EYFS

• To count reliably with numbers from one to twenty.

• To say which number is one more or one less than a given number from one to twenty.

• To place numbers one to twenty in order.

• To add and subtract two single-digit numbers and count on or back to find the answer using quantities and objects.

• To solve problems, including doubling, halving and sharing.

• To use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects to solve problems.

  To explore characteristics of everyday objects and shapes and use mathematical language to describe them.

• To recognise, create and describe patterns.

KS1

By the end of KS1 children should be able to:

• Read scales in divisions of ones, twos, fives and tens

• Partition any two-digit number into different combinations of tens and ones, explaining their thinking verbally, in pictures or using apparatus

• Add and subtract any 2 two-digit numbers using an efficient strategy, explaining their method verbally, in pictures or using apparatus (e.g. 48 + 35; 72 – 17)

• Recall all number bonds to and within 10 and use these to reason with and calculate bonds to and within 20, recognising other associated additive relationships (e.g. If 7 + 3 = 10, then 17 + 3 = 20; if 7 – 3 = 4, then 17 – 3 = 14; leading to if 14 + 3 = 17, then 3 + 14 = 17, 17 – 14 = 3 and 17 – 3 = 14)

• Recall multiplication and division facts for 2, 5 and 10 and use them to solve simple problems, demonstrating an understanding of commutativity as necessary

• Identify 1 4 , 1 3 , 1 2 , 2 4 , 3 4 , of a number or shape, and know that all parts must be equal parts of the whole

• Use different coins to make the same amount

• Read the time on a clock to the nearest 15 minutes

• Name and describe properties of 2-D and 3-D shapes, including number of sides, vertices, edges, faces and lines of symmetry.

KS2

At the end of KS2, children are assessed against the expected standard in the SATs examinations which take place in May of Year 6.

These examinations assess the skills and knowledge children have acquired in Years 3, 4, 5 and 6 as detailed below.

EYFS

By the end of EYFS children will be able to:

• Recite numbers in order to 10.

• Understand not only objects but anything can be counted including steps, claps or jumps.

• Count up to three or four objects by saying one number name for each item.

• Count out up to six objects from a larger group.

• Count actions or objects which cannot be moved.

• Count objects to 10.

• Count an irregular arrangement of up to ten objects.

• Estimate how many objects they can see and check by counting them.

• Count reliably from 1 to 20.

• Use number names and number language spontaneously.

• Know that numbers identify how many objects are in a set.

• Show an interest in representing numbers.

• Represent numbers using fingers, pictures or marks on paper.

• Separate a group of three or four objects in different ways, beginning to recognise that the total is still the same.

• Match numeral and quantity control correctly.

• Select the correct numeral to represent 1 to 10 objects.

• Find one more or one less from a group of up to ten objects or a given number from 1 to 20.

• Show an interest in numerals in the environment.

• Use some number names accurately in play.

• Recognise some numerals of personal significance and 1-20.

• Compare two groups of objects, saying when they have the same number.

• Use the language of ‘more’ and ‘fewer’ to compare two sets of objects.

• Show an interest in number problems.

• Identify own mathematical problems based on own interests and fascinations.

Year 1

By the end of Year 1 children will be able to:

• Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number.

• Count numbers to 100 un numerals; count in multiples of twos, fives and tens.

• Identify and represent numbers using objects and pictorial representations.

• Read and write numbers to 100 in numerals.

• Read and write numbers from 1 to 20 in numerals and words.

• Given a number, identify one more and one less.

Year 2

By the end of Year 2 children will be able to:

• Count in steps of 2, 3 and 5 from 0, and in tens from any number, forward and backward.

• Read and write numbers to at least 100 in numerals and in words.

• Identify, represent and estimate numbers using different representations, including the number line.

• Recognise the place value of each digit in a two-digit number (tens, ones).

• Compare and order numbers from 0 up to 100; use <, > and = signs.

• Use place value and number facts to solve problems.

Year 3

By the end of Year 3 children will be able to:

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

• Identify, represent and estimate numbers using different representations.

• Read and write numbers up to 1000 in numerals and in words.

• Recognise the place value of each digit in a three-digit number (hundreds, tens, ones).

• Compare and order numbers up to 1000.

• Solve number problems and practical problems involving these ideas.

Year 4

By the end of Year 4 children will be able to:

• Count in multiples of 6, 7, 9, 25 and 1000.

