <, > and = signs
 compare and order numbers up to 1 000
 order and compare numbers beyond 1 000  read, write, order and compare numbers to at least 1 000 000 and determine the value of each digit (appears also in Reading and Writing Numbers)  read, write, order and compare numbers up to 10 000 000 and determine the value of each digit (appears also in Reading and Writing Numbers)  
 

 
compare numbers with the same number of decimal places up to two decimal places (Fractions)  
 Intent: IDENTIFYING, REPRESENTING AND ESTIMATING NUMBERS  
Implementation  Implementation  Implementation  Implementation  Implementation  Implementation  Implementation  
Selects the correct numeral to represent 1 to 20 objects.  identify and represent numbers using objects and pictorial representations including the number line  identify, represent and estimate numbers using different representations, including the number line  identify, represent and estimate numbers using different representations
 identify, represent and estimate numbers using different representations 

 
 Intent: READING AND WRITING NUMBERS (including Roman Numerals  
Implementation  Implementation  Implementation  Implementation  Implementation  Implementation  Implementation  
Recognise some numerals of personal significance.
 read and write numbers from 1 to 20 in numerals and words.  read and write numbers to at least 100 in numerals and in words
 read and write numbers up to 1 000 in numerals and in words 
 read, write, order and compare numbers to at least 1 000 000 and determine the value of each digit (appears also in Comparing Numbers)  read, write, order and compare numbers up to 10 000 000 and determine the value of each digit (appears also in Understanding Place Value)  
Recognises numerals 1 to 20.  tell and write the time from an analogue clock, including using Roman numerals from I to XII, and 12hour and 24hour clocks (Measurement)
 read Roman numerals to 100 (I to C) and know that over time, the numeral system changed to include the concept of zero and place value.  read Roman numerals to 1 000 (M) and recognise years written in Roman numerals.  
 Intent: UNDERSTANDING PLACE VALUE  
Implementation  Implementation  Implementation  Implementation  Implementation  Implementation  Implementation  

 recognise the place value of each digit in a twodigit number (tens, ones)
 recognise the place value of each digit in a threedigit number (hundreds, tens, ones)
 recognise the place value of each digit in a fourdigit number (thousands, hundreds, tens, and ones)  read, write, order and compare numbers to at least 1 000 000 and determine the value of each digit (appears also in Reading and Writing Numbers)
recognise and use thousandths and relate them to tenths, hundredths and decimal equivalents (Fractions)  read, write, order and compare numbers up to 10 000 000 and determine the value of each digit (appears also in Reading and Writing Numbers)  
find the effect of dividing a one or twodigit number by 10 and 100, identifying the value of the digits in the answer as units, tenths and hundredths (Fractions)  identify the value of each digit to three decimal places and multiply and divide numbers by 10, 100 and 1 000 where the answers are up to three decimal places (Fractions)  
 Intent: ROUNDING  
Implementation  Implementation  Implementation  Implementation  Implementation  Implementation  Implementation  



 round any number to the nearest 10, 100 or 1 000
 round any number up to 1 000 000 to the nearest 10, 100, 1 000, 10 000 and 100 000  round any whole number to a required degree of accuracy
 


 round decimals with one decimal place to the nearest whole number (copied from Fractions)
 round decimals with two decimal places to the nearest whole number and to one decimal place (copied from Fractions)
 solve problems which require answers to be rounded to specified degrees of accuracy (copied from Fractions)  
 Intent: PROBLEM SOLVING  
Implementation  Implementation  Implementation  Implementation  Implementation  Implementation  Implementation  

 use place value and number facts to solve problems  solve number problems and practical problems involving these ideas.  solve number and practical problems that involve all of the above and with increasingly large positive numbers
 solve number problems and practical problems that involve all of the above  solve number and practical problems that involve all of the above  
Addition and Subtraction
 Intent: NUMBER BONDS  
EYFS  Year 1  Year 2  Year 3  Year 4  Year 5  Year 6  
Implementation  Implementation  Implementation  Implementation  Implementation  Implementation  Implementation  
 represent and use number bonds and related subtraction facts within 20  recall and use addition and subtraction facts to 20 fluently, and derive and use related facts up to 100 



