National Numeracy Framework for Wales 2013
Which numeracy skills are covered in each Abacus Evolve week?
Abacus Evolve Year 2–3
Strand and Element abbreviations
Reasoning
= Developing numerical reasoning
Number
= Using number skills
Measuring
= Using measuring skills
Data
= Using data skills
Identify
Represent
Review
Number facts
Fractions, etc.
Calculate
Estimate
Money
Length, etc.
Time
Temperature
Area etc.
Data
= Identify processes and connections
= Represent and communicate
= Review
= Use number facts and relationships
= Fractions, decimals, percentages and ratio
= Calculate using mental and written methods
= Estimate and check
= Manage money
= Length, weight/mass, capacity
= Time
= Temperature
= Area and volume / Angle and position
= Collect and record data / Present and analyse data / Interpret results
Text omitted from skills
In some instances, only part of a skill will be covered in an Abacus Evolve week. For example, in Abacus Evolve Year 1 Week 8, learners subtract one 1-digit number from
another. The skill that most closely matches this is Using number skills > Calculate using mental and written methods > add and subtract numbers involving up to 10 objects. But
since the addition part isn’t covered in this week, the skill is presented as follows:
 [add and] subtract numbers involving up to 10 objects
‘Begin to’ objectives
Abacus Evolve has lots of small objectives, and some are stepping stones on the way towards more ‘milestone’ objectives. In some weeks, learners are likely to be working
towards a skill, rather than fully ‘mastering’ it. We have indicated these instances by prefacing the skill with [Begin to]. For example, in Abacus Evolve Year 3 Week 21, learners
are beginning to round 3-digit numbers to the nearest 100 and 10. The equivalent skill from Year 4 is presented as follows:
 [Begin to] estimate by rounding to the nearest 10 or 100
Numerical reasoning skills
In Abacus Evolve, numerical reasoning is embedded throughout. (For example: whole-class investigations; extension suggestions on workbook pages; ‘Owls’ and ‘Explores’ on
textbook pages; group activities; interactive problem solving and speaking and listening activities.) We don’t list ‘using and applying’-type objectives in the teaching plans,
because we would run out of space! For the same reason, we haven’t included the Developing numerical reasoning skills in these charts.
Abacus Evolve weeks with no matching skills
There are some weeks of Abacus Evolve for which there are no relevant skills. However, this doesn’t mean that those weeks don’t need to be taught. Not every element of the
National Curriculum mathematics programme of study is included in the LNF, but you will still need to cover the curriculum in full.
Last updated: 6th August 2013
Page 1 of 16
National Numeracy Framework for Wales 2013
Which numeracy skills are covered in each Abacus Evolve week?
Abacus Evolve Year 2–3
Abacus Evolve
Week
1
Block
A1.a
and
A1.b
Summary
Objectives
Count on and back
in 1s or 10s; Count
up to 100 objects by
grouping in 5s/10s

Estimate up to 50
objects; Compare
two
3-digit numbers








2
A1.c
and
A1.d
Y2: Partition
numbers into T and
U; Order numbers
up to 100




Y3: Partition
numbers into H, T
and U; Count on and 
back in 100s


Last updated: 6th August 2013
Numeracy Framework for Wales
Year
Strand
Element
Skill
Y2: Count on and back in 1s or 10s from a 2- or
3-digit number
Y2: Read and write 2- and 3-digit numbers in figures
and words; describe and extend number sequences
and recognise odd and even numbers
Y3: Count on and back in 1s or 10s up to at least
1000
Y3: Read and write numbers up to 1000 in figures
and words
Y3: Compare two 3-digit numbers
2
Number
Number facts

read and write numbers to 100
3
Number
Number facts

read and write numbers to 1000
4
Number
Number facts

Compare [and estimate] with numbers up to 1000
Y2: Begin to count up to 100 objects by grouping in
5s or 10s
Y2: Estimate a number of objects up to 50
Y3: Count up to 100 objects by grouping in 5s or 10s
Y3: Estimate a number of objects up to 100
2
Number
Number facts

count sets of objects by grouping in [2s,] 5s or 10s
3
Number
Number facts

[compare and] estimate with numbers up to 100
No matching skills
Y2: Partition 2-digit numbers into T and U
Y2: Know what each digit in a 2-digit number
represents, including 0 as a place holder
Y3: Partition 3-digit numbers into H, T and U
Y3: Know what each digit in a 3-digit number
represents, including 0 as a place holder
Y2: Order numbers up to at least 100 and position
them on a 100-square
Y3: Say the number that is 1, 10 or 100 more or less
than a given number
Y3: Count on and back in 100s from any number
3
Number
Number facts

compare [and estimate with] numbers up to 100
Page 2 of 16
National Numeracy Framework for Wales 2013
Which numeracy skills are covered in each Abacus Evolve week?
Abacus Evolve Year 2–3
Abacus Evolve
Week
3
Block
B1.a
and
B1.b
Summary
Objectives
Y2: Add by counting 
on in 1s; Know
addition/subtraction 
facts for pairs up to 9 
Y3: Know
addition/subtraction
facts for pairs up to
20; Add several
numbers






