Mathematics Expectations: The main features of Level W (Reception K.O)
Number Calculations Problem Solving Measure Pattern
Counts object to 10; Adds one more and Can talk about Recognise Can create 2D and
Matches numbers to 5; counts; and use the differences in 3D patterns which
Read most numbers to 10; Demonstrate an numbers set out in quantity have a line of
Writes most numbers to 10 understanding of the previous Compare directly symmetry;
(although reversals may be evident); addition as the columns within the two lengths. Can set out a
Say and use the number names combining of two or context of number Compare directly pattern of two
in order in familiar contexts more groups. stories, as well as two masses. objects alternatively
i.e.number rhymes. Can add two sets of home ands school Find out by in a line;
Can correct reversals in numbers objects to 10; life. pouring which Talk about
when pointed out; Can count up to 10; container holds more recognise and
Can estimate to 5; Uses vocabulary Use or less. recreate simple
Uses vocabulary such as: more; such as: altogether. mathematical ideas Familiar with patterns
less; too many; not enough. and methods to names of the days of
Can take one away solve practical the week. Use language such
Knows how to use a number line; and works out how problems Familiar with as circle or bigger to
Can order numbers to at least 5; many are left; significant times in describe the shape
Has some understanding of zero; Find 1 more and 1 Make simple their day. and size of flat or
Uses vocabulary, such as: before, less estimates such as solid shapes
next, after. Uses vocabulary how many cubes
such as: less than; will fit in a box. Handling Data: Use everyday
take away. Begin to use words to describe
mathematical ideas position
when matching and
Mathematics Expectations: The main features of Level 1c (Reception K.O)
Number Calculations Problem Solving Shape, space and Pattern
Count reliably at least 10 objects Adds one more and counts; Can talk about Sort objects and Can continue
Reads most numbers up to 10 in Can add two sets of objects to 10; and use the shapes in activities. a repeating
familiar contexts. Uses vocabulary such as: plus; how numbers set out Sort coins and pattern
Attempt to record numbers up to 10. many more. in the previous use them in role
Matches numbers to 10; Records with number sentences columns within play.
Writes most numbers to 10 using the term ‘and makes’ the context of
(although reversals may be evident); Use language
number stories, such as more or
Can correct reversals in numbers Can take one away and works out as well as home less, greater or
when asked to check out; how many are left; ands school life. smaller, heavier
Can estimate to 10; Can remove a smaller number of or lighter, to
Uses vocabulary such as: too many; objects from a larger one and work out Make patterns compare two
more estimate, none, nought. how many are left; and pictures with numbers or
Uses vocabulary such as: fewer. 2D shapes. quantities.
Can order numbers to at least 10; In practical activities use Solve problems Beginning to
Ordering sequence can include 0; vocabulary involved in adding and in a practical or use knowledge of
Uses vocabulary, such as: between. subtracting. role play context shape and space to
Begin to relate addition to combining involving numbers describe the
two groups of objects, and subtraction to 10 properties of
to ‘taking away’. everyday objects
Find one more and one less than the Construct 3D
given number of objects from 1 to 10. shapes.
Use every day
words to describe
position such as
between, in front
of or in the middle.
Mathematics Expectations: The main features of Level 1b (Year 1 K.O)
Number Calculations Problem Solving Shape, Space and Pattern
Counts object beyond 10; Adds one more and counts to 10; Can talk about Recognise and Can recognise
Count reliably at least 20 objects Can add two or three sets to 10; and use the name 2D shapes a repeating
Matches numbers to 10; Can record orally or pictorially; numbers set out such as circle, pattern;
Count, read and order numbers up to 10 Can record using number in the previous triangle, square and Can make a
in a range of settings 9including ordinal rectangle.
sentences; columns within repeating pattern;
numbers) Recognise and
Uses vocabulary such as: plus, how the context of name 3D shapes – Counts the
Write numbers up to 10 with increasing many more and altogether. number stories, as cube, cuboid, number of objects
accuracy. Understand the operation of well as home involved in a
Can estimate to 10; addition and use the related ands school life. repeating pattern.
