Class Overview: Mathematics
Year: Class: Teacher:
Key Objectives: Reception NAMES
Level
Say and use the number names in order in familiar s/s
contexts.(numbers) 1
S/S
counts reliably uo to 3 -6 every day objects(number)
2-3
repsonds to vocabulary involved in addition & subtraction. (calculating S/S1
recognises differnces in Quantity when comparing stes of objects
S/S2
(calculating)
Findas one more or one less from a group of 5 objects(calculating) S/S3
S/S
Sorts, describes, matches shapes and objects (shape,space)
1-3
ELG
Count reliably up to 10 everyday objects.
6
ELG
Recognise numerals 1 to 9.
5
Use language such as 'more' or 'less', 'greater' or 'smaller',
ELG
'heavier' or 'lighter', to compare two numbers or
6
quantities.
Use language such as 'more' or 'less' to compare two numbers or
quantities.
Use language such as 'greater' or 'smaller' to compare two numbers
6
or quantities.
Use language such as ''heavier' or 'lighter' to compare two numbers or
6
quantities.
In practical activities and discussion, begin to use the vocabulary ELG
involved in adding and subtracting. 6
In practical activities and discussion, begin to use the vocabulary
6
involved in adding.
In practical activities and discussion, begin to use the vocabulary
6
involved in subtracting.
ELG
Find one more or one less than a number from 1 to 10.
7
Find one more than a number from 1 to 10. 7
Find one less than a number from 1 to 10. 7
Begin to relate addition to combining two groups of objects, and EL
subtraction to 'taking away'. G
Class Overview: Mathematics
Year: Class: Teacher:
Key Objectives: Reception NAMES
Level
Begin to relate addition to combining two groups of objects. 4
Begin to relate subtraction to 'taking away'. 5
ELG
Talk about, recognise and recreate simple patterns.
4
Talk about simple patters. 4
Recognise simple patterns. 4
Recreate simple patterns. 4
Use language such as 'circle' or 'bigger' to describe the shapes ELG
and size of solids and flat shapes. 6
ELG
Use everyday words to describe position.
5
Use developing mathematical ideas and methods to solve ELG
practical problems. 8
Other
Class Overview: Mathematics
Year: Class: Teacher:
Key Objectives: Reception NAMES
Level
Class Overview: Mathematics
Year: Class: Teacher:
Key Objectives: Year 1 NAMES
Level
Count reliably at least 20 objects. 1a
Count on and back in ones from any small number, and in tens
2c
from and back to zero.
Count on in ones from any small number.
Count back in ones from any small number.
Count on in tens from zero.
Count back in tens from zero.
Read, write and order numbers from 0 to at least 20; understand
and use the vocabulary of comparing and ordering these 2c
numbers.
Read numbers from 0 to at least 20.
Write numbers from 0 to at least 20.
Order numbers from 0 to at least 20.
Use the vocabulary of comparing and ordering these numbers.
Within the range 0 to 30, say the number that is 1 or 10 more or 2b/
less than any given number. c
Within the range 0 to 30, say the number that is 1 more than any given
number.
Within the range 0 to 30, say the number that is 1 less than any given
number.
Within the range 0 to 30, say the number that is 10 more than any
given number.
Within the range 0 to 30, say the number that is 10 less than any
given number.
Understand the operation of addition, and of subtraction (as 'take
1a
away' or 'difference'), and use the related vocabulary.
Understand the operation of addition and use the related vocabulary.
Understand the operation of subtraction (as 'take away' or 'difference')
and use the related vocabulary.
Know by heart all pairs of numbers with the total of 10. 2c
Use mental strategies to solve simple problems using counting,
addition, subtraction, doubling & halving, explaining methods & 2
reasoning orally.
Class Overview: Mathematics
Year: Class: Teacher:
Key Objectives: Year 1 NAMES
Level
Use mental strategies to solve simple problems using counting,
explaining methods and reasoning orally.
Use mental strategies to solve simple problems using addition,
explaining methods and reasoning orally.
Use mental strategies to solve simple problems using subtraction,
explaining methods and reasoning orally.
Use mental strategies to solve simple problems using doubling,
explaining methods and reasoning orally.
