National Numeracy Framework for Wales 2013
Which numeracy skills are covered in each Abacus Evolve week?
Abacus Evolve Year 4–5
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 23
National Numeracy Framework for Wales 2013
Which numeracy skills are covered in each Abacus Evolve week?
Abacus Evolve Year 4–5
Abacus Evolve
Week
1
Block
A1.a
and
A1.b
Summary
Objectives
Read and write

whole number to 10
000; Know what

each digit represents

Partition numbers
into Th, H, T, U;
Compare and order 
numbers




2
A1.c
and
A1.d
Know multiplication 
as repeated addition; 
Know multiplication
facts up to 10 x 10

Understand division 
as inverse of
multiplication; Divide 
whole numbers; Find
remainders









Last updated: 6th August 2013
Numeracy Framework for Wales
Year
Strand
Element
Skill
Y4: Read and write numbers up to 100 000 in figures
and words
Y4: Know what each digit in a 5-digit number
represents
Y5: Read and write whole numbers in figures and
words, and know what each digit represents
4
Number
Number facts

read and write numbers to 10 000
5
Number
Number facts

read and write numbers to 100 000
Y4: Recognise the relationship between Th, H, T
and U
Y4: Partition 4-digit numbers into Th, H, T and U
Y5: Use the vocabulary of comparing and ordering
numbers, including symbols such as <, >, =
Y5: Say one or more numbers lying between two
given numbers (revise)
Y5: Order a set of integers less than 1 million
4
Number
Number facts

compare [and estimate with] numbers up to 1000
4
Y4: Rehearse multiplication as repeated addition
Y4: Understand and use the commutativity of
multiplication
5
Y5: Know by heart all multiplication facts up to
10 × 10
Y5: Use the relationship between multiplication and
6
division to multiply and divide mentally
Y5: Recognise that from one multiplication or division
fact, others can be found
Y5: Derive quickly division facts corresponding to
multiplication facts up to 10 × 10
Number
Number facts

use mental strategies to recall multiplication tables for 2,
3, 4, 5, 6 and 10 and use to solve division problems
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
Number facts

use mental strategies to recall multiplication tables up to
10 x 10 and use to solve division problems
3–6
Y4: Find remainders after division
Y4: Continue to round up or down after division,
depending on the context
Y4: Rehearse the concept of division as grouping
4
Y4: Consolidate division as the inverse of
multiplication
Y4: Divide a whole number of pounds by 2, 4, 5 or 10
to give £.p
Y5: Rehearse the concept of a remainder, when
dividing
Y5: Round up or down after division, depending on
the context (revise)
Y5: Begin to express a quotient as a fraction, or as a
decimal when dividing an integer by 2, 4, 5 or 10, or
when dividing £.p
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 multiply and divide
2-digit numbers by a single digit number
Page 2 of 23
National Numeracy Framework for Wales 2013
Which numeracy skills are covered in each Abacus Evolve week?
Abacus Evolve Year 4–5
Abacus Evolve
Week
3
Block
B1.a
and
B1.b
Summary
Y4: Know number
pairs to 100/1000;
Add to next multiple
100/1000
Objectives



Y5: Find differences 
on through the next
multiple of 10, 100 or 
1000






4
B1.c
and
B1.d
Y4: Describe and
visualise common
shapes; Classify
polygons, recognise
types of triangles
Y5: Recognise
parallel and
perpendicular lines;
Classify triangles
Year
Strand
Element
No matching skills
Y4: Derive quickly pairs of numbers that total 100
Y4: Derive quickly pairs of multiples of 50 that
total 1000
Y4: Derive quickly pairs of multiples of 5 that
total 100
Y5: Continue to derive quickly pairs of numbers that
total 100
Y5: Continue to derive quickly pairs of multiples of 50
that total 1000
Y5: Derive quickly pairs of 2-digit decimals that
total 10
Y4: Find what to add to a 2- or 3-digit number to
make 100 or the next multiple of 100
Y4: Derive quickly pairs of numbers that total 100
Y4: Find what to add to a 4-digit multiple of 100 to
make the next multiple of 1000
Y5: Find what to add to a 3-digit number to make the
next higher multiple of 100
Y5: Find differences by counting on through the next
multiple of 10, 100 or 1000
Skill
4
Number
Calculate

find differences within 1000
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
5
Number
Calculate

add [and subtract a] 3-digit numbers using an
appropriate mental [or written] method






