1 of13The National Strategies Primary
Years 3 to 6 mixed-age objective planner
Key
-Italic text signifies objectives which do not appear in the single-age version of this unit but have been added to create a coherent mixed-age unit
-Smaller font indicates objectives which do appear in the single-age version of this unit, but which are addressed elsewhere within the mixed-age units
-Bold font indicates ‘End-of-year’ objectives.
I can… statements: red are MA1 Using and Applying, green are MA2, MA3 or MA4
Block B: Securing number facts, understanding shapeUnit 1 – 15 days
Year 3 / Year 4 / Year 5 / Year 6Identify patterns and relationships involving numbers or shapes, and use these to solve problems
I can describe patterns when I solve problems (B1)
I can describe the pattern when I count in fives (from E1)
Represent the information in a puzzle or problem using numbers, images or diagrams; use these to find a solution and present it in context, where appropriate using .p notation or units of measure
I can solve problems using numbers, pictures and diagrams / Identify and use patterns, relationships and properties of numbers or shapes; investigate a statement involving numbers and test it with examples
I can use what I know about polygons to group them into regular and irregular polygons
Solve one-step and two-step problems involving numbers, money or measures, including time; choose and carry out appropriate calculations, using calculator methods where appropriate
I can work out how to solve a problem with one or two steps
I can decide what calculation to work out and whether a calculator will help me
I can think about the numbers in a calculation and choose a good way to do the calculation
Report solutions to puzzles and problems, giving explanations and reasoning orally and in writing, using diagrams and symbols
I can explain to the class how I solved a problem
I can draw a diagram to show how I solved a problem / Explore patterns, properties and relationships and propose a general statement involving numbers or shapes; identify examples for which the statement is true or false
I can sort numbers or shapes according to their properties and explain how I sorted them / Represent and interpret sequences, patterns and relationships involving numbers and shapes; suggest and test hypotheses; construct and use simple expressions and formulae in words then symbols (e.g. the cost of c pens at 15 pence each is 15c pence)
I can describe and explain sequences, patterns and relationships
I can suggest hypotheses and test them
I can write and use simple expressions in words and formulae
Derive and recall multiplication facts for the 2, 3, 4, 5, 6 and 10 times-tables and the corresponding division facts; recognise multiples of 2, 5 or 10 up to 1000
I know the 2,3,4,5,6 and 10 times tables and use them for division facts
I recognise multiples of 2,5 and 10
Use knowledge of number operations and corresponding inverses, including doubling and halving, to estimate and check calculations
I can estimate and check my calculations
Derive and recall all addition and subtraction facts for each number to 20, sums and differences of multiples of 10 and number pairs that total 100
I know and use addition and subtraction facts for all numbers to 20 (B1 & from E1)
I can add and subtract multiples of 10 (from E1) / Derive and recall multiplication facts up to 10 × 10, the corresponding division facts and multiples of numbers to 10 up to the tenth multiple
I can work out division facts for the 1,2,3,4,5 and 6 times tables
I can count in 6s from zero to 60
Use knowledge of rounding, number operations and inverses to estimate and check calculations
I can round numbers in a calculation to help me estimate the answer to the calculation
Use knowledge of addition and subtraction facts and place value to derive sums and differences of pairs of multiples of 10, 100 or 1000
Because I know sums like 3+7=10, I also know
30+70=100
300+700=1000
3000+7000= 10 000
Because I know difference like 6-4=2, I also know
60-40=20
600-400=200
6000-4000=2000 (B1)
Because I know number facts such as 8-3=5, I know that 80-30=50. I can use this to work out calculations such as 86-36=50
I can find differences between numbers such as 2993 and 3000 because I know facts such as 3+7=10 (from B3) / 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
I can use tables facts to multiply multiples of 10 and 100 and to find linked division facts
Identify pairs of factors of two-digit whole numbers and find common multiples (e.g. for 6 and 9)
I can find pairs of factors that multiply to make a given number
I can find a number that is a multiple of two different numbers (B1 & from A1)
Use knowledge of rounding, place value, number facts and inverse operations to estimate and check calculations
I can check whether a calculation is correct and explain how I did this
Use efficient written methods to add and subtract whole numbers and decimals with up to two place
(to A1) / Use knowledge of multiplication facts to derive quickly squares of numbers to 12 ×12 and the corresponding squares of multiples of 10
I can say the squares of numbers to 12 x 12 and work out the squares of multiples of 10
Use knowledge of place value and multiplication facts to 10 × 10 to derive related multiplication and division facts involving decimals (e.g. 0.8 × 7, 4.8 ÷ 6)
I can use tables facts to work out other facts with decimals
Use approximations, inverse operations and tests of divisibility to estimate and check results
I can estimate and check the calculations that I do
Recognise that prime numbers have only two factors and identify prime numbers less than 100; find the prime factors of two-digit numbers
I can work out which numbers less than 100 are prime
Relate 2-D shapes and 3-D solids to drawings of them; describe, visualise, classify, draw and make the shapes
I can recognise shapes from drawings / Visualise 3-D objects from 2-D drawings; make nets of common solids
If I see a drawing of a cube or pyramid I can visualise the solid shapes
I can make a net for an open cube and fold it to check that it is correct
Draw polygons and classify them by identifying their properties, including their line symmetry
I know facts about regular polygons such as the number of sides and number of angles
I can pick out irregular polygons that have at least one right angle / Identify, visualise and describe properties of rectangles, triangles, regular polygons and 3-D solids; use knowledge of properties to draw 2-D shapes and identify and draw nets of 3-D shapes
I can describe the important features of shapes such as rectangles
I know the important features of a cube. I can use these to draw its net / Describe, identify and visualise parallel and perpendicular edges or faces; use these properties to classify 2-D shapes and 3-D solids.
