Mathematics
Through our Christian Faith, we acknowledge our responsibility to all, to enrich lives and show love and respect within our school family. We believe in lifelong learning aiming to equip our children to live life today and for tomorrow rooted in Christian love.
For with God nothing shall be impossible (Luke 1:37)
Intent
Empowered
At Christ Church our intent for mathematics is to teach a rich, balanced and progressive curriculum using maths to reason, problem solve and develop fluent conceptual understanding in each area. We believe that unlocking mathematical fluency is an essential life skill for all learners. Teaching curriculum content in blocks allows children to explore skills and knowledge in depth and gain a secure understanding of particular subject matter. Key knowledge and skills are also revisited regularly allowing repetition to embed learning.
Inspired
We provide a concrete, pictorial, abstract approach provides children with a clear structure in which they can develop their depth of understanding of mathematical concepts. We aim to ensure that mathematics is a high profile subject which children view positively and with a ‘Can do’ attitude.
Inquisitive
Our curriculum allows children to better make sense of the world around them by making connections between mathematics and everyday life. Our policies, resources and scheme support our vision. The structure of the mathematics curriculum across school shows clear progression in line with age related expectations.
Articulate
We place great emphasis on mathematical language and questioning so pupils can discuss the mathematics they are doing, and so support them to take ideas further.
Community minded
We identify opportunities when mathematical reasoning and solving problems will allow pupils to make useful connections between identified mathematical ideas or to anticipate practical problems they are likely to encounter in adult life.
Maths Progression
PLACE VALUE | ||||||
COUNTING | ||||||
EYFS | YEAR 1 | YEAR 2 | YEAR 3 | YEAR 4 | YEAR 5 | YEAR 6 |
Verbally count beyond 20, recognising the pattern of the counting system. | Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number.
Count 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 and backward. | Count from 0 in multiples of 4, 8, 50 and 100; find 10 or 100 more or less than a given number. | Count in multiples of 6, 7, 9, 25, and 1000.
Count backwards through zero to include negative numbers. |
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REPRESENT | ||||||
Subitise (recognising quantities without counting) up to 5.
Link the number symbol (numeral) with its cardinal number value. | Identify and represent numbers using objects and pictorial representations.
Read and write numbers to 100 in numerals.
Read and write numbers from 1 to 20 in numbers and words.
| Read and write numbers to at least 100 in numerals and in words
Identify, represent and estimate numbers using different representations, including the number line | Identify, represent and estimate numbers using different representations.
Read and write numbers up to 1000 in numerals and in words. | Identify, represent and estimate numbers using different representations
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, write, (order and compare) numbers to at least 1000000 and determine the value of each digit.
Read Roman numerals to 1000 (M) and recognise years written in Roman numerals. | Read, write, (order and compare) numbers up to 10 000 000 and determine the value of each digit. |
USE PLACE VALUE AND COMPARE | ||||||
Compare quantities up to 10 in different contexts, recognising when one quantity is greater than, less than or the same as the other quantity.
Have a deep understanding of numbers to 10, including the composition of each number. | Given any number, identify one more and one less
| Recognise the place value of each digit in a two-digit number (tens, ones)
Compare and order numbers from 0 up to 100; use <,> and = signs | Recognise the place value of each digit in a three- digit number (hundreds, tens, ones) Compare and order numbers up to 1000 | Find 1000 more or less than a given number
Recognise the place value of each digit in a four-digit number (thousands, hundreds, tens, and ones)
Order and compare numbers beyond 1000 | (read, write) order and compare numbers to at least 1 000 000 and determine the value of each digit.
| (read, write) order and compare numbers up to 10 000 000 and determine the value of each digit. |
PROBLEMS AND ROUNDING | ||||||
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| Use place value and number facts to solve problems | Solve number problems and practical problems involving these ideas. | Round any number to the nearest 10, 100 or 1000
Solve number and practical problems that involve all of the above and with increasingly large positive numbers. | Interpret negative numbers in context
Round any number up to 1 000 000 to the nearest 10, 100, 1000, 10 000 and 100 000.
