YEAR 3

Block 3A - Counting, partitioning and calculating

Unit 1           Unit 2          Unit 3

Block 3B - Securing number facts, understanding shape

Unit 1           Unit 2          Unit 3

Block 3C - Handling data and measures

Unit 1           Unit 2          Unit 3

Block 3D - Calculating, measuring and understanding shape

Unit 1           Unit 2          Unit 3

Block 3E - Securing number facts, calculation and relationships

Unit 1           Unit 2          Unit 3

YEAR 4

Block 4A - Counting, partitioning and calculating

Unit 1           Unit 2          Unit 3

Block 4B - Securing number facts, understanding shape

Unit 1           Unit 2          Unit 3

Block 4C - Handling data and measures

Unit 1           Unit 2
        Unit 3

Block 4D - Calculating, measuring and understanding shape

Unit 1           Unit 2          Unit 3

Block 4E - Securing number facts, calculation and relationships

Unit 1           Unit 2          Unit 3

YEAR 5

Block 5A - Counting, partitioning and calculating

Unit 1           Unit 2          Unit 3

Block 5B - Securing number facts, understanding shape

Unit 1           Unit 2          Unit 3

Block 5C - Handling data and measures

Unit 1           Unit 2          Unit 3

Block 5D - Calculating, measuring and understanding shape

Unit 1           Unit 2          Unit 3

Block 6C - Handling data and measures

Unit 1           Unit 2          Unit 3

Block 6D - Calculating, measuring and understanding shape

Unit 1           Unit 2          Unit 3

Block 6E - Securing number facts, calculation and relationships

Unit 1           Unit 2          Unit 3

Block 5E - Securing number facts, calculation and relationships

Unit 1           Unit 2          Unit 3

YEAR 6

Block 6A - Counting, partitioning and calculating

Unit 1           Unit 2          Unit 3

Block 6B - Securing number facts, understanding shape

Unit 1           Unit 2          Unit 3

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Pupil ‘Criteria-4-Success’

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Unit 5A 1 - ICT Resources from the Framework including ITPs

Further Unit 5A Resources from the Framework

         Prior Learning

Check that children can already:

• Count from any given number in whole-number steps.

• Use positive and negative numbers in practical contexts; position them on a number line.

• Add or subtract mentally pairs of two-digit whole numbers, e.g. 47 + 58, 91 - 35.

• Use efficient written methods to add and subtract two- and three-digit whole numbers and £.p.

• Recall multiplication and division facts to 10 x 10.

• Multiply or divide numbers to 1000 by 10 and then 100 (whole-number answers).

• Use written methods to multiply and divide TU x U, TU ÷ U.

• Use decimal notation for tenths and hundredths in the context of money and measurement.

• Order decimals to two places and position them on a number line.

• Use a calculator to carry out one-and two-step calculations involving all four operations; interpret the display correctly in the context of money.

• Use the relationship between m, cm and mm.

Cross - Curricular Links

SCIENCE: Mathematics in Science

ENGLISH: Speaking and listening objectives

Key Vocabulary

problem, solution, calculate, calculation, equation, operation, answer, method, explain, reasoning, reason, predict, relationship, rule, formula, pattern, sequence, term, consecutive

place value, digit, numeral, partition, decimal point, decimal place, thousands, ten thousands, hundred thousands, millions, tenths, hundredths, positive, negative, above/below zero, compare, order, ascending, descending, greater than (>), less than (<), round, estimate, approximately

add, subtract, multiply, divide, sum, total, difference, plus, minus, product, quotient, remainder, factor, multiple

calculator, display, key, enter, clear, constant

pound (£), penny/pence (p), units of measurement and their abbreviations, degree Celsius (°C)

BLOCK 5A > Unit 1  The following learning objectives are to be taught  over a period of 2 weeks. The order and duration of the objectives is at the discretion of the individual class teacher.  Due to time restrictions some objectives may be covered as a lesson starter.

Explain what each digit represents in whole numbers and decimals with up to two places, and partition, round and order these numbers. (End-of-year expectation)

Count from any given number in whole-number and decimal steps, extending beyond zero when counting backwards; relate the numbers to their position on a number line.

Use efficient written methods to add and subtract whole numbers and decimals with up to two places. (End-of-year expectation)

Use knowledge of place value and addition and subtraction of two-digit numbers to derive sums and differences and doubles and halves of decimals (e.g. 6.5  2.7, half of 5.6, double 0.34).(End-of-year expectation)

Use understanding of place value to multiply and divide whole numbers and decimals by 10, 100 or 1000.

Recall quickly multiplication facts up to 10  10 and use them to multiply pairs of multiples of 10 and 100; derive quickly corresponding division facts.

Extend mental methods for whole-number calculations, for example to multiply a two-digit by a one-digit number (e.g) 12 x 9), to multiply by 25 (e.g. 16 x 25), to subtract one near multiple of 1000 from another. 

Use knowledge of rounding, place value, number facts and inverse operations to estimate and check calculations.

Identify pairs of factors of two-digit whole numbers and find common multiples (e.g. for 6 and 9).

Explain reasoning using diagrams, graphs and text; refine ways of recording using images and symbols.