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
Y5: Recognise properties of rectangles
Y5: Recognize parallel and perpendicular lines; use
rulers and/or set squares
No matching skills

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 (number)
Y4: Recognise equilateral and isosceles triangles
Y5: Classify triangles, using criteria such as equal
sides, equal angles, lines of symmetry
No matching skills



Last updated: 6th August 2013
Numeracy Framework for Wales
Page 3 of 23
National Numeracy Framework for Wales 2013
Which numeracy skills are covered in each Abacus Evolve week?
Abacus Evolve Year 4–5
Abacus Evolve
Week
5
Block
C1.a
and
C1.b
Summary
Objectives
Use, read and write 
standard metric units
of length: mm, cm,

m, km

Use, read and write 
standard metric units 
of weight: kg, g;
Read scales















Last updated: 6th August 2013
Numeracy Framework for Wales
Year
Strand
Element
Skill

Y4: Use, read and write standard metric units of
length: mm, cm, m, km
Y4: Suggest suitable units and measuring equipment
to estimate or measure length
Y4: Begin to use imperial units of length: miles
Y4: Convert centimetres to metres and vice versa
Y4: Rehearse the relationships between metric units
of length
Y4: Know the equivalent of ½, ¼ , ¾ ,1/10 of 1 km,
1 m, in m, cm
Y5: Measure and draw lines to the nearest millimetre
Y5: Convert from one larger metric unit of length to
another smaller unit
Y5: Know imperial units of length: miles
Y5: Know the equivalent of ½, ¼ , ¾ ,1/10, 1/100 of
1 km, 1 m, in m, cm
3–6
Reasoning
Identify
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.

use measuring instruments with 10 equal divisions
between each major unit, and record using decimal
notation, e.g. 4.2cm, 1.3kg
5
Measuring
Length, etc.

Make use of conversions, e.g. ¼ of a km = 250m
6
Measuring
Length, etc.

[Begin to] use the language of imperial units in daily
use, e.g. miles, pints
Y4: Use, read and write standard metric units of
weight: kg, g
Y4: Suggest suitable units and measuring equipment
to estimate or measure weight
Y4: Record estimates and readings from weighing
scales
Y4: Know the equivalent of ½, ¼ , ¾ ,1/10 of 1 kg in g
Y4: Rehearse the relationship between grams and
kilograms
Y5: Use, read and write standard metric units of
weight: kg, g
Y5: Suggest suitable units and measuring equipment
to estimate or measure weight
Y5: Record estimates and readings from weighing
scales
Y5: Know the equivalent of ½, ¼ , ¾ ,1/10, 1/100 of
1 kg in g
Y5: Convert from one larger metric unit of weight to
another smaller unit
3–6
Reasoning
Identify

select and use suitable instruments and units of
measurement
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.

use measuring instruments with 10 equal divisions
between each major unit, and record using decimal
notation, e.g. 4.2cm, 1.3kg
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 using known table facts, e.g. 1/6
of 30cm
Page 4 of 23
National Numeracy Framework for Wales 2013
Which numeracy skills are covered in each Abacus Evolve week?
Abacus Evolve Year 4–5
Abacus Evolve
Week
6
Block
C1.c
and
C1.d
Summary
Objectives
Draw and interpret
tally charts,
frequency tables,
pictograms and bar
graphs

Organise, construct
and interpret data in
pictograms and bar
line graphs






Last updated: 6th August 2013
Numeracy Framework for Wales
Y4: Rehearse the use of tally charts to record
observations
Y4: Represent data in frequency tables
Y4: Interpret tally charts and frequency tables
Y5: Draw and interpret frequency tables, pictograms
and bar graphs
Y5: Begin to find the mode of a set of data
Y4: Construct and interpret pictograms where the
symbol represents 2, 5, 10 or 20 units
Y5: Draw and interpret frequency tables, pictograms
and bar graphs
Year
Strand
Element
Skill
5–6
Data
Data

represent data using:
– [lists, tally charts, diagrams and] frequency tables
– bar charts, grouped data charts [line graphs and
conversion graphs]
5–6
Data
Data

extract and interpret information from an increasing
range of diagrams, timetables and graphs [(including
pie charts)]
5–6
Data
Data