Solve number problems and practical problems that involve all of the above | Round any whole number to a required degree of accuracy.
Use negative numbers in context, and calculate intervals across zero.
Solve number and practical problems that involve all of the above. |
ADDITION AND SUBTRACTION RECALL, REPRESENT, USE | ||||||
EYFS | YEAR 1 | YEAR 2 | YEAR 3 | YEAR 4 | YEAR 5 | YEAR 6 |
Automatically recall (without reference to rhymes, counting or other aids) number bonds up to 5 (including subtraction facts) and some number bonds to 10, including double facts | Read, write and interpret mathematical statements involving addition (+), subtraction (-) and equals (=) signs
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
Show that addition of two numbers can be done in any order (commutative) and subtraction of one number from another cannot | Estimate the answer to a calculation and use inverse operations to check answers to a calculation | Estimate and use inverse operations to check answers to a calculation | Use rounding to check answer to calculations and determine, in the context of a problem, levels of accuracy. |
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ADDITION AND SUBTRACTION CALCULATIONS | ||||||
EYFS | YEAR 1 | YEAR 2 | YEAR 3 | YEAR 4 | YEAR 5 | YEAR 6 |
| Add and subtract one-digit and two-digit numbers to 20, including zero | Add and subtract numbers using concrete objects, pictorial representations, and mentally, including: adding two- digit numbers and ones a two-digit numbers and tens two two-digit numbers Adding three one-digit numbers | Add and subtract numbers mentally, including: A three-digit number and ones A three-digit number and tens A three-digit numbers and hundreds 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) Add and subtract numbers mentally with increasingly large numbers
| Perform mental calculations, including with mixed operations and large numbers use their knowledge of the order of operations to carry calculations involving the four operations |
ADDITION AND SUBTRACTION SOLVE PROBLEMS | ||||||
EYFS | YEAR 1 | YEAR 2 | YEAR 3 | YEAR 4 | YEAR 5 | YEAR 6 |
Explore and represent patterns within numbers up to 10, including evens and odds, double facts and how quantities can be distributed evenly. | Solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing numbers problems such as 7 = * - 9 | Solve problems with addition and subtraction: using concrete objects and pictorial representations, including those involving numbers, quantities and measures applying their increasing knowledge of mental and written methods | Solve problems, including missing numbers problems, using number facts, place value, and more complex addition and subtraction | Solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why solve problems involving addition and subtraction, multiplication and division and a combination of these, including understanding the meaning of the equals sign. | Solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why solve problems involving addition, subtraction, multiplication and division and a combination of these, including understanding the meaning of the equals sign. | Solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why |
MULTIPLCATION AND DIVISION RECALL, REPRESENT, USE | ||||||
EYFS | YEAR 1 | YEAR 2 | YEAR 3 | YEAR 4 | YEAR 5 | YEAR 6 |
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| Recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables, including recognising odd and even numbers show that multiplication of two numbers can be done in any order (commutative) and division of one number by another cannot | 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 12x12 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 Recognise and use factor pairs and commutativity in mental calculations. | Identify multiples and factors, including finding all factor pairs of a number, and common factors of two numbers know and use the vocabulary of prime factors and composite (non-prime) 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) | Identify common factors, common multiples and prime numbers Use estimation to check answers to calculations and determine, the context of a problem, an appropriate degree of accuracy. |
MULTIPLCATION AND DIVISION CALCULATIONS | ||||||
EYFS | YEAR 1 | YEAR 2 | YEAR 3 | YEAR 4 | YEAR 5 | YEAR 6 |
