EYFS

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Number and Place Value

Children in Reception

Count objects, actions and sounds.

Subitise.

Link the number symbol (numeral) with its cardinal number value.

Count beyond ten.

Compare numbers.

Understand the ‘one more than/one less than’ relationship between consecutive numbers.

Explore the composition of numbers to 10.

Automatically recall number bonds for numbers 0–5 and some to 10.

I can count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number.

I can count, read and write numbers to 100 in numerals; count in multiples of twos, fives and tens.

I can, given a number, identify one more and one less.

I can identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least.

I can read and write numbers from 1 to 20 in numerals and words.

I can count in steps of 2, 3 and 5 from 0, and in tens from any number, forward and backward.

I can recognise the place value of each digit in a two-digit number (tens and ones) 

I can identify, represent and estimate numbers using different representations, including the number line.

I can compare and order numbers from 0 to 100; use <,> and = signs.

I can read and write numbers to at least 100 in numerals and in words.

I can use place value and number facts to solve problems.

I can count from 0 in multiples of 4, 8, 50 and 100; find 10 or 100 more or less than a given number.

I can recognise the place value of each digit in a three-digit number (hundreds, tens, ones).

I can compare and order numbers up to 1000.

I can identify, represent and estimate numbers using different representations.

I can read and write numbers up to 1000 in numerals and in words.

I can solve number problems and practical problems involving these ideas.

I can count in multiples of 6, 7, 9, 25 and 1000.

I can find 1000 more or less than a given number.

I can count backwards through zero to include negative numbers.

I can recognise the place value of each digit in a four-digit number (thousands, hundreds, tens, and ones).

I can order and compare numbers beyond 1000.

I can identify, represent and estimate numbers using different representations.

I can round any number to the nearest 10, 100 or 1000.

I can solve number and practical problems that involve all of the above and with increasingly large positive numbers.

I can 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.

I can read, write, order and compare numbers to at least 1 000 000 and determine the value of each digit.

I can count forwards or backwards in steps of powers of 10 for any given number up to 1 000 000.

I can interpret negative numbers in context, count forwards and backwards with positive and negative whole numbers, including through zero.

I can round any number up to 1 000 000 to the nearest 10, 100, 1000, 10 000 and

100 000.

I can solve number problems and practical problems that involve all of the above.

I can read Roman numerals to 1000 (M) and recognise years written in Roman numerals.

I can read, write, order and compare numbers up to 10 000 000 and determine the value of each digit.

I can round any whole number to a required degree of accuracy.

I can use negative numbers in context, and calculate intervals across zero.

I can solve number and practical problems that involve all of the above.

Addition and Subtraction

I can read, write and interpret mathematical statements involving addition (+), subtraction (–) and equals (=) signs.

I can represent and use number bonds and related subtraction facts within 20.

I can add and subtract one-digit and two-digit numbers to 20, including zero

I can solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7 = – 9.

I can solve problems with addition and subtraction by:

Using concrete objects and pictorial representations, including those involving numbers, quantities and measures

Applying my increasing knowledge of mental and written methods.

Recalling and using addition and subtraction facts to 20 fluently, and deriving and suing related facts up to 100.

Adding and subtracting numbers using concrete objects, pictorial representations and mentally including:

a two-digit number and ones

a two-digit number and tens

Two two-digit numbers.

Adding three two-digit numbers.

Showing addition can be done in any order (commutative) and that subtraction cannot.

Recognising and using the inverse relationship between addition and subtraction and using this to check calculations.

I can add and subtract numbers mentally, including:

a three digit number and ones;

a three-digit number and tens;

a three digit number and hundreds.

I can add and subtract numbers with up to three digits, using formal written methods of columnar addition and subtraction

I can estimate the answer to a calculation and use inverse operations to check answers.

I can solve problems, including missing number facts, place value, and more complex addition and subtraction.

I can add and subtract numbers with up to 4 digits using the formal written methods of columnar addition and subtraction where appropriate.

I can estimate and use inverse operations to check answers to a calculation.

I can solve addition and subtraction two-step problems in context, deciding which operations and methods to use and why.

I can add and subtract whole numbers with more than 4 digits, including using formal written methods (columnar addition and subtraction).

I can add and subtract numbers mentally with increasingly large numbers.

I can use rounding to check answers to calculations and determine, in the context of a problem, levels of accuracy.

I can solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why.

I can solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why.

I can perform mental calculations, including with mixed operations and large numbers.

I can use their knowledge of the order of operations to carry out calculations involving the four operations.

I can solve problems involving addition, subtraction, multiplication and division use estimation to check answers to calculations and determine, in the context of a problem, an appropriate degree of accuracy.

Multiplication and Division

I can 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.

I can use multiplication and division facts for the 2,5 and 10 times tables including and recognising odd and even numbers.

I can calculate mathematical statements for multiplication and division within the times tables and write them using the multiplication 9x0 and division (÷) and equals (=) signs.

I can show multiplication of 2 number can be done in any order (commutative) and division of one number by another cannot.

I can solve problems involving multiplication and division, using materials, arrays, repeated addition, mental methods and multiplication and division facts, including problem in context.

I can recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables.

I can 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.

I can 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.

I can recall multiplication and division facts for multiplication tables up to 12 × 12.