 
 Intent: MENTAL CALCULATION  
Implementation  Implementation  Implementation  Implementation  Implementation  Implementation  Implementation  
Finds the total number of items in two groups by counting all of them.  add and subtract onedigit and twodigit numbers to 20, including zero  add and subtract numbers using concrete objects, pictorial representations, and mentally, including:
 add and subtract numbers mentally, including:

 add and subtract numbers mentally with increasingly large numbers
 perform mental calculations, including with mixed operations and large numbers
 
Says the number that is one more than a given number.
 read, write and interpret mathematical statements involving addition (+), subtraction ()and equals (=) signs (appears also in Written Methods)  show that addition of two numbers can be done in any order (commutative) and subtraction of one number from another cannot 


 use their knowledge of the order of operations to carry out calculations involving the four operations  
Finds one more or one less from a group of up to 20 objects.






 
 Intent: WRITTEN METHODS  
Implementation  Implementation  Implementation  Implementation  Implementation  Implementation  Implementation  
 read, write and interpret mathematical statements involving addition (+), subtraction () and equals (=) signs (appears also in Mental Calculation) 
 add and subtract numbers with up to three digits, using formal written methods of columnar addition and subtraction
 add and subtract numbers with up to 4 digits using the formal written methods of columnar addition and subtraction where appropriate
 add and subtract whole numbers with more than 4 digits, including using formal written methods (columnar addition and subtraction) 
 
 Intent: INVERSE OPERATIONS, ESTIMATING AND CHECKING ANSWERS  
Implementation  Implementation  Implementation  Implementation  Implementation  Implementation  Implementation  
Estimates how many objects they can see and checks by counting them. 
 recognise and use the inverse relationship between addition and subtraction and use this to check calculations and solve missing number problems.  estimate the answer to a calculation and use inverse operations to check answers
 estimate and use inverse operations to check answers to a calculation
 use rounding to check answers to calculations and determine, in the context of a problem, levels of accuracy
 use estimation to check answers to calculations and determine, in the context of a problem, levels of accuracy.  
 Intent: PROBLEM SOLVING  
Implementation  Implementation  Implementation  Implementation  Implementation  Implementation  Implementation  
In practical activities and discussion, begin to use the vocabulary involved in adding and subtracting.  solve onestep problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7 = *  9  solve problems with addition and subtraction:
 solve problems, including missing number problems, using number facts, place value, and more complex addition and subtraction
 solve addition and subtraction twostep problems in contexts, deciding which operations and methods to use and why  solve addition and subtraction multistep problems in contexts, deciding which operations and methods to use and why  solve addition and subtraction multistep problems in contexts, deciding which operations and methods to use and why
 
solve simple problems in a practical context involving addition and subtraction of money of the same unit, including giving change (Measurement)  Solve problems involving addition, subtraction, multiplication and division  
Multiplication and Division
 Intent: MULTIPLICATION & DIVISION FACTS  
EYFS  Year 1  Year 2  Year 3  Year 4  Year 5  Year 6  
Implementation  Implementation  Implementation  Implementation  Implementation  Implementation  Implementation  
 count in multiples of twos, fives and tens (Number and Place Value)  count in steps of 2, 3, and 5 from 0, and in tens from any number, forward or backward (Number and Place Value)  count from 0 in multiples of 4, 8, 50 and 100 (Number and Place Value)
 count in multiples of 6, 7, 9, 25 and 1 000 (Number and Place Value)
 count forwards or backwards in steps of powers of 10 for any given number up to 1 000 000 (Number and Place Value) 
 

 recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables, including recognising odd and even numbers  recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables
 recall multiplication and division facts for multiplication tables up to 12 × 12 