4
B1.c
and
B1.d
Y2: Add 3 numbers,
putting largest first;
Relate
addition/subtraction
facts to missing
number sentences




Y3: Add and subtract 
1-digit numbers to
and from 2- or 3-digit

numbers




Last updated: 6th August 2013
Numeracy Framework for Wales
Year
Strand
Element
Skill
Y2: Add by counting on in 1s from the larger number, 2
crossing a multiple of 10
Y2: Recognise addition as counting on
Y3: Know by heart addition and subtraction facts for
3
pairs of numbers that total up to 20
Y3: Rehearse pairs of multiples of 10 that total 100
Y3: Extend use of patterns of similar calculations
Number
Number facts

use mental recall of number facts to 10 to derive other
facts, i.e.:
– bonds of 10, e.g. derive 60 + 40 from knowing 6 + 4
Number
Number facts

use mental strategies to recall number facts within 20
2
Y2: Know by heart addition and subtraction facts for
pairs of numbers that total up to 10
Y2: Use the +, - and = signs to record addition and
subtraction sentences
2
Y3: Add several numbers by finding pairs that total 9,
10 or 11
Y3: Continue to recognise that addition can be done
in any order
Number
Calculate

use mental recall of number facts to 10 and place value
to add or subtract larger numbers, e.g. 24 + 4, 30 + 5,
34 + 10
Number
Estimate

use checking strategies:
– repeat addition in a different order
Y2: Add three numbers by putting the largest number 2
first
Y2: Recognise that addition can be done in any order
Y2: Use the + and = signs to record addition
2
sentences
Y3: Add a 1-digit number to a 2-digit number, bridging
a multiple of 10
Y3: Add a 1-digit number to a 3-digit number, bridging
a multiple of 10
Number
Calculate

use mental recall of number facts to 10 and place value
to add or subtract larger numbers, e.g. 24 + 4, 30 + 5,
34 + 10
Number
Estimate

use checking strategies:
– repeat addition in a different order
2
Number
Calculate

use mental recall of number facts to 10 and place value
to add or subtract larger numbers, e.g. 24 + 4, 30 + 5,
34 + 10
Y2: Rehearse addition and subtraction facts for pairs
of numbers that total 10
Y2: Recognise the use of a symbol to stand for an
unknown number
Y2: Relate addition and subtraction facts to missing
number sentences
Y3: Subtract a 1-digit number from a 2-digit number,
crossing a multiple of 10
Y3: Subtract a 1-digit number from a 3-digit number,
not crossing a multiple of 10
Page 3 of 16
National Numeracy Framework for Wales 2013
Which numeracy skills are covered in each Abacus Evolve week?
Abacus Evolve Year 2–3
Abacus Evolve
Week
5
Block
C1.a
and
C1.b
Summary
Objectives
Y2 and Y3: Estimate, 
measure and
compare lengths in

cm and m; Use a
ruler

Y3: Use decimal
notation for m and
cm







6
C1.c
and
C1.d
Y2: Use units of
time: hours in a day,
days in a week,
months in a year,
seasons in a year



Y3: Read the time to
5 minutes on

analogue and digital 
clocks; Solve
problems involving
time

Last updated: 6th August 2013
Numeracy Framework for Wales
Year
Strand
Element
Skill
2
Y2: Estimate, measure and compare lengths using
standard units: centimetres
Y2: Estimate, measure and compare capacities using
standard units: litres, millilitres
2
Y3: Measure and compare lengths using standard
units: metres, centimetres
3
Y3: Use a ruler to draw and measure lines to the
nearest half centimetre
Y3: Know the relationship between kilometres and
metres, metres and centimetres
4
Measuring
Length, etc.

use standard units to measure:
– length, height and distance: metres,
half metres or centimetres
Measuring
Length, etc.

use standard units to measure:
– capacity: litres
Measuring
Length, etc.

use standard units of measure:
– length: measure on a ruler to the nearest
½ cm
Measuring
Length, etc.

convert metric units of length to smaller units, e.g. cm to
mm, m to cm, km to m
Y2: Estimate, measure and compare lengths using
standard units: centimetres
Y2: Recognise the relationship between metres and
centimetres
Y3: Measure and compare lengths using standard
units: metres, centimetres
Y3: Know the relationship between kilometres and
metres, metres and centimetres
Y3: Use decimal notation for metres and centimetres
2
Measuring
Length, etc.

use standard units to measure:
– length, height and distance: metres,
half metres or centimetres
3
Measuring
Length, etc.

use standard units of measure:
– length: measure on a ruler to the nearest
½ cm
4
Measuring
Length, etc.

convert metric units of length to smaller units, e.g. cm to
mm, m to cm, km to m
Y2: Use units of time and know the relationship
between them: hours in a day, days in a week
Y3: Read the time to 5 minutes on analogue clocks
3
Measuring
Time

tell the time to the nearest 5 minutes on an analogue
clock and calculate how long it is to the next hour
3
Measuring
Time

read hours and minutes on a 12-hour digital clock using
am/pm conventions
2
Y2: Use units of time and know the relationship
between them: months in a year, seasons in a year
3
Y2: Order the months of the year
Y3: Read the time on a 12-hour digital clock and to
the nearest 5 minutes on an analogue clock;
3
calculate time intervals and find start or end times for
a given time interval
Y3: Solve problems involving time: say the number of
minutes earlier or later than a given 5-minute time
Measuring
Time

read hours and minutes on a 12-hour digital clock
Measuring
Time

tell the time to the nearest 5 minutes on an analogue
clock [and calculate how long it is to the next hour ]
Measuring
Time

