# Progression Y2 Y4

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```					                   YEAR 2                                          YEAR 3                                           YEAR 4
1 Using and applying mathematics
Solve problems involving addition,              Solve one-step and two-step problems             Solve one-step and two-step problems involving
subtraction, multiplication or division in      involving numbers, money or measures,            numbers, money or measures, including time;
contexts of numbers, measures or pounds and     including time, choosing and carrying out        choose and carry out appropriate calculations,
pence                                           appropriate calculations                         using calculator methods where appropriate
Identify and record the information or          Represent the information in a puzzle or
Represent a puzzle or problem using number
calculation needed to solve a puzzle or         problem using numbers, images or diagrams;
sentences, statements or diagrams; use these
problem; carry out the steps or calculations    use these to find a solution and present it in
to solve the problem; present and interpret
and check the solution in the context of the    context, where appropriate using £.p
the solution in the context of the problem
problem                                         notation or units of measure
Follow a line of enquiry by deciding what
choosing and using suitable equipment and                                                     Suggest a line of enquiry and the strategy
information is important; make and use lists,
selecting, organising and presenting                                                          needed to follow it; collect, organise and
tables and graphs to organise and interpret
information in lists, tables and simple                                                       interpret selected information to find answers
the information
diagrams
Identify and use patterns, relationships and
Describe patterns and relationships involving Identify patterns and relationships involving
properties of numbers or shapes; investigate a
numbers or shapes, make predictions and test numbers or shapes, and use these to solve
statement involving numbers and test it with
these with examples                           problems
examples
Present solutions to puzzles and problems in
an organised way; explain decisions, methods Describe and explain methods, choices and Report solutions to puzzles and problems,
and results in pictorial, spoken or written  solutions to puzzles and problems, orally and giving explanations and reasoning orally and in
form, using mathematical language and        in writing, using pictures and diagrams       writing, using diagrams and symbols
number sentences
2 Counting and understanding number
Read and write two-digit and three-digit        Read, write and order whole numbers to at
Recognise and continue number sequences
numbers in figures and words; describe and      least 1000 and position them on a number
formed by counting on or back in steps of
extend number sequences and recognise odd       line; count on from and back to zero in
constant size
and even numbers                                single-digit steps or multiples of 10
Count up to 100 objects by grouping them and Partition three-digit numbers into multiples Partition, round and order four-digit whole
counting in tens, fives or twos; explain what of 100, 10 and 1 in different ways          numbers; use positive and negative numbers in
each digit in a two-digit number represents,                                                    context and position them on a number line;
including numbers where 0 is a place holder;                                                    state inequalities using the symbols < and > (e.g.
partition two-digit numbers in different                                                        -3 > -5, -1 < plus1)
ways, including into multiples of 10 and 1
Use decimal notation for tenths and
Order two-digit numbers and position them      Round two-digit or three-digit numbers to    hundredths and partition decimals; relate the
on a number line; use the greater than (>) and the nearest 10 or 100 and give estimates for notation to money and measurement; position
less than (<) signs                            their sums and differences                   one-place and two-place decimals on a number
line
Read and write proper fractions (e.g. , ),
interpreting the denominator as the parts
Recognise the equivalence between decimal and
Estimate a number of objects; round two-          of a whole and the numerator as the number
fraction forms of one half, quarters, tenths
digit numbers to the nearest 10                   of parts; identify and estimate fractions of
and hundredths
shapes; use diagrams to compare fractions
and establish equivalents
Use diagrams to identify equivalent fractions
Find one half, one quarter and three quarters                                                   (e.g. and , or      and ); interpret mixed
of shapes and sets of objects                                                                   numbers and position them on a number line
(e.g. 3 ) (EOY)
Use the vocabulary of ratio and proportion to
describe the relationship between two
quantities (e.g. 'There are 2 red beads to
beads are red'); estimate a proportion (e.g.
'About one quarter of the apples in the box
are green')
3 Knowing and using number facts
Derive and recall all addition and subtraction    Derive and recall all addition and subtraction Use knowledge of addition and subtraction
facts for each number to at least 10, all pairs   facts for each number to 20, sums and          facts and place value to derive sums and
with totals to 20 and all pairs of multiples of   differences of multiples of 10 and number      differences of pairs of multiples of 10, 100 or
10 with totals up to 100                          pairs that total 100                           1000
Understand that halving is the inverse of         Derive and recall multiplication facts for    Identify the doubles of two-digit numbers; use
doubling and derive and recall doubles of all     the 2, 3, 4, 5, 6 and 10 times-tables and the these to calculate doubles of multiples of 10
numbers to 20, and the corresponding halves corresponding division facts; recognise            and 100 and derive the corresponding halves
multiples of 2, 5 or 10 up to 1000
Derive and recall multiplication facts for the    Use knowledge of number operations and       Derive and recall multiplication facts up to 10 ×
2, 5 and 10 times-tables and the related          corresponding inverses, including doubling   10, the corresponding division facts and
division facts; recognise multiples of 2, 5 and   and halving, to estimate and check           multiples of numbers to 10 up to the tenth
10                                                calculations                                 multiple
Use knowledge of number facts and
Use knowledge of rounding, number operations
operations to estimate and check answers to
and inverses to estimate and check calculations
calculations
Identify pairs of fractions that total 1
4 Calculating
Add or subtract mentally a one-digit number
or a multiple of 10 to or from any two-digit