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| Calculate mathematical statements for multiplication and division within the multiplication tables and write then 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 two-digit numbers times one digit numbers, using mental and progressing to formal written methods
| Multiply two-digit and three- digit numbers by a one-digit numbers using formal written layout | Multiply numbers up to 4-digts by one- or two-digit number using a formal written method, including long multiplication for two-digit numbers Multiply and divide numbers mentally drawing upon known facts Divide numbers up to 4 digits by a one-digit number using the formal written method of short division and interpret remainders appropriately for the context Multiply and divide whole numbers and those involving decimals by 10, 100 and 1000 | Multiply multi-digit numbers up to 4 digits by a two-digit whole number using the formal written method of long multiplication Divide numbers up to 4 digits by a two-digit whole number using the formal written method of long division, and interpret remainders as whole number remainders, fraction, or by rounding, as appropriate for the context Divide numbers up to 4 digits by a two-digit number using the formal written method of short division where appropriate, interpreting remainders according to the context perform mental calculations, including with mixed operations and large numbers |
MULTIPLCATION AND DIVISION SOLVE PROBLEMS | ||||||
EYFS | YEAR 1 | YEAR 2 | YEAR 3 | YEAR 4 | YEAR 5 | YEAR 6 |
| Solve one-step 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 problem involving multiplication and division, including simple fraction and problems involving simple rates | Solve problems involving addition, subtraction, multiplication and division |
MULTIPLCATION AND DIVISION COMBINED OPERATIONS | ||||||
EYFS | YEAR 1 | YEAR 2 | YEAR 3 | YEAR 4 | YEAR 5 | YEAR 6 |
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| Solve problems involving addition, subtraction, multiplication and division and a combination of these, including understanding the meaning of the equals sign | Use their knowledge of operations to carry out calculations involving the four operations |
FRACTIONS RECONGISE AND WRITE | ||||||
EYFS | YEAR 1 | YEAR 2 | YEAR 3 | YEAR 4 | YEAR 5 | YEAR 6 |
| Recognise, find and name a half as one of two equal parts of an object, shape or quantity.
Recognise, find and name a quarter as one of four equal parts of an object, shape or quantity | Recognise, find, name and write fractions 1/3, ¼, 2/4, and ¾ of a length, shape, set of objects or quantity | Count up and down in tenths; recognise that tenths arise from dividing and object into 10 equal parts and in dividing one-digit numbers or quantities by 10
Recognise, find and write fractions of a discrete set of objects: unit fractions and non-unit fractions with small denominations | Count up and down in hundredths; recognise that hundredths arise when dividing an object by one hundred and dividing tenths by ten | Identify, name and write equivalent fractions of a given fraction, represented visually, including tenths and hundredths
Recognise mixed numbers and improper fractions and convert from one form to the other and write mathematical statements >1 as a mixed number ( for example, 2/5 + 4/5= 6/5 1 1/5 |
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FRACTIONS COMPARE | ||||||
EYFS | YEAR 1 | YEAR 2 | YEAR 3 | YEAR 4 | YEAR 5 | YEAR 6 |
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| Recognise the equivalence of 2/4 and 1/2 | Recognise and show, using diagrams, equivalent fractions with small denominators
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 whose denominators are all multiples of the same number | Use common factors to simplify fractions; use common multiples to express fractions in the same denomination
Compare and order fractions, including fractions >1
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FRACTIONS CALCULATIONS | ||||||
EYFS | YEAR 1 | YEAR 2 | YEAR 3 | YEAR 4 | YEAR 5 | YEAR 6 |
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| Write simple fractions for example, ½ of 6 = 3 | Add and subtract fractions with the same denominator within one whole ( for example, 5/7 + 1/7 = 6/7 | Add and subtract fractions with the same denominator | Add and subtract fractions with the same denominator and denominators that are multiple of the same number
Multiply proper fractions and mixed numbers by whole numbers, supported by materials and diagrams | Add and subtract fractions with different denominators and mixed numbers, using the concept of equivalent fractions