• Count backwards through zero to include negative numbers.

• Identify, represent and estimate numbers using different representations.

• Read Roman numerals to 100 (I to C) and know that over time, the numeral system changes to include the concept of zero and place value.

• Find 1000 more or less than a given number.

• Recognise the place value of each digit in a four-digit number (thousands, hundreds, tens, ones).

• Order and compare numbers beyond 1000.

• Round any number to the nearest 10, 100 or 1000.

• Solve number and practical problems that involve all of the above with increasingly large positive numbers.

Year 5

By the end of Year 5 children will be able to:

• Count forwards or backwards in steps of powers of 10 for any given number up to 1,000,000.

• Count forwards and backwards with positive and negative whole numbers, including through zero.

• Read, write, order and compare numbers to at least 1,000,000 and determine the value of each digit.

• Read Roman numbers to 1000 (M) and recognise years written Roman numerals.

• Interpret negative numbers in context.

• Round any number up to 1,000,000 to the nearest 10, 100, 1000, 10,000 and 100,000.

• Solve number problems and practical problems that involve all of the above.

Year 6

By the end of Year 6 children will be able to:

• Read, write, order and compare numbers up to 10,000,000 and determine the value of each digit.

• Round any whole number to a required degree or accuracy.

• Use negative numbers in context and calculate intervals across zero.

• Solve number and practical problems that involve all of the above.

EYFS

By the end of EYFS children will be able to:

• Find the total of items in two groups by counting all of them.

• Use the vocabulary involved in adding and subtracting in practical activities and discussion.

• Add and subtract two single-digit numbers and count on or back to find the answer using quantities and objects.

Year 1

By the end of Year 1 children will be able to:

• Read, write and interpret mathematical statements involving addition (+), subtraction (-) and equals (=) signs.

• Represent and use number bonds and related subtraction facts within 20.

• Add and subtract one-digit and two-digit numbers to 20, including zero.

• Solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7 =  [  ] – 9

Year 2

By the end of Year 2 children will be able to:

• Recall and use addition and subtraction facts to 20 fluently, and derive and use related facts up to 100.

• Show that addition of two numbers can be done in any order (commutative) and subtraction of one number from another cannot.

• Recognise and use the inverse relationship between addition and subtraction and use this to check calculations and solve missing number problems.

• Add and subtract 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 one-digit numbers

• Solve problems with addition and subtraction:

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

• Applying their increasing knowledge of mental and written methods

Year 3

By the end of Year 3 children will be able to:

• Estimate the answer to a calculation and use inverse operations to check answers.

• Add and subtract numbers mentally, including:

  - A three-digit number and ones

  - A three-digit number and tens

  - A three-digit number and hundreds

• Add and subtract numbers with up to three digits, using formal written methods of columnar addition and subtraction.

• Solve problems, including missing. Number problems, using number facts, place value and more complex addition and subtraction.

Year 4

By the end of Year 4 children will be able to:

• Estimate and use inverse operations to check answers to a calculation.

• Add and subtract numbers with up to four digits using the formal written methods of columnar addition and subtraction where appropriate.

• Solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why.

Year 5

By the end of Year 5 children will be able to:

• Use rounding to check answers to calculations and determine, in the context of a problem, levels of accuracy.

• Add and subtract whole numbers with up to four digits, including using formal written methods (columnar addition and subtraction).

• Add and subtract numbers mentally using increasingly large numbers.

• Solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why.

• Solve problems involving addition, subtraction, multiplication and division and a combination of these, including understanding the meaning of the equals sign.

Year 6

By the end of Year 6 children will be able to:

• Perform mental calculations, including with mixed operations and large numbers.

• Use their knowledge of the order of operations to carry out calculations.

• Solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why.

EYFS

By the end of EYFS children will be able to:

• Solve problems, including doubling, halving and sharing.

Year 1

By the end of Year 1 children will be able to:

• 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.

Year 2

By the end of Year 2 children will be able to:

• Recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables, including recognising odd and even numbers.

• Show that multiplication of two numbers can be done in any order (commutative) and division of one number by another cannot.

• Calculate mathematical statements for multiplication and division within the multiplication tables and write them using the multiplication (x) division (÷) and equals (=) signs.

• Solve problems involving multiplication and division, using material, arrays, repeated addition, mental methods and multiplication and division facts, including problems in contexts.

Year 3

By the end of Year 3 children will be able to:

• Recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables.