Uses vocabulary such as: too many; vocabulary. Use developing Use everyday
more; estimate; none. Can take one away and works out mathematical language to
Can order numbers beyond 10 with how many are left (up to 10); ideas and methods describe features
pictorial support; Can record orally or pictorially; to solve practical of familiar 3-D
Uses vocabulary, such as: between, Can record using number problems and 2-D shapes.
before, after, next. sentences; involving counting Vocabulary
Count on and back in ones and tens Uses vocabulary such as: less, and comparing. related to position
from any small number fewer, take away. Recognise coins such as behind, in
Know by heart all pairs of numbers Compare two sets to find a numerical
to 10p front of, and on
which total 10 difference. top.
Use numbers up to 10 to solve Measure and
calculations involving addition or order more than
subtraction. two objects using
(Length, mass and
Begin to use the
vocabulary of time.
Sort objects and
Mathematics Expectations: The main features of Level 1a (Year 1 K.O)
Number Calculations Problem Solving Shape, Space and Data
Counts sets of objects with Begins to use the symbol +; Respond to ‘What could Sort and describe 3D and
consistent accuracy well beyond Begins to understand and use we try next?’ 2D shapes in terms of the
10; the symbol =; Continue and create properties and position.
Is aware of the pattern that Knows how much to add to a simple spatial patterns. Recognise simple
exists when writing numbers given number to make a larger Find coins to total 10p directional symbols such as
beyond 10; number (up to about 20); Add/ subtract numbers arrows.
When writing numbers larger Demonstrates the use of recall when solving problems Compare two lengths,
than 10 will sometimes make of low numbers rather than relying involving up to 10 objects in masses or capacities by
reversals of the two digits but on counting. a range of contexts. direct comparison.
recognises inaccuracy when this Understand the operation of Use mental strategies to Sort match objects,
is pointed out. subtraction (as ’take away’), solve simple problems using pictures or themselves,
Can order and compare and use the related vocabulary. counting, adding, doubling justifying the decisions
numbers to about 30; Begins to use the symbol -; halving, explaining methods made.
Can find a missing number in Knows how much to take away and reasoning orally Suggest suitable standard
a simple sequence that increases from a given number to leave a or non standard units of
by one; smaller number (up to about 20); measure and measuring
Recognise 0 as None or Zero Uses vocabulary such as, equipment then measure a
in context. minus. length, mass or capacity
Count, read and order Demonstrates confidence in Use everyday language to
number from 0 to 20. working with numbers up to 30, describe a familiar 2D or 3D
Know by heart all pairs of with the aid of mathematical object
numbers which total 10 equipment;
Is more confident working with
higher numbers for the purpose of
addition rather than subtraction;
When presented with written
subtractions will often make
‘smaller from larger’ unit error
unless using apparatus or a
Mathematics Expectations: The main features of Level 2c (Year 2 K.O.)
Number Calculations Problem Solving Shape, Space and Data Fractions
Count, read, write and order Adds two lower two-digit numbers Can select Use the mathematical Recognises
whole numbers to at least 100; by counting on using a number line or addition or names for common 2-D and and uses
know what each digit represents objects; subtraction to 3-D shapes; sort shapes and halves in a
(including 0 as a place holder). Know by heart all addition and solve problems if it describe some of their practical
Beginning to understand place subtraction facts for each number to at is presented in a features. context;
value. least 10. familiar context Describe properties using Can
May make some errors with Uses and responds to the symbols + and the language everyday language. recognise and
higher two-digit numbers. and =. used is not use quarters
Uses a pattern to support Use knowledge that addition can be confusing. Use mathematical in a practical
ordering of numbers to 100; done in any order to do mental Choose and use vocabulary to describe context, but
Can continue a number calculations more efficiently. appropriate position, direction and usually
sequence with lower numbers. Subtraction is typically carried out operations and movement. requires help.
Recognise odd and even by counting back on a number line or efficient
numbers to 20. removing objects; calculation Beginning to link everyday
Recognise simple number When presented with written strategies to solve language with mathematical
language eg angle, point.
sequences eg counting on or back subtractions will often make ‘smaller problems,
in 2’s. from larger’ unit error unless using explaining how the Suggest suitable standard
Describe and extend simple apparatus or a number line. problem was or uniform non-standard units
number sequences (including Uses and responds to symbols – and solved. and measuring equipment to
odd/even numbers, counting on or = estimate and measure a
back in ones or tens from any two- Understand that subtraction is the length, mass or capacity.
digit number, and so on). inverse of addition; state the subtraction
corresponding to a given addition and
vice versa. Collect data by counting.