[Begin to] use [mean, median,] mode [and range] to
describe a data set
3–4
Data
Data

represent data using:
– pictograms where one symbol represents more than
one unit using a key
5–6
Data
Data

extract and interpret information from an increasing
range of [diagrams, timetables and] graphs [(including
pie charts)]
Page 5 of 23
National Numeracy Framework for Wales 2013
Which numeracy skills are covered in each Abacus Evolve week?
Abacus Evolve Year 4–5
Abacus Evolve
Week
7
Block
D1.a
and
D1.b
Summary
Objectives
Derive and identify

doubles/halves of
integers up to 100 by 
partitioning

Derive
doubles/halves of
multiples of 10500/100-10000;
Multiply mentally











Last updated: 6th August 2013
Numeracy Framework for Wales
Year
Strand
Element
Skill
Y4: Double or halve 2-digit numbers by doubling or
halving the tens first
Y4: Identify near doubles using known doubles
Y4: Derive doubles of integers up to 50 and the
corresponding halves
Y5: Double or halve 2-digit numbers by doubling or
halving the tens first
Y5: Identify near doubles using known doubles,
including decimals
Y5: Derive doubles of integers up to 100 and 2-digit
decimals and their corresponding halves
No matching skills
Y4: Use known number facts and place value to
multiply or divide mentally
Y4: Identify near doubles using known doubles
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
Y5: Use known number facts and place value to
multiply or divide mentally
Y5: Identify near doubles using known doubles,
including decimals
Y5: Derive doubles of multiples of 10 to 1000, and the
corresponding halves
Y5: Derive doubles of multiples of 100 to 10 000, and
the corresponding halves
No matching skills
Page 6 of 23
National Numeracy Framework for Wales 2013
Which numeracy skills are covered in each Abacus Evolve week?
Abacus Evolve Year 4–5
Abacus Evolve
Week
8
Block
D1.c
and
D1.d
Summary
Objectives
Y4: Tell time using

am and pm; Estimate
and measure time

using
minutes/seconds


Y5: Use and convert
units of time; Use

24-hour digital times 





Last updated: 6th August 2013
Numeracy Framework for Wales
Year
Strand
Element
Skill
Y4: Read the time to the nearest minute on analogue 4
clocks
4
Y4: Rehearse time to the nearest minute on 12-hour
digital clocks
5
Y4: Use am and pm and the notation 9:53
Y5: Use, read and write units of time (including
decade, millennium, leap year)
Y5: Convert from one unit of time to another
Y5: Know the number of days in each month
Y5: Read the time on a 24-hour digital clock and use
24-hour clock notation
Measuring
Time

tell the time to the nearest minute on analogue clocks
Measuring
Time

read hours and minutes on a 24-hour digital clock
Measuring
Time

read and use analogue and digital clocks
4
Measuring
Time

read hours and minutes on a 24-hour digital clock
4
Measuring
Time

time and order events in seconds
5
Measuring
Time

read and use analogue and digital clocks
5
Measuring
Time

time events in minutes and seconds, and order the
results
6
Measuring
Time

[Begin to] use and interpret timetables [and schedules to
plan events and activities and make calculations as part
of the planning process]
Y4: Rehearse the use of seconds as a measure of
time
Y4: Estimate and measure time using seconds,
minutes, hours
Y5: Read the time on a 24-hour digital clock and use
24-hour clock notation
Y5: Use timetables
Page 7 of 23
National Numeracy Framework for Wales 2013
Which numeracy skills are covered in each Abacus Evolve week?
Abacus Evolve Year 4–5
Abacus Evolve
Week
9
Block
E1.a
and
E1.b
Summary
Objectives
Y4: Count on/back in 
steps up to 50;

