medium term plans for spring years 1/2 mixed age range · web viewdecide whether a word...

Medium term Plans for Spring Years 2/3 Mixed age Range

Week

Y2: Main focus of teaching/activities Outcomes Y3: Main focus of teaching/activities Outcomes

1 Number and Place valueDay 1: Use the symbols < and >.

Day 2: Know properties of numbers. Day 3: Use ordinal numbers up to 10th.

Day 4: Round 2-digit numbers.

Day 5: Round 2-digit numbers to nearest multiple of 10.

Day 1: 1. Mark 2-digit numbers on a landmarked line (labelled in 10s). 2. Compare numbers using the symbols < and >.

Day 2: 1. Identify properties of numbers and use this to sort them. 2. Solve problems using logic and mathematical reasoning.

Day 3: 1. Use ordinal numbers in context up to 10th and beyond. 2. Solve problems using ordinal numbers.

Day 4: 1. Round 2-digit numbers to nearest multiple of 10.

Day 5: 1. Round 2-digit numbers to nearest multiple of 10.

HAT outcomes 4 and 5 and 6

Number and Place valueDay 1: Place 3-digit numbers on a number line.

Day 2: Place 3-digit numbers on a number line.

Day 3: Partition 3-digit numbers.

Day 4: Use a number line to order 3-digit numbers.

Day 5: Partition numbers into 100s, 10s and 1s.

Day 1: 1. Place 3-digit numbers between multiples of 100 on landmarked lines. 2. Round 3-digit numbers to the nearest 10.

Day 2: 1. Place 3-digit numbers on a 0-1000 line.

Day 3: 1. Compare two 3-digit numbers.

Day 4: 1. Order three 3-digit numbers using place value.

Day 5: 1. Solve a problem using knowledge of place value.

HAT outcomes 1, 2, 3 (PV) and 5

© Hamilton Trust

Week


2 Addition and SubtractionDay 1: Add 1-digit numbers to 2-digit numbers.

Day 2: Add 1-digit to 2-digit numbers.

Day 3: Subtract a single-digit number from a 2-digit number.

Day 4: Use number facts to add/subtract.

Day 5: Use number facts or place value to + and −.

Day 1: 1. Add a single-digit number to a 2-digit number, bridging 10s.

Day 2: 1. Add a single-digit number to a 2-digit number, bridging 10s.

Day 3: 1. Subtract a single-digit number from a 2-digit number, bridging 10s.

Day 4: 1. Use number facts to add and subtract.

Day 5: 1. Use number facts or place value to add and subtract.

HAT outcomes 6, part of 7 (bonds to 10) and 8 and 11 (number facts)

Addition and SubtractionDay 1: Add 1-digit numbers to 3-digit numbers.

Day 2: Subtract 1-digit numbers from 3-digit numbers.

Day 3: Add/subtract multiples of 10/100.

Day 4: Add/subtract multiples of 10 and 100.

Day 5: Solve word problems.

Day 1: 1. Use number facts to add a single-digit number to a 3-digit number. 2. Cross 10s numbers when adding.

Day 2: 1. Use number facts to subtract a single-digit number from a 3-digit number. 2. Cross 10s numbers when subtracting.

Day 3: 1. Add multiples of 10 and 100 to 3-digit numbers, crossing through multiples of 100. 2. Subtract multiples of 10 and 100 from 3-digit numbers, crossing through multiples of 100.

Day 4: 1. Add multiples of 10 and 100 to 3-digit numbers, crossing the 10s and 100s barriers. 2. Subtract multiples of 10 and 100 from 3-digit numbers, crossing the 10s and 100s barriers.

Day 5: 1. Know what calculation to perform in order to solve a word problem.

HAT outcomes 3, 5, 9 and 14

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Week


3 Addition and SubtractionDay 1: Add numbers using a number grid.

Day 2: Add 2-digit numbers crossing 10s barrier.

Day 3: Add 2-digit numbers using a landmarked number line.

Day 4: Subtract 2-digit numbers using the 1-100 grid.

Day 5: Subtract 2-digit numbers using a landmarked line.

