National Numeracy Framework for Wales 2013
Which numeracy skills are covered in each Abacus Evolve week?
Abacus Evolve Year 3–4
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 3–4
Abacus Evolve
Week
1
Block
A1.a
Summary
Know the value of
each digit in a 3-, 4or 5-digit number
Objectives






A1.b
Partition 3- or 4-digit 
numbers into H, T, U 
or Th, H, T, U


2
A1.c
A1.d
Y3: Count by
grouping;
Y4: Know
multiplication as
repeated addition or
arrays



Y3: Count on and
back in 100s;
Y4: Divide whole
numbers and find
remainders









Last updated: 6th August 2013
Numeracy Framework for Wales
Year
Strand
Element
Skill
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
Y3: Know what each digit in a 3-digit number
represents, including 0 as a place holder
Y4: Read and write numbers up to 100 000 in figures
and words
Y4: Know what each digit in a 5-digit number
represents
3
Number
Number facts

read and write numbers to 1000
3
Number
Number facts

compare [and estimate with] numbers up to 100
4
Number
Number facts

read and write numbers to 10 000
4
Number
Number facts

compare [and estimate with] numbers up to 1000
5
Number
Number facts

read and write numbers to 100 000
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
Y4: Recognise the relationship between Th, H, T
and U
Y4: Partition 4-digit numbers into Th, H, T and U
3
Number
Number facts

compare [and estimate with] numbers up to 100
4
Number
Number facts

compare [and estimate with] numbers up to 1000
Y3: Count up to 100 objects by grouping in 5s or 10s
Y3: Estimate a number of objects up to 100
Y4: Rehearse the concept of multiplication as
describing an array
Y4: Rehearse multiplication as repeated addition
Y4: Understand and use the commutativity of
multiplication
2
Number
Number facts

count sets of objects by grouping in [2s,] 5s or 10s
3
Number
Estimate

check multiplication using repeated addition
Reasoning
Review

interpret answers within the context of the problem and
consider whether answers [including calculator,
analogue and digital displays] are sensible
Number
Number facts

use mental strategies to recall multiplication tables for 2
[,3] 4, 5 [,6, 8] and 10 and use to solve division
problems
Number
Estimate

check answers using inverse operations
3–6
Y3: Count on and back in 100s from any number
Y3: Say the number that is 1, 10 or 100 more or less
than a given number
Y4: Rehearse the concept of division as grouping
4
Y4: Consolidate division as the inverse of
multiplication
Y4: Find remainders after division
Y4: Divide a whole number of pounds by 2, 4, 5 or 10 4
to give £.p
Y4: Continue to round up or down after division,
depending on the context
Page 2 of 16
National Numeracy Framework for Wales 2013
Which numeracy skills are covered in each Abacus Evolve week?
Abacus Evolve Year 3–4
Abacus Evolve
Week
3
Block
B1.a
Summary
Know
addition/subtraction
facts for pairs that
total up to 20, 100 or
1000
Objectives






B1.b
Y3: Add several
numbers;
Y4: Add to next 100
or 1000





4
B1.c
B1.d
Classify, describe,
name and visualise
common 2D shapes

Y3: Identify lines of
symmetry;
Y4: Classify
polygons, recognise
triangles










Last updated: 6th August 2013
Numeracy Framework for Wales
Year
Strand
Element
Skill
2
Y3: Know by heart addition and subtraction facts for
pairs of numbers that total up to 20
Y3: Extend use of patterns of similar calculations
Y3: Rehearse pairs of multiples of 10 that total 100
3
Y4: Derive quickly pairs of multiples of 5 that total 100
3
Y4: Derive quickly pairs of multiples of 50 that total
1000
Y4: Derive quickly pairs of numbers that total 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
Number
Number facts

use mental strategies to recall number facts within 20
Number
Calculate

use mental strategies to add [and subtract]
2-digit numbers
Y3: Add several numbers by finding pairs that total 9, 2
10 or 11
Y3: Continue to recognise that addition can be done
in any order
3
Y4: Derive quickly pairs of numbers that total 100
Y4: Find what to add to a 2- or 3-digit number to
4
make 100 or the next multiple of 100
Y4: Find what to add to a 4-digit multiple of 100 to
make the next multiple of 1000
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
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
Y3: Classify and describe 2D shapes, including
quadrilaterals
Y4: Rehearse the names of common 2D shapes
Y4: Describe and visualise 2D shapes
Y4: Begin to understand the term ‘polygon’
Y4: Construct polygons using pinboards
No matching skills
Y3: Identify and sketch lines of symmetry in simple
shapes
Y3: Recognise shapes with no lines of symmetry
Y3: Classify and describe 2D shapes, including
quadrilaterals
Y4: Classify polygons using criteria such as number
of right angles, and whether or not they are regular
Y4: Make and investigate a general statement about
familiar numbers or shapes by finding examples that
satisfy it (shape)
Y4: Recognise equilateral and isosceles triangles
No matching skills
Page 3 of 16
National Numeracy Framework for Wales 2013
Which numeracy skills are covered in each Abacus Evolve week?
Abacus Evolve Year 3–4
Abacus Evolve
Week
5
Block
C1.a
Summary
Measure and
compare lengths
using standard
metric units
Objectives