read hours and minutes on a 12-hour digital clock using
am/pm conventions
Page 4 of 16
National Numeracy Framework for Wales 2013
Which numeracy skills are covered in each Abacus Evolve week?
Abacus Evolve Year 2–3
Abacus Evolve
Week
7
Block
D1.a
and
D1.b
Summary
Objectives
Y2: Name and sort

common 2D shapes,
describing features; 
Begin to recognise
symmetry

Y3: Classify and
describe 2D shapes; 
Identify and sketch

lines of symmetry




8
D1.c
and
D1.d
Y2: Count back in 1s 
not

crossing/crossing a
multiple of 10,

beginning to partition

Y3: Organise and
interpret data in
simple lists, tally

charts, frequency
tables and

pictograms
Last updated: 6th August 2013
Numeracy Framework for Wales
Year
Strand
Element
Skill
Y2: Use the names of common 2D shapes, including:
pentagon, hexagon, octagon
Y2: Sort 2D shapes and describe their features:
number of sides and corners
Y3: Classify and describe 2D shapes, including
quadrilaterals
No matching skills
Y2: Begin to sketch the reflection of a simple shape in
a mirror line
Y2: Begin to recognise line symmetry
Y2: Make symmetrical patterns by folding and cutting
Y3: Sketch the reflection of a simple shape in a mirror
line along one edge
Y3: Identify and sketch lines of symmetry in simple
shapes
Y3: Recognise shapes with no lines of symmetry
No matching skills
3–4
Data
Data

represent data using:
– lists, tally charts, tables and diagrams
3–4
Data
Data

extract and interpret information from charts, timetables,
diagrams and graphs
Y2: Count back in 1s, crossing a multiple of 10, begin 3–4
to partition
Y3: Solve a given problem by organising and
interpreting data in pictograms (symbol representing
3–4
two units)
Data
Data

represent data using:
– pictograms where one symbol represents more than
one unit using a key
Data
Data

extract and interpret information from charts, timetables,
diagrams and graphs
Y2: Count back in 1s, not crossing a multiple of 10
Y2: Count back in 1s, crossing a multiple of 10,
beginning to partition
Y2: Extend understanding of subtraction as taking
away
Y3: Solve a given problem by organising and
interpreting numerical data in simple lists, tally charts
and frequency tables
Page 5 of 16
National Numeracy Framework for Wales 2013
Which numeracy skills are covered in each Abacus Evolve week?
Abacus Evolve Year 2–3
Abacus Evolve
Week
9
Block
E1.a
and
E1.b
Summary
Objectives
Y2: Find totals of

sets of coins; Pay an
exact sum using

smaller coins up to
£2

Y3: Understand ×/÷
as repeated +/–;
Know the
multiplication facts
for the ×2 table





10
E1.c
and
E1.d
Y2: Know doubles

for numbers up to
15; Double and half 
multiples of 5 and 10 
Y3: Know doubles

for numbers to 20;
Recognise fractions 
and find unit
fractions of numbers 




Last updated: 6th August 2013
Numeracy Framework for Wales
Year
Strand
Element
Skill
Y2: Recognise all coins and begin to use £.p notation 2
for money
3
Y2: Find totals of sets of coins: relate to adding three
or more numbers
3
Y3: Understand multiplication/division as repeated
addition/subtraction
Y3: Understand division as the inverse of
multiplication
Number
Money

find totals and give change from multiples of 10p
Number
Estimate

check multiplication using repeated addition
Number
Money

use different combinations of money to pay for items up
to £2
2
Y2: Pay an exact sum using smaller coins up to £2
Y2: Solve ‘real-life’ problems involving money (paying
3
an exact sum)
Y3: Know by heart the multiplication facts for the
2 times table
3
Y3: Derive division facts corresponding to the
2 times table
3
Number
Number facts

recall and use 2 [,5 and 10] multiplication tables
Number
Number facts

recall 2 [, 3, 4, 5 and 10] multiplication tables and use to
solve multiplication and division problems
Number
Money

use different combinations of money to pay for items up
to £1
Number
Money

use different combinations of money to pay for items up
to £2 [and calculate the change]
Y2: Know by heart doubles for numbers up to at least
15 and the corresponding halves
Y2: Recognise halving as the inverse of doubling
Y3: Know by heart doubles of numbers up to 20 and
the corresponding halves
Y3: Continue to recognise halving as the inverse of
doubling
Y3: Derive doubles of multiples of 5 up to 100 and the
corresponding halves
Y3: Derive doubles of multiples of 50 up to 500 and
the corresponding halves
2
Number
Number facts

use mental recall of number facts to 10 to derive other
facts, i.e.:
– doubling and halving, e.g. derive 40 + 40 from
knowing 4 + 4
2
Number
Estimate

use checking strategies:
– use halving and doubling within 20
3
Number
Calculate

use partitioning to double and halve 2-digit numbers
3
Number
Estimate

check halving using doubling
Y2: Begin to derive doubles of multiples of 5 up to
100 and the corresponding halves
Y2: Begin to halve multiples of 10 up to 100
Y3: Find unit fractions of numbers
Y3: Recognise unit fractions
3
Number
Fractions, etc. 
use halves and quarters
3
Number
Fractions, etc. 
halve 2-digit numbers in the context of number, money
and measure
3
Number
Fractions, etc. 
find fractional quantities linked to known multiplication
facts, e.g. 1/3 of 18, 1⁄5 of 15
Page 6 of 16
National Numeracy Framework for Wales 2013
Which numeracy skills are covered in each Abacus Evolve week?
Abacus Evolve Year 2–3
Abacus Evolve
Week
11
Block
A2.a
and
A2.b
Summary
Count on and back
in 1s, 10s, 50s or
100s from zero
Recognise odd and
even numbers to 50
Objectives