Day 1: 1. Add 2-digit numbers using a number grid and Spider.

Day 2: 1. Add 2-digit numbers using the grid. 2. Add 2-digit numbers where the 1s will cross the 10s barrier using known facts.

Day 3: 1. Use a landmarked line to add 2-digit numbers. 2. Take bigger jumps when adding using the number line.

Day 4: 1. Subtract 2-digit numbers using a number grid where the 1s do not cross a 10s barrier.

Day 5: 1. Subtract 2-digit numbers using a landmarked number line.

HAT outcomes 4, 10, 11 and 15 (models and images)

Addition and SubtractionDay 1: Add pairs of 2-digit numbers.

Day 2: Add 2, then three 2-digit numbers.

Day 3: Subtract multiples of ten and near multiples.

Day 4: Subtract using counting up (Frog).

Day 5: Choose strategies to subtract.

Day 1: 1. Add pairs of 2-digit numbers using a variety of strategies.

Day 2: 1. Add three 2-digit numbers.

Day 3: 1. Subtract near multiples of 10 from a 2-digit number.

Day 4: 1. Subtract any 2-digit number from another, using counting up.

Day 5: 1. Select an appropriate strategy to subtract.

HAT outcomes 8, 9 (2-digit numbers), 12 (2-digit numbers) and 10

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Week


4 Shape and DataDay 1: Recognise regular/irregular 2D shapes.

Day 2: Describe, visualise and draw common 2D shapes.

Day 3: Make and describe polygons.

Day 4: Use Venn diagrams to sort letters.

Day 5: Use Carroll diagrams to sort 2D shapes.

Day 1: 1. Recognise pentagons, hexagons and octagons including those that are irregular.

Day 2: 1. Recognise and draw pentagons, hexagons and octagons and describe their properties.

Day 3: 1. Visualise, make, recognise and describe 2D shapes.

Day 4: 1. Sort objects according to 2 criteria in a Venn diagram.

Day 5: 1. Sort 2D shapes according to given criteria using a Carroll diagram.

HAT outcomes 33 (2D) and 34

Shape and DataDay 1: Recognise lines of symmetry.

Day 2: Describe, name and sort 2D shapes.

Day 3: Identify whether angles are greater/ less than a right angle.

Day 4: Identify horizontal, vertical, perpendicular and parallel lines.

Day 5: Name and sort 2D shapes using a Venn diagram.

Day 1: 1. Recognise and find one or more lines of symmetry. 2. Complete complicated symmetrical drawings.

Day 2: 1. Describe and name 2D shapes. 2. Sort shapes in different ways according to their properties

Day 3: 1. Identify whether angles are greater than or smaller than a right angle.

Day 4: 1. Sort shapes according to whether they have parallel lines, perpendicular lines or both. 2. Recognise horizontal and vertical lines.

Day 5: 1. Describe properties and name 2D shapes. 2. Recognise right angles. 3. Sort 2D shapes using a Venn diagram

HAT outcomes 37 (2D), 38 and 39

© Hamilton Trust

Week


5 Place Value and FractionsDay 1: Compare two 2-digit numbers.

Day 2: Round numbers to nearest 10.

Day 3: Find ½ and ¼ of amounts.

Day 4: Find ½ and ¼ of amounts.

Day 5: Find ½, ¼ and 1/3 of amounts.

Day 1: 1. Make comparisons about two 2-digit numbers. 2. Describe properties of numbers and locate numbers on a number line. 3. Find a number in-between 2 given 2-digit numbers.

Day 2: 1. Understand why and how we round numbers. 2. Round 2-digit numbers to the nearest 10.

Day 3: 1. Find ½ and ¼ of numbers by sharing objects between groups of 2 and 4.

Day 4: 1. Find ½ and ¼ by sharing and by using some number facts.

Day 5: 1. Find ½, ¼ and 1/3 of amounts by sharing and using number facts.


Place Value and FractionsDay 1: Place fractions on a number line.

Day 2: Understand denominator/numerator.

Day 3: Recognise/find fractions with total of 1.

Day 4: Find 1/4s and 1/8s of shapes and numbers using strips to help.