 
 Intent: MENTAL CALCULATION  
Implementation  Implementation  Implementation  Implementation  Implementation  Implementation  Implementation  


 write and calculate mathematical statements for multiplication and division using the multiplication tables that they know, including for twodigit numbers times onedigit numbers, using mental and progressing to formal written methods (appears also in Written Methods)  use place value, known and derived facts to multiply and divide mentally, including: multiplying by 0 and 1; dividing by 1; multiplying together three numbers
 multiply and divide numbers mentally drawing upon known facts  perform mental calculations, including with mixed operations and large numbers
 

 show that multiplication of two numbers can be done in any order (commutative) and division of one number by another cannot

 recognise and use factor pairs and commutativity in mental calculations (appears also in Properties of Numbers)  multiply and divide whole numbers and those involving decimals by 10, 100 and 1000  associate a fraction with division and calculate decimal fraction equivalents (e.g. 0.375) for a simple fraction (e.g. ^{3}/_{8}) (copied from Fractions)  
 Intent: WRITTEN CALCULATION  
Implementation  Implementation  Implementation  Implementation  Implementation  Implementation  Implementation  

 calculate mathematical statements for multiplication and division within the multiplication tables and write them using the multiplication (×), division (÷) and equals (=) signs
 write and calculate mathematical statements for multiplication and division using the multiplication tables that they know, including for twodigit numbers times onedigit numbers, using mental and progressing to formal written methods (appears also in Mental Methods)  multiply twodigit and threedigit numbers by a onedigit number using formal written layout
 multiply numbers up to 4 digits by a one or twodigit number using a formal written method, including long multiplication for twodigit numbers  multiply multidigit numbers up to 4 digits by a twodigit whole number using the formal written method of long multiplication
 




 divide numbers up to 4 digits by a onedigit number using the formal written method of short division and interpret remainders appropriately for the context  divide numbers up to 4digits by a twodigit whole number using the formal written method of short division where appropriate for the context divide numbers up to 4 digits by a twodigit whole number using the formal written method of long division, and interpret remainders as whole number remainders, fractions, or by rounding, as appropriate for the context  





 use written division methods in cases where the answer has up to two decimal places (Fractions (including decimals))
 
 Intent: PROPERTIES OF NUMBERS: MULTIPLES, FACTORS, PRIMES, SQUARE AND CUBE NUMBERS  
Implementation  Implementation  Implementation  Implementation  Implementation  Implementation  Implementation  



 recognise and use factor pairs and commutativity in mental calculations (repeated)  identify multiples and factors, including finding all factor pairs of a number, and common factors of two numbers.  identify common factors, common multiples and prime numbers
use common factors to simplify fractions; use common multiples to express fractions in the same denomination (Fractions)
 
know and use the vocabulary of prime numbers, prime factors and composite (nonprime) numbers  
establish whether a number up to 100 is prime and recall prime numbers up to 19  




 recognise and use square numbers and cube numbers, and the notation for squared (^{2}) and cubed (^{3})  calculate, estimate and compare volume of cubes and cuboids using standard units, including centimetre cubed (cm^{3}) and cubic metres (m^{3}), and extending to other units such as mm^{3 }and km^{3} (Measures)
 
 Intent: ORDER OF OPERATIONS  
Implementation  Implementation  Implementation  Implementation  Implementation  Implementation  Implementation  





 use their knowledge of the order of operations to carry out calculations involving the four operations
 
 Intent: INVERSE OPERATIONS, ESTIMATING AND CHECKING ANSWERS  
Implementation  Implementation  Implementation  Implementation  Implementation  Implementation  Implementation  


 estimate the answer to a calculation and use inverse operations to check answers (copied from Addition and Subtraction)
 estimate and use inverse operations to check answers to a calculation (copied from Addition and Subtraction)

 use estimation to check answers to calculations and determine, in the context of a problem, levels of accuracy  
 Intent: PROBLEM SOLVING  
Implementation  Implementation  Implementation  Implementation  Implementation  Implementation  Implementation  
 solve onestep problems involving multiplication and division, by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher  solve problems involving multiplication and division, using materials, arrays, repeated addition, mental methods, and multiplication and division facts, including problems in contexts  solve problems, including missing number problems, involving multiplication and division, including positive integer scaling problems and correspondence problems in which n objects are connected to m objects  solve problems involving multiplying and adding, including using the distributive law to multiply two digit numbers by one digit, integer scaling problems and harder correspondence problems such as n objects are connected to m objects  solve problems involving multiplication and division including using their knowledge of factors and multiples, squares and cubes  solve problems involving addition, subtraction, multiplication and division
 
 solve problems involving addition, subtraction, multiplication and division and a combination of these, including understanding the meaning of the equals sign 
 
solve problems involving multiplication and division, including scaling by simple fractions and problems involving simple rates  solve problems involving similar shapes where the scale factor is known or can be found (Ratio and Proportion)  
Fractions (including Decimals and Percentages)
EYFS  Year 1  Year 2  Year 3  Year 4  Year 5  Year 6  
 Intent: COUNTING IN FRACTIONAL STEPS  
Implementation  Implementation  Implementation  Implementation  Implementation  Implementation  Implementation  

