Track back mathematics
Block D Calculating, measuring and understanding shape
Year 3
Solve one-step and
two-step problems
involving numbers,
money or
measures, including
time, choosing and
carrying out
appropriate
calculations
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
Read, write and
order whole
numbers to at least
1000 and position
them on a number
line; count on from
and back to zero in
single-digit steps or
multiples of 10
Year 2
Solve problems
involving addition,
subtraction,
multiplication or
division in contexts of
numbers, measures or
pounds and pence
Linked objective for Y2
(from block A) :
Count up to 100
objects by grouping
them and counting in
tens, fives or twos;
explain hat each digit
in a two-digit number
represents, including
numbers where 0 is a
place holder; partition
two-digit numbers in
different ways,
including into multiples
of ten and one
Year 1
Solve problems
involving
counting, adding,
subtracting,
doubling or
halving in the
context of
numbers,
measure or
money, e.g. to
‘pay’ and ‘give
change’
Count reliably at
least 20 objects
recognising that
when rearranged
the number of
objects stays the
same, estimate a
number of
objects that can
be checked by
counting
P level 7–8 + Extension
Extension
 Use developing mathematical ideas and methods to solve
practical problems involving number / length / capacity /
mass / time / money in a real or role-play context
 Begin to understand and use the vocabulary related to
money
 Describe solutions to practical problems, drawing on
experience, talking about their own ideas, methods and
choices
 Sort objects making choices and talk about decisions.
 Use a variety of objects to make models, pictures and
patterns, and describe them
 Make simple estimates and predictions and check by
counting
P8
 Begin to use developing mathematical understanding and
counting to solve simple problems involving length / capacity
/ mass that they may encounter in play, games or other work
 Describe the relationships of objects in simple models,
pictures and patterns
 In role-play and practical situations estimate a small number
of everyday objects and check by counting
 Begin to use developing mathematical understanding and
counting to solve simple problems involving coins that they
may encounter in play, games or other work
 Understand different coins have different values
P7
 Begin to use developing mathematical understanding and
counting to solve simple problems that they may encounter in
play, games or other work
 Respond appropriately to key vocabulary and questions,
 Begin to understand coins have different values
 Use 1p coins for items up to 5p
Extension
 Count reliably up to 10 everyday objects
 Know that numbers identify how many objects are in a set
 Match sets of objects to numerals that represent the number
of objects
 Recognise small numbers of objects without counting
 Use language such as more or less, to compare two
numbers
 Find one more or one less than a number from 1 to 10
 Begin to relate addition to combining two groups of objects,
counting objects; extend to three groups of objects
 Begin to relate addition to counting on
 In practical activities and discussion begin to use the
vocabulary involved in adding
1
P level 4-6
P6
 Copy simple patterns or sequences
 Use understanding of counting small amounts to solve
simple problems practically
 Use the understanding of ‘more’
 Begin to understand that different coins are used in ‘real life’
giving and receiving activities
 Match objects and materials according to a given criteria
relating to length, capacity, mass, time
 Order things by a criteria according to a model or picture
P5
 Use emerging understanding of counting small amounts to
solve simple problems practically
 With support, match objects and materials according to
given criteria
 Demonstrate an awareness of contrasting quantities by
making groups of objects with help
 Experience exchanging coins in exchange for items in a
practical context
 Join in with solving problems involving fitting quantities into
different containers
 Join in with solving problems involving weighing and
comparing the mass of different size and shape objects
 Search intentionally for objects in their usual place
P4
 Take part in activities that are concerned with adding to or
taking away from a group of objects
 Be aware of cause and effect in familiar mathematical
activities
P6
 Demonstrate an understanding of 1:1 correspondence in a
range of contexts
 Count reliably to 3 and make sets of up to 3 objects
 Show awareness of the vocabulary ‘more’ and ‘less’ in
practical situations
P5
 Use concrete resources (e.g. tokens) to record and
remember quantities or make pictorial representations
showing quantities of groups
 Indicate 1 or 2
Round two-digit or
three-digit numbers
to the nearest 10 or
100 and give
estimates for their
sums and
differences
Add or subtract
mentally
combinations of
one-digit and twodigit numbers
Use knowledge of
number operations
and corresponding
inverses, including
doubling and
halving, to estimate
and check
calculations
Develop and use
written methods to
record, support or
explain addition and
subtraction of twodigit and three-digit
numbers
 Begin to relate subtraction to taking away
 In practical activities and discussion begin to use the
vocabulary involved in subtraction
Estimate a number of
objects and round twodigit numbers to the
nearest 10
Add or subtract
mentally a single-digit
number or a multiple of
10 to or from any twodigit number; use
practical and informal
methods to add and
subtract two-digit
numbers
Linked objective for Y2
(from Block A)
Understand that
subtraction is the
inverse of addition and
vice versa and use this
to derive and record
related addition and
subtraction number
sentences
Relate addition
to counting on;
recognise that
addition can be
done in any
order; use
practical and
informal written
methods to
support the
addition of a
one-digit number
or a multiple of
10 to a one-digit
or two-digit
number
P8
 Count reliably to at least 5; begin to count up to 10 objects
 In role play and practical situations estimate a small number
and check by counting
 Begin to recognise numerals 0–9 and relate them to sets of
objects
 Compare two given numbers of objects saying which is more
and which is less
P7
 Recognise numerals 0–5 and to understand that each
represents a constant number or amount
 Count reliably at least 5 objects
 Show a count up to 5 by a simple tally
 Begin to recognise difference in quantities
P4
 Show an interest in number activities
 Respond to the word ‘more’ and ‘gone’
Linked objective
for Y1 (from
Block A)
Understand that
subtraction is the
inverse of
addition and vice
versa and use
this to derive and
record related
addition and
subtraction
number
sentences
Use practical and
informal written
methods to multiply
and divide two-digit
numbers (e.g.
13 × 3, 50 ÷4);
round remainders
up or down,
depending on the
context
Understand that
division is the
inverse of
multiplication and
Multiplication and division prior to Y3 is covered and exemplified is block E
2
vice versa; use this
to derive and record
related
multiplication and
division number
sentences
Find unit fractions
of numbers and
quantities (e.g. ½,
1/3, ¼, 1/6 of 12
litres)
Use a set-square to
draw right angles
and to identify right
angles in 2-D
shapes; compare
angles with a right
angle; recognise
that a straight line is
equivalent to two
right angles
Read and record
the vocabulary of
position, direction
and movement,
using the four
compass directions
to describe
movement about a
grid
Recognise and use
whole, half and quarter
turns, both clockwise
and anti-clockwise;
know that a right angle
represents a quarter
turn
Identify objects
that turn about a
point (e.g.
scissors) or
about a line (e.g.
a door);
recognise and
make whole, half
and quarter turns
Extension
 Use everyday vocabulary to describe turn
P8
 Gain experience of instructions involving the idea of turn
P7
 Experience the notion of turn
Follow and give
instructions involving
position, direction and
movement
Visualise and
use everyday
language to
describe the
position of
objects and
direction and
distance when
moving them,
e.g. when
placing or
moving objects
on a games
board
Extension
 Use everyday vocabulary words to describe position,
direction and movement
P8
 Encounter a wider variety of everyday words to describe
position, direction and movement
P7
 Respond to instructions that contain familiar words to
describe position
Draw and complete
shapes with
reflective symmetry;
draw the reflection
of a shape in a
mirror line along
one side’
Know the
relationships
between kilometres
and metres, metres
and centimetres,
kilograms and
grams, litres and
millilitres; choose
and use appropriate
units to estimate,
P6
 Encounter and explore changes of position of themselves
and objects
 Show understanding of words, signs and symbols which
describe positions
P5
 Encounter and notice changes of position of themselves and
objects
P4
 Encounter and notice changes of orientation of themselves
and objects
Symmetry prior to Y3 is covered and exemplified is block B
Estimate, compare and
measure lengths,
weights and
capacities, choosing
and using standard
units (m, cm, kg, litre)
and suitable
measuring instruments
Extension
 Begin to understand and use the language of measures in
practical contexts
 Use the language of measures to compare the length /
capacity / mass of 2 or more objects in practical contexts
Estimate,
measure, weigh
and compare
P8
 Use familiar words to describe measures in practical contexts
 Order 2 items by their length / capacity / mass
3
P6
 Show awareness of the vocabulary ‘more’ and ‘less’ in
practical situations
 Compare the overall length / capacity / mass of one object
with another when the difference is not great
P5
 Find ‘big’ and ‘small’ objects on request
 Compare the overall length / capacity / mass of one object
with another when there is a marked difference in size
measure and record
measurements
Read, to the
nearest division and
half-division, scales
that are numbered
or partially
numbered; use the
information to
measure and draw
to a suitable degree
of accuracy
Read the time on a
12-hour digital clock
and to the nearest 5
minutes on an
analogue clock;
calculate time
intervals and find
start or end times
for a given time
interval
objects choosing
and using
suitable uniform
non-standard or
standard units
and measuring
instruments, e.g.
a lever balance,
metre stick or
measuring jug
 Compare directly two objects