Day 5: Find 1/3s and 1/6s of shapes and numbers using strips to help.

Day 1: 1. Count in halves and quarters. 2. Locate halves and quarters on a 0-8 number line.

Day 2: 1. Compare fractions using a fraction wall. 2. Understand that for unit fractions, the larger the denominator the smaller the fraction.

Day 3: 1. Find fractions with a total of 1.

Day 4: 1. Find 1/4s and 1/8s of shapes and numbers using strips to help.

Day 5: 1. Find 1/3s and 1/6s of shapes and numbers using strips to help.

HAT outcomes 22, 23, 24 and 26 (compare; totals with 1)

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Week


6 Place value and Multiplication/divisionDay 1: Recognise multiples of 2, 5 and 10; create patterns and understand a general statement.

Day 2: Record multiplication facts for 5 times table.

Day 3: Begin to relate multiplication to division.

Day 4: Understand grouping as a model of division.

Day 5: Know the action needed to solve a word problem.

Day 1: 1. Count in 2s, 5s and 10s from any number to 100. 2. Recognise multiples of 2, 5, 10. 3. Describe patterns. 4. Begin to investigate general statements.

Day 2: 1. Understand multiplication as repeated addition. 2. Record multiplication facts for the 5 times table.

Day 3: 1. Use multiplication and division sentences to describe an array and groups of numbers on a number line.

Day 4: 1. Understand grouping and lots of, as one model of division. 2. Begin to understand that division can leave some left over.

Day 5: 1. Imagine what action would be needed to solve a word problem and decide what calculation is necessary (multiplication or division).

HAT outcomes 1 (2s and 5s), 16, 19, 20 and 21

Place value and Multiplication/divisionDay 1: Place value in 3-digit numbers.

Day 2: Multiply and divide by 10.

Day 3: Multiply and divide by 10 and 100.

Day 4: Multiply and divide by 10 and 100.

Day 5: Using inverse operations; Multiply/divide by 10, 100.

Day 1: 1. Know what each digit represents in a 3-digit amount of money. 2. Know what each digit represents in a 3-digit number. 3. Use 0 as a placeholder.

Day 2: 1. Multiply and divide by 10. 2. Know how to use place value to help with multiplying and dividing.

Day 3: 1. Multiply and divide by 10 and 100. 2. Know how to use place value to help with multiplying and dividing.

Day 4: 1. Multiply amounts of money less than £1 by 10 and 100. 2. Begin to understand the pattern in multiplying and dividing by 10 and 100.

Day 5: 1. Know that every operation has an inverse. 2. Perform 2-step operations.

HAT outcomes 3, 5, 15, 16, 18, 21 (missing nos) and 32 (£.p)

© Hamilton Trust

Week


7 Addition and SubtractionDay 1: Add numbers using a grid.

Day 2: Adding using the grid, crossing 10s.

Day 3: Subtracting 2-digit numbers.

Day 4: Find change from 50p.

Day 5: Find change by finding the difference.

Day 1: 1. Add 2-digit numbers using a number grid and spider and fly to add the 10s and then the 1s. 2. Write addition number sentences.

Day 2: 1. Add 2-digit numbers using a number grid and spider and to add the 10s and then the 1s. 2. Add, crossing the 10s barrier.

Day 3: 1. Subtract 2-digit numbers where the number being subtracted has fewer 1s than the number being subtracted from. 2. Use a number grid and Spider and Fly to take away 10s first and then 1s.

Day 4: 1. Find change from 50p using pairs to 10.

Day 5: 1. Find change by counting up to find a difference.


Addition and SubtractionDay 1: Add 3-digit numbers using expanded addition.

Day 2: Use expanded addition with 1 ‘carry’.

Day 3: Add 3-digit numbers using expanded addition.



Day 1: 1. Add two 3-digit numbers using expanded addition including additions that give a 10 in the 1s column.

Day 2: 1. Add two 3-digit numbers using expanded addition including additions that give a 10 in the 1s column OR give 100 in the 10s column.