Recall multiplication
facts to x 10; Derive 
division facts

Y5: Make statements
about odd/even

numbers; Recognise
patterns and number

sequences




Last updated: 6th August 2013
Numeracy Framework for Wales
Year
Strand
Element
Skill
4
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
Y5: Make general statements about odd or even
numbers, including their sums and differences
Number
Number facts

use mental strategies to recall multiplication tables for 2,
3, 4, 5 [, 6] and 10 and use to solve division problems
Y4: Know by heart the multiplication facts for the 2, 3, 4
4, 5 and 10 times tables
Y4: Derive division facts corresponding to the 2, 3, 4,
5 and 10 times tables
Y5: Construct number sequences
Y5: Recognise and explain patterns and
relationships, generalise and predict
Y5: Recognise and extend number sequences
formed by counting from any number in steps of
constant size, extending beyond zero when counting
back, including decimals
Number
Number facts

use mental strategies to recall multiplication tables for 2,
3, 4, 5 [, 6] and 10 and use to solve division problems
Page 8 of 23
National Numeracy Framework for Wales 2013
Which numeracy skills are covered in each Abacus Evolve week?
Abacus Evolve Year 4–5
Abacus Evolve
Week
10
Block
E1.c
and
E1.d
Summary
Objectives
Recognise fractions, 
mixed numbers and
equivalence of

simple fractions


Change improper
fractions to mixed

numbers






11
A2.a
and
A2.b
Y4: Count on/back in 
10s, 100s, 1000s;
Add/subtract 1, 10,

100, 1000; Order
numbers

Y5: Round up any

integer to nearest
10, 100 or 1000; Use 
decimal notation for 
T and H




Last updated: 6th August 2013
Numeracy Framework for Wales
Year
Strand
Element
Skill
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
Y5: Use fraction notation, including mixed numbers,
and the vocabulary ‘numerator’ and ‘denominator’
Y5: Change an improper fraction to a mixed number,
and vice versa
4
Number
Fractions, etc. 
Recognise fractions that are several parts of a whole,
e.g. 2/3, 3/10
Y4: Recognise the equivalence of simple fractions
Y5: Recognise when two simple fractions are
equivalent
Y5: Relate tenths (T) and hundredths (H)
Y5: Solve simple problems involving proportion
Y5: Order fractions and position them on a number
line
Y5: Estimate simple proportions such as one third,
seven tenths
5
Number
Fractions, etc. 
use doubling and halving strategies when working with
simple proportions
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
Y5: Round any integer up to 10 000 to the nearest
10, 100 or 1000
Y5: Make and justify estimates of large numbers
5
Number
Estimate

estimate by rounding to the nearest 10, 100 or 1000
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 (>)
Y5: Use decimal notation for tenths and hundredths
Y5: Know what each digit represents in a number
with up to two decimal places
Y5: Order a set of decimal numbers
4
Number
Number facts

compare [and estimate with] numbers up to 1000
5
Number
Number facts

compare numbers with 1 and 2 decimal places
Page 9 of 23
National Numeracy Framework for Wales 2013
Which numeracy skills are covered in each Abacus Evolve week?
Abacus Evolve Year 4–5
Abacus Evolve
Week
12
Block
A2.c
and
A2.d
Summary
Y4: Recognise
properties of
odd/even numbers;
Know x9
multiplication facts
Objectives



Y5: Multiply or divide 
integers by 10 or
100; Recognise

multiples and
common multiples







Last updated: 6th August 2013
Numeracy Framework for Wales
Year
Strand
Element
Skill
Y4: Recognise odd and even numbers up to 1000
Y4: Recognise and explain patterns and
relationships, generalise and predict
Y4: Make and investigate a general statement about
familiar numbers or shapes by finding examples that
satisfy it (number)
Y4: Use knowledge of sums or differences of
odd/even numbers to check calculations
Y5: Multiply or divide any integer up to 10 000 by 10
or 100 and understand the effect
Y5: Use known number facts and place value to
multiply or divide mentally
Y5: Multiply decimals by 10, 100 or 1000
5
Number
Number facts

multiply and divide numbers and decimals by 10 and
100
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)
Y5: Recognise multiples of numbers up to the tenth
multiple
Y5: Recognise and explain patterns and
relationships, generalise and predict
Y5: Begin to understand the concept of common
multiples
6
Number
Number facts