6
Numeracy Framework for Wales
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
Y3: Measure and compare lengths using standard
units: metres, centimetres
Y4: Use, read and write standard metric units of
length: mm, cm, m, km
Y4: Rehearse the relationships between metric units
of length
Y4: Convert centimetres to metres and vice versa
Y4: Suggest suitable units and measuring equipment
to estimate or measure length
Y4: Know the equivalent of ½, ¼ , ¾ ,1/10 of 1 km,
1 m, in m, cm
Y4: Begin to use imperial units of length: miles
Year
Strand
Element
Skill

3–6
Reasoning
Identify
3
Number
Fractions, etc. 
3
Measuring
Length, etc.
4
Number
Fractions, etc. 
find fractional quantities using known table facts, e.g. 1/6
of 30cm
4
Measuring
Length, etc.

measure on a ruler to the nearest mm and record using
a mix of units, e.g. 1cm 3mm
4
Measuring
Length, etc.

convert metric units of length to smaller units, e.g. cm to
mm, m to cm, km to m.
5
Measuring
Length, etc.

make use of conversions, e.g. ¼ of a km = 250m

select and use suitable instruments and units of
measurement
find fractional quantities linked to known multiplication
facts, e.g. 1/3 of 18, 1/5 of 15
use standard units of measure:
– length: measure on a ruler to the nearest
½ cm
C1.b
Y3: Use decimal
notation for m and
cm;
Y4: Understand and
measure area




Y3: Use decimal notation for metres and centimetres
Y4: Understand area as ‘covering’ in two dimensions
Y4: Measure area using non-standard units
Y4: Measure area using standard units: square
centimetres
3
Measuring
Area, etc.

find areas by counting squares
C1.c
Organise, use and

interpret data in
simple lists, tally
charts and frequency 
Y3: Solve a given problem by organising and
interpreting numerical data in simple lists, tally charts
and frequency tables
Y4: Rehearse the use of tally charts to record
observations
Y4: Represent data in frequency tables
Y4: Interpret tally charts and frequency tables
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
5–6
Data
Data

represent data using:
– [lists, tally charts, tables, diagrams and] frequency
tables
Y3: Solve a given problem by organising and
interpreting data in pictograms (symbol representing
two units)
Y4: Construct and interpret pictograms where the
symbol represents 2, 5, 10 or 20 units
3–4
Data
Data

represent data using:
– pictograms where one symbol represents more than
one unit using a key
3–4
Data
Data

extract and interpret information from charts, timetables,
diagrams and graphs


C1.d
Construct and
interpret pictograms
where symbol
represents several
units
Last updated: 6th August 2013


Page 4 of 16
National Numeracy Framework for Wales 2013
Which numeracy skills are covered in each Abacus Evolve week?
Abacus Evolve Year 3–4
Abacus Evolve
Week
7
Block
D1.a
Summary
Y3: Add 1-digit
numbers to 2- or 3digit numbers;
Y4: Add several
numbers
Objectives






D1.b
Y3: Subtract 1-digit
from 2-digit
numbers;
Y4: Add several
multiples of 10 or
100





8
D1.c
Read time on
analogue and digital
clocks up to nearest
minute; use am/pm




D1.d
Estimate/measure
time using
minutes/seconds;
solve problems
involving time




Last updated: 6th August 2013
Numeracy Framework for Wales
Year
Strand
Element
Skill
Y3: Add a 1-digit number to a 2-digit number, bridging 3
a multiple of 10
Y3: Add a 1-digit number to a 3-digit number, bridging
a multiple of 10
Y4: Add several 1-digit numbers
Y4: Check the sum of several numbers by adding in
reverse order
Y4: Add by finding pairs that total 9, 10 or 11
Y4: Add several multiples of 10 or 100
Number
Calculate

use mental strategies to add [and subtract]
2-digit numbers
3
Number
Calculate

use mental strategies to add and subtract 2-digit
numbers
3
Y3: Read the time to 5 minutes on analogue clocks
Y4: Read the time to the nearest minute on analogue
clocks
3
Y4: Rehearse time to the nearest minute on 12-hour
digital clocks
4
Y4: Use am and pm and the notation 9:53
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
Measuring
Time

