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Strand
Sub StrandProgression statementWorking towards expectationsMeeting expectationsExceeding expectationsNUMBER
a) Count3.1.a.1 Count from 0 in multiples of 100 (^)The pupil can chant the sequence 100, 200, 300 ...The pupil can chant the sequence 200, 400, 600 ...The pupil can count up to identify numbers that occur in both the sequence of 200s and the sequence of 300s.3.1.a.2 Find 10 or 100 more or less than a given number (^)The pupil can work out ten more than 23.The pupil can work out ten less than 372 or a 100 more than 604.The pupil can work out 20 more than 186 or 300 less than 902.3.1.a.3 Count from 0 in multiples of 4, 8 and 50 (^)The pupil can make some progress with the 4, 8, 12 sequenceThe pupil can chant the sequence 8, 16, 24 The pupil can count up to identify numbers that occur in both the sequence of 8s and the sequence of 50s.b) Represent
numbers3.1.b.1 Recognise the place value of each digit in a threedigit number (hundreds, tens, ones)The pupil can identify the hundreds digit when presented with a three digit number.The pupil can arrange three digit cards, e.g. 3, 4 and 7, to make the largest possible number and can justify their choice of 743 using the language of hundreds, tens and onesThe pupil can solve problems such as 'Arrange the digit cards 4, 5 and 8 to make the number closest to 500' and can justify their choice using the language of place value.d) Solve number
problems3.1.d.1 Solve number problems and practical problems with number and place value from the Year 3 curriculum (*)The pupil can solve problems such as 'I have 156 plastic cubes and give away 10 of them. How many do I have left?'The pupil can solve problems such as 'A path is 750 cm long. It is to be paved with slabs of length 50 cm. How many slabs are needed?'The pupil can solve problems such as 'I have 362 plastic cubes and boxes that will hold 50, 20, 8 or 4 at a time. What is the fewest number of boxes I need to box all of them?'2) Calculation b) Calculate mentally3.2.b.1 Mentally add and subtract numbers including a threedigit number with ones, tens or hundreds (*)The pupil can calculate 273 2.The pupil can calculate 283 40.The pupil can solve missing number problems such as 384 = 171 + ?.3.2.b.3 Calculate mentally using multiplication and division facts for the 3, 4 and 8 multiplication tables, including twodigit numbers times one digit numbers (^)The pupil can respond correctly when asked for answers to multiplication questions involving facts from the 3, 4 and 8 multiplication tables and solve word problems such as 'Cupcakes come in boxes of four cakes. How many cupcakes are in six boxes?'The pupil can readily recall the facts from the 2, 3, 4, 5, 8 and 10 multiplication tables and use them within a calculation, such as 'There are eight apples in a bag. How many are in four such bags?' and solve word problems such as 'There are 96 cupcakes to put into boxes which hold 8 cupcakes each. How many boxes are needed?'The pupil can solve problems such as 'Using 2, 3, 4 and 8, make as many numbers from 1 to 30 as you can' and solve word problems such as 'I have a number of cupcakes. I can pack them in boxes which contain four cakes, three cakes or eight cakes. In each case I will fill all of the boxes with none left over.
What is the least number of cupcakes I could have?'d) Recall3.2.d.2 Recall and use multiplication and division facts for the 3, 4 and 8 multiplication tablesThe pupil can recall or quickly work out answers to questions such as 3 x 8 = ? or 6 x 8 = ?.The pupil can quickly respond to questions such as 4 x 8 = ? and 21 3 = ?.The pupil can solve problems such as 'What number appears in the multiplication table for both 3 and 8?'e) Use written calculation3.2.e.2 Write and calculate mathematical statements for multiplication and division using the multiplication tables that they know, including for twodigit numbers times one digit numbers, using mental and progressing to formal written methodsThe pupil can calculate 3 x 27, using jottings for support.The pupil can calculate 3 x 27 using a formal written method such as the grid method and 81 3 using a formal written method such as chunking.The pupil can multiply and divide twodigit numbers by a single digit, explaining how their method works and extending it to more digits.3) Fractions, decimals and percentages
a) Understand FDP3.3.a.1 Recognise, find and write fractions of a discrete set of objects, unit fractions with small denominators (^)The pupil can arrange a set of 12 counters into six groups of two counters each and select, with prompting, 1/6 of them.The pupil can arrange a set of 24 counters into equal groups and select 1/6 of them, recording their selection using fraction notation.The pupil can identify what types of fraction can be made with a set of 24 counters, realising that quarters and sixths are possible but fifths are not.3.3.a.2 Recognise, find and write fractions of a discrete set of objects, non unit fractions with