I can classify 2D shapes with perpendicular or parallel sides
Make and draw shapes with increasing accuracy and apply knowledge of their properties
I can make and draw shapes accurately
Block B: Securing number facts, understanding shapeUnit 2 – 15 days
Year 3 / Year 4 / Year 5 / Year 6Identify patterns and relationships involving numbers or shapes, and use these to solve problems
I can describe and continue patterns
Represent the information in a puzzle or problem using numbers, images or diagrams; use these to find a solution and present it in context, where appropriate using £.p notation or units of measure
I can draw pictures and make notes to help me solve a problem
Solve one-step and two-step problems involving numbers, money or measures, including time, choosing and carrying out appropriate calculations
(to A2)
Read and write proper fractions (e.g.3/7 and 9/10), interpreting the denominator as the parts of a whole and the numerator as the number of parts; identify and estimate fractions of shapes; use diagrams to compare fractions and establish equivalents
(to E2) / Identify and use patterns, relationships and properties of numbers or shapes; investigate a statement involving numbers and test it with examples
I can see number patterns in the answers to the 3 times table and can explain how the pattern works
I can spot a rule about the number of lines of symmetry that regular polygons have
Report solutions to puzzles and problems, giving explanations and reasoning orally and in writing, using diagrams and symbols
I can write an explanation of how I solved a problem. I can include number sentences using the +, -, x or ÷ signs where I need to / Explore patterns, properties and relationships and propose a general statement involving numbers or shapes; identify examples for which the statement is true or false
I can investigate a general statement and say whether examples are true or false
Represent a puzzle or problem by identifying and recording the information or calculations needed to solve it; find possible solutions and confirm them in the context of the problem
I can split a word problem into steps and work out what calculation to do for each step. I can explain what the answer to each step tells me / Tabulate systematically the information in a problem or puzzle; identify and record the steps or calculations needed to solve it, using symbols where appropriate; interpret solutions in the original context and check their accuracy
I can use a table to help me solve a problem
I can identify and record what I need to do to solve the problem, checking that my answer makes sense and is accurate
Represent and interpret sequences, patterns and relationships involving numbers and shapes; suggest and test hypotheses; construct and use simple expressions and formulae in words then symbols (e.g. the cost of c pens at 15 pence each is 15c pence)
I can describe and explain sequences, patterns and relationships
I can suggest hypotheses and test them
I can write and use simple expressions in words and formulae
Use a calculator to solve problems involving multi-step calculations
(to B3)
Derive and recall all addition and subtraction facts for each number to 20, sums and differences of multiples of 10 and number pairs that total 100
I know and use addition and subtraction facts for all numbers to 20 (B2 & from B3)
I can add and subtract multiples of 10 in my head(B2)
I can find what to add to a number to make 100 (from B3)
Derive and recall multiplication facts for the 2, 3, 4, 5, 6 and 10 times-tables and the corresponding division facts; recognise multiples of 2, 5 or 10 up to 1000
I know the 2,3,4,5,6 and 10 times tables and use them for division facts
I recognise multiples of 2,5 and 10
Use knowledge of number operations and corresponding inverses, including doubling and halving, to estimate and check calculations
I can estimate and check my calculations / Identify the doubles of two-digit numbers; use these to calculate doubles of multiples of 10 and 100 and derive the corresponding halves
Because I know that double 7 is 14, I know that double 70 is 140 (B2)
I can work out doubles of numbers with two digits (B2 & from A1)
Derive and recall multiplication facts up to 10 × 10, the corresponding division facts and multiples of numbers to 10 up to the tenth multiple
I can tell you answers to the 8 times table, even when the questions are not in order
Use knowledge of rounding, number operations and inverses to estimate and check calculations
If I add two numbers I can use subtraction to check whether my answer is correct
If I divide one number by another I can use multiplication to check whether my answer is correct / 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)
I can add/ subtract decimals in my head by using a related two-digit addition or subtraction.