[Begin to] use mental strategies to recall multiplication
tables up to 10 x 10 and use to solve division problems
Page 10 of 23
National Numeracy Framework for Wales 2013
Which numeracy skills are covered in each Abacus Evolve week?
Abacus Evolve Year 4–5
Abacus Evolve
Week
13
Block
B2.a
and
B2.b
Summary
Y4: Add several
small numbers; Add
several multiples of
10 or 100
Y5: Multiply by
partitioning; Multiply
using doubling and
halving
Objectives













Last updated: 6th August 2013
Numeracy Framework for Wales
Year
Strand
Element
Skill
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: Consolidate understanding of the relationship
between addition and subtraction
Y4: Add several multiples of 10 or 100
Y5: Continue to multiply TU × U by partitioning into T
and U
Y5: Use known number facts and place value to
multiply or divide mentally
Y5: Begin to use brackets
4
Number
Calculate

use mental strategies to multiply and divide
2-digit numbers by a single digit number
5
Number
Calculate

add [and subtract] 3-digit numbers using an appropriate
mental [or written] method
Y4: Add by finding pairs that total 9, 10 or 11
Y4: Add and subtract 2- and 3-digit multiples of 10
Y4: Add and subtract two multiples of 100, crossing
1000
Y5: Use doubling or halving to find new facts from
known facts
Y5: Multiply two numbers by halving one and
doubling the other
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
5
Number
Calculate

add and subtract 3-digit numbers using an appropriate
mental or written method
Page 11 of 23
National Numeracy Framework for Wales 2013
Which numeracy skills are covered in each Abacus Evolve week?
Abacus Evolve Year 4–5
Abacus Evolve
Week
14
Block
B2.c
and
B2.d
Summary
Objectives
Recognise reflective 
symmetry; Identify
and draw lines of

symmetry

Rehearse names

and properties of 2D
shapes; Rehearse

names/nets of 3D
shapes










Last updated: 6th August 2013
Numeracy Framework for Wales
Year
Strand
Element
Skill
Y4: Classify polygons according to their lines of
symmetry
Y4: Sketch the reflection of a shape in a mirror line
parallel to one side
Y4: Rehearse the concept of line symmetry
Y5: Recognise reflective symmetry in regular
polygons
Y5: Recognise where a shape will be after reflection
in a mirror line parallel to one side
Y5: Understand the terms ‘reflective symmetry’ and
‘axis of symmetry’
Y5: Complete symmetrical patterns with two lines of
symmetry at right angles
No matching skills
Y4: Rehearse the names of common 3D shapes
Y4: Begin to use the terms ‘polyhedron’ and
‘tetrahedron’
Y4: Visualise 3D shapes from 2D drawings and
identify simple nets of solid shapes
Y4: Describe and visualise 3D shapes
Y4: Make and investigate a general statement about
familiar numbers or shapes by finding examples that
satisfy it (shape)
Y5: Rehearse the names and properties of common
3D shapes
Y5: Rehearse the terms ‘polyhedron’, ‘tetrahedron’
and begin to use ‘octahedron’
Y5: Visualise 3D shapes from 2D drawings and
identify different nets of 3D shapes
No matching skills
Page 12 of 23
National Numeracy Framework for Wales 2013
Which numeracy skills are covered in each Abacus Evolve week?
Abacus Evolve Year 4–5
Abacus Evolve
Week
15
Block
C2.a
and
C2.b
Summary
Understand and
measure area; Use
formula to calculate
the area of a
rectangle
Understand,
measure and
calculate perimeter
Objectives












16
C2.c
and
C2.d
Y4: Locate position
on a grid using
coordinates; Read
simple timetables



Y5: Read and plot

coordinates;

Rehearse names
and properties of 2D

shapes



Last updated: 6th August 2013
Numeracy Framework for Wales
Year
Strand
Element
Skill
Y4: Understand area as ‘covering’ in two dimensions 5
Y4: Measure area using non-standard units
Y4: Measure area using standard units: square
centimetres
Y5: Understand area measured in square centimetres
Y5: Explain a generalised relationship (formula) in
words
Y5: Understand and use the formula in words ‘length
× breadth’ for the area of a rectangle
Measuring
Area, etc.