12
A2.c
and
A2.d
Y2: Use ordinal

numbers; Compare
2-digit numbers; Say 
number lying
between 2 numbers 
Y3: Round numbers;
Order numbers up to
1000; Say number
lying between 2 3digit numbers
13
B2.a
and
B2.b
Y2: Know
addition/subtraction
facts for pairs that
total 10; Add 3
single-digit numbers
mentally
Y3: Know pairs of
multiples of 100 that
total 1000; Add to
make the next
multiple of 100
Last updated: 6th August 2013
Numeracy Framework for Wales










Year
Strand
Element
Skill
No matching skills
Y2: Count on and back in 1s or 10s from a 2- or
3-digit number
Y2: Count on and back in 100s from a multiple of 100
Y3: Count on in 10s, 100s or 50s from zero
Y3: Recognise multiples of 10, 100 and 50
Y2: Begin to recognise odd and even numbers up to
at least 50
Y2: Count on in 2s (revise)
Y3: Recognise odd and even numbers up to at
least 50
2
Number
Number facts

recall and use 2 [, 5 and 10] multiplication tables
Y2: Understand and use ordinal numbers up to at
least 100th
Y3: Round numbers less than 100 to the nearest 10
4
Number
Estimate

estimate by rounding to the nearest 10 [or 100]
Y2: Compare two or more 2-digit numbers; introduce
the greater than (>), less than (<) signs
Y2: Say a number lying between two numbers, up to
at least 100
Y3: Order numbers up to at least 1000
Y3: Say a number lying between two 3-digit numbers
Y3: Say the number that is 1, 10 or 100 more or less
than any 2- or 3-digit number
2
Number
Number facts

compare and order 2-digit numbers
3
Number
Number facts

compare [and estimate with] numbers up to 100
4
Number
Number facts

compare [and estimate with] numbers up to 1000
Y2: Rehearse addition and subtraction facts for pairs
of numbers that total up to 10
Y3: Know by heart pairs of multiples of 100 that
total 1000
Y3: Derive all pairs of multiples of 5 that total 100
2
Number
Number facts

use mental recall of number facts to 10 to derive other
facts, i.e.:
– bonds of 10, e.g. derive 60 + 40 from knowing 6 + 4
2
Y2: Begin to add three 1-digit numbers mentally
Y3: Derive all number pairs that total 100
Y3: Use pairs that total 100 to make the next multiple
of 100
Number
Number facts

use mental recall of number facts to 10 to derive other
facts, i.e.:
– bonds of 10, e.g. derive 60 + 40 from knowing 6 + 4
Page 7 of 16
National Numeracy Framework for Wales 2013
Which numeracy skills are covered in each Abacus Evolve week?
Abacus Evolve Year 2–3
Abacus Evolve
Week
14
Block
B2.c
and
B2.d
Summary
Objectives
Y2: Read time to the 
hour and half hour;
Estimate, measure

and compare
weights

(kg and g)
Y3: Use units of
time: days, hours,
minutes, seconds;
Measure and
compare capacities
(l and ml)





15
C2.a
and
C2.b
Y2: Name and sort
3D shapes and
describe their
features
Y3: Classify and
describe prisms;
Know properties of
3D shapes
Last updated: 6th August 2013
Numeracy Framework for Wales






Year
Strand
Element
Skill
2
Measuring
Time

read ‘half past’, [‘quarter past’ and ‘quarter to’] on an
analogue clock
2
Measuring
Time

read hours [and minutes] on a 12-hour digital clock
2
Y2: Estimate, measure and compare weights using
standard units: kilograms, grams
Y2: Begin to recognise the relationship between
3
grams and kilograms
Y2: Begin to read simple weighing scales to the
nearest labelled division
Y3: Read a capacity scale to the nearest labelled and
unlabelled division
Y3: Measure and compare capacities using standard
units: litres, millilitres
Y3: Know the relationship between litres and
millilitres
Measuring
Length, etc.

use standard units to measure:
– weight/mass: kilograms or 10 gram weights
Measuring
Length, etc.

use standard units of measure:
– capacity: use litres and half litres; measure to the
nearest 100ml
Y2: Read the time to the hour and half hour on
analogue and 12-hour digital clocks
Y3: Use units of time and know the relationship
between them: days, hours, minutes, seconds
Y2: Relate solid shapes to pictures of them
Y2: Use the names of common 3D shapes, including:
cube, cuboid, cylinder, sphere, cone
Y3: Relate prisms to pictures of them
Y3: Introduce, classify and describe prisms
No matching skills
Y2: Sort 3D shapes and describe their features:
number of faces and corners
Y3: Classify and describe common 3D shapes by
properties: number of faces, edges, vertices; types of
face
No matching skills
Page 8 of 16
National Numeracy Framework for Wales 2013
Which numeracy skills are covered in each Abacus Evolve week?
Abacus Evolve Year 2–3
Abacus Evolve
Week
16
Block
C2.c
and
C2.d
Summary
Y2: Sort, organise
and interpret
information in block
graphs and
pictograms
Objectives