Understand the operation of Record data in a pictogram
multiplication as repeated addition or as or block graph.
describing an array
Mathematics Expectations: The main features of Level 2b (Year 2 K.O.)
Number Calculations Problem solving Shape, Space and Data Fractions
Can count and write Uses mental recall of number Use £ p Interpret data presented in simple lists, Can find
numbers to 1000; bonds within 10 to add two-digit notation. tables, pictograms or block graphs. half of numbers
Will require some numbers; Recognise Communicates their findings to others. to 20 and some
support with the Can add two two-digit numbers coins to 50p and Beginning to use standard units of higher
written numbers. that require carry over from units to choose coins to measurement to measure and compare numbers;
Has better tens. make amounts up quantities and objects. Can find a
understanding of place Is more confident in to 50p. Compare events and timescales using an quarter of
value with tens and using number bonds Uses mental appropriate standard unit of time. multiples of
units; when subtracting. strategies to solve Tell the time using hours, half-hour and four to 12 or
Able to discuss Recognise simple problems quarter-hour units. 16.
numbers in terms of subtraction is the inverse using addition, Use vocabulary related to time.
hundreds, tens and of addition and use this subtraction. Recognise right angles in 2D and 3D
units; to solve add/sub Uses mental shapes.
Able children may problems. strategies to solve Sort shapes and describe some of their
demonstrate facility Know by heart all simple problems features.
with negative numbers addition and subtraction using addition, Recognise shapes with no lines of
in an abstract context to facts for each number to subtraction, symmetry.
-5 . at least 10. doubling and Beginning to understand angle as a
Know what each Recognises and uses the x symbol; halving, measurement of turn.
digit represents Can recite the 2x and 10x table; explaining Understand right angles through
(including 0 as a place Starts to use some recall of some methods and movement, including using clockwise and
holder) with any 2 digit number facts to solve problems in reasoning orally. anti-clockwise.
number. relation to multiplication. Choose the Use properties such as faces, edges sides
Understand the operation of appropriate and corners.
Describe and extend
multiplication as repeated addition. operation when Describe position using terms such as ‘at
Division as repeated subtraction or solving addition the corner of’, ‘further away from’.
sharing. and subtraction Recognise and draw a line of symmetry
Know and use halving as the problems. or construct patterns with a line of
inverse of doubling. symmetry.
Mathematics Expectations: The main features of Level 2a (Year 3 K.O.)
Number Calculations Problem Shape, Space and Data Fractions
Can count and write Uses mental recall of number Use £ p Solve a problem by interpreting data Can find
numbers to 1000; bonds within 10 to add two- notation. presented in simple lists, tables, pictograms or half of
Will require some digit numbers. Know all block graphs. numbers to 20
support with the additions facts to 20 by heart. Uses mental Communicates their findings to others. and some
written numbers. Can add two two-digit strategies to Beginning to use standard units of higher
Has better numbers that require carry solve simple measurement to measure and compare quantities numbers;
understanding of over from units to tens. problems using and objects. Can find a
place value with tens Is more addition, quarter of
and units. Know confident in subtraction, Compare events and timescales using an multiples of
what each digit using number doubling and appropriate standard unit of time. four to 12 or
represents (including bonds when halving, Tell the time using hours, half-hour and 16.
0 as a place holder) subtracting. explaining quarter-hour units.
with any 2 digit Recognises and uses the x methods and Use vocabulary related to time. Use units of
number. symbol; reasoning orally. time and know relationship between them.
Able to discuss Can recite the 2x, 5x 10x
numbers in terms of table; Recognise right angles in 2D and 3D shapes.
hundreds, tens and Starts to use some recall of Choose the Sort shapes and describe some of their
units; some number facts to solve appropriate features.
Able children may problems in relation to operation when
demonstrate facility multiplication. solving addition Recognise shapes with no lines of symmetry.
and subtraction Beginning to understand angle as a
with negative Understand the operation of
numbers in an problems. measurement of turn.
multiplication as repeated
abstract context to -5 addition.