 Pupils should count in fractions up to 10, starting from any number and using the1/2 and 2/4 equivalence on the number line (Non Statutory Guidance)  count up and down in tenths  count up and down in hundredths 

 
 Intent: RECOGNISING FRACTIONS  
Implementation  Implementation  Implementation  Implementation  Implementation  Implementation  Implementation  
In practical activities and discussion, begin to use the vocabulary involved in doubling, halving and sharing.  recognise, find and name a half as one of two equal parts of an object, shape or quantity
 recognise, find, name and write fractions ^{1}/_{3}, ^{1}/_{4}, ^{2}/_{4 }and ^{3}/_{4 }of a length, shape, set of objects or quantity  recognise, find and write fractions of a discrete set of objects: unit fractions and nonunit fractions with small denominators recognise that tenths arise from dividing an object into 10 equal parts and in dividing one – digit numbers or quantities by 10.  recognise that hundredths arise when dividing an object by one hundred and dividing tenths by ten
 recognise and use thousandths and relate them to tenths, hundredths and decimal equivalents

 
 recognise, find and name a quarter as one of four equal parts of an object, shape or quantity 
 recognise and use fractions as numbers: unit fractions and nonunit fractions with small denominators 


 
 Intent: COMPARING FRACTIONS  
Implementation  Implementation  Implementation  Implementation  Implementation  Implementation  Implementation  


 compare and order unit fractions, and fractions with the same denominators

 compare and order fractions whose denominators are all multiples of the same number  compare and order fractions, including fractions >1
 
 Intent: COMPARING DECIMALS  
Implementation  Implementation  Implementation  Implementation  Implementation  Implementation  Implementation  



 compare numbers with the same number of decimal places up to two decimal places  read, write, order and compare numbers with up to three decimal places  identify the value of each digit in numbers given to three decimal places  
 Intent: ROUNDING INCLUDING DECIMALS  
Implementation  Implementation  Implementation  Implementation  Implementation  Implementation  Implementation  



 round decimals with one decimal place to the nearest whole number
 round decimals with two decimal places to the nearest whole number and to one decimal place  solve problems which require answers to be rounded to specified degrees of accuracy  
 Intent: EQUIVALENCE (INCLUDING FRACTIONS, DECIMALS AND PERCENTAGES)  
Implementation  Implementation  Implementation  Implementation  Implementation  Implementation  Implementation  

 write simple fractions e.g. ^{1}/_{2 }of 6 = 3 and recognise the equivalence of ^{2}/_{4 }and ^{1}/_{2}.  recognise and show, using diagrams, equivalent fractions with small denominators
 recognise and show, using diagrams, families of common equivalent fractions
 identify, name and write equivalent fractions of a given fraction, represented visually, including tenths and hundredths
 use common factors to simplify fractions; use common multiples to express fractions in the same denomination
 



 recognise and write decimal equivalents of any number of tenths or hundredths
 read and write decimal numbers as fractions (e.g. 0.71 = ^{71}/_{100})  associate a fraction with division and calculate decimal fraction equivalents (e.g. 0.375) for a simple fraction (e.g. ^{3}/_{8})  
recognise and use thousandths and relate them to tenths, hundredths and decimal equivalents  



 recognise and write decimal equivalents to ^{1}/_{4}; ^{1}/_{2}; ^{3}/_{4 }
 recognise the per cent symbol (%) and understand that per cent relates to “number of parts per hundred”, and write percentages as a fraction with denominator 100 as a decimal fraction  recall and use equivalences between simple fractions, decimals and percentages, including in different contexts.  
 Intent: ADDITION AND SUBTRACTION OF FRACTIONS  
Implementation  Implementation  Implementation  Implementation  Implementation  Implementation  Implementation  


 add and subtract fractions with the same denominator within one whole (e.g. ^{5}/_{7 }+ ^{1}/_{7 }= ^{6}/_{7})
 add and subtract fractions with the same denominator
 add and subtract fractions with the same denominator and multiples of the same number  add and subtract fractions with different denominators and mixed numbers, using the concept of equivalent fractions
 
 recognise mixed numbers and improper fractions and convert from one form to the other and write mathematical statements > 1 as a mixed number (e.g. ^{2}/_{5 }+ ^{4}/_{5 }= ^{6}/_{5 }= 1^{1}/_{5})
 