I can double and halve numbers and explain how to use this to double and halve related decimals
(B2 & from E2)
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
I can use tables facts to multiply multiples of 10 and 100 and to find linked division facts
Use knowledge of rounding, place value, number facts and inverse operations to estimate and check calculations
I can check whether a calculation is correct and explain how I did this / Use knowledge of multiplication facts to derive quickly squares of numbers to 12 ×12 and the corresponding squares of multiples of 10
I can say the squares of numbers to 12 x 12 and work out the squares of multiples of 10
Use knowledge of place value and multiplication facts to 10 × 10 to derive related multiplication and division facts involving decimals (e.g. 0.8 × 7, 4.8 ÷ 6)
I can use tables facts to work out related facts with decimals
Recognise that prime numbers have only two factors and identify prime numbers less than 100; find the prime factors of two-digit numbers
I can work out which numbers less than 100 are prime
Use approximations, inverse operations and tests of divisibility to estimate and check results
I can estimate and check the result of a calculation
Relate 2-D shapes and 3-D solids to drawings of them; describe, visualise, classify, draw and make the shapes
I can name and describe shapes
I can sort shapes into sets, saying what is the same about each of the shapes
I can recognise whether a 2D shape is symmetrical or not and describe how I know
Draw and complete shapes with reflective symmetry; draw the reflection of a shape in a mirror line along one side
I can draw a symmetrical shape
I can reflect a shape when the mirror line is one of its sides (B2)
I can reflect a shape in one of its sides (from D2) / Draw polygons and classify them by identifying their properties, including their line symmetry
I can use what I know about triangles to group them into equilateral triangles, isosceles triangles and other triangles
I can pick out triangles that have a right angle from other triangles
I can recognise symmetrical polygons, including those with more than one line of symmetry
Visualise 3-D objects from 2-D drawings; make nets of common solids
If I see a drawing of a cube I can imagine the solid shape
I can make different nets for cubes and fold them to check they are correct / Identify, visualise and describe properties of rectangles, triangles, regular polygons and 3-D solids; use knowledge of properties to draw 2-D shapes and identify and draw nets of 3-D shapes
I can explain whether a shape has line symmetry and whether it has any parallel or perpendicular sides
I can say whether a triangle is equilateral, isosceles or scalene and explain how I know
Complete patterns with up to two lines of symmetry; draw the position of a shape after a reflection or translation
I can create a pattern that has two lines of symmetry or complete one that someone else has started / Describe, identify and visualise parallel and perpendicular edges or faces; use these properties to classify 2-D shapes and 3-D solids
I can use the properties of parallel and perpendicular to describe and classify 2D shapes and 3D solids
Make and draw shapes with increasing accuracy and apply knowledge of their properties
I can make and draw shapes accurately
Block B: Securing number facts, understanding shapeUnit 3 – 15 days
Year 3 / Year 4 / Year 5 / Year 6Solve one-step and two-step problems involving numbers, money or measures, including time, choosing and carrying out appropriate calculations
I can solve a problem by writing down what calculation I should do
Represent the information in a puzzle or problem using numbers, images or diagrams; use these to find a solution and present it in context, where appropriate using £.p notation or units of measure
I can draw a picture to help make sense of a problem
Identify patterns and relationships involving numbers or shapes, and use these to solve problems
I can find numbers or shapes that match a property / Solve one-step and two-step problems involving numbers, money or measures, including time; choose and carry out appropriate calculations, using calculator methods where appropriate
I can work out how to solve problems with one or two steps
I can decide what calculation to work out and whether a calculator will help me
I can think about the numbers in a calculation and choose a good way to do the calculation
Report solutions to puzzles and problems, giving explanations and reasoning orally and in writing, using diagrams and symbols
I can describe how I solved a problem about shapes using mathematical vocabulary
Identify and use patterns, relationships and properties of numbers or shapes; investigate a statement involving numbers and test it with examples
I can start with a calculation such as 18-3=15 and use number patterns to create a family of calculations with the same answer:
180-30=150
190-40=150
200-50=150
I can draw polygons on triangular grid paper and pick out some of the properties they have in common / Represent a puzzle or problem by identifying and recording the information or calculations needed to solve it; find possible solutions and confirm them in the context of the problem
I can split a word problem into steps and work out what calculation to do for each step. I can explain what the answer to each step tells me