Understand right angles through movement,
. Division as repeated
Describe and extend including using clockwise and anti-clockwise.
subtraction or sharing and
simple number inverse of multiplication.
sequences (including Know and use halving as the
odd/even numbers). inverse of doubling.
Mathematics Expectations: The main features of Level 3c (Year 3 K.O.)
Number Calculations Problem Solving Shape, Space and Data Fractions
Know what each digit in More secure in solving two-step problems; Solve word Know relationship Recognise
a 3 digit number Uses mental recall of number bonds to 20; problems using between familiar unit fractions
represents. Doubles and halves numbers with confidence; one or more measures and use to find
Order numbers to 1000 Uses mental strategies or sets out a computation steps. fractions of
Count on or back in tens to add/ subtract two-digit numbers; Read labelled and whole numbers
or hundreds from any 2 Uses informal methods to solve computational Explain how unlabelled scales and shapes
or 3 digit number problems; problem was
Can count and write Still is more secure in addition rather than solved orally Use and know Begin to
numbers to 1000; subtraction; and, where relationships between recognise
appropriate, in units of time simple
Can read numbers in Becomes more accurate in solving subtraction
thousands. writing Identify and draw equivalent
lines of symmetry and fractions
Can use a calculator to solve problems that
Can discuss numbers in More able recognise shape with no
involve four-digit numbers.
children can lines of symmetry
terms of hundreds, tens Know by heart all +/- facts for each number to 20
and units; Add or subtract mentally a near multiple of 10
different criteria Identify and compare
Can round-up two-digit to/from a 2 digit number
at once. right angles with other
numbers to the nearest Bridge through a multiple of 10 then adjust
10; Recognise as inverse of multiplication Use mental
Can round-up three- Begin to find remainders after division addition and
digit numbers to the Use known facts and place value to carry out subtraction, Plot points on a grid.
nearest 100; mentally simple x/ simple
Recognises negative Check with an equivalent calculation multiplication Construct and begin
numbers as being below Know by heart facts for the 2, 5, and 10 and division, to to interpret bar graphs
zero; multiplication tables. solve simple and pictograms labelled
Can use negative Can recognise and use multiplication and division word problems in ones then twos
numbers to measure symbols;
minus degrees in the Still at the stage of demonstrating a more secure Understand Organise numerical
temperature scale. understanding of multiplication than division; and use £.p data into Venn and
Very confident in applying the 2x and 10x tables; notation Carroll diagrams (2
Has knowledge of 5x table and is gaining in criteria)
familiarity with the 3x, 4x tables.
Multiply integers by 10
Mathematics Expectations: The main features of Level 3b (Year 4 K.O.)
Number Calculations Problem Solving Shape, Space and Data Fractions
Knows addition and subtraction facts to 20;Can apply Can recognise Solve a given Begin to
Can count and write this knowledge to work out number facts that cannot be multiplication and problem by organising, relate
numbers in 1000s; recalled; division problems and extracting and fractions to
Read and write Uses understanding of number relationships as part of copes sensibly with interpreting information division
whole numbers to 1000 mental strategies; remainders; presented in simple Recogni
Multiply integers by Has a more secure understanding of addition and Can apply tables and lists se simple
10 or 100 subtraction and the relationship between them; knowledge of times Construct bar charts fractions
+/- 1,10,100 to any Can add or subtract small negative numbers using a table to multiplication and pictograms where that are
number number line; problems; the intervals or symbols several
Recognise multiples of More able children are better at using mental More able can represent a group of parts of a
2,3,4,5, 10 methods to calculate answers. apply the same units (2s, 10s) whole
Begin to use decimal Use mental recall of +/- facts to 20 in solving problems principles to division Interpret data in Venn Recogni
notation for £ involving larger numbers problems; and Carroll diagrams (2 ses and
Count back through +/- mentally 2 digit numbers using known facts and place It is quite normal criteria) uses simple
zero for inefficient methods Begin to use notation fractions,
for m and cm within an
Uses Add and subtract numbers with 3-digits using written to be selected at this
stage. Read labelled appropriate
understanding of place methods (Can add and subtract two and three-digit
Make and divisions accurately context.
value to approximate numbers when there is carry over or decomposition in one
investigate general Know and use Recogni
numbers to nearest 10 or column;)
statements about relationship between se the
100 when working with Use known number facts and place value to add or familiar lengths, mass equivalence
three-digit numbers; subtract mentally, including any pair of two-digit whole familiar numbers and
shapes and capacity of simple
Starts to use numbers.