• Write and calculate mathematical statements for multiplication and division using the multiplication tables that they know, including for two-digit numbers, using mental and progressing to formal written methods.

• Solve problems including missing number problems, involving multiplication and division, including positive integer scaling problems and correspondence problems.

Year 4

By the end of Year 4 children will be able to:

• Recall multiplication and division facts for multiplication tables up to 12×12.

• 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

• Recognise and use factor pairs and commutativity in mental in mental calculations.

• Multiply two-digit and three-digit numbers by a one-digit number using formal written layout.

• 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.

Year 5

By the end of Year 5 children will be able to:

• Identify multiples and factors, including finding all factor pairs of a number, and common factors of two numbers.

• Know and use the vocabulary of prime numbers, prime factors and composite (non-prime) numbers.

• Establish whether a number up to 100 is prime and recall prime numbers up to 19.

• Recognise and use square numbers and cube numbers, and the notation for squared (²) and cubed (³).

• Multiply numbers up to four digits by a one- or a two-digit number using a formal written method, including long multiplication for two-digit numbers.

• Multiply and divide numbers mentally drawing upon known facts.

• Divide numbers up to four digits by a one-digit number using the formal written method of short division and interpret remainders appropriately for the context.

• Multiply and divide whole numbers and those involving decimals by 10, 100 and 1000.

• Solve problems involving multiplication and division, including by using their knowledge of factors and multiples, squares and cubes.

• Solve problems involving multiplication and division, including scaling by simple fractions and problems involving simple rates.

• Solve problems involving addition, subtraction, multiplication and division and a combination of these.

Year 6

By the end of Year 6 children will be able to:

• Identify common factors, common multiples, and prime numbers.

• Use estimation to check answers to calculations and determine, in the context of a problem, an appropriate degree of accuracy.

• Multiply multi-digit numbers up to four digits by a two-digit whole number using the formal written method of long multiplication.

• Divide numbers up to four 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.

• Divide numbers up to four digits by a two-digit number using the formal written method of short division where appropriate, interpreting remainders according to the context.

• Perform mental calculations, including with mixed operations and large numbers.

• Solve problems involving addition, subtraction, multiplication and division.

• Use their knowledge of the four operations to carry out calculations involving the four operations.

EYFS

By the end of EYFS children will be able to:

• Solve problems, including doubling, halving and sharing.

Year 1

By the end of Year 1 children will be able to:

• Recognise, find and name a half as one of two equal parts of an object, shape or quantity.

• Recognise, find and name a quarter as one of two equal parts of an object, shape or quantity.

Year 2

By the end of Year 2 children will be able to:

• Recognise, find, name and write fractions 1/3, 1/4, 2/4 and 3/4 of a length, shape, set of objects or quantity.

• Recognise the equivalence of 2/4 and 1/2.

• Write simple fractions e.g. ½ of 6 = 3

Year 3

By the end of Year 3 children will be able to:

• Count up and down in tenths; recognise that tenths arise from dividing and object into ten equal parts and in dividing one-digit numbers or quantities by ten.

• Recognise, find and write fractions of a discrete set of objects: unit fractions and non-unit fractions with small denominators.

• Recognise and use fractions as numbers: unit fractions and non-unit fractions with small denominators.

• Recognise and show, using diagrams, equivalent fractions with small denominators.

• Compare and order unit fractions, and fractions with the same denominators.

• Add and subtract fractions with the same denominator within one whole e.g. 5/7+1/7=6/7

• Solve problems that involve all of the above.

Year 4

By the end of Year 4 children will be able to:

• Count up and down in hundredths; recognise that hundredths arise when dividing an object by one hundred and dividing tenths by ten.

• Recognise and show, using diagrams, families of common equivalent fractions.

• Add and subtract fractions with the same denominator.

• Solve problems involving increasingly difficult fractions to calculate quantities, and fractions to divide quantities, including non-unit fractions where the answer is a whole number.

• Recognise and write decimal equivalents of any number of tenths or hundredths.

• Recognise and write decimal equivalents to 1/4, 1/2 and 3/4.

• Round decimals with one decimal place to the nearest whole number.

• Compare numbers with the same number of decimal places up to two decimal places.

• Find the effect of dividing a one- or two-digit number by 10 and 100.

• Identify the value of the digits in the answer as ones, tenths and hundredths.

• Solve simple measure and money problems involving fractions and decimals to two decimal places.