tell the time to the nearest minute on analogue clocks
4
Measuring
Time

read hours and minutes on a [24-hour] digital clock
Reasoning
Identify

estimate and visualise size when measuring and use
the correct units
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
Measuring
Time

time and order events in seconds
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
Y4: Add and subtract 2- and 3-digit multiples of 10
Y4: Add and subtract two multiples of 100, crossing
1000
Y4: Consolidate understanding of the relationship
between addition and subtraction
3–6
Y3: Read the time to 5 minutes on analogue and
12-hour digital clocks
Y3: Solve problems involving time: say the number of
3
minutes earlier or later than a given 5-minute time
Y4: Rehearse the use of seconds as a measure of
time
3
Y4: Estimate and measure time using seconds,
minutes, hours
4
Page 5 of 16
National Numeracy Framework for Wales 2013
Which numeracy skills are covered in each Abacus Evolve week?
Abacus Evolve Year 3–4
Abacus Evolve
Week
9
Block
E1.a
Summary
Objectives
Y3: Understand ×/÷ 
as repeated +/–;
Y4: Count on/back in 
2s/3s/4s/5s/10s/25s/
50s




E1.b
Recall multiplication
facts for ×2, ×3, ×4,
×5, ×10 tables and
derive division facts




10
E1.c
Recognise fractions
and mixed numbers
and find fractions of
numbers





E1.d
Y3: Know

doubles/halves up to
20/40;

Y4: Recognise
simple equivalent

fractions


Last updated: 6th August 2013
Numeracy Framework for Wales
Year
Strand
Element
Skill
3
Number
Number facts

recall 2, 3, 4, 5 and 10 multiplication tables [and use to
solve multiplication and division problems]
3
Number
Estimate

check multiplication using repeated addition
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]
4
Number
Estimate

check answers using inverse operations
3
Y3: Know by heart the multiplication facts for the
2 times table
Y3: Derive division facts corresponding to the
4
2 times table
Y4: Know by heart the multiplication facts for the 2, 3,
4, 5 and 10 times tables
Y4: Derive division facts corresponding to the 2, 3, 4,
5 and 10 times tables
Number
Number facts

recall 2, 3, 4, 5 and 10 multiplication tables [and use to
solve multiplication and division problems]
Number
Number facts

use mental strategies to recall multiplication tables for
2, 3, 4, 5 [, 6] and 10 [and use to solve division
problems]
3
Number
Fractions, etc. 
use halves and quarters
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
Y3: Know by heart doubles of numbers up to 20 and 2
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 3
corresponding halves
3
Y3: Derive doubles of multiples of 50 up to 500 and
the corresponding halves
Y4: Recognise the equivalence of simple fractions
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
Number
Calculate

use partitioning to double and halve 2-digit numbers
Number
Estimate

check halving using doubling
Y3: Understand multiplication/division as repeated
addition/subtraction
Y3: Understand division as the inverse of
multiplication
Y4: Count on and back in 2s, 3s, 4s, 5s or 10s
Y4: Count on and back in 25s or 50s to and from
1000
Y4: Recognise and explain patterns and
relationships, generalise and predict
Y4: Recognise multiples of 2, 3, 4, 5 and 10, up to the
tenth multiple
Y3: Find unit fractions of numbers
Y3: Recognise unit fractions
Y4: Recognise simple fractions that are several parts
of a whole
Y4: Identify two simple fractions with a total of 1
Y4: Recognise mixed numbers
Page 6 of 16
National Numeracy Framework for Wales 2013
Which numeracy skills are covered in each Abacus Evolve week?
Abacus Evolve Year 3–4
Abacus Evolve
Week
11
Block
Summary
Objectives
Year
Strand
Element
Skill
A2.a
Y3: Round numbers 
to nearest 10;

Y4: Count on/back in
10s, 100s, 1000s

Y3: Round numbers less than 100 to the nearest 10
Y4: Count on and back in 1s, 10s, 100s or 1000s
from any whole number up to 100 000
Y4: Add or subtract 1, 10, 100 or 1000 to or from any
integer
4
Number
Estimate

estimate by rounding to the nearest 10 [or 100]
A2.b
Order numbers, say
numbers lying
between two
numbers