Choose and use Use standard units of fractions.
decimal notation as a Carry out column addition and subtraction of two time in a range of
proportion of a unit and appropriate operations
integers less than 1000, and column addition of more than contexts
uses this within the two such integers. (including x/) to
solve word problems, Classify 2D and 3D
context of money; Use mental recall of 2, 3, 4, 5 & 10 multiplication tables shapes using
Can recognise and appropriate ways
and derive the associated division facts mathematical properties
of calculating: mental,
negative numbers in the Understands multiplication as ‘lots of’ and repeated Sketch a simple
context of temperature, mental with jottings,
pencil and paper
money and calculator Understands division as sharing and begins to understand Recognise horizontal
display; Explain methods
as repeated subtraction. and vertical lines
and reasoning orally
Use < > = Find remainders after division and where appropriate Plot position on a
symbols correctly Solve whole-number problems involving x and , grid
including those that give rise to remainders
Mathematics Expectations: The main features of Level 3a (Year 4 K.O.)
Number Calculations Problem Solving Shape, Space and Data Fractions/decimals
Can use knowledge Can select and apply efficient Can identify Classify regular and Use fraction
and understanding of mental and written strategies; addition and irregular polygons using notation
place value to read and Find a small difference by subtraction mathematical properties Recognise
write numbers in ten counting up (bridging through 10 or relationships in Sketch reflection of shape – mixed numbers
thousands and hundred 100) patterns or sequences mirror parallel and simple
thousands. Do column addition of more of number; Know that angles are equivalent
Starts to understand than 2 whole numbers less than Can describe measured in degrees fractions
the value of numbers to 1000 relationship in words Plot co-ordinates in the first Begin s to relate
the right of the decimal Can use +/- confidently with using appropriate quadrant vulgar and decimal
point; numbers to thousands; mathematical Know & use relationships fractions, for
Round any positive Developing skills in operating vocabulary. between measurements example, ½ = 0.5.
integer less than 1000 to negative numbers; Choose and use Read with accuracy labelled Understands
the nearest 10 or 100 Increasing range of mental appropriate number & unlabelled scales relationships
x and any positive strategies. operations and Use a.m., p.m., calendars and between fractions,
integer by 10 Has secure recall of 2x, 3x, 4x, appropriate ways of simple timetables for example, 2
Recognise negative 5x and 10x tables; calculating (eg Interpret bar charts and quarters is the
numbers in context Has developing knowledge of mental, mental with pictograms where the intervals or same as one half
other table facts to 10; jottings, pencil and symbols represent a group of which is the same
Uses doubling of known tables paper) to solve units (2s, 5s, 10s, 20s) as four eighths,
to help understand and know the problems Solve a problem by collecting, etc.;
value of far higher tables. Use all 4 operations organising, representing and Can add or
Develop understanding of to solve word problems interpreting data in tally charts subtract simple
operations of x/ and their using one or more and frequency fractions and
relationship to each other and to +/- steps, including decimals to one
Round up or down after division converting pounds to place;
depending on context pence
Begin to use informal methods
of recording x/
Check with the inverse operation
Mathematics Expectations: The main features of Level 4c (Year 5 K.O.)