Y3: Organise and
interpret data in

frequency tables and
bar charts
17
D2.a
and
D2.b
Y2: Recognise right
angles as quarter
turns; Recognise
clockwise and anticlockwise turns




Y3: Add and subtract 
multiples of 10; Add
and subtract 2-digit 
numbers




Last updated: 6th August 2013
Numeracy Framework for Wales
Year
Strand
Element
Skill
Data
Data

gather and record data from:
– block graphs
Data
Data

extract and interpret information from charts, timetables,
diagrams and graphs
2
Data
Data

gather and record data from:
– pictograms where the symbol represents
one unit
2
Data
Data

extract and interpret information from lists, tables,
diagrams and graphs
3–4
Data
Data

represent data using:
– bar charts [and bar line graphs] labelled in 2s, 5s
and 10s;
3–4
Data
Data

extract and interpret information from charts, timetables,
diagrams and graphs
2
Y2: Recognise whole, half and quarter turns
Y2: Know that a right angle is a measure of a
quarter turn
2
Y2: Recognise right angles in simple shapes
Y3: Add and subtract a multiple of 10 to and from a 2- 3
digit number, crossing 100 when adding
Y3: Add and subtract a multiple of 10 to and from a 3digit number, beginning to cross 100
Y3: Add and subtract two 2-digit numbers, beginning
to cross a multiple of 10
Measuring
Area, etc.

recognise half and quarter turns, clockwise and anticlockwise
Measuring
Area, etc.

recognise that a quarter turn is a right angle
Number
Calculate

use mental strategies to add and subtract 2-digit
numbers
2
Measuring
Area, etc.

recognise half and quarter turns, clockwise and anticlockwise
3
Number
Calculate

use mental strategies to add and subtract 2-digit
numbers
4
Number
Calculate

add a 2-digit number to, and subtract a 2-digit number
from, a 3-digit number using an appropriate mental or
written method
Y2: Sort, organise and interpret information in a block 2
graph
Y3: Organise and interpret numerical data in
3–4
frequency tables
Y2: Sort, organise and interpret information in a
pictogram
Y3: Organise and interpret numerical data in bar
charts
Y2: Give instructions for moving along a route in
straight lines and round corners
Y2: Recognise clockwise and anti-clockwise turns
Y3: Add and subtract two 2-digit numbers, beginning
to cross a multiple of 10
Y3: Add and subtract a 2-digit number to and from a
3-digit number
Page 9 of 16
National Numeracy Framework for Wales 2013
Which numeracy skills are covered in each Abacus Evolve week?
Abacus Evolve Year 2–3
Abacus Evolve
Week
18
Block
D2.c
and
D2.d
Summary
Objectives
Strand
Element
Skill
Y2: Subtract a multiple of 10 from a 2-digit number by 3
counting back in 10s
Y3: Add and subtract a multiple of 10 to and from a 34
digit number, crossing 100
Y3: Add and subtract a multiple of 100 to and from a
4-digit number, crossing 1000
Number
Calculate

use mental strategies to add and subtract 2-digit
numbers
Number
Calculate

add a 2-digit number to, and subtract a 2-digit number
from, a 3-digit number using an appropriate mental or
written method

2
Y2: Add and subtract 9 and 11 by adding and
subtracting 10
Y2: Begin to add and subtract 19 and 21 by adding
and subtracting 20
3
Y3: Add and subtract 9 and 11 to and from a 2- or
3-digit number
Y3: Add and subtract 19 and 29 to and from a 2- or 3digit number
Number
Calculate

use mental recall of number facts to 10 and place value
to add or subtract larger numbers, e.g. 24 + 4, 30 + 5,
34 + 10
Number
Calculate

use mental strategies to add and subtract 2-digit
numbers
2
Number
Number facts

recall and use 2, 5 and 10 multiplication tables
3
Number
Number facts

recall [2, 3, 4,] 5 and 10 multiplication tables and use to
solve multiplication and division problems



E2.a
and
E2.b
Year
Y2: Subtract a

multiple of 10;
Add/subtract 9, 11,

19, 21 by adding and
subtracting 10 and

20
Y3: Add/subtract a
multiple of 10/100;
Add/subtract 9, 11,
19, 29 to and from a
2- or 3-digit number
19
Numeracy Framework for Wales
Y2: Count on in 2s,
5s, 10s; Recognise
odd and even
numbers;
Understand
multiplication as ‘lots
of’
Y3: Know
multiplication facts
for x5 and x10
tables; Know division
is the inverse of
multiplication











Last updated: 6th August 2013
Y2: Count on in 2s, 5s or 10s up to 100
Y2: Begin to recognise odd and even numbers up to
at least 100
Y3: Know by heart the multiplication facts for the 5
and 10 times tables
Y3: Derive division facts corresponding to the 5 and
10 times tables
Y3: Count on in 10s, 100s or 50s from zero
Y3: Count on in 5s to 100, and in 50s to 1000
Y2: Introduce multiplication as ‘lots of’
Y2: Introduce the × sign
Y3: Rehearse division as the inverse of multiplication
Y3: Extend understanding that multiplication can be
done in any order
Y3: Understand multiplication as describing an array
No matching skills
Page 10 of 16
National Numeracy Framework for Wales 2013
Which numeracy skills are covered in each Abacus Evolve week?
Abacus Evolve Year 2–3
Abacus Evolve
Week
20
21
Block
E2.c
and
E2.d
A3.a
and
A3.b
Summary
Numeracy Framework for Wales
Objectives
Strand
Element
Skill
3
Number
Number facts