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
Y4: Compare and order numbers up to 10 000
Y4: Say one or more numbers lying between two
given numbers
Y4: Use symbols for less than (<) and greater than
(>)
4
Number
Number facts

compare [and estimate] with numbers up to 1000
Y3: Recognise odd and even numbers up to at least
50
Y3: Count on in 10s, 100s or 50s from zero
Y3: Recognise multiples of 10, 100 and 50
Y4: Recognise odd and even numbers up to 1000
Y4: Recognise the properties of odd and even
numbers, including their sums and differences
Y4: Recognise and explain patterns and
relationships, generalise and predict
Y4: Use knowledge of sums or differences of
odd/even numbers to check calculations
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: Count on in 10s, 100s or 50s from zero
Y3: Recognise multiples of 10, 100 and 50
Y4: Recognise negative numbers in context
Y4: Recognise and extend number sequences
formed by counting from any number in steps of
constant size, extending beyond zero when counting
back
4
Measuring
Temperature

[take temperature readings using thermometers and]
interpret readings above and below 0°C



12
Numeracy Framework for Wales
A2.c
Y3: Recognise
odd/even numbers;
Y4: Know properties
of odd/even
numbers







A2.d
Y3: Count in 10s,
100s or 50s;
Y4: Recognise
negative numbers
Last updated: 6th August 2013




Page 7 of 16
National Numeracy Framework for Wales 2013
Which numeracy skills are covered in each Abacus Evolve week?
Abacus Evolve Year 3–4
Abacus Evolve
Week
13
Block
B2.a
Summary
Objectives
Y3: Know pairs of

100s that total 1000;
Y4: Double/halve

numbers up to 50



B2.b
Y3: Add to make the 
next 100;

Y4: Double/halve
multiples of 10 and

100



14
B2.c
Y3: Classify and
describe prisms;
Y4: Identify and
draw lines of
symmetry





B2.d
Y3: Know properties 
of 3D shapes;
Y4: Rehearse
names/nets of 3D

shapes


Last updated: 6th August 2013
Numeracy Framework for Wales
Year
Strand
Element
Skill
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
3
Number
Calculate

use partitioning to double and halve 2-digit numbers
3
Y3: Derive all number pairs that total 100
Y3: Use pairs that total 100 to make the next multiple
of 100
4
Y4: Derive doubles of multiples of 10 to 500, and the
corresponding halves
Y4: Derive doubles of multiples of 100 to 5000, and
the corresponding halves
Y4: Use known number facts and place value to
multiply or divide mentally
Y4: Identify near doubles using known doubles
Number
Calculate

use mental strategies to add and subtract 2-digit
numbers
Number
Calculate

use mental strategies to multiply and divide
2-digit numbers by a single digit number
Y3: Know by heart pairs of multiples of 100 that total
1000
Y3: Derive all pairs of multiples of 5 that total 100
Y4: Derive doubles of integers up to 50 and the
corresponding halves
Y4: Double or halve 2-digit numbers by doubling or
halving the tens first
Y4: Identify near doubles using known doubles
Y3: Introduce, classify and describe prisms
Y3: Relate prisms to pictures of them
Y4: Rehearse the concept of line symmetry
Y4: Classify polygons according to their lines of
symmetry
Y4: Sketch the reflection of a shape in a mirror line
parallel to one side
No matching skills
Y3: Classify and describe common 3D shapes by
properties: number of faces, edges, vertices; types of
face
Y4: Make and investigate a general statement about
familiar numbers or shapes by finding examples that
satisfy it (shape)
Y4: Begin to use the terms ‘polyhedron’ and
‘tetrahedron’
Y4: Visualise 3D shapes from 2D drawings and
identify simple nets of solid shapes
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 3–4
Abacus Evolve
Week
15
Block
C2.a
Summary
Objectives
Measure capacity

and know the
relationship between 
litres and millilitres






C2.b
16
C2.c
Use units of time
(days, hours,
minutes, seconds)
and read timetables

Y3: Organise and
interpret data in
frequency tables;
Y4: Measure
perimeter





C2.d
Organise and
interpret data in bar
graphs



Last updated: 6th August 2013
Numeracy Framework for Wales
Year
Strand
Element
Skill

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
Y4: Use, read and write standard metric units of
capacity: l, ml
Y4: Know the equivalent of ½, ¼ , ¾ ,1/10 of 1 litre in
ml
Y4: Suggest suitable units and measuring equipment
to estimate or measure capacity
Y4: Begin to use imperial units of capacity: pints
Y4: Record estimates and readings from capacity
scales
3–6
Reasoning
Identify
3
Number
Fractions, etc. 
3
Measuring
Length, etc.
4
Number
Fractions, etc. 
4
Measuring
Length, etc.

measure capacities to the nearest 50ml or 100ml
5
Measuring
Length, etc.