Add or subtract mentally combinations of          Add or subtract mentally pairs of two-digit
number; use practical and informal written
one-digit and two-digit numbers                   whole numbers (e.g. 47 + 58, 91 - 35)
methods to add and subtract two-digit
numbers
Understand that subtraction is the inverse of
Develop and use written methods to record, Refine and use efficient written methods to
addition and vice versa; use this to derive and
support or explain addition and subtraction add and subtract two-digit and three-digit
of two-digit and three-digit numbers        whole numbers and £.p
number sentences
Represent repeated addition and arrays as
multiplication, and sharing and repeated
Multiply and divide numbers to 1000 by 10 and
subtraction (grouping) as division; use
Multiply one-digit and two-digit numbers by then 100 (whole-number answers),
practical and informal written methods and
10 or 100, and describe the effect          understanding the effect; relate to scaling up
related vocabulary to support multiplication
or down
and division, including calculations with
remainders
Use the symbols +, -, ×, ÷ and = to record and                                               Develop and use written methods to record,
Use practical and informal written methods
interpret number sentences involving all four                                                support and explain multiplication and division
to multiply and divide two-digit numbers
operations; calculate the value of an unknown                                                of two-digit numbers by a one-digit number,
(e.g. 13 3, 50 4); round remainders up or
in a number sentence (e.g. ☐ ÷ 2 = 6, 30 - ☐ =                                               including division with remainders (e.g. 15 × 9,
down, depending on the context
24)                                                                                          98 ÷ 6)
Understand that division is the inverse of
multiplication and vice versa; use this to   Find fractions of numbers, quantities or shapes
derive and record related multiplication and (e.g. of 30 plums, of a 6 by 4 rectangle)
division number sentences
Use a calculator to carry out one-step and two-
step calculations involving all four operations;
Find unit fractions of numbers and
recognise negative numbers in the display,
quantities (e.g. , , and of 12 litres)
correct mistaken entries and interpret the
display correctly in the context of money
5 Understanding shape
Visualise common 2-D shapes and 3-D solids;
identify shapes from pictures of them in     Relate 2-D shapes and 3-D solids to
Draw polygons and classify them by identifying
different positions and orientations; sort,  drawings of them; describe, visualise,
their properties, including their line symmetry
make and describe shapes, referring to their classify, draw and make the shapes
properties
Identify reflective symmetry in patterns and Draw and complete shapes with reflective
Visualise 3-D objects from 2-D drawings; make
2-D shapes and draw lines of symmetry in     symmetry; draw the reflection of a shape in
nets of common solids
shapes                                       a mirror line along one side
Read and record the vocabulary of position,    Recognise horizontal and vertical lines; use the
Follow and give instructions involving position, direction and movement, using the four         eight compass points to describe direction;
direction and movement                           compass directions to describe movement        describe and identify the position of a square
about a grid                                   on a grid of squares
Use a set-square to draw right angles and to
Recognise and use whole, half and quarter                                                     Know that angles are measured in degrees and
identify right angles in 2-D shapes; compare
turns, both clockwise and anticlockwise; know                                                 that one whole turn is 360°; compare and order
angles with a right angle; recognise that a
that a right angle represents a quarter turn                                                  angles less than 180°
straight line is equivalent to two right angles
6 Measuring
Know the relationships between kilometres      Choose and use standard metric units and their
Estimate, compare and measure lengths,
and metres, metres and centimetres,            abbreviations when estimating, measuring and
weights and capacities, choosing and using
kilograms and grams, litres and millilitres;   recording length, weight and capacity; know
standard units (m, cm, kg, litre) and suitable
choose and use appropriate units to            the meaning of 'kilo', 'centi' and 'milli' and,
measuring instruments
estimate, measure and record measurements      where appropriate, use decimal notation to
record measurements (e.g. 1.3 m or 0.6 kg)
Read the numbered divisions on a scale, and
Read, to the nearest division and half-
interpret the divisions between them (e.g. on                                                     Interpret intervals and divisions on partially
division, scales that are numbered or
a scale from 0 to 25 with intervals of 1 shown                                                    numbered scales and record readings
partially numbered; use the information to
but only the divisions 0, 5, 10, 15 and 20                                                        accurately, where appropriate to the nearest
measure and draw to a suitable degree of
numbered); use a ruler to draw and measure                                                        tenth of a unit
accuracy
lines to the nearest centimetre
Use units of time (seconds, minutes, hours,
Read the time on a 12-hour digital clock and     Draw rectangles and measure and calculate
days) and know the relationships between
to the nearest 5 minutes on an analogue          their perimeters; find the area of rectilinear
them; read the time to the quarter hour;
clock; calculate time intervals and find start   shapes drawn on a square grid by counting
identify time intervals, including those that
or end times for a given time interval           squares
cross the hour
Read time to the nearest minute; use am, pm
and 12-hour clock notation; choose units of
time to measure time intervals; calculate time
intervals from clocks and timetables

7 Handling data
Answer a question by collecting, organising
Answer a question by identifying what data to
Answer a question by collecting and recording and interpreting data; use tally charts,
collect; organise, present, analyse and
data in lists and tables; represent the data as frequency tables, pictograms and bar charts
interpret the data in tables, diagrams, tally
block graphs or pictograms to show results; to represent results and illustrate
charts, pictograms and bar charts, using ICT
use ICT to organise and present data            observations; use ICT to create a simple bar
where appropriate
chart
Use lists, tables and diagrams to sort           Use Venn diagrams or Carroll diagrams to
Compare the impact of representations where
objects; explain choices using appropriate       sort data and objects using more than one
scales have intervals of differing step size
language, including 'not'                        criterion

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