recall [2,] 3 [,4,5 and 10] multiplication tables [and use
to solve multiplication and division problems]
4
Number
Number facts

use mental strategies to recall multiplication tables for
[2,] 3, [4, 5,] 6 [and 10] and use to solve division
problems
Y3: Know x3 table;
Recognise non-unit 
fractions; Find nonunit fractions of

shapes and numbers
Y2: Record multiplication facts using × and = in
number sentences
Y2: Introduce multiplication as repeated addition or
as describing an array
Y2: Introduce division as the inverse of multiplication
Y3: Know by heart the multiplication facts for the
3 times table
Y3: Derive division facts corresponding to the
3 times table
Y3: Begin to know multiplication facts for the 6 times
table and corresponding division facts





Y2: Begin to understand division as grouping
Y2: Introduce division as the inverse of multiplication
Y2: Introduce the ÷ sign
Y3: Find non-unit fractions of shapes and numbers
Y3: Recognise non-unit fractions
3
Number
Fractions, etc. 
find fractional quantities linked to known multiplication
facts, e.g. 1/3 of 18, 1⁄5 of 15
4
Number
Fractions, etc. 
recognise fractions that are several parts of a whole,
e.g. 2⁄3, 3⁄10
Y2: Partition
numbers in to H, T
and U; Begin to
round numbers less
than 100 to nearest
10



2
Y2: Read and write numbers up to 100 in words
Y2: Begin to partition 3-digit numbers into H, T and U
3
Y2: Begin to read and write numbers up to 1000 in
figures
4
Y3: Add a 2-digit number to a 2-, 3- or 4-digit number
by partitioning into T and U then recombining
Number
Number facts

read and write numbers to 100
Number
Number facts

read and write numbers to 1000
Number
Calculate

add a 2-digit number to [and subtract a 2-digit number
from] a 3-digit number using an appropriate mental [or
written] method
Y3: Add by
partitioning; Round
3-digit numbers to
nearest 10/100;
Understand and use
£.p

4
Y2: Begin to round numbers less than 100 to the
nearest 10
Y3: Begin to round 3-digit numbers to the nearest 100
and 10
Y3: Understand and use £.p notation
Number
Estimate

estimate by rounding to the nearest 10 or 100
Y2: Multiply by
adding repeatedly;
Use x and = signs;
Begin to understand
division as grouping
Last updated: 6th August 2013

Year






Page 11 of 16
National Numeracy Framework for Wales 2013
Which numeracy skills are covered in each Abacus Evolve week?
Abacus Evolve Year 2–3
Abacus Evolve
Week
22
Block
A3.c
and
A3.d
Summary
Objectives
Y2: Know pairs of

multiples of 10 that
total 100; Use pairs 
that total 10 to make
next multiple of 10

Strand
Element
Skill
2
Number
Number facts

use mental recall of number facts to 10 to derive other
facts, i.e.
– bonds of 10, e.g. derive 60 + 40 from knowing 6 + 4
2
Number
Number facts

recall and use 2, 5 [and 10] multiplication tables
3
Number
Number facts

recall 2 [, 3, 4,] 5 [and 10] multiplication tables and use
to solve multiplication and division problems
Y2: Know by heart addition and subtraction facts for
pairs of numbers that total 20
Y2: Use pairs that total 10 to make the next multiple
of 10
Y3: Know by heart the multiplication facts for the
4 times table
Y3: Derive division facts corresponding to the
4 times table
Y3: Use doubling to find new facts (x4) from known
facts (x2)
2
Number
Number facts

use mental recall of number facts to 10 to derive other
facts, i.e.:
– bonds of 10, e.g. derive 60 + 40 from knowing 6 + 4
3
Number
Number facts

use mental strategies to recall number facts within 20
3
Number
Number facts

recall [2, 3,] 4 [, 5 and 10] multiplication tables and use
to solve multiplication and division problem
Y2: Add by bridging 
a multiple of 10; Find
the difference

between two
numbers by counting 
on
Y2: Add a 1-digit number to a 2-digit number,
crossing a multiple of 10 (rehearse)
Y2: Begin to add by bridging a multiple of 10
(36 + 8 = 36 + 4 + 4)
Y3: Add by identifying near doubles, using doubles
already known
2
Number
Calculate

use mental recall of number facts to 10 and place value
to add or subtract larger numbers, e.g. 24 + 4, 30 + 5,
34 + 10
3
Number
Calculate

use mental strategies to add and subtract 2-digit
numbers

Y3: Add by
identifying near
doubles; Solve ‘real- 
life’ problems

involving money
Y2: Extend understanding of relationship of
subtraction to difference
Y2: Find the difference between two numbers by
counting on
Y3: Extend understanding that subtraction is the
inverse of addition
Y3: Solve ‘real-life’ problems involving money
(comparing amounts)
2
Number
Calculate

find small differences within 20 by using ‘counting on’
strategies
3
Number
Estimate

check subtraction using addition
3
Number
Money

order and compare items up to £10









B3.a
and
B3.b
Year
Y2: Begin to recognise odd and even numbers up to
at least 100
Y2: State the subtraction corresponding to a given
addition, and vice versa
Y2: Know by heart pairs of multiples of 10 that total
100
Y2: Use patterns of similar calculations
Y2: Know by heart addition and subtraction facts for
pairs of numbers that total up to 10
Y3: Recognise odd and even numbers up to at
least 100
Y3: Count on in 5s to 100, and in 50s to 1000
Y3: Recognise odd
and even numbers;
Count on in 5s and
50s; Know x4
multiplication facts
23
Numeracy Framework for Wales