make use of conversions, e.g. ¼ of a km = 250m
Y3: Use units of time and know the relationship
between them: days, hours, minutes, seconds
Y4: Read simple timetables
3–4
Data
Data

extract and interpret information from [charts,]
timetables [, diagrams and graphs]
Y3: Organise and interpret numerical data in
frequency tables
Y4: Begin to understand the term ‘perimeter’
Y4: Measure the perimeter of rectangles and other
simple shapes
Y4: Understand the difference between area and
perimeter
3
Measuring
Length, etc.

recognise that perimeter is the distance around a shape
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
4
Measuring
Length, etc.

measure and calculate the perimeter of squares and
rectangles
5–6
Data
Data
represent data using:
– lists, tally charts, tables, diagrams and frequency
tables
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
Y3: Organise and interpret numerical data in bar
charts
Y4: Construct and interpret bar graphs with intervals
labelled in 2s, 5s, 10s or 20s
Y4: Compare bar graphs with scales of differing step
size

select and use suitable instruments and units of
measurement
find fractional quantities linked to known multiplication
facts, e.g. 1/3 of 18, 1/5 of 15
use standard units of:
– capacity: use litres and half litres; measure to the
nearest 100ml
find fractional quantities using known table facts, e.g. 1/6
of 30cm
Page 9 of 16
National Numeracy Framework for Wales 2013
Which numeracy skills are covered in each Abacus Evolve week?
Abacus Evolve Year 3–4
Abacus Evolve
Week
17
Block
D2.a
Summary
Y3: Add/subtract
multiples of 10;
Y4: Add by
partitioning
Objectives





D2.b
Add and subtract 2and 3-digit numbers




18
D2.c
Add or subtract near 
multiples of 10 to or
from 2- or 3-digit

numbers


D2.d
Y3: Add or subtract
multiples of 10;
Y4: Add HTU using
formal/informal
methods





Last updated: 6th August 2013
Numeracy Framework for Wales
Year
Strand
Element
Skill
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
Y4: Use known number facts and place value to add
two 2-digit numbers, adding the tens first
Y4: Understand the principles (not the names) of the
commutative and associative laws as they apply or
not to addition and subtraction
Y4: Partition 2-digit numbers into T and U (revise)
Number
Calculate

use mental strategies to add and subtract 2-digit
numbers
Y3: Add and subtract two 2-digit numbers, beginning 3–6
to cross a multiple of 10
3
Y3: Add and subtract a 2-digit number to and from a
3-digit number
Y4: Use known number facts and place value to
4
subtract one 2-digit number from another, by counting
on and back
Y4: Choose and use appropriate operations and
appropriate ways of calculating (mental, mental with
jottings, pencil and paper) to solve problems
Reasoning
Identify

select appropriate mathematics and techniques to use
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
Y3: Add and subtract 9 and 11 to and from a 2- or 3- 3
digit number
Y3: Add and subtract 19 and 29 to and from a 2- or 34
digit number
Y4: Add near multiples of 10 to 2- and 3-digit
numbers
Y4: Subtract near multiples of 10 from 2- and 3-digit
numbers
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
Y3: Add and subtract a multiple of 10 to and from a 3- 4
digit number, crossing 100
Y3: Add and subtract a multiple of 100 to and from a
4-digit number, crossing 1000
5
Y4: Add HTU + TU, HTU + HTU using informal
written methods
Y4: Add HTU + TU, HTU + HTU using standard
written methods
Y4: Add more than two numbers using standard
written methods
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
Calculate

add [and subtract] 3-digit numbers using an appropriate
mental or written method
Page 10 of 16
National Numeracy Framework for Wales 2013
Which numeracy skills are covered in each Abacus Evolve week?
Abacus Evolve Year 3–4
Abacus Evolve
Week
19
Block
E2.a
Summary
Know ×5, ×6 and
×10 multiplication
facts
Objectives





E2.b
Y3: Know division is
inverse of
multiplication;
Y4: Know ×8
multiplication facts





20
E2.c
Y3: Know
multiplication ×3
facts;
Y4: Compare and
order fractions





E2.d
Y3: Recognise nonunit fractions;
Y4: Find equivalent
decimals and
fractions
Last updated: 6th August 2013
Numeracy Framework for Wales




Year
Strand
Element
Skill
3
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
4
Y4: Know the multiplication facts for the 6 times table,
and the corresponding division facts
Y4: Use doubling to find new facts from known facts
Y4: Use closely related facts: develop the ×6 table
from the ×4 and ×2 tables
Number
Number facts

recall [2,3,4,] 5 and 10 multiplication tables and use to
solve multiplication and division problems
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: 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
Y4: Begin to know the multiplication facts for the
8 times table, and the corresponding division facts
Y4: Use doubling to find new facts from known facts
5
Number
Number facts