 Intent: MULTIPLICATION AND DIVISION OF FRACTIONS  
Implementation  Implementation  Implementation  Implementation  Implementation  Implementation  Implementation  




 multiply proper fractions and mixed numbers by whole numbers, supported by materials and diagrams  multiply simple pairs of proper fractions, writing the answer in its simplest form (e.g. ^{1}/_{4 }× ^{1}/_{2 }= ^{1}/_{8})  
multiply onedigit numbers with up to two decimal places by whole numbers  
divide proper fractions by whole numbers (e.g. ^{1}/_{3 }÷ 2 = ^{1}/_{6 })
 
 Intent: MULTIPLICATION AND DIVISION OF DECIMALS  
Implementation  Implementation  Implementation  Implementation  Implementation  Implementation  Implementation  





 multiply onedigit numbers with up to two decimal places by whole numbers  



 find the effect of dividing a one or twodigit number by 10 and 100, identifying the value of the digits in the answer as ones, tenths and hundredths 
 multiply and divide numbers by 10, 100 and 1000 where the answers are up to three decimal places  





 identify the value of each digit to three decimal places and multiply and divide numbers by 10, 100 and 1000 where the answers are up to three decimal places  





 associate a fraction with division and calculate decimal fraction equivalents (e.g. 0.375) for a simple fraction (e.g. ^{3}/_{8})  





 use written division methods in cases where the answer has up to two decimal places  
 Intent: PROBLEM SOLVING  
Implementation  Implementation  Implementation  Implementation  Implementation  Implementation  Implementation  


 solve problems that involve all of the above
 solve problems involving increasingly harder fractions to calculate quantities, and fractions to divide quantities, including nonunit fractions where the answer is a whole number  solve problems involving numbers up to three decimal places

 



 solve simple measure and money problems involving fractions and decimals to two decimal places.
 solve problems which require knowing percentage and decimal equivalents of ^{1}/_{2}, ^{1}/_{4}, ^{1}/_{5}, ^{2}/_{5}, ^{4}/_{5 }and those with a denominator of a multiple of 10 or 25. 
 
Ratio and Proportion
Year 1  Year 2  Year 3  Year 4  Year 5  Year 6 




 Implentation 
Statements only appear in Year 6 but should be connected to previous learning, particularly fractions and multiplication and division
 solve problems involving the relative sizes of two quantities where missing values can be found by using integer multiplication and division facts  
solve problems involving the calculation of percentages [for example, of measures, and such as 15% of 360] and the use of percentages for comparison  
solve problems involving similar shapes where the scale factor is known or can be found  
solve problems involving unequal sharing and grouping using knowledge of fractions and multiples. 
Measurement
EYFS  Year 1  Year 2  Year 3  Year 4  Year 5  Year 6 
 Intent: COMPARING AND ESTIMATING  
Implementation  Implementation  Implementation  Implementation  Implementation  Implementation  Implementation 
Orders two or three items by length or height.
Orders two items by weight or capacity.  compare, describe and solve practical problems for:
 compare and order lengths, mass, volume/capacity and record the results using >, < and =

 estimate, compare and calculate different measures, including money in pounds and pence (also included in Measuring)
 calculate and compare the area of squares and rectangles including using standard units, square centimetres (cm^{2}) and square metres (m^{2}) and estimate the area of irregular shapes (also included in measuring)  calculate, estimate and compare volume of cubes and cuboids using standard units, including centimetre cubed (cm^{3}) and cubic metres (m^{3}), and extending to other units such as mm^{3 }and km^{3}. 
estimate volume (e.g. using 1 cm^{3 }blocks to build cubes and cuboids) and capacity (e.g. using water)
 