I can 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.

I can recognise and use factor pairs and commutativity in mental calculations.

I can multiply two-digit and three-digit numbers by a one-digit number using formal written layout.

I can 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.

I can identify multiples and factors, including finding all factor pairs of a number, and common factors of two numbers.

I can know and use the vocabulary of prime numbers, prime factors and composite (non-prime) numbers.

I can establish whether a number up to 100 is prime and recall prime numbers up to 19.

I can multiply numbers up to 4 digits by a one- or two-digit number using a formal written method, including long multiplication for two-digit numbers.

I can multiply and divide numbers mentally drawing upon known facts.

I can 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.

I can multiply and divide whole numbers and those involving decimals by 10, 100 and 1000.

I can recognise and use square numbers and cube numbers, and the notation for squared

(2) and cubed (3).

I can solve problems involving multiplication and division including using their knowledge of factors and multiples, squares and cubes.

I can solve problems involving addition, subtraction, multiplication and division and a combination of these, including understanding the meaning of the equals sign.

I can solve problems involving multiplication and division, including scaling by simple fractions and problems involving simple rates.

I can multiply multi-digit numbers up to 4 digits by a two-digit whole

number using the formal written method of long multiplication.

I can 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, fractions, or by rounding, as appropriate for the context.

I can 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.

I can identify common factors, common multiples and prime numbers.

I can perform mental calculations, including with mixed operations and large numbers.

I can use my knowledge of the order of operations to carry out calculations involving the four operations.

I can solve problems involving addition, subtraction, multiplication and division.

I can use estimation to check answers to calculations and determine, in the context of a problem, an appropriate degree of accuracy.

Fractions

I can recognise, find and name a half as one of two equal parts of an object, shape or quantity.

I can recognise, find and name a quarter as one of four equal parts of an object, shape or quantity.

I can recognise, find name and write fractions, third, quarter, two quarters, three quarters of a length, shape, set of objects or quantity.

I can write simple fractions for example ½ of 6 = 3 and recognise equivalence of 2/4 and ½

I can count up and down in tenths, recognise that tenths arise from dividing an object into 10 equal parts and in dividing one-digit numbers or quantities by 10.

I can recognise, find and write fractions of a discrete set of objects: unit fractions and non-unit fractions with small denominators.

I can recognise and use fractions as numbers: unit fractions and non-unit fractions with small denominators.

I can recognise and show, using diagrams, equivalent fractions with small denominators.

I can add and subtract fractions with the same denominator within one whole [for example, 5/7 + 1/7 = 6/7].

I can compare and order unit fractions, and fractions with the same denominators.

I can solve problems that involve all of the above.

I can recognise and show, using diagrams, families of common equivalent fractions.

I can round up and down in hundredths; recognise that hundredths arise when dividing an object by one hundred and dividing tenths by ten.

I can solve problems involving increasingly harder fractions to calculate quantities, and fractions to divide quantities, including non-unit fractions where the answer is a whole number.

I can add and subtract fractions with the same denominator.

I can recognise and write decimal equivalents of any number of tenths or hundredths.

I can recognise and write decimal equivalents to 1/4, 1/2, 3/4.

I can 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.

I can round decimals with one decimal place to the nearest whole number.

I can compare numbers with the same number of decimal places up to two decimal places.

I can solve simple measure and money problems involving fractions and decimals to two decimal places.

I can compare and order fractions whose denominators are all multiples of the same number.

I can identify, name and write equivalent fractions of a given fraction, represented visually, including tenths and hundredths.

I can 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 + 4

= 6 = 1 1 ]. 5 5

5 5

I can add and subtract fractions with the same denominator and denominators that are multiples of the same number.

I can multiply proper fractions and mixed numbers by whole numbers, supported by materials and diagrams.

I can read and write decimal numbers as fractions [for example, 0.71 = 71 ].

100

I can recognise and use thousandths and relate them to tenths, hundredths and decimal equivalents.

I can round decimals with two decimal places to the nearest whole number and to one decimal place.

I can read, write, order and compare numbers with up to three decimal places.

I can solve problems involving number up to three decimal places.

I can recognise the per cent symbol (%) and understand that per cent relates to ‘number of parts per hundred’, and write percentages as a fraction with denominator 100, and as a decimal.

I can 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.

I can use common factors to simplify fractions; use common multiples to express fractions in the same denomination.

I can compare and order fractions, including fractions > 1

I can add and subtract fractions with different denominators and mixed numbers, using the concept of equivalent fractions.

I can multiply simple pairs of proper fractions, writing the answer in

its simplest form [for example, 1/4 x 1/2 = 1/8].

I can divide proper fractions by whole numbers [for example, 1/3 ÷ 2

= 1/6].

I can associate a fraction with division and calculate decimal fraction equivalents [for example, 0.375] for a simple fraction [for example, 3/8].

I can identify the value of each digit in numbers given to three decimal places and multiply and divide numbers by 10, 100 and 1000 giving answers up to three decimal places.

I can multiply one-digit numbers with up to two decimal places by whole numbers.

I can use written division methods in cases where the answer has up to two decimal places.

I can solve problems which require answers to be rounded to specified degrees of accuracy.

I can recall and use equivalences between simple fractions, decimals and percentages, including in different contexts.