[Begin to] use mental strategies to recall multiplication
tables for [2, 3, 4, 5, 6,] 8 [and 10] and use to solve
division problems
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
Y4: Compare and order fractions
Y4: Locate fractions on a number line
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

[Begin to] use mental strategies to recall multiplication
tables for [2, 3, 4, 5,] 6 [and 10] and use to solve
division problems
Y3: Find non-unit fractions of shapes and numbers
Y3: Recognise non-unit fractions
Y4: Use decimal notation for tenths
Y4: Recognise the equivalence between the decimal
and fraction forms of halves and tenths
4
Number
Fractions, etc. 
recognise fractions that are several parts of a whole,
e.g. 2⁄3, 3⁄10
5
Number
Fractions, etc. 
use understanding of simple fraction and decimal
equivalences when measuring and calculating, e.g. ½ =
0.5, 1⁄10 = 0.1
Page 11 of 16
National Numeracy Framework for Wales 2013
Which numeracy skills are covered in each Abacus Evolve week?
Abacus Evolve Year 3–4
Abacus Evolve
Week
21
Block
A3.a
A3.b
Summary
Objectives
Round 3-digit
numbers to nearest
10 or 100

Y3: Solve problems
involving money;
Y4: Multiply/divide
by 10 or 100










22
A3.c
A3.d
Y3: Add by
partitioning;
Y4: Subtract HTU–
TU and HTU–HTU
Y3: Add by
identifying near
doubles;
Y4: Subtract HTU–
TU and HTU–HTU
Last updated: 6th August 2013
Numeracy Framework for Wales





Year
Strand
Element
Skill
Y3: Begin to round 3-digit numbers to the nearest 100 4
and 10
Y3: Understand and use £.p notation
Y4: Round a 3-digit number to the nearest 10 or 100
Y4: Make and justify estimates up to about 250
Y4: Round a sum of money to the nearest pound
Number
Estimate

estimate by rounding to the nearest 10 or 100
3
Number
Number facts

multiply numbers by 10
3
Number
Estimate

check subtraction using addition
3
Number
Money

use different combinations of money to pay for items up
to £2 and calculate the change
4
Number
Number facts

multiply and divide numbers by 10 and 100
4
Number
Calculate

use mental strategies to multiply and divide
2-digit numbers by a single digit number
Y3: Add a 2-digit number to a 2-, 3- or 4-digit number 3
by partitioning into T and U then recombining
Y4: Subtract HTU – TU, HTU – HTU using informal
4
written method of complementary addition
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
5
Number
Calculate

[add and] subtract 3-digit numbers using an appropriate
mental or written method
Y3: Add a 2-digit number to a 2-, 3- or 4-digit number 3
by partitioning into T and U then recombining
Y3: Add by identifying near doubles, using doubles
4
already known
Y4: Subtract HTU – TU, HTU – HTU using standard
written method of decomposition
5
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
Number
Calculate

[add and] subtract 3-digit numbers using an appropriate
mental or written method
Y3: Extend understanding that subtraction is the
inverse of addition
Y3: Solve ‘real-life’ problems involving money
(comparing amounts)
Y4: Multiply or divide any integer up to 1000 by 10
and understand the effect
Y4: Begin to multiply integers by 100
Y4: Use known number facts and place value to
multiply or divide mentally
Y4: Use doubling or halving to find new facts from
known facts
Page 12 of 16
National Numeracy Framework for Wales 2013
Which numeracy skills are covered in each Abacus Evolve week?
Abacus Evolve Year 3–4
Abacus Evolve
Week
23
Block
B3.a
B3.b
Summary
Objectives
Y3: Recognise odd
and even numbers;
Y4: Find differences
by counting on

Know ×4 or ×9
multiplication facts









24
B3.c
Y3: Make rightangled turns;
Y4: Measure
clockwise/anticlockwise turns






B3.d
Y3: Use compass

directions;
Y4: Know angles are 
measured in

degrees




Last updated: 6th August 2013
Numeracy Framework for Wales
Year
Strand
Element
Skill
Y3: Recognise odd and even numbers up to at least
100
Y3: Count on in 5s to 100, and in 50s to 1000
Y4: Find a small difference by counting on,
e.g. 5003 – 4996
3
Number
Number facts

recall 2, [3, 4,] 5 [and 10] multiplication tables [and use
to solve multiplication and division problems]
4
Number
Calculate

find differences within 1000
Y3: Recognise odd and even numbers up to at least
100
Y3: Count on in 5s to 100, and in 50s to 1000
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)
Y4: Begin to know the multiplication facts for the 9
times table, and the corresponding division facts
Y4: Make and investigate a general statement about
familiar numbers or shapes by finding examples that
satisfy it (number)
3
Number
Number facts

recall 2, [3,] 4, 5 [and 10] multiplication tables and use
to solve multiplication and division problems
6
Number
Number facts