Number Calculations Problem Solving Shape, Space and Data Fractions/Dec / %
Have appropriate Can use effective written and mental Can find the Collect discrete data Use decimal
strategies to help to methods for all four operations; relationship between and record using a notation for
read and write numbers Can add or subtract with thousands and numbers in patterns and frequency table tenths and
to 1,000,000. Read and with two decimal places; sequences; In graphs and charts use hundredths
write whole numbers in When adding mentally, partition into Can describe simple axes labelled in 2s, 5s, 10s, Identify two
words and figures HTU and add most significant digit first formulae of number 20s,or 100s simple fractions to
Read and write Find differences by counting up through sequences in words Find area and total one
whole numbers in next multiple of 10 or 100 or 1000 (using mathematical perimeter of a rectangle Know
words and figures Do column +/- of 2 integers less than vocabulary). by counting methods decimal/fraction
Understands the 10 000 Starts to check Know 24 hour clock equivalents for ½,
effect on a number Begin to know multiplication facts for 6, answers through context Use timetables ¼ , 0.3 etc
when multiplying / 7, 8 and 9 time tables and size of numbers Draw 2D shapes in Starts to use
dividing by 10 or 100; Has knowledge of how to access the used; variety of orientations on simple percentages
Understands the unknown facts or have mental recall of all Starts to show a grid as a proportion of a
effect on a number times tables to 12; workings out. Recognise properties whole and relate
when dividing by 10 or Can multiply two-digit numbers by two- Use all four of rectangles this to fractions.
100; digit numbers, using knowledge of factors operations to solve Recognise reflective
Know what each and understanding of multiplication; simple word problems symmetry in regular
digit represents Use closely related facts and partitioning involving numbers and polygons
Count in steps of to x/ quantities, including Recognise
constant size Use informal and refined methods for time, explaining perpendicular and
Extend number TUxU, TUU methods and reasoning. parallel lines
sequences Begin to know when to use a calculator Start to order a set of
Recognise multiples Estimate and check by approximating angles less than 180
of 6,7,8,9 (round to nearest 10/100) Understand area
measured in square
understand and use the
formula in words 'length x
breadth' for the area of a
Mathematics Expectations: The main features of Level 4b (Year 5 K.O.)
Number Calculations Problem solving Shape, Space and Data Fractions/decim
Make and Grows in confidence in using Progress through Can use and interpret co- Relate
justify an increasing range of numbers; Level 4 demonstrates ordinates in the first quadrant; fractions to
estimates of Understands the effect of increasing speed and Notices the relationship between division
large multiplying and dividing by 10 or confidence in using co-ordinates of simple shapes. Confident in
numbers/quant 100 on the relative place values of effective strategies Understand area measured in relationship
ities whole numbers; and manipulation of square centimetres (cm2); understand between simple
X or any When working with or without numbers of all four and use the formula in words 'length x percentages and
positive integer a calculator can check the operations across a breadth' for the area of a rectangle. fractions;
by 10 or 100 reasonable ness of answers range of numbers Find perimeter of simple shapes Can
and understand through context or the size of including decimals. Understand and use mode and range describe
the effect numbers; Choose and use all 4 1. Construct and interpret bar line proportions of a
Identify Has the mental recall of operations to solve single graphs where intermediate points have whole in terms
square multiplication facts to 10x10; or multistep word no meaning of percentages
numbers Can use these timetable facts problems involving Choose and use a variety of units and fractions.
Find pairs of for multiplication and division numbers and quantities and measuring instruments, reading
factors for any work in mental or written work. (including time) and appropriately interpreting scales
number to 100 Use efficient written methods Use appropriate ways Classify triangles
Order a set of of +/– of calculating: mental, Make 3D mathematical models
positive/negative Add and subtract decimals to mental with jottings, Complete symmetrical patterns with
2 places written methods, 2 lines of symmetry at right angles
Use efficient written methods calculator Identify, estimate and order acute
of short x/ (HTUxU, HTUU Explain methods and and obtuse angles
with integer remainder) reasoning
When solving problems with
or without a calculator, check
reasonableness of answer with
reference to context or size of
Mathematics Expectations: The main features of Level 4a (Year 6 K.O.)
Number Calculations Problem Solving Shape, Space and Data Fractions/decimals/%
Starts to order, Can use Can interpret Group data in equal class Uses understanding
add and subtract multiplication and division information in a variety of intervals and knowledge of
negative numbers to one decimal point; ways, extract relevant Represent collected data percentage and fractions
using a number line or Can check work detail and begin to look for in frequency diagrams and to start to calculate more
when it is present in using inverse operations. the mathematics in the interpret these complex operations;
context; Calculate mentally question rather than rely Construct and interpret Multiply and divide
Round any number differences by counting up on ‘common sense’ line graphs where decimals mentally by 10
to nearest through next multiple of 10, approach based on the intermediate points have or 100, and integers by
10,100,1000 100, 1000 context. meaning 1000, and explain the
Round numbers Understand and use Choose and use all 4 Discuss the chance or effect.
with 2 decimal places relationships between 4 operations to solve simple likelihood of particular Order a mixed set of
to the nearest integer operations word problems involving events numbers with up to three
Order decimals to Use mental recall of numbers and quantities Use formula for area of a decimal places.