Multiply simple pairs of proper fractions, writing the answer in its simplest form (for example, ¼, x ½ = 1/8)
Divide proper fractions by whole numbers (for example, 1/3, ÷ 2 = 1/6) |
FRACTIONS SOLVE PROBLEM | ||||||
EYFS | YEAR 1 | YEAR 2 | YEAR 3 | YEAR 4 | YEAR 5 | YEAR 6 |
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| Solve problems that involve all of the above | Solve problems involving increasingly harder fractions to calculate quantities, and fractions to divide quantities, including non-unit fractions where the answer is whole number |
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DECIMALS RECOGNISE AND WRITE | ||||||
EYFS | YEAR 1 | YEAR 2 | YEAR 3 | YEAR 4 | YEAR 5 | YEAR 6 |
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| Round decimals with one decimals place to the nearest whole number
Compare numbers with the same number of decimal place up to two decimal places | Read and write decimal numbers as fractions (for example, 0.71 = 71/100
Recognise and use thousandths and relate them to tenths, hundredths and decimal equivalents | Identify the value of each digit numbers given to three decimals places. |
DECIMALS COMPARE | ||||||
EYFS | YEAR 1 | YEAR 2 | YEAR 3 | YEAR 4 | YEAR 5 | YEAR 6 |
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| Round decimals with one decimal place to the nearest whole number
Compare numbers with the same number of decimal places up to two decimals places | Round decimals with two decimal places to the nearest whole number and to one decimal place
Read, write, order and compare numbers with up to three decimal places |
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DECIMALS CALCUALTIONS AND PROBLEMS | ||||||
EYFS | YEAR 1 | YEAR 2 | YEAR 3 | YEAR 4 | YEAR 5 | YEAR 6 |
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| Find the effect of dividing a one-or two-digit number by 10 and 100, identifying the value of the digits in the answer as ones, tenths and hundredths | Solve problems involving number up to three decimal places | Multiply and divide numbers by 10, 100 and 1,000 giving answers up to three decimal places
Multiply one-digit numbers with up to two decimal places by whole numbers
Use written division methods in cases where the answer has up to two decimal places
Solve problems which require answers to be rounded to specified degrees of accuracy |
FRACTIONS, DECIMALS AND PERCENTAGES | ||||||
EYFS | YEAR 1 | YEAR 2 | YEAR 3 | YEAR 4 | YEAR 5 | YEAR 6 |
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| Solve simple measures and money problems involving fractions and decimals to two decimal places | Recognise the percent symbol (%) and understand that percent relates to ‘number of parts per hundred’ and write percentages as a fraction with denominator 100, and as a decimal
Solve problems which require knowing percentage and decimal equivalents of ½, ¼ , 1/5, 2/5, 4/5 and those fractions with a denominator of a multiple of 10 or 25 | Associate a fraction with division and calculate decimal and calculate decimal fraction equivalents (for example, 0.375) for a simple fraction (for example 3/8)
Recall and use equivalences between simple fractions, decimals and percentages, including in different contexts |
RATIO AND PROPORTION | ||||||
EYFS | YEAR 1 | YEAR 2 | YEAR 3 | YEAR 4 | YEAR 5 | YEAR 6 |
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| 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 calculations 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. |
ALGEBRA | ||||||
EYFS | YEAR 1 | YEAR 2 | YEAR 3 | YEAR 4 | YEAR 5 | YEAR 6 |
| Solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing problems such as 7= * - 9 | Recognise and use the inverse relationship between addition and subtraction and use this to check calculations and solve missing number problems | Solve problems including missing number problems |
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| Use simple formulae
Generate and describe linear number sequences
Express missing number problems algebraically
Find pairs of numbers that satisfy an equation with two unknowns
Enumerate possibilities of combinations of two variables |
Note- although algebraic notation is not introduced is not introduced until Y6, algebraic thinking starts much earlier as exemplified by the ‘missing number’ objectives from Y1/2/3
MEASUREMENT USING MEASURES | ||||||
EYFS | YEAR 1 | YEAR 2 | YEAR 3 | YEAR 4 | YEAR 5 | YEAR 6 |