Use mental strategies to solve simple problems using halving,
explaining methods and reasoning orally.
Compare two lengths, masses or capacities by direct
1a
comparison.
Compare two lengths by direct comparison.
Compare two masses by direct comparison.
Compare two capacities by direct comparison.
Suggest suitable standard or uniform non-standard units and
measuring equipment to estimate, then measure, a length, mass 2c
or capacity.
Suggest suitable standard or uniform non-standard units and
measuring equipment to estimate, then measure, a length.
Suggest suitable standard or uniform non-standard units and
measuring equipment to estimate, then measure, a mass.
Suggest suitable standard or uniform non-standard units and
measuring equipment to estimate, then measure, capacity.
Use everyday language to describe features of familiar 3-D and 2-
2c
D shapes.
Use everyday language to describe features of familiar 3-D shapes.
Use everyday language to describe features of familiar 2-D shapes.
Other
Class Overview: Mathematics
Year: Class: Teacher:
Key Objectives: Year 2 NAMES
Level
Count, read, write & order whole numbers to at least 100: know
2a
what each digit represents (including 0 as a place holder).
Count to 100.
Read numbers to 100.
Write numbers to 100.
Order numbers to 100.
Know what each digit represents.
Describe and extend simple number sequences (including odd /
even numbers, counting on or back in ones or tens any two-digit 2c
number, & so on).
Odd and even numbers.
Count on or back in ones from any two-digit number.
Count on or back in tens from any two-digit number.
Understand that subtraction is the inverse of addition; state the
2b
subtraction corresponding to a given addition and vice versa.
Know by heart all addition and subtraction facts for each number
2a
to at least 10.
Use knowledge that addition can be done in any order to do
2a
mental calculations more efficiently.
Understand the operation of multiplication as repeated addition
2a
or as describing an array.
As repeated addition.
As an array.
Know and use halving as the inverse of doubling. 2a
Know by heart facts for the 2 and 10 multiplication tables. 2a
2 times table.
10 times table.
Estimate, measure & compare lengths, masses & capacities,
using standard units; suggest suitable units & equipment for 2a
such measurements.
Estimate, measure and compare lengths using standard units.
Suggest suitable units and equipment for such measurements.
Estimate, measure and compare masses using standard units.
Class Overview: Mathematics
Year: Class: Teacher:
Key Objectives: Year 2 NAMES
Level
Suggest suitable units and equipment for such measurements.
Estimate, measure and compare capacities, using standard units.
Suggest suitable units and equipment for such measurements.
Read a simple scale to the nearest labelled division, including
2b
using a ruler to draw and measure lines to the nearest centimetre.
Read a simple scale to the nearest labelled division.
Use a ruler to draw and measure lines to the nearest cm.
Use the mathematical names for common 2-D and 3-D shapes;
2b
sort shapes and describe some of their features.
Use mathematical names for common 2-D shapes.
Sort 2-D shapes and describe some of their features.
Use mathematical names for 3-D shapes.
Sort 3-D shapes and describe some of their features.
Use mathematical vocabulary to describe position, direction and 2a/
movement. b
Use mathematical vocabulary to describe position.
Use mathematical vocabulary to describe direction.
Use mathematical vocabulary to describe movement.
Choose and use appropriate operations & efficient calculation
strategies to solve problems, explaining how the problem was 2
solved.
Choose effective calculation strategies to solve problems.
Use appropriate operations and calculation strategies to solve
problems.
Explain how the problem was solved.
Other
Class Overview: Mathematics
Year: Class: Teacher:
Key Objectives: Year 3 NAMES
Level
Read, write and order whole numbers to at least 1000; know what
3
each digit represents.
Count on or back in tens or hundreds from any two or three-digit
3
number.
Recognise unit fractions such as 1/2, 1/3, 1/4 1/5, 1/10, and use them
3
to find fractions of shapes and numbers.
Know by heart all addition and subtraction facts for each number to 20. 3
Add and subtract mentally a 'near multiple of 10' to or from a two-digit
3
number.
2a/
Know by heart facts for the 2, 5 and 10 multiplication tables.
3c
Understand division and recognise that division is the inverse of
3
multiplication.