Day 3: 1. Add two 3-digit numbers using expanded addition including additions that give a 10 in the 1s column OR give 100 in the 10s column.

Day 4: 1. Subtract using counting up on the empty number line (numbers between 50 and 150). 2. Use addition to check subtraction.

Day 5: 1. Subtract using counting up on the empty number line (numbers between 50 and 150).


© Hamilton Trust

Week


8 Time and Data Day 1: Minutes and seconds.

Day 2: Days of the week and months of the year.

Day 3: Collecting data to make a block graph.

Day 4: Telling time to nearest quarter.

Day 5: Read time to nearest quarter of an hour and to 5-minute intervals.

Day 1: 1. Have a sense of the length of a minute, 15 seconds and 30 seconds.

Day 2: 1. Know the days of the week in order. 2. Know the months of the year in order. 3. Know what usually happens during some months of the year.

Day 3: 1. Answer a question by showing data in a block graph.

Day 4: 1. Begin to tell the time on an analogue clock to the nearest 5 minutes. 2. Order times shown on analogue clocks.

Day 5: 1. Begin to tell the time on an analogue clock to the nearest 5 minutes. 2. Show the time, to the nearest 5 minutes, on an analogue clock.

HAT outcomes 29, 30, 31 and 32 (block graph)

Time and Data Day 1: Time events in seconds, record on a bar chart, 1 step is 10 seconds.

Day 2: Revise units of time.

Day 3: Collect/ represent data in pictograms.

Day 4: Read/write analogue/digital times. Day 5: Match analogue and digital times, find a time later.

Day 1: 1. Understand units of time. 2. Time events in seconds and record results in a bar chart, where 1 step is 10 seconds.

Day 2: 1. Know units of time and the relationship between them.

Day 3: 1. Collect and represent data in pictograms where one symbol represents two units.

Day 4: 1. Tell the time to the nearest minute, past and to. 2. Read analogue and digital time and convert between the 2.

Day 5: 1. Tell the time to the nearest minute, past and to. 2. Find a time a number of minutes later, beginning to cross the hour.


© Hamilton Trust

Week


9 Addition and SubtractionDay 1: Add five, 1-digit numbers using facts.

Day 2: Sort additions.

Day 3: Sort subtractions.

Day 4: Subtracting two 2-digit numbers.

Day 5: Sort addition/subtractions.

Day 1: 1. Add 5 small numbers spotting pairs to 10 or doubles.

Day 2: 1. Sort additions according to whether they are known facts or need to be worked out. 2. Work out additions using different methods.

Day 3: 1. Sort subtractions according to whether they are known facts or need to be worked out. 2. Work out subtractions using different methods.

Day 4: 1. Subtracting two 2-digit numbers (where units are smaller in the number being taken away) using the grid and Spider.

Day 5: 1. Decide whether a word problem requires addition or subtraction to solve it. 2. Solve addition/subtraction word problems using Spider and number grid.

HAT outcomes 7, 8, 9, 11 and 13

Addition and SubtractionDay 1: Expanded addition.

Day 2: Expanded addition to add two 3-digit numbers. Day 3: Find a difference between pairs of numbers.

Day 4: Find the difference.

Day 5: Addition/ subtraction word problems.

Day 1: 1. Add two 3-digit numbers using expanded addition. 2. Move digits along columns when adding. 3. Begin to use compact addition.

Day 2: 1. Add two 3-digit numbers using expanded addition. 2. Move digits along columns when adding. 3. Begin to use compact addition.

Day 3: 1. Subtract using counting up on the empty number line (Frog).

Day 4: 1. Subtract using counting up on the empty number line (Frog). 2. Use addition to check subtraction

Day 5: 1. Interpret a word problem. 2. Use addition or counting up subtraction to solve a word problem.


© Hamilton Trust

Week


10 Multiplication and DivisionDay 1: Multiplication/division ringing groups.

Day 2: Multiplication/division drawing hops.

Day 3: Draw arrays.

Day 4: Draw arrays & make up division problems.

Day 5: Work out whether division or multiplication is needed to work out word problems.