P7
 Use familiar words to compare sizes and quantities
 Order things by a criteria – using trial and improvement – with
assistance, draw what they have done and know this is a
record
P4
 Through exploration, gain awareness of differences in length /
capacity / mass
Join in with solving problems involving comparing different
sized objects
Read the numbered
divisions on a scale,
and interpret the
divisions between
them, e.g. on a scale
from 0 to 25 with
intervals of 1 shown
but only the divisions
0, 5, 10, 15, and 20
numbered; use a ruler
to draw and measure
lines to the nearest
centimetre
Use units of time
(seconds, minutes,
hours, days) and know
the relationships
between them; read
the time to the quarter
hour; identify time
intervals, including
those that cross the
hour
Use vocabulary
related to time;
order days of the
week and
months; read
time to the hour
and half hour.
Extension
 Understand and use the language of time
 Begin to recognise o’clock on a clock face
 Sequence familiar events in their day
 Match key personal events, e.g. Christmas and swimming in
the sea, to the named seasons
 Compare how long it takes to do things using a simple timer
P8
 Begin to be aware of and repeat the language of time
 Recognise order in the day through ordering of significant
events
 Links significant personal events to the passing of time
 Associate familiar activities and experiences to seasonal
changes
P7
 Develop awareness of time through discussion about daily
events and when they happen
4
P6
 Respond to some words, signs or symbols related to time
 Participate in the sequencing of pictures of two daily events
 Begin to be aware of the language of time used in everyday
routines
P5

Encounter the vocabulary of time through daily discussions
of days of the week and timetabled events for the day
P4

Through exploration, gain awareness of differences in time