Year 5

By the end of Year 5 children will be able to:

• Identify, name and write equivalent fractions of a given fraction, represented visually, including tenths and hundredths.

• Recognise mixed numbers and improper fractions and convert from one form to the other and write mathematical statements > 1 as a mixed number e.g.

  2/5+4/5=6/5=1 1/5

• Compare and order fractions whose denominators are all multiples of the same number.

• Add and subtract fractions with the same denominator and denominators that are multiples of the same number.

• Multiply proper fractions and mixed numbers by whole numbers, supported by manipulatives and diagrams.

• Read and write decimal numbers as fractions e.g. 0.71 = 71/100

• Recognise and use thousandths and relate them to tenths, hundredths and decimal equivalents.

• Round decimals with two decimal places to the nearest whole number and to one decimal place.

• Read, write, order and compare numbers with up to three decimal places.

• Solve problems involving numbers with up to three decimal places.

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

• Solve problems which require knowing percentage and decimal equivalents of 1/2, 1/4, 1/5, 2/5, 4/5 and those fractions with a denominator of a multiples of 10 or 25.

Year 6

By the end of Year 6 children will be able to:

• Use common factors to simplify fractions; use common multiples to express fractions in the same denomination.

• Compare and order fractions, including fractions > 1.

• Add and subtract fractions with different denominators and mixed numbers, using the concepts of equivalent fractions.

• Multiply simple pairs of proper fractions, writing the answer in its simplest form e.g. 1/4 x 1/2 = 1/8

• Divide proper fractions by whole numbers e.g. 1/3 ÷ 2 = 1/6

• Identify the value of each digit in numbers given to three decimal places.

• Multiply and divide numbers by 10, 100 and 1000 giving answers up to three decimal places.

• Multiply one-digit numbers with up to two decimal places by whole numbers.

• Use written division methods in cases where the answer has up to two decimal places.

• Solve problems which require answers to be rounded to specified degrees of accuracy.

• Associate a fraction with division and calculate decimal fraction equivalents.

• Recall and use equivalences between simple fractions, decimals and percentages including in different contexts.

Year 6

By the end of Year 6 children will be able to:

• Solve problems involving the relative sizes of two quantities where missing values can be found by using integer multiplication and division facts.

• Solve problems involving the calculation of percentages and the use of percentages for comparison.

• Solve problems involving similar shapes where the scale factor is known or can be found.

• Solve problems involving unequal sharing and grouping using knowledge of fractions and multiples.

Year 1

By the end of Year 1 children will be able to:

• Solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7 = [ ] – 9

Year 2

By the end of Year 2 children will be able to:

• Recognise and use the inverse relationship between addition and subtraction and use this to check calculations and solve missing number problems.

Year 3

By the end of Year 3 children will be able to:

• Solve problems including missing number problems.

Year 6

By the end of Year 6 children will be able to:

• Use simple formulae.

• Generate and describe linear number sequences.

• Express missing number problems algebraically.

• Find pairs of numbers that satisfy and equation with two unknowns.

• Enumerate possibilities of combinations of two variables.

EYFS

By the end of EYFS children will be able to:

• Order two or three items by length or height.

• Order two items by weight or capacity.

• Use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects to solve problems.

• Use everyday language related to time.

• Order and sequence familiar events.

• Measure short periods of time in simple ways.

• Use everyday language related to money.

Year 1

By the end of Year 1 children will be able to:

• Compare, describe and solve practical problems for:

  - Lengths and heights e.g. long/short, longer/shorter

  - Mass/weight e.g. heavy/light, heavier than/lighter than

  - Capacity and volume e.g. full/empty, more than/less than, half full

  - Time e.g. quicker/slower, earlier/later

• Measure and begin to record the following:

  - Lengths and heights

  - Mass/weight

  - Capacity and volume

  - Time

• Recognise and know the value of different denominations of coins and notes.

• Sequence events in chronological order using the language of time e.g. before and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening.

• Recognise and use language relating to dates, including the days of the week, weeks, months and years.

• Tell the time to the nearest hour and half hour and draw the hands on an analogue clock to show these times.

Year 2

By the end of Year 2 children will be able to:

• Choose and use appropriate standard units to estimate and measure, to the nearest appropriate unit, using the appropriate equipment:

  - Length/height (m/cm)

  - Mass (kg/g)

  - Temperature (°C)

  - Capacity (l/ml)

• Compare and order length, mass, volume/capacity and record the results using <, > and =.