Day 1: 1. Understand arrays and the facts that can be found from them. 2. Work out multiplication/division using beaded lines and ringing groups or lots.

Day 2: 1. Work out multiplication/division using beaded lines and drawing hops.

Day 3: 1. Draw arrays and create their own multiplication word problems. 2. Use beaded lines/landmarked lines to work out multiplication problems.

Day 4: 1. Draw arrays and create their own division word problems. 2. Understand that division is the inverse of multiplication.

Day 5: 1. Sort word problems into division and multiplication. 2. Understand that division is the inverse of multiplication and use this to check answers.


Multiplication and DivisionDay 1: Double 4 times table to get the 8.

Day 2: Multiplications for the 2, 3, 4, 5, 8, 10 times tables.

Day 3: Division within tables with remainders.

Day 4: Division with remainders.

Day 5: Multiplication and division word problems.

Day 1: 1. Know the 4 times table. 2. Use the 4 times table to learn the 8 times table.

Day 2: 1. Know the 2, 3, 4, 5, 8, 10 times tables off by heart.2. Understand that multiplication can be done in any order.

Day 3: 1. Divide whole numbers by 2, 3, 4, 5, 8 or 10, using times tables.

Day 4: 1. Divide whole numbers by 2, 3, 4, 5, 8 or 10, using times tables.

Day 5: 1. Know which calculation to perform (multiplication or division) in order to solve a word problem.2. Use multiplication or division to solve a word problem.

HAT outcomes 15, 16 and 17

© Hamilton Trust

Week


11 Addition/subtraction, Multiplication and Division and FractionsDay 1: Subtract 2-digit amounts of money by counting up and finding the difference.

Day 2: Use Frog on a beaded line to subtract (counting up).

Day 3: Use Frog on a landmarked line to subtract (counting up).

Day 4: Making 2-digit amounts using coins.

Day 5: Adding 2-digit money amounts.

Day 1: 1. Subtract 2-digit numbers lying either side of a multiple of 10 by counting up.

Day 2: 1. Use Frog (counting up) to subtract two-digit numbers lying either side of a multiple of 10 on a beaded line.

Day 3: 1. Use Frog (counting up) to subtract two-digit numbers lying either side of a multiple of 10 on a landmarked line.

Day 4: 1. Recognise coins. 2. Use coins to make 2-digit amounts.

Day 5: 1. Add 2-digit money amounts using partitioning.


Addition/subtraction, Multiplication and Division and FractionsDay 1: Multiply by 4 by doubling twice.

Day 2: Divide by 4 by halving twice. Day 3: Find fractions using division facts. Day 4: Find non-unit fractions using division and multiplication.

Day 5: Find non-unit fractions of quantities using division and multiplication.

Day 1: 1. Know multiplying by 4 is the same as doubling twice. 2. Double a number twice to multiply it by 4.

Day 2: 1. Know dividing by 4 is the same as halving and halving again. 2. Divide a number by 4 by halving twice.

Day 3: 1. Find unit-fractions using knowledge of multiplication and division: 1/2, 1/4, 1/3, 1/5, 1/8, 1/10.

Day 4: 1. Find non-unit fractions using knowledge of multiplication and division: halves, quarters, thirds, fifths, eights and tenths.

Day 5: 1. Find non-unit fractions using knowledge of multiplication and division: halves, quarters, thirds, fifths, eights and tenths.


Title of topic – colour code (see below)

GREEN – Place Value or number ORANGE – Addition or subtractionPURPLE – Multiplication or division (inc. scaling or square/cube numbers or multiples and factors...) GREY – Fractions or decimals or percentages or ratio

© Hamilton Trust

BLUE – shape or measures or data BROWN – Algebra

The Hamilton plans do provide resources for practice of the relevant algorithms, skills and the reinforcement of crucial understandings. However, some teachers may prefer to use textbooks as an additional source of practice. We have agreed with Pearson, the publisher of Abacus, that we can reference the Abacus textbooks and that they will do a special deal if any Hamilton users wish to purchase a set of these textbooks. These are new books, written specifically to match the new National Curriculum. Any schools wishing to follow this up should go to this webpage: http://www.pearsonschoolsandfecolleges.co.uk/Primary/GlobalPages/AbacusFriendsofHamiltonTrust/SpecialOfferforFriendsofHamiltonTrust.aspx