Use units of time and know the relationships between them (second, 2a/
minute, hour, day, week, month, year). 3c
Understand and use £.p notation. 2a
Choose and use appropriate operations (including multiplication and
3
division) to solve word problems, explaining methods and reasoning.
Identify right angles. 2a
Identify lines of symmetry in simple shapes and recognise shapes with
2a
no lines of symmetry.
Solve a given problem by organising and interpreting numerical data in 2a/
simple lists, tables and graphs. 3c
Other
Class Overview: Mathematics
Year: Class: Teacher:
Key Objectives: Year 4 NAMES
Level
Use symbols correctly, including less than (), equals
3
(=).
Round any positive integer less than 1000 to the nearest 10 or 100. 3
Recognise simple fractions that are several parts of a whole, and
3
mixed numbers; recognise the equivalence of simple fractions.
Use known number facts and place value to add or subtract mentally,
3
including any pair of two-digit numbers.
Carry out column addition and subtraction of two integers less than
3
1000, and column addition of more than two such integers.
Know by heart facts for the 2, 3, 4, 5 and 10 multiplication tables. 3
Derive quickly division facts corresponding to the 2, 3, 4, 5 and 10
3
multiplication tables.
Find remainders after division. 3
Know and use the relationships between familiar units of length, mass
3
and capacity.
Classify polygons, using criteria such as number of right angles,
3
whether or not they are regular, symmetry properties.
Choose and use appropriate number operations and ways of
calculating (mental, mental with jottings, pencil and paper) to solve 3
problems.
Other
Class Overview: Mathematics
Year: Class: Teacher:
Key Objectives: Year 5 NAMES
Level
Multiply and divide any positive integer up to 10,000 by 10 or 100 and
4
understand the effect.
4/
Order a given set of positive and negative integers.
5c
Use decimal notation for tenths and hundredths. 4
Round a number with one or two decimal places to the nearest integer. 4
Relate fractions to division and to their decimal representations. 4
Calculate mentally a difference such as 8006 - 2993. 4
Carry out column addition and subtraction of positive integers less
4
than 10,000.
Know by heart all multiplication facts up to 10 x 10. 4
Carry out short multiplication and division of a three-digit by a single-
4
digit integer.
Carry out long multiplication of a two-digit by a two-digit integer. 4a
Understand area measured in square centimetres (cm2 ); understand
and use the formula in words 'length x breadth' for the area of a 5c
rectangle.
Recognise parallel and perpendicular lines, and properties of 3a/
rectangles. 4c
Use all four operations to solve simple word problems involving
4a/
numbers and quantities, including time, explaining methods and
reasoning.
5c
Other
Class Overview: Mathematics
Year: Class: Teacher:
Key Objectives: Year 6 NAMES
Level
Multiply and divide decimals mentally by 10 or 100, and integers by
5
1000, and explain the effect.
Order a mixed set of numbers with up to three decimal places. 4
Reduce a fraction to its simplest form by cancelling common factors. 5
Use a fraction as an operator to find fractions of numbers or quantities
5
(e.g.. 5/8 of 32, 7/10 of 40, 9/100 of 400 centimetres).
Understand percentage as the number of parts in every 100, and find
5
simple percentages of small whole-number quantities.
Solve simple problems involving ratio and proportion. 5
Carry out column addition and subtraction of numbers involving
4a
decimals.
Derive quickly division facts corresponding to multiplication tables up
4
to 10 x 10.
Carry out short multiplication and division of numbers involving
4a
decimals.
4a/
Carry out long multiplication of a three-digit by a two-digit integer.
5c
Use a protractor to measure acute and obtuse angles to the nearest
5
degree.
Calculate the perimeter and area of simple compound shapes that can
5b
be split into rectangles.
Read and plot co-ordinates in all four quadrants. 5
Identify & use the appropriate operations (including combinations of
4a/
operations) to solve word problems involving numbers and quantities,
& explain methods & reasoning.
5
Solve a problem by extracting and interpreting information presented in 4a/
tables, graphs and charts. 5
Other
Class Overview: Mathematics
Year: Class: Teacher:
Key Objectives: Year NAMES
Level
Other