Orders and sequences familiar events.  sequence events in chronological order using language [e.g. before and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening]  compare and sequence intervals of time
 compare durations of events, for example to calculate the time taken by particular events or tasks 





 estimate and read time with increasing accuracy to the nearest minute; record and compare time in terms of seconds, minutes, hours and o’clock; use vocabulary such as a.m./p.m., morning, afternoon, noon and midnight (appears also in Telling the Time) 



 Intent: MEASURING and CALCULATING  
Implementation  Implementation  Implementation  Implementation  Implementation  Implementation  Implementation 
Uses everyday language related to time.
Measures short periods of time in simple ways  measure and begin to record the following:
 choose and use appropriate standard units to estimate and measure length/height in any direction (m/cm); mass (kg/g); temperature (°C); capacity (litres/ml) to the nearest appropriate unit, using rulers, scales, thermometers and measuring vessels  measure, compare, add and subtract: lengths (m/cm/mm); mass (kg/g); volume/capacity (l/ml)
 estimate, compare and calculate different measures, including money in pounds and pence (appears also in Comparing)
 use all four operations to solve problems involving measure (e.g. length, mass, volume, money) using decimal notation including scaling.
 solve problems involving the calculation and conversion of units of measure, using decimal notation up to three decimal places where appropriate (appears also in Converting)



 measure the perimeter of simple 2D shapes
 measure and calculate the perimeter of a rectilinear figure (including squares) in centimetres and metres  measure and calculate the perimeter of composite rectilinear shapes in centimetres and metres  recognise that shapes with the same areas can have different perimeters and vice versa 
Beginning to use everyday language related to money  recognise and know the value of different denominations of coins and notes  recognise and use symbols for pounds (£) and pence (p); combine amounts to make a particular value
 add and subtract amounts of money to give change, using both £ and p in practical contexts




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 
Geometry: Properties of Shapes
EYFS  Year 1  Year 2  Year 3  Year 4  Year 5  Year 6  
 Intent: IDENTIFYING SHAPES AND THIER PROPERTIES  
Implementation  Implementation  Implementation  Implementation  Implementation  Implementation  Implementation  
Beginning to use mathematical names for ‘flat’ 2D shapes, and mathematical terms to describe shapes.  recognise and name common 2D and 3D shapes, including:
 identify and describe the properties of 2D shapes, including the number of sides and line symmetry in a vertical line

 identify lines of symmetry in 2D shapes presented in different orientations
 identify 3D shapes, including cubes and other cuboids, from 2D representations
 recognise, describe and build simple 3D shapes, including making nets (appears also in Drawing and Constructing)  
Selects a particular named shape.  identify and describe the properties of 3D shapes, including the number of edges, vertices and faces
 illustrate and name parts of circles, including radius, diameter and circumference and know that the diameter is twice the radius  
Beginning to use mathematical names for ‘solid’ 3D shapes and mathematical terms to describe shapes.
 identify 2D shapes on the surface of 3D shapes, [for example, a circle on a cylinder and a triangle on a pyramid]
 
 Intent: DRAWING AND CONSTRUCTING  
Implementation  Implementation  Implementation  Implementation  Implementation  Implementation  Implementation  
Use familiar objects and common shapes to create and recreate patterns and build models. 

 draw 2D shapes and make 3D shapes using modelling materials; recognise 3D shapes in different orientations and describe them  complete a simple symmetric figure with respect to a specific line of symmetry  draw given angles, and measure them in degrees (^{o})  draw 2D shapes using given dimensions and angles  
recognise, describe and build simple 3D shapes, including making nets (appears also in Identifying Shapes and Their Properties)  
 Intent: COMPARING AND CLASSIFYING  
 Implementation  Implementation  Implementation  Implementation  Implementation  Implementation  

 compare and sort common 2D and 3D shapes and everyday objects 
 compare and classify geometric shapes, including quadrilaterals and triangles, based on their properties and sizes
 use the properties of rectangles to deduce related facts and find missing lengths and angles  compare and classify geometric shapes based on their properties and sizes and find unknown angles in any triangles, quadrilaterals, and regular polygons
 
distinguish between regular and irregular polygons based on reasoning about equal sides and angles
 