[Begin to] use mental strategies to recall multiplication
tables up to 10 x 10 and use to solve division problems
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
Y4: Use the eight-point compass directions
Y4: Make and measure clockwise and anti-clockwise
turns
2
Measuring
Area, etc.

recognise half and quarter turns, clockwise and anticlockwise
2
Measuring
Area, etc.

recognise that a quarter turn is a right angle
3
Measuring
Area, etc.

use the four compass points to describe directions
4
Measuring
Area, etc.

use eight compass points to describe direction
2
Y3: Recognise and use the four compass directions
N, S, E, W
Y3: Describe a route using distance and direction
3
Y3: Make and describe right-angled turns between
the four compass points
Y4: Rehearse measuring right-angled turns
Y4: Begin to know that angles are measured in
degrees
Y4: Start to order a set of angles less than 180
degrees
Y4: Recognise the relationship between degrees and
right angles
Measuring
Area, etc.

recognise half and quarter turns, clockwise and anticlockwise
Measuring
Area, etc.

use the four compass points to describe directions
Page 13 of 16
National Numeracy Framework for Wales 2013
Which numeracy skills are covered in each Abacus Evolve week?
Abacus Evolve Year 3–4
Abacus Evolve
Week
25
Block
C3.a
Summary
Locate position on a
grid
Objectives




C3.b
Measure and

compare weights in
kilograms and grams 






26
C3.c
C3.d
Know and use units
of time; use a
calendar

Organise and
interpret data in
Venn and Carroll
diagrams





Last updated: 6th August 2013
Numeracy Framework for Wales
Year
Strand
Element
Skill
Y3: Locate position on a grid with the rows and
columns labelled
Y4: Locate position on a grid, based on labelling the
horizontal and vertical lines
Y4: Recognise simple examples of horizontal and
vertical lines
Y4: Begin to use the term ‘coordinate’
5
Measuring
Area, etc.

[Begin to] use coordinates to specify location
Y3: Know the relationship between kilograms and
grams
Y3: Read weighing scales to the nearest labelled and
unlabelled division
Y3: Measure and compare weights using standard
units: kilograms, grams
Y4: Use, read and write standard metric units of
weight: kg, g
Y4: Rehearse the relationship between grams and
kilograms
Y4: Know the equivalent of ½, ¼ , ¾ ,1/10 of 1 kg in g
Y4: Suggest suitable units and measuring equipment
to estimate or measure weight
Y4: Record estimates and readings from weighing
scales
3–6
Reasoning
Identify

select and use suitable instruments and units of
measurement
3
Number
Fractions, etc. 
3
Measuring
Length, etc.
4
Number
Fractions, etc. 
4
Measuring
Length, etc.

use weighing scales with divisions to weigh objects to
the nearest 5g, 10g, 25g or 100g
5
Measuring
Length, etc.

make use of conversions, e.g. ¼ of a km= 250m
Y3: Use units of time and know the relationship
between them: years, months, weeks, days, hours
Y3: Begin to use a calendar
Y4: Use a calendar
4
Measuring
Time

use calendars to plan events
Y3: Classify and sort data according to one or two
criteria in Venn and Carroll diagrams
Y4: Organise and interpret data represented in a
Venn diagram (two criteria)
Y4: Organise and interpret data represented in a
Carroll diagram (two criteria)
3–4
Data
Data

represent data using:
– Venn and Carroll diagrams
3–4
Data
Data

extract and interpret information from charts,
[timetables,] diagrams and graphs

find fractional quantities linked to known multiplication
facts, e.g. 1/3 of 18, 1/5 of 15
use standard units of measure:
– weight/mass: use 5g, 10g and 100g weights
find fractional quantities using known table facts, e.g. 1/6
of 30cm
Page 14 of 16
National Numeracy Framework for Wales 2013
Which numeracy skills are covered in each Abacus Evolve week?
Abacus Evolve Year 3–4
Abacus Evolve
Week
27
Block
D3.a
D3.b
28
D3.c
Summary
Y3: Use informal
written methods for
addition;
Y4: Add amounts of
money
Objectives