Last updated: 6th August 2013
Page 12 of 16
National Numeracy Framework for Wales 2013
Which numeracy skills are covered in each Abacus Evolve week?
Abacus Evolve Year 2–3
Abacus Evolve
Week
24
Block
B3.c
and
B3.d
Summary
Objectives
Y2: Describe 2D and
3D shapes;
Recognise halves
and quarters of
shapes and numbers
of objects

Y3: Make and
describe right-angled
turns; Recognise
and use compass
directions, N, S, E,
W











25
C3.a
and
C3.b
Y2: Estimate,
measure and
compare capacity in
litres and millilitres;
read a simple
capacity scale
Y3: Locate positions
on a grid; Measure
and compare
weights in kilograms
and grams









Last updated: 6th August 2013
Numeracy Framework for Wales
Y2: Classify and describe common 2D and 3D
shapes
Y2: Make models, shapes and patterns and describe
their features
Y3: Compare angles with a right angle
Y3: Identify right angles in 2D shapes and the
environment
Y3: Recognise that a straight line is equivalent to two
right angles
Y3: Make and describe right-angled turns
Year
2
Y2: Begin to recognise halves and quarters of shapes 2
Y2: Recognise fraction notation
2
Y2: Begin to recognise halves and quarters of small
numbers of objects
3
Y3: Recognise and use the four compass directions
N, S, E, W
Y3: Describe a route using distance and direction
Y3: Make and describe right-angled turns between
the four compass points
Strand
Element
Skill

Measuring
Area, etc.
Number
Fractions, etc. 
Measuring
Area, etc.

recognise half and quarter turns, clockwise and anticlockwise
Measuring
Area, etc.

use the four compass points to describe directions
recognise that a quarter turn is a right angle
find halves and quarters in practical situations
Y2: Begin to read a simple capacity scale to the
nearest labelled and unlabelled division
Y2: Estimate a capacity, recording estimates
Y2: Measure capacities using uniform non-standard
units (revise)
Y3: Locate position on a grid with the rows and
columns labelled
2
Measuring
Length, etc.

use standard units to measure:
– capacity: litres
3
Measuring
Length, etc.

use standard units of measure:
– capacity: use litres and half litres; measure to the
nearest 100ml
Y2: Estimate, measure and compare capacities using
standard units: litres, millilitres
Y2: Read a simple capacity scale to the nearest
labelled and unlabelled division
Y3: Know the relationship between kilograms and
grams
Y3: Measure and compare weights using standard
units: kilograms, grams
Y3: Read weighing scales to the nearest labelled and
unlabelled division
2
Measuring
Length, etc.

use standard units to measure:
– capacity: litres
3
Measuring
Length, etc.

use standard units of measure:
– weight/mass: use 5g, 10g and 100g weights
3
Measuring
Length, etc.

use standard units of measure:
– capacity: use litres and half litres; measure to the
nearest 100ml
4
Measuring
Length, etc.

use weighing scales with divisions to weigh objects to
the nearest 5g, 10g, 25g or 100g
Page 13 of 16
National Numeracy Framework for Wales 2013
Which numeracy skills are covered in each Abacus Evolve week?
Abacus Evolve Year 2–3
Abacus Evolve
Week
26
27
Block
C3.c
and
C3.d
D3.a
and
D3.b
Summary
Objectives
Y2: Use units of

time: hours, minutes,
seconds; Read time 
to the quarter hour

Y3: Use units of
time: years, months, 
weeks, days, hours;

Sort data in Venn
and Carroll diagrams
Y2: Add a 1-digit
number to a 2-digit
number; add two 2digit numbers;
Subtract 2-digit
numbers


Y3: Use informal
written methods to
record addition; Use
column addition to
add 2-/3-digit
numbers






Last updated: 6th August 2013
Numeracy Framework for Wales
Year
Strand
Element
Skill
Y2: Use units of time and know the relationship
between them: hours, minutes, seconds
Y3: Use units of time and know the relationship
between them: years, months, weeks, days, hours
Y3: Begin to use a calendar
4
Measuring
Time

use calendars to plan events
Y2: Read the time to the quarter hour on analogue
and 12-hour digital clocks
Y3: Classify and sort data according to one or two
criteria in Venn and Carroll diagrams
2
Measuring
Time

read ‘half past’, ‘quarter past’ and ‘quarter to’ on an
analogue clock
2
Measuring
Time

read hours and minutes on a 12-hour digital clock
3–4
Data
Data

represent data using:
– Venn and Carroll diagrams
2
Y2: Partition additions into T and U, then recombine
Y2: Add a 1-digit number to a 2-digit number, bridging
a multiple of 10 without crossing 100
Y2: Add two 2-digit numbers using an appropriate
3
strategy
Y3: Add a 2-digit number to a 2-, 3- or 4-digit number
4
by partitioning into T and U then recombining
Y3: Use informal written methods to record additions
for 2- and 3-digit numbers
Number
Calculate