| Compare, describe and solve practical problems for:
Lengths and heights (for example, long/short, longer/shorter, tall/short, double/half)
Mass/weight (for example, full/empty, more than, less than, half, half full, quarter)
Time (for example, quicker, slower, earlier, later)
Measure and begin to record the following: Lengths and heights Mass/ weight Capacity and volume Time (hours, minutes, seconds) | 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
Compare and order lengths, mass, volume/capacity and record the results using >,< and = | Measure, compare, add and subtract: lengths (m, cm, mm); mass (kg/g); volume/capacity (l/ml) | Convert between different units of measure (for example, kilometre to metre; hour to minute)
Estimate, compare and calculate different measurements | Convert between different units of metric measure (for example, kilometre and metre; centimetre and metre; centimetre and millimetre; gram and kilogram; litre and millilitre)
Understand and use approximate equivalences between metric units and common imperial units such as inches, pounds and pints
Use all four operations to solve problems involving measure (for example, 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
Use, read, write and convert between standard units, converting measurements of length, mass, volume and time from smaller unit of measure to larger unit, and vice versa, using decimal notation to up to three decimal places
Convert between miles and kilometres |
MEASUREMENT MONEY | ||||||
EYFS | YEAR 1 | YEAR 2 | YEAR 3 | YEAR 4 | YEAR 5 | YEAR 6 |
| 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
Find different combinations of coins that equal the same amount of money
Solve simple problems in a practical context involving addition and subtraction of money of the same unit, including giving change | Add and subtract amounts of money to give change, using both £ and p in practical contexts | Estimate, compare and calculate different measures, including money in pounds and pence | Use all four operations to solve problems involving measure (for example, money) |
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MEASUREMENT TIME | ||||||
EYFS | YEAR 1 | YEAR 2 | YEAR 3 | YEAR 4 | YEAR 5 | YEAR 6 |
| Sequence events in chronological order using language (for example, before and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening)
Recognise and use language relating to dates, including days of the week, weeks, months and years
Tell the time to the hour and half past the hour and draw the hands on a clock face to show these times | 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 | Tell and write the time an analogue clock, including using Roman numerals from I to XII, and 12 hour and 24 hour clocks
Estimate and read time with increasing accuracy to the nearest minute; record and compare time in terms of seconds, minutes and hours; use vocabulary such as o’clock, afternoon, noon and midnight
Know the number of seconds in a minute and the number of days in each month, year and leap year
Compare durations of events (for example to calculate the time taken by particular events or tasks) | Read, write and convert time between analogue and digital 12- and 24-hour clocks
Solve problems involving converting from hours to minutes; minutes to seconds; years to months; weeks to days | Solve problems involving converting between units of time
| Use, read, write and convert between standard units, converting measurements of time from a smaller unit of measure to a larger unit, and vice versa |
MEASUREMENT : PERIMETER, AREA, VOLUME | ||||||
EYFS | YEAR 1 | YEAR 2 | YEAR 3 | YEAR 4 | YEAR 5 | YEAR 6 |
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| Measure the perimeter of simple 2-D shapes | Measure and calculate the perimeter of a rectilinear figure (including squares) in centimetres and metres
Find the area of rectilinear shapes by counting shapes | Measure and calculate the perimeter of composite rectilinear shapes in centimetres and metres
Calculate and compare the area of rectangles (including squares), and including using standard units, square centimetres (cm2) and square metres (m2) and estimate the area of irregular shapes
Estimate volume (for example, using 1cm3 blocks to build cuboids (including cubes) and capacity (for example, using water) | Recognise that shapes with the same areas can have different perimeters and vice versa
Recognise when it is possible to use formulae for area and volume of shapes