 Intent: ANGLES  
Implementation  Implementation  Implementation  Implementation  Implementation  Implementation  Implementation  


 recognise angles as a property of shape or a description of a turn 
 know angles are measured in degrees: estimate and compare acute, obtuse and reflex angles 
 


 identify right angles, recognise that two right angles make a halfturn, three make three quarters of a turn and four a complete turn; identify whether angles are greater than or less than a right angle  identify acute and obtuse angles and compare and order angles up to two right angles by size
 identify:
 recognise angles where they meet at a point, are on a straight line, or are vertically opposite, and find missing angles  


 identify horizontal and vertical lines and pairs of perpendicular and parallel lines 


 
Geometry: Position and Direction
EYFS  Year 1  Year 2  Year 3  Year 4  Year 5  Year 6  
 Intent: POSITION, DIRECTION AND MOVEMENT  
Implementation  Implementation  Implementation  Implementation  Implementation  Implementation  Implementation  
Can describe their relative position such as ‘behind’ or ‘next to’.  describe position, direction and movement, including half, quarter and threequarter turns.  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 threequarter turns (clockwise and anticlockwise) 
 describe positions on a 2D grid as coordinates in the first quadrant  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  describe positions on the full coordinate grid (all four quadrants)
 
describe movements between positions as translations of a given unit to the left/right and up/down  draw and translate simple shapes on the coordinate plane, and reflect them in the axes.  



 plot specified points and draw sides to complete a given polygon 

 
Statistics
EYFS  Year 1  Year 2  Year 3  Year 4  Year 5  Year 6 
 Intent: INTERPRETING, CONSTRUCTING AND PRESENTING DATA  
Implementation  Implementation  Implementation  Implementation  Implementation  Implementation  Implementation 

 interpret and construct simple pictograms, tally charts, block diagrams and simple tables  interpret and present data using bar charts, pictograms and tables
 interpret and present discrete and continuous data using appropriate graphical methods, including bar charts and time graphs  complete, read and interpret information in tables, including timetables  interpret and construct pie charts and line graphs and use these to solve problems


 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 




 Intent: PROBLEM SOLVING  
Implementation  Implementation  Implementation  Implementation  Implementation  Implementation  Implementation 


 solve onestep and twostep questions [e.g. ‘How many more?’ and ‘How many fewer?’] using information presented in scaled bar charts and pictograms & tables.  solve comparison, sum and difference problems using information presented in bar charts, pictograms, tables and other graphs.  solve comparison, sum and difference problems using information presented in a line graph
 calculate and interpret the mean as an average 
Algebra
Year 1  Year 2  Year 3  Year 4  Year 5  Year 6  
Intent: EQUATIONS  
Implementation  Implementation  Implementation  Implementation  Implementation  Implementation  
solve onestep problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7 = *  9 (Addition and Subtraction)  recognise and use the inverse relationship between addition and subtraction and use this to check calculations and missing number problems. (Addition and Subtraction)  solve problems, including missing number problems, using number facts, place value, and more complex addition and subtraction. (Addition and Subtraction)

 use the properties of rectangles to deduce related facts and find missing lengths and angles (Geometry: Properties of Shapes)  express missing number problems algebraically  
solve problems, including missing number problems, involving multiplication and division, including integer scaling (Multiplication and Division)
 
 recall and use addition and subtraction facts to 20 fluently, and derive and use related facts up to 100 (Addition and Subtraction) 


 find pairs of numbers that satisfy number sentences involving two unknowns  
represent and use number bonds and related subtraction facts within 20 (Addition and Subtraction)




 enumerate all possibilities of combinations of two variables 
Intent: FORMULAE  
Implementation  Implementation  Implementation  Implementation  Implementation  Implementation  


 Perimeter can be expressed algebraically as 2(a + b) where a and b are the dimensions in the same unit. (measurement) 
 use simple formulae  
recognise when it is possible to use formulae for area and volume of shapes (Measurement)
 
Intent: SEQUENCES  
Implementation  Implementation  Implementation  Implementation  Implementation  Implementation  
sequence events in chronological order using language such as: before and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening (Measurement)
 compare and sequence intervals of time (Measurement) 


 generate and describe linear number sequences  
order and arrange combinations of mathematical objects in patterns (Geometry: position and direction)
