Maths Statutory Expectations Year 1 To Year 6 printable pdf download

ADDITION

STATUTORY EXPECTATIONS

Rapid Recall/Mental Calculations

Non-statutory guidance

Count … from 1-20 …

Practical or recorded using ICT.

Pictures/Objects

Symbolic

Might be

and say which no. is

Hannah … listed how many girls and how many boys

I eat 2 cakes and my friend eats 3.

8 people are on the bus. 5 more get on at the

recorded as:

1 more than a given

were outside. [She] was able to say that “There are 5 girls

How many cakes did we eat altogether?

next stop.

no. Using quantities

2 + 3 = 5

and 4 boys. That’s 9 altogether”.

How many people are on the bus now

objects, + two U nos

and count on to find

When playing in the shop Christopher used his shopping

the answer.

list to add 2 amounts. He said “the beans are 5 pence

[Expected] Estimate

and the bananas are 3 pence, altogether that is 8 pence.”

no. of objects; check

[Might be recorded as: 8 + 5 = 13]

[EYFS Profile exemplifications,

STA]

quantities by counting

up to 20. [Exceeding]

Pupils use concrete objects and

Add

(and subtract)

Practical/recorded

Visual

Visual (efficient jumps)

Use known

Represent/use number bonds

Memorise/reason with bonds to

one-digit and two-digit

using ICT

(modelled using bead strings)

facts/partitioning

(and related subtraction facts)

pictorial representations

10/20 in several forms (eg 9 + 7

numbers to 20 (9 + 9,

13 + 5 = 18

within 20.

= 16; 16 - 7 = 9; 7 = 16 - 9).

(eg place value counters, Dienes)

Pictures/Symbolic

13 + 5 = 18

18 -

9), including zero

[jumps may be in 1s]

8 + 5 = 13

Pupils should realise the effect

(see above)

Missing number problems

of adding or subtracting zero -

Read/write/interpret

(eg 16 = ? + 9)

Problems should include terms: put

8 + 2 = 10

establishes +/- as related

statements involving

10 + 3 = 13

together, add, altogether, total, take

operations.

addition (+),

away, distance between, more than and

subtraction (-)

and

Pupils combine and increase

less than, so pupils develop concept of

equals (=) signs.

numbers, counting forwards

+/- and use operations flexibly

and backwards.

Recognise/use inverse

Practical/visual images

Visual (efficient jumps)

Partitioning

Recall and use addition facts to

TU + U

Recording addition in

Pupils extend understanding of

relationship between +/-

20 fluently.

TU + tens

columns supports place

the language of + to include

58 + 30 = 88

35 + 47= 82

35 + 47 = 82

and use to check calcs

Derive and use related facts up

TU + TU

value and prepares for

sum.

and missing number

to 100.

U + U + U

formal written methods

40 + 30 = 70

Practise + to 20 to derive facts

problems.

No number line

with larger numbers.

7 + 5 = 12

such as using 3 + 7 = 10 to

[Show addition of two

Solve problems by applying

Pupils use concrete

47 + 35 = 82

calculate 30 + 70 = 100, 100 -

numbers can be done

increasing knowledge of mental

42 + 35 = 77

objects, pictorial

70 = 30 and 70 = 100 - 30.

in any order.]

methods.

Check calcs, including by

representations and

40+30= 70

adding numbers in a different

2+5= 7

mental strategies.

order to check +.

(eg place value

70 + 7 = 77

Establishes commutativity and

counters, Dienes)

associativity of addition.

Use formal written

Number line

57 + 285 = 342

No number line

vertical

HTU + U; HTU + tens

Expanded

Compact

Estimate answers and use

methods of columnar

Vertical

+35

HTU + hundreds

inverse to check.

57 + 285 = 342

+35

addition.

Use number facts and place

value to solve problems.

TU + TU

285 + 50 = 335

HTU + TU

335 + 7 = 342

For mental calcs with TU nos,

HTU + HTU

answers could be >100.

Use formal written

Expanded vertical

5735 + 562 = 6297

Solve addition two-

Pupils continue to practise both

Pupils build on their

Estimate and use

789 + 642 = 1431

methods of columnar

step problems in

mental methods and columnar

understanding of place value

inverse operations to

789 + 642 = 1431

addition.

contexts, deciding

addition and subtraction with

and decimal notation to record

check answers to a

which operations and

increasingly large numbers to

metric measures, including

HTU + HTU

calculation.

methods to use & why.

aid fluency.

money.

ThHTU + HTU

Estimate, compare and

Solve simple measure

ThHTU + ThHTU

calculate different

and money problems

measures, including

involving fractions and

money in pounds and

decimals to 2dp

pence.

Add whole numbers

vertical

Add numbers mentally with

Use rounding to check answers to calculations

Solve problems involving number up to 3dp.

Expanded

Compact

Pupils practise adding

They extend their knowledge of

>4 digits, including

increasingly large numbers

decimals, including a mix

fractions to thousandths and

and determine, in the context of a problem,

23.70

Solve problems involving converting between

using formal written

23.70

(eg 12462 + 2300 = 14762).

of whole numbers and

connect to decimals and

levels of accuracy.

+ 48.56

units of time. [Measurement]

methods (columnar

+ 48.56

decimals, decimals with

measures.

Solve addition multi-step problems in contexts,

0.06

72.26

Pupils mentally add tenths, and

addition).

different numbers of

Pupils should go beyond the

deciding which operations and methods to use

Use all four operations to solve problems

1.20

one-digit whole numbers and

decimal places, and

measurement and money

and why.

involving measure [eg length, mass, volume,

Decimals up to 2dp

11.00

1 1

tenths.

complements of 1.

models of decimals (eg by

money] using decimal notation including

(eg 72.5 + 45.7)

60.00

solving puzzles.

scaling. [Measurement]

72.26

Solve multi-step

Use estimation to check

Use knowledge of the

vertical

Perform mental calculations,

Solve problems which require answers to be

Expanded

Compact

Pupils develop skills of

problems in contexts,

answers to calculations

order of operations to

3.243 + 18.070 =

including with mixed operations

rounded to specified degrees of accuracy.

21.313

rounding/estimating to

3.243

deciding which

and determine, in the

carry out calculations

and large numbers.

[Fractions]

predict/check order of

3.243

+ 18.070

operations/methods

context of a problem, an

involving subtraction.

Using the number line, pupils

magnitude of ans to decimal

+ 18.070

Solve problems involving the calculation and

to use and why.

appropriate degree of

add positive and negative

calcs. Includes rounding

0.003

21.313

conversion of units of measure, using decimal

Decimals up to 3dp

accuracy.

integers for measures such as

answers to a degree of

0.110

(Context: Measures)

notation to 3dp where appropriate. [Measurement]

temperature.

accuracy & checking

0.200

reasonableness.

21.000

Maths Statutory Expectations Year 1 To Year 6

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