Combining and Separating Quantities

Represent and reason about additive relations

Create, record and recognise combinations of two numbers that add to numbers from 11 up to and including 20

Create, model and solve word problems, using number sentences

Represent the difference between two numbers using concrete materials and diagrams

Represent a constant difference between pairs of numbers

Model how addition and subtraction are inverse operations using concrete materials, drawings and diagrams

Recall and use related addition and subtraction number facts to at least 20

Form multiples of ten when adding and subtracting two-digit numbers

Add two-digit numbers by building to multiples of ten

Add and subtract from a two-digit number and record on an empty number line

Use quantity values to separate tens and ones for addition (only)

Use an inverse strategy to turn a subtraction into an addition

Use knowledge of equality to solve related problems

Use number bonds to determine a missing number

Use number knowledge to solve related problems

Use a variety of ways of writing number sentences

Use number bonds to solve equality problems

Forming Groups

Represent and explain multiplication as the combining of equal groups

Use objects, diagrams, images or actions to model multiplication as accumulating equal groups

Solve multiplication problems using repeated addition

Form arrays of equal rows and equal columns

Determine and distinguish between the number of rows/columns and the number in each row/column when describing collections of objects

Model the commutative property of multiplication, using an array

Model division by deconstructing an array equally into a given number of rows or columns

Model doubling and halving with fractions

Model doubling and halving groups and the relation between the processes

Re-create the whole given half

Use concrete materials to model a half, a quarter or an eighth of a collection, and explain their thinking

Represent multiplication and division problems

Solve multiplication and division problems using objects, diagrams, images and actions

Record answers to multiplication and division problems (including those with remainders) using drawings, words and numerals

Geometric Measure

Position: Explore simple maps of familiar locations

Make simple models from memory, photographs, drawings or descriptions

Interpret simple maps by identifying objects in different locations

Create a path from one location to another

Length: Compare and order lengths, using appropriate uniform informal units

Make and use a tape measure calibrated in uniform informal units

Compare and order two or more shapes according to their lengths using an appropriate uniform informal unit

Compare the lengths of two or more objects that cannot be moved or aligned

Record length comparisons using drawings, numerals and words, and by referring to the uniform informal unit used

Length: Recognise and use formal units to measure the lengths of objects

Recognise the need for formal units to measure lengths and distances

Use the metre as a unit to measure lengths and distances to the nearest metre or half-metre

Record lengths and distances using the abbreviation for metres (m)

Estimate lengths and distances to the nearest metre and check by measuring

Recognise the need for a formal unit smaller than the metre

Recognise that there are 100 centimetres in one metre

Measure lengths to the nearest centimetre, using a device with 1-cm markings

Record lengths and distances using the abbreviation for centimetres (cm)

Estimate lengths and distances to the nearest centimetre and check by measuring

Two-dimensional spatial structure

2D shapes: Represent, combine and separate two-dimensional shapes

Make representations of two-dimensional shapes and combinations of shapes in different orientations

Combine and split single shapes and arrangements of shapes to form new shapes

2D shapes: Identify and describe the orientation of shapes using quarter turns

Identify full, half and quarter turns of a single shape and describe the movement of the shape

Identify and describe directions of turns as ‘left turn’, ‘right turn’, ‘clockwise’ or ‘anti-clockwise’

Connect the use of quarter and half turns to the turn of the minute hand on a clock for the passing of quarter and half-hours

Perform full, half and quarter turns with a single shape

Describe the result of a turn of a shape

Determine the repeating pattern formed by quarter turns

Area: Compare rectangular areas using uniform square units of an appropriate size in rows and columns

Cover rectangular surfaces by creating repeated rows of square tiles

Use a single square to create the array structure of area in rows and columns

Use the structure of repeated units to find the area of a rectangle

Explain how the grid structure of rows and columns helps to find the area

Compare the areas of two or more surfaces that cannot be moved, or superimposed, by measuring in uniform informal units

Record comparisons of area using drawings, numerals and words, and by referring to the uniform informal unit used

Three-dimensional spatial structure

3D objects: Describe the features of three-dimensional objects

Describe three-dimensional objects (prisms) using the terms ‘face’, ‘edge’ and ‘vertex’

Represent three-dimensional objects by making simple models

Recognise and name flat surfaces of three-dimensional objects as two-dimensional shapes

Volume: Compare containers based on internal volume (capacity) by filling and packing

Make and use a device for measuring internal volume (capacity) calibrated in uniform informal units

Compare, order and record the internal volumes (capacities) of two or more containers by measuring each container in uniform informal units

Estimate internal volume (capacity) by referring to the number and type of uniform informal unit used

Volume: Compare volumes using uniform informal units

Estimate the volumes of two or more models and check by counting the number of blocks used in each model

Compare models with different appearances, recognising when they have the same volume

Record the results of volume comparisons using drawings, numerals and words, referring to the units used

Explain that models made of the same number of units may have different volumes depending on the size of the units used

Non-spatial Measure

Mass: Compare the masses of objects using an equal-arm balance

Use uniform informal units to measure the mass of an object by counting the number of units needed to obtain a level balance on an equal-arm balance

Select an appropriate uniform informal unit to measure the mass of an object and justify the choice

Explain the relationship between the mass of a unit and the number of units needed

Compare the masses of two or more objects using the same informal units

Estimate mass by referring to the number and type of uniform informal unit used and check by measuring

Recognise that mass is conserved

Time: Describe duration using units of time

Use a calendar to calculate the number of months, weeks or days until an upcoming event

Estimate and measure the duration of an event using a repeated informal unit

Compare and order the duration of events measured using a repeated informal unit

Use the terms ‘hour’, ‘minute’ and ‘second’

Compare the duration of standard time units

Make predictions about the time remaining until a particular event starts or finishes

Time: Tell time to the quarter-hour using the language of ‘past’ and ‘to’

Read analog clocks to the quarter-hour using the terms ‘past’ and ‘to’

Describe the position of the hands on a clock for quarter past and quarter to and relate this to quarter turns

Identify which hour has just passed when the hour hand is not pointing to a numeral

Record quarter-past and quarter-to time on analog and digital clocks

Associate the numerals 3, 6 and 9 with 15, 30 and 45 minutes and with the terms ‘quarter past’, ‘half past’ and ‘quarter to', respectively

Data

Identify a question of interest and gather relevant data

Pose suitable questions where the answers form categories, and predict the likely responses

Collect data on familiar topics

Sort data into relevant categories

Create displays of data and interpret them

Organise collected data into lists and tables to display information

Represent data in a picture graph using a baseline, equal spacing and same-sized symbols

Give reasons why some representations of data are misleading

Interpret information presented in tables and picture graphs

Record answers to questions using the information in tables and picture graphs

Chance

Identify and describe activities that involve chance

Describe possible outcomes in everyday activities and events as being likely or unlikely to happen

Compare familiar activities and events and describe them as being more or less likely to happen

Describe familiar events as being possible