3 places multiplication facts to 10 x including simple rectangle Reduce a fraction to
Solve simple 10 and quick derivation of conversion of currency Classify quadrilaterals its simplest form by
problems using ‘for corresponding division facts and finding simple Recognise where a shape cancelling common
every’, ‘in every’ Carry out long percentages will be after reflection in a factors.
Relate fractions to multiplication of a three- Compare methods of mirror line touching the Solve simple
decimal digit by a two-digit integer. recording shape at a point problems involving ratio
representations Use written methods for Explain a generalised Use a protractor to and proportion.
Understand short x of numbers relationship (formula) in measure and draw acute and
percentages as including decimals (U.txU) words obtuse angles to the nearest
number of parts in Solve a problem by degree
every hundred extracting and interpreting Calculate the perimeter
2. Calculate +/- numbers information presented in and area of simple
through zero in tables, graphs and charts compound shapes that can
context be split into rectangles.
Read and plot co-
ordinates in all four
Mathematics Expectations: The main features of Level 5 (Year 6 K.O.)
Calculations Solving Problems Space, Space and Data Fractions/ Algebra
Multiply and divide decimals mentally by Identify and use all Begin to find median and mean Can calculate percentages Can use
10 or 100, and integers by 1000, and explain 4 operations to solve Solve a problem by representing, and fractions of quantities symbolic
the effect. simple word problems extracting and interpreting data in tables, and measurements; Knows notation
Can use all four operations to two decimal involving numbers and graphs, charts and diagrams how to use a calculator to do rather than
places; quantities including Use vocabulary for probability this. words to
Can use and explain a standard method of simple conversion of Understand and use the mean of discrete Order a set of mixed explain
long multiplication and long division for currency and simple data numbers process and
example HTU x TU or HTU - TU; percentage amounts Interpret graphs/diagrams i.e pie charts and Solve simple problems formulae.
Can estimate using approximations (based Explain methods draw conclusions involving ratio or
on rounding up or down or splitting numbers and reasoning orally Understand and use probability scale from 0 – 1 proportion
into parts) and in writing Understand and use formula for area of a Find simple percentage
Use brackets Express a general rectangle amounts of whole number
Use written methods for long x of 3 statement in symbolic Calculate perimeter and area of simple quantities
digit by 2 digit numbers form and use simple compound shapes that can be split into Understand percentage as
Use written methods for short of formulae involving rectangles the number of parts in every
numbers involving decimals one or two operations Make sensible estimates of a range of 100, and find simple
Use calculator effectively Identify and use measures percentages of small whole-
Use all four operations with decimals to 2 appropriate operations Know rough metric equivalents of imperial number quantities.
places (including units still in daily use Use a fraction as an
Understand and use an appropriate non- combinations of Convert one metric unit to another operator to find fractions of
calculator method for solving problems that operations) to solve Make shapes with increasing accuracy numbers or quantities (e.g.
involve multiplying and dividing any 3-digit word problems Calculate angles on a straight line 5/8 of 32, 7/10 of 40, 9/100
by any 2-digit number including conversion Record and estimate angles of 400 centimetres).
Check solutions by applying inverse of currency and Use language associated with angle Calculate fractional or
operations or estimating using calculating Read and plot co-ordinates in all four percentage parts of quantities
approximations percentage amounts quadrants and measurements, using a
Derive quickly division facts Construct models and drawings of shapes – calculator where appropriate
corresponding to multiplication tables up to measuring and drawing angles to the nearest
10 x 10. degree
Identify all symmetries of a 2D shape
Know angle sum of a triangle and of angles at a
Overall: Takes time to check answers, show workings out and can use mathematical terms to explain answers.