Outcomes for Hamilton Assessment Tracker

Year 2 – Key Outcomes in bold

1. Count from 0 in steps of 2, 3, 5 and 10. N2. Count on and back in 10s from any number. N3. Identify any number on the 1-100 grid, understanding that each number is a multiple of ten and some ones. N4. Locate any 2-digit number on a 1-100 grid or a landmarked line; use this to order and compare numbers with <, > and = signs. N5. Read and write numbers to at least 100 in numerals and make recognisable attempts to write numbers in words. N6. Use place value and number facts to solve problems, e.g. 60 - = 20 N7. Know securely number pairs for all the numbers up to and including 20, e.g. pairs which make 15 (7+8, 6+9, 5+10, 4+11, 3+12, 2+13, 1+14, 0+15). AS8. Know different unit patterns when adding or subtracting, first when not crossing a ten and then when crossing a ten, in numbers up to 100. AS9. Add two or three single-digit numbers, using number facts and counting up. AS10. Add a two-digit number and tens; add two 2-digit numbers which total less than 100 by counting on in tens and ones. AS11. Count back in ones or tens or use number facts to take away, e.g. 27-3 = or 54-20 =. AS12. Begin to count up to find a difference between two numbers with a small gap, e.g. 42–38. AS13. Show that addition of two numbers can be done in any order (commutative) and subtraction of one number from another cannot. AS14. Recognise that addition and subtraction are inverse operations; use addition to check subtractions and solve missing number problems. AS15. Solve problems involving addition and subtraction of numbers, quantities and measures, using recall of number facts and appropriate models and images. AS16. Know 2x, 5x and 10x tables, and related division facts, e.g. saying how many 10s in 40; use x and ÷ signs correctly. MD17. Understand equivalence in simple calculations: 3 x 4 = 6 x ☐ MD

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18. Double and halve numbers up to 20 and multiples of 5 to 50; recognise odd & even numbers. MD19. Write multiplications and divisions, using x, ÷ and = signs; calculate answers. MD20. Understand that multiplication can be done in any order (commutative) and division cannot. MD21. Solve multiplication/division problems in context, using recall of x /÷ facts, doubling, halving, arrays, ‘clever counting’. MD22. Count in halves and quarters, recognising fractions as numbers FD23. Begin to recognise the equivalence of 2/4 and ½ on the number line and in other practical contexts. FD24. Understand ½, ¼, 1/3, ¾, 2/3 as fractions of quantities in a practical context; solve problems using shapes, objects, quantities. FD25. Choose/use appropriate standard units to estimate and measure length/height, mass, temperature and capacity to the nearest appropriate unit using rulers,

instruments. MS26. Compare and order objects according to length, (mass) weight and capacity using suitable units, and record the results using >, < and =. MS27. Recognise/use symbols for pounds (£) & pence (p); combine amounts, find different combinations of coins that give the same amount. MS28. Solve simple problems in a practical context; add and subtract pence & pounds, including finding and giving change. MS29. Tell/write the time on digital/analogue clocks to ½ past, ¼ past & ¼ to the hour; draw hands on a clock face to show these times. MS30. Begin to tell and write the time on digital and analogue clocks to the nearest 5 minutes. MS31. Know the number of minutes in an hour and the number of hours in a day and use this to compare and sequence intervals of time. MS32. Construct simple tables, pictograms, tally charts, block diagrams where unit scale is labelled in 1s or multiples of 2; interpret, ask & answer appropriate

questions. MS33. Identify/describe common 2-D shapes, referring to properties including on the surface of 3-D shapes; compare/sort 2-D shapes G34. Recognise symmetry in a vertical line G35. Identify/describe common 3-D shapes, referring to no. of edges, vertices, faces (curved and flat); compare/sort 3-D shapes. G36. Order and arrange combinations of mathematical objects in patterns and sequences. G37. Use mathematical vocabulary to describe position, direction and movement, including movement in a straight line. G38. Distinguish between rotation as a turn and in terms of right angles for quarter, half & three-quarter turns (clockwise & anti-clockwise). G