Calculate the area of parallelograms and triangles
Calculate, estimate and compare volume of cubes and cuboids using standard units, including cubic centimetres (cm3) and cubic metres (m3), and extending to other units (for example, mm3 and km3) |
GEOMETRY 2-D SHAPES | ||||||
EYFS | YEAR 1 | YEAR 2 | YEAR 3 | YEAR 4 | YEAR 5 | YEAR 6 |
| Recognise and name common 2-D shapes (for example, rectangles (including squares), circles and triangles) | Identify and describe the properties of 2-D shapes, including the number of sides and line symmetry in a vertical line
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 shapes and everyday objects | Draw 2-D shapes
| Compare and classify geometric shapes, including quadrilaterals and triangles, based on their properties and sizes
Identify lines of symmetry in 2-D shapes presented in different orientations | Distinguish between regular and irregular polygons based on reasoning about equal sides and angles
Use the properties of rectangles to deduce related facts and find missing lengths and angles | Draw 2-D shapes using given dimensions and angles
Compare and classify geometric shapes based on their properties and sizes
Illustrate and name parts of circles, including radius, diameter and circumference and know that the diameter is twice the radius |
GEOMETRY 3-D SHAPES | ||||||
EYFS | YEAR 1 | YEAR 2 | YEAR 3 | YEAR 4 | YEAR 5 | YEAR 6 |
| Recognise and name common 3-D shapes (for example, cuboids (including cubes), pyramids and spheres) | Recognise and name common 3-D shapes (for example, cuboids (including cubes), pyramids and spheres)
Compare and sort common 3-D shapes and everyday objects | Make 3-D shapes using modelling materials: recognise 3-D shapes in different orientations and describe them |
| Identify 3-D shapes, including cubes and other cuboids, from 2-D representations | Recognise, describe and build simple 3-D shapes, including making nets |
GEOMETRY ANGLES AND LINES | ||||||
EYFS | YEAR 1 | YEAR 2 | YEAR 3 | YEAR 4 | YEAR 5 | YEAR 6 |
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| Recognise angles as a property of shape or a description of a turn
Identify right angles, recognise that two right angles make a half-turn, 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 horizontal and vertical lines and pairs of perpendicular and parallel lines | Identify acute and obtuse angles and compare and order angles up to two right angles by size
Identify lines of symmetry in 2-D shapes presented in different orientations
Complete a simple symmetric figure with respect to a specific line of symmetry | Know angles are measured in degrees: estimate and compare acute, obtuse and reflex angles
Draw given angles, and measure them in degrees
Identify: Angles at a point and one whole turn (total 360 ˚) Angles at a point on a straight line and ½ a turn (total 180˚) Other multiples of 90˚ | Find unknown angles in any triangles, quadrilaterals, and regular polygons
Recognise angles where they meet at a point, are on a straight line, or are vertically opposite, and find missing angles
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GEOMETRY POSITION AND DIRECTIONS | ||||||
EYFS | YEAR 1 | YEAR 2 | YEAR 3 | YEAR 4 | YEAR 5 | YEAR 6 |
| Describe position, direction and movement, including whole, half, quarter and three-quarter turns | 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) |
| Describe positions on a 2-D grid as coordinators in the first 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 | 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)
Draw and translate simple shapes on the coordinate plane, and reflect them in the axes |
STATISTICS PRESENT AND INTERPRET | ||||||
EYFS | YEAR 1 | YEAR 2 | YEAR 3 | YEAR 4 | YEAR 5 | YEAR 6 |
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| 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 |
STATISTICS SOLVE PROBLEMS | ||||||
EYFS | YEAR 1 | YEAR 2 | YEAR 3 | YEAR 4 | YEAR 5 | YEAR 6 |
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| 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 | Solve one-step and two-step questions (for example, ‘How many more?’ And ‘how many fewer?’ Using information presented in scaled bar charts and pictograms and tables | Solve comparison, sum and difference problems using information presented in bar charts, pictograms, tables and other graphs | Complete, read and interpret information in tables, including timetables | Calculate and interpret the mean as an average |