• Recognise and use symbols for pounds (£) and pence (p); combine amounts to make a particular value.

• Find different combinations of coins that equal the same amount of money.

• Solve simple problems in a practical context involving addition and subtraction of money of the same unit, including giving change.

• Compare and sequence intervals of time.

• Tell and write the time to five minutes, including quarter past/to the hour and draw the hands on a clock face to show these times.

• Know the number of minutes in an hour and the number of hours in a day.

Year 3

By the end of Year 3 children will be able to:

• Measure, compare, add and subtract lengths (m/cm/mm), mass (kg/g) and volume/capacity (l/ml).

• Add and subtract amounts of money to give change, using both £ and p in practical contexts.

• Tell and write the time from an analogue clock, including using Roman numerals I – XII, and 12- and 24-hour clocks.

• Estimate and read the time with increasing accuracy to the nearest minute; record and compare time in terms of seconds, minutes and hours; use vocabulary such as o’clock, am/pm, morning, afternoon, noon and midnight.

• Know the number of seconds in a minute and the number of days in each month, year and leap year.

• Compare durations of events.

• Measure the perimeter of simple 2D shapes.

Year 4

By the end of Year 4 children will be able to:

• Convert between different units of measure e.g. km to m, hour to minute.

• Estimate, compare and calculate different measures.

• Estimate, compare and calculate different measures including money in pounds and pence.

• Read, write and convert between analogue and digital 12- and 24-hour clocks.

• Solve problems involving converting from hours to minutes; minutes to seconds; years to months; weeks to days.

• Measure and calculate the perimeter of a rectilinear figure in centimetres and metres.

• Find the area of rectilinear shapes by counting squares.

Year 5

By the end of Year 5 children will be able to:

• Convert between different units of metric measure e.g. km an m; cm and m; cm and mm; g and kg; l and ml.

• Understand and use approximate equivalences between metric units and common imperial units such as inches, pounds and pints.

• Use all four operations to solve problems involving measure using decimal notation, including scaling.

• Use all four operations to solve problems involving measure.

• Solve problems involving converting between units of time.

• Measure and calculate the perimeter of composite rectilinear shapes in centimetres and metres.

• Calculate and compare the area of rectangles, and include using standard units, square centimetres (cm²) and square metres (m²) and estimate the area of irregular shapes.

• Estimate volume e.g. using 1cm³ blocks to build cuboids and capacity e.g. using water.

Year 6

By the end of Year 1 children will be able to:

• Solve problems involving the calculation and conversion of units of measure, using decimal notation up to three decimal places where appropriate.

• Use, read, write and convert between standard units, converting measurements of length, mass, volume and time from a smaller unit of measure to a larger unit, and vice versa, using decimal notation to up to three decimal places.

• Convert between miles and kilometres.

• Use, read, write and convert between standard units, converting measurements of time from a smaller unit of measure to a larger unit and vice versa.

• Recognise that shapes with the same area can have different perimeters and vice versa.

• Recognise when it’s possible to use formulae for area and volume of shapes.

• Calculate the area of parallelograms and triangles.

• Calculate, estimate and compare the volume of cubes and cuboids using standard units, including cubic centimetres (cm³) and cubic metres (m³) and extending to other units.

EYFS

By the end of EYFS the children will be able to:

• Show an interest in shape and space by playing with shapes or making arrangements with objects.

• Show an interest in shape through sustained construction activities or by talking about shapes or arrangements.

• Show an interest in shapes in the environment.

• Use shapes appropriately for tasks.

• Talk about shapes in everyday objects e.g. ‘round’ and ‘tall’.

• Use mathematical names for ‘solid’ 3D shapes and ‘flat’ 2D shapes, and mathematical terms to describe shapes.

• Select particular names shapes.

• Demonstrate awareness of similarities of shapes in the environment.

• Explore characteristics of everyday objects and shapes and use mathematical language to describe them.

• Use positional language.

• Describe their relative position, such as ‘behind’ or ‘next to’.

• Use familiar objects and common shapes to create and recreate patterns and build models.

• Recognise, create and describe patterns.

Year 1

By the end of YEAR 1 the children will be able to:

• Recognise and name common 2D shapes e.g. triangles, rectangles (including squares), circles.

• Recognise and name common 3D shapes e.g. cuboids (including cubes), pyramids and spheres.