small denominatorsThe pupil can arrange a set of 12 counters into six groups of two counters each and select, with prompting, 3/6 of them.The pupil can arrange a set of 24 counters into equal groups and select 4/6 of them, recording their selection using fraction notation.The pupil can identify what types of fraction can be made with a set of 24 counters. comparing and 5/6 using the counters.3.3.a.3 Count up and down in tenths; recognise that tenths arise from dividing an object into 10 equal parts and in dividing onedigit numbers or quantities by 10The pupil can continue the sequence 1/10, 3/10, 5/10 for two more terms, with prompting. The pupils can divide a cake into ten equal pieces and identify four of them as fourtenthsThe pupil can continue the sequence 1/10, 4/10, 7/10 for five more terms. The pupil can divide a cake into ten equal pieces and identify three of them as three tenths. They can also share three cakes between ten people and, with prompting, say that each person gets threetenths of a cake.The pupil can confidently count back from 3 1/10 in steps of seventenths. The pupil can divide a cake into ten equal pieces and identify three of them as threetenths. They can also share three cakes between ten people and explain that each person gets threetenths of a cake.b) Convert FDP3.3.b.1 Recognise and show, using diagrams, equivalent fractions with small denominatorsThe pupil can draw a 3 by 2 rectangle and demonstrate that 1/2 is equivalent to 3/6 using appropriate shading.The pupil can draw a 2 by 4 rectangle and demonstrate that 2/8 is equivalent to 1/4 and that 4/8 is equivalent to 1/2.The pupil can draw a 4 by 3 rectangle and use it to illustrate several families of equivalences, explaining why certain fractions cannot be shown using the rectangle.c) Use FDP as numbers3.3.c.3 Recognise and use fractions as numbers: unit fractions and nonunit fractions with small denominatorsThe pupil can place 1/4, 1/2 and 3/4 at appropriate positions on a number line and 1/3, with prompts.The pupil can place 1/3 and 5/7 at appropriate places on a number line.The pupil can place any fraction in an appropriate position on the number line.MEASUREMENTS
2) Make
measurements3.2.2 Tell and write the time from an analogue clock, including using Roman numerals from I to XII, and 12hour and 24hour clocksThe pupil can interpret the quarter
hours on an analogue clock marked with Roman numerals.The pupil can interpret the time on an
analogue clock marked with Roman numerals and write it down in 12hour and 24hour clock times.The pupil can read the time fluently
on any clock, deducing the time from the position of the hands irrespective of the markings.3) Solve
measurement problems3.3.3 Add and subtract amounts of money to give change, recording and p separately (*)The pupil can solve problems such as 'I buy a comic for 1 and a drink for 55p. How much do I spend altogether?'The pupil can solve problems such as 'I buy a comic for 1 and a drink for 55p. How much change do I get from 2?'The pupil can solve problems such as 'I buy a comic for 1 and 45p and a drink for 83p. How much change do I get from 5?'3.3.4 Measure, compare, add and subtract: lengths (m/cm/mm); mass (kg/g); volume/capacity (l/ml)The pupil can solve problems such as 'Which of these three pencils is longest?'The pupil can solve problems such as 'How much longer is my pencil than Toby's pencil?'The pupil can solve problems such as 'Arrange these containers in order of capacity by eye, then check your order'.GEOMETRY
3) Solve shape
problems3.3.1 Identify right angles,
recognise that two right angles make a halfturn, three make three quarters of a turn and four a complete turn (^)The pupil can direct a sprite through a maze drawn on a square grid using the language of right angles to describe the turns to be made.The pupil can direct a sprite through a maze drawn on a square grid using the language of right angles to describe the clockwise turns to be made. They can retrace their steps by turning through two right angles and sort a set of angles according to whether they are greater than or less than a right angle.The pupil can devise a sequence of
instructions to direct a sprite through a maze drawn on a square grid using the language of right angles to describe the clockwise turns to be made. They can retrace their steps by turning through two right angles.3.3.2 Identify whether angles are greater than or less than a right angleThe pupil can direct a sprite through a maze drawn on a square grid using the language of right angles to describe the turns to be made, with support, and identify whether an angle is greater than or less than a right angle by comparing it to the corner of a book.The pupil can sort a set of angles according to whether they are greater than or less than a right angle.The pupil can explain why a triangle cannot have more than one angle that is greater than a right angle.STATISTICS
1) Interpret data3.1.1 Interpret bar charts, pictograms and tables (^)The pupil can answer questions such as 'The number of people who had school lunch on Monday is 14. How many had school lunch on Thursday?' from a pictogram where each icon represents two people.The pupil can answer questions such as 'The number of people who had school lunch on Monday is 24. How many had school lunch on Thursday?' from a pictogram where each icon represents four people.The pupil can make up a series of questions about given tables, pictograms and bar charts.2) Present data3.2.1 Present data in bar charts, pictograms and tables (^)The pupil can draw a bar chart to
represent information.The pupil can construct tables to
collect information and then represent it using a bar chart.The pupil can design a table for
collecting data and construct an appropriate graph to represent it, justifying their
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