use mental recall of number facts to 10 and place value
to add or subtract larger numbers, e.g. 24 + 4, 30 + 5,
34 + 10
Number
Calculate

use mental strategies to add [and subtract]
2-digit numbers
Number
Calculate

add a 2-digit number to, and subtract a 2-digit number
from, a 3-digit number using an appropriate mental or
written method
3
Number
Calculate

use mental strategies to [add and] subtract
2-digit numbers
4
Number
Calculate

add a 2-digit number to [, and subtract a 2-digit number
from,] a 3-digit number using an appropriate [mental or]
written method
Y2: Subtract one 2-digit number from another using
an appropriate strategy
Y2: Understand that subtraction is the inverse of
addition, using missing number sentences
Y3: Begin to use column addition to add 2- and
3-digit numbers
Page 14 of 16
National Numeracy Framework for Wales 2013
Which numeracy skills are covered in each Abacus Evolve week?
Abacus Evolve Year 2–3
Abacus Evolve
Week
28
Block
D3.c
and
D3.d
Summary
Objectives
Y2: Add/subtract 1- 
digit number to/from
multiple of 100;

Organise/interpret
information in a table 
Y3: Find a difference
by counting on;
Subtract

2- and 3-digit

numbers using

informal methods
29
E3.a
and
E3.b
Y2: Know x2, x5 and
x10 tables;
Understand
multiplication as
repeated addition
(division as inverse)
Y3: Understand
division as grouping;
Multiply by 10 and
100, shifting digits to
the left













Last updated: 6th August 2013
Numeracy Framework for Wales
Year
Skill
Calculate

use mental recall of number facts to 10 and place value
to add or subtract larger numbers, e.g. 24 + 4, 30 + 5,
34 + 10
Number
Calculate

find differences within 100
Number
Calculate

[add a 2-digit number to, and] subtract a 2-digit number
from, a 3-digit number using an appropriate mental or
written method
2
Data
Data

gather and record data from:
– lists and tables
2
Data
Data

[extract and] interpret information from [lists,] tables [,
diagrams and graphs]
4
Number
Calculate

[add a 2-digit number to, and] subtract a 2-digit number
from, a 3-digit number using an appropriate [mental or]
written method
Number
Number facts

recall and use 2, 5 and 10 multiplication tables
Reasoning
Review

interpret answers within the context of the problem and
consider whether answers, including calculator,
analogue and digital displays, are sensible
Number
Calculate

use mental strategies to recall multiplication tables for
2, 3, 4, 5, 6 and 10 and use to solve division problems
3
Number
Number facts

multiply numbers by 10
4
Number
Number facts

multiply [and divide] numbers by 10 and 100
Y2: Know by heart the multiplication facts for 2, 5 and 2
10 times tables
3–6
Y2: Begin to recognise 2-digit multiples of 2, 5 and 10
Y3: Understand division as grouping
Y3: Find remainders after simple division
4
Y3: Round up or down after division, depending on
the context
Y2: Begin to understand division as grouping
Y2: Understand that division sometimes leaves a
remainder
Y2: Begin to understand multiplication as repeated
addition or as describing an array
Y2: Begin to understand division as the inverse of
multiplication
Y3: Understand division as grouping
Y3: Find remainders after simple division
Y3: Multiply by 10 and 100, shifting the digits 1 or 2
places to the left
Y3: Use known facts to multiply a multiple of 10 by a
1-digit number
Element
Number
Y2: Add and begin to subtract a 1-digit number to and 2
from multiples of 10 and 100
Y3: Find a difference between two 2- or 3-digit
numbers by counting on
3
Y3: Use informal written methods to record
subtractions for 2- and 3-digit numbers
4
Y2: Organise information in a table
Y2: Interpret information from a table
Y3: Use informal written methods to record
subtractions for 2- and 3-digit numbers
Strand
Page 15 of 16
National Numeracy Framework for Wales 2013
Which numeracy skills are covered in each Abacus Evolve week?
Abacus Evolve Year 2–3
Abacus Evolve
Week
30
Block
E3.c
and
E3.d
Summary
Y2: Know

relationship between
halves and quarters; 
Double/halve
multiples of 5/10


Y3: Recognise

simple equivalent
fractions; Find totals, 

pay with coins and
give change



Last updated: 6th August 2013
Numeracy Framework for Wales
Objectives
Year
Strand
Element
Skill
2
Number
Fractions, etc. 
2
Y2: Double multiples of 5 up to 50
Y2: Halve multiples of 10 up to 100
Y2: Add by identifying near doubles for multiples of 5
Y3: Rehearse £.p notation
Y3: Find totals, give change and work out which coins
to pay
2
Number
Number facts

use mental recall of number facts to 10 to derive other
facts, i.e.:
– doubling and halving, e.g. derive 40 + 40 from
knowing 4 + 4
– bonds of 10, e.g. derive 60 + 40 from knowing 6 + 4
Number
Calculate

use mental recall of number facts to 10 and place value
to add or subtract larger numbers, e.g. 24 + 4, 30 + 5,
34 + 10
3
Number
Money

use different combinations of money to pay for items up
to £2 and calculate the change
Y2: Recognise that two quarters and one half are
equivalent
Y2: Begin to recognise that two halves or four
quarters make one whole
Y2: Begin to position halves on a number line
Y3: Begin to recognise simple equivalent fractions
Y3: Compare familiar fractions
find halves and quarters in practical situations
Page 16 of 16