• Describe position, direction and movement, including whole, half, quarter and three-quarter turns.

Year 2

By the end of Year 2 the children will be able to:

• Identify and describe the properties of 2D shapes, including the number of sides and line symmetry in a vertical line.

• Identify 2D shapes on the surface of 3D shapes e.g. a circle on a cylinder and a triangle on a pyramid.

• Compare and sort common 2D shapes and everyday objects.

• Recognise and name common 3D shapes e.g. cuboids (including cubes), pyramids and spheres.

• Compare and sort common 3D shapes and everyday objects.

• Order and arrange combinations of mathematical objects in patterns and sequences.

• Use mathematical vocabulary to describe position, direction and movement in a straight line and distinguishing between rotations as a turn and in terms of right angles for quarter, half and three-quarter turns (clockwise and anti-clockwise).

Year 3

By the end of Year 3 the children will be able to:

• Draw 2D shapes.

• Make 3D shapes using modelling materials; recognise 3D shapes in different orientations and describe them.

• Recognise angles as a property of shape or a description of a turn.

• Identify right angles, recognise that two right angles make a half turn, three make three quarters of a turn and four make a complete turn; identify whether angles and greater than or less than a right angle.

• Identify horizontal and vertical lines and pairs of perpendicular and parallel lines.

Year 4

By the end of Year 4 the children will be able to:

• Compare and classify geometric shapes including quadrilaterals and triangles, based on their properties and sizes.

• Identify lines of symmetry in 2D shapes presented in different orientations.

• Identify acute and obtuse angles and compare and order angles up to two right angles by size.

• Identify lines of symmetry in 2D shapes presented in different orientations.

• Complete a simple symmetric figure with respect to a specific line of symmetry.

• Describe positions on a 2D grid as coordinates in the first quadrant.

• Describe movements between positions as translations of a given unit to the left/right and up/down.

• Plot specified points and draw sides to complete a given polygon.

Year 5

• By the end of Year 5 the children will be able to:

• Distinguish between regular and irregular polygons based on reasoning about equal sides and angles.

• Use the properties of rectangle to deduce related facts and find missing lengths and angles.

• Identify 3D shapes, including cubes and other cuboids, from 2D representations.

• Know that angles are measured in degrees; estimate and compare acute, obtuse and reflex angles.

• Draw given angles and measure them in degrees.

• Identify:

  - Angles at a point on one whole turn (total 360°)

  - Angles at a point on a straight line and 1/2 a turn (total 180°)

  - Other multiples of 90°

• Identify, describe and represent the position of a shape following a reflection or translation, using the appropriate language, and know that the shape has not changed.

Year 6

By the end of Year 6 the children will be able to:

• Draw 2D shapes using given dimensions and angles.

• Compare and classify geometric shapes based on their properties and sizes.

• Illustrate and name parts of circles including radius, diameter and circumference and know that the diameter is twice the radius.

• Recognise, describe and build simple 3D shapes, including making nets.

• Find unknown angles in any triangles, quadrilaterals and any regular polygons.

• Recognise angles where they meet at a point, are on a straight line or are vertically opposite and find missing angles.

• Describe positions on the full coordinate grid (all four quadrants).

• Draw and translate simple shapes on the coordinate plane, and reflect them in the axes.

EYFS

By the end of EYFS children will be able to:

• Record, using marks that they can interpret and explain.

Year 2

By the end of Year 2 children will be able to:

• Interpret and construct simple pictograms, tally charts, block diagrams and simple tables.

• Ask and answer simple questions by counting the number of objects in each category and sorting the categories by quantity.

• Ask and answer questions about totalling and comparing categorical data.

Year 3

By the end of Year 3 children will be able to:

• Interpret and present data using bar charts, pictograms and tables.

• Solve one-step and two-step questions using information presented in scaled bar charts, pictograms and tables.

Year 4

By the end of Year 4 children will be able to:

• Interpret and present discrete and continuous data using appropriate graphical methods, including bar charts and time graphs.

• Solve comparison, sum and difference problems using information presented in bar charts, pictograms, tables and other graphs.

Year 5

By the end of Year 5 children will be able to:

• Complete, read and interpret information in tables, including timetables.

• Solve comparison, sum and difference problems using information presented in a line graph.

Year 6

By the end of Year 6 children will be able to:

• Interpret and construct pie charts and line graphs and use these to solve problems.

• Calculate and interpret the mean as an average.