Year
Y3: Use informal written methods to record additions 3–6
for 2- and 3-digit numbers
Y4: Add amounts of money, e.g. £3.26 + £5.85, using
standard written methods
4
Y4: Use a calculator to carry out one- and two-step
calculations, correct mistaken entries and interpret
the display correctly in the context of money
4
Strand
Element
Skill
Reasoning
Review

interpret answers within the context of the problem and
consider whether answers including calculator,
[analogue and digital] displays are sensible
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
Money

add [and subtract] totals less than £10 using correct
notation, e.g. £6.85 – £2.76
Y3: Use column

addition;
Y4: Subtract money 
using decomposition
Y3: Begin to use column addition to add 2- and
3-digit numbers
Y4: Subtract amounts of money, e.g. £8.40 - £3.76,
using standard written method of decomposition
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
4
Number
Money

[add and] subtract totals less than £10 using correct
notation, e.g. £6.85 – £2.76
Y3: Find a difference 
by counting on;
Y4: Know ×7 facts

Y3: Find a difference between two 2- or 3-digit
numbers by counting on
Y4: Begin to know the multiplication facts for the
7 times table, and the corresponding division facts
Y4: Use closely related facts: develop the ×7 table
from the ×4 and ×3 tables
3
Number
Calculate

find differences within 100
4
Number
Calculate

find differences within 1000
6
Number
Number facts

[Begin to] use mental strategies to recall multiplication
tables up to 10 x 10 and use to solve division problems
Y3: Use informal written methods to record
subtractions for 2- and 3-digit numbers
Y4: Multiply TU × U by partitioning into T and U
Y4: Multiply TU × U using informal written methods:
grid method
Y4: Understand the principles (not the names) of the
commutative, associative and distributive laws as
they apply to multiplication
Y4: Understand multiplication as repeated addition
3
Number
Estimate

check multiplication using repeated addition
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
4
Number
Calculate

use mental strategies to multiply [and divide]
2-digit numbers by a single digit number

D3.d
Numeracy Framework for Wales
Y3: Subtract 2- and
3-digit numbers;
Y4: Multiply TU×U





Last updated: 6th August 2013
Page 15 of 16
National Numeracy Framework for Wales 2013
Which numeracy skills are covered in each Abacus Evolve week?
Abacus Evolve Year 3–4
Abacus Evolve
Week
29
Block
E3.a
Summary
Objectives
Y3: Understand

division as grouping; 
Y4: Divide TU ÷ U

30
E3.c
E3.d
Y3: Multiply by 10
and 100;
Y4: Multiply TU × U
Y3: Recognise
simple equivalent
fractions;
Y4: Find fractions of
quantities
Y3: Find totals, pay
with coins and give
change;
Y4: Use decimal
notation
Last updated: 6th August 2013
Year
Strand
Element
Skill
Y3: Understand division as grouping
Y3: Find remainders after simple division
Y3: Round up or down after division, depending on
the context
Y4: Divide TU ÷ U using informal written methods
Y4: Divide TU ÷ U using standard written methods
Y4: Understand division as repeated subtraction
3–6
Reasoning
Review

interpret answers within the context of the problem and
consider whether answers [including calculator,
analogue and digital displays ] are sensible
4
Number
Calculate

use mental strategies to [multiply and] divide
2-digit numbers by a single digit number
3
Number
Number facts

multiply numbers by 10
4
Number
Number facts

multiply [and divide] numbers by 10 and 100

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
Y4: Multiply TU × U using standard written methods
4
Number
Calculate

use mental strategies to multiply [and divide]
2-digit numbers by a single digit number





Y3: Begin to recognise simple equivalent fractions
Y3: Compare familiar fractions
Y4: Find fractions of numbers, quantities and shapes
Y4: Find quarters by halving halves
Y4: Begin to relate fractions to division
3
Number
Fractions, etc. 
halve 2-digit numbers in the context of number, money
and measures
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. 
halve 3-digit numbers in the context of number, money
and measures
4
Number
Fractions, etc. 
find fractional quantities using known table facts, e.g. 1⁄6
of 30cm
3
Y3: Rehearse £.p notation
Y3: Find totals, give change and work out which coins
to pay
3
Y4: Use decimal notation for hundredths
Y4: Recognise the equivalence between the decimal 4
and fraction forms of halves and quarters
5
Number
Money

use different combinations of money to pay for items up
to £2 and calculate the change
Number
Money

order and compare items up to £10
Number
Money

order and compare items up to £100
Number
Fractions, etc. 



E3.b
Numeracy Framework for Wales






use understanding of simple fraction and decimal
equivalences when measuring and calculating, e.g. ½ =
0.5 [, 1/10 =0.1]
Page 16 of 16