NB The letters in orange indicate the strand to which each outcome belongs on Hamilton Assessment Tracker

Year 3 Key Outcomes in bold

1. Read, write and locate any 3-digit number on a landmarked line from 0-1000 and use this to order and compare numbers. N2. Estimate quantities and represent numbers in different ways. N3. Understand place value in 3-digit numbers; add and subtract 1, 10 or 100 without difficulty. N

© Hamilton Trust

4. Count from 0 in 2s, 4s, 8s, 10s, 100s, and 50s. N5. Solve number problems and practical problems involving place value. N6. Round to the nearest ten and hundred, e.g. 34 to the nearest ten is 30, 276 to the nearest hundred is 300. N7. Know securely number pairs for all the numbers up to and including 20, e.g. pairs which make 15 (7+8, 6+9, 5+10, 4+11, 3+12, 2+13, 1+14,

0+15). AS8. Mentally add or subtract any pair of 2 digit numbers, e.g. 75 + 58 or 75 – 58. AS9. Mentally add and subtract multiples of 1s, 10s and 100s to/from 3-digit numbers. AS10. Recognise that there are two ways of completing subtractions, either by counting up or by counting back. AS11. Add numbers with 3-digits using column addition, first expanded then compact method AS12. Subtract larger numbers with confidence, using 'Frog' for counting up, e.g. 302 – 288. AS13. Estimate answers and use addition to check subtraction, understanding that addition and subtraction are inverse operations. AS14. Solve problems, including missing number problems. AS15. Understand that multiplication is commutative, and write mathematical statements for multiplication and division MD16. Understand that division is the inverse of multiplication, e.g. that �? x 3 = 21 ≡ 21 ÷ 3 = ? . MD17. Know the 2x, 3x, 4x, 5x, 8x and 10x times tables, including division facts. MD18. Multiply 2-d nos by 10 or 1-d nos by 100; divide multiples of 10 or 100 by 10 or 100. Understand the effect of x or ÷ by 10/100. MD19. Multiply a 1 digit number by a 2 digit number using partitioning. MD20. Partition to double and halve numbers. MD21. Solve problems, including missing number and scaling problems. MD22. Recognise and show using diagrams, equivalent fractions for ½, ¼, ¾, 1/3, e.g. ¼ ≡ 3/12. FD23. Recognise, find and write unit and non-unit fractions of convenient amounts, e.g. 1/10 of 100 or 1/3 of 60. FD24. Count up and down in fractional steps, e.g. counting in ½s, ¼s or 1/3s; hence recognise fractions as numbers. FD25. Count up and down in tenths and understand that tenths are the result of dividing an object or quantity into 10 equal parts. FD26. Compare and order unit fractions and fractions with the same denominator; add or subtract fractions with the same denominator. FD27. Solve problems involving fractions. FD28. Measure, compare, add and subtract lengths, weights and capacities. MS29. Know that there are 100cm in a metre and that there are 10mm in a centimetre. MS30. Use a ruler to measure lines. MS31. Measure the perimeter of simple 2-D shapes. MS

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32. Add and subtract amounts of money and give change by counting up; use both £ and p in practical contexts. MS33. Tell and write the time on digital and analogue clocks (incl. those with Roman numerals). MS34. Record times in seconds, minutes, hours, days, weeks, months, years including leap years, converting from one unit to another. MS35. Compare durations of events using analogue and digital times and vocabulary such as am and pm. MS36. Interpret and represent data on scaled bar charts, pictograms and tables, and solve problems using these. MS37. Draw 2-D and make 3-D shapes, recognising both in different orientations, and describe them. G38. Identify right angles as 90⁰ in shapes, and also as turns; recognise angles as less than or greater than 90⁰. G39. Identify horizontal and vertical lines, and pairs of parallel and perpendicular lines. G

NB The letters in orange indicate the strand to which each outcome belongs on Hamilton Assessment Tracker

© Hamilton Trust

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