calculate, estimate and compare the area of squares
and rectangles using standard units
4
Y4: Begin to understand the term ‘perimeter’
Y4: Measure the perimeter of rectangles and other
simple shapes
5
Y4: Understand the difference between area and
perimeter
Y5: Understand, measure and calculate perimeters of
rectangles
Y5: Explain a generalised relationship (formula) in
words
Y5: Understand, measure and calculate perimeters of
regular polygons
Measuring
Length, etc.

measure and calculate the perimeter of squares and
rectangles
Measuring
Length, etc.

measure perimeters
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’
Y5: Read and plot coordinates in the first quadrant
Y5: Recognise where a shape will be after a
translation
5
Measuring
Area, etc.

use coordinates to specify location
Y4: Read simple timetables
Y5: Rehearse the names and properties of common
2D shapes
Y5: Rehearse regular and irregular polygons
Y5: Know the meaning of ‘diagonal’ of a polygon
3–4
Data
Data

extract and interpret information from [charts,]
timetables [diagrams and graphs]
Page 13 of 23
National Numeracy Framework for Wales 2013
Which numeracy skills are covered in each Abacus Evolve week?
Abacus Evolve Year 4–5
Abacus Evolve
Week
17
Block
D2.a
and
D2.b
Summary
Objectives
Y4: Add numbers by 
partitioning; Subtract
2- and 3-digit

numbers
Y5: Add 1-digit
numbers/multiples of
10; Add and subtract
mentally











Last updated: 6th August 2013
Numeracy Framework for Wales
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)
Y5: Continue to add several 1-digit numbers
Y5: Add several multiples of 10
Y5: Use known number facts and place value for
mental addition and subtraction
Y5: Check the sum of several numbers by adding in
reverse order
Year
4
3–6
Y4: Use known number facts and place value to
subtract one 2-digit number from another, by counting
3–6
on and back
Y4: Choose and use appropriate operations and
appropriate ways of calculating (mental, mental with
jottings, pencil and paper) to solve problems
5
Y5: Use known number facts and place value for
mental addition and subtraction
Y5: Partition numbers into H, T and U, adding the
most significant digit first
Y5: Develop further the relationship between addition
and subtraction
Y5: Recognise that from one addition or subtraction
fact, three other related facts can be found
Strand
Element
Skill
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
Reasoning
Identify

select appropriate mathematics and techniques to use
Reasoning
Represent

refine informal methods of recording written
calculations, moving to formal methods of calculation
when developmentally ready
Number
Calculate

add and subtract 3-digit numbers using an appropriate
mental [or written] method
Page 14 of 23
National Numeracy Framework for Wales 2013
Which numeracy skills are covered in each Abacus Evolve week?
Abacus Evolve Year 4–5
Abacus Evolve
Week
18
Block
D2.c
and
D2.d
Summary
Y4: Add/subtract
near multiples of 10;
Add HTU using
formal/informal
methods
Objectives



Y5: Add near

multiples of 10 by
rounding; Mentally
add/subtract a pair of 
decimal numbers




19
E2.a
and
E2.b
Y4: Know x6 and x8
multiplication and
division facts



Y5: Multiply HTU x U
and TU x TU using

informal and formal
written methods




Last updated: 6th August 2013
Numeracy Framework for Wales
Year
Strand
Element
Skill
Y4: Add near multiples of 10 to 2- and 3-digit
numbers
Y4: Subtract near multiples of 10 from 2- and 3-digit
numbers
Y5: Add near multiples of 10 and 100 to 2- and
3-digit numbers
Y5: Partition numbers into H, T and U, adding the
most significant digit first
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
5
Number
Calculate

add [and subtract] 3-digit numbers using an appropriate
mental or written method
Y4: Add HTU + TU, HTU + HTU using informal
written methods
Y4: Add more than two numbers using standard
written methods
Y5: Mentally add or subtract a pair of decimal
numbers, crossing units or tenths
Y5: Use known number facts and place value for
mental addition and subtraction of decimals
Y5: Find what to add to a decimal to make the next
whole number
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
5
Number
Calculate

find differences between numbers with 1 decimal place
5
Number
Calculate

add [and subtract] 3-digit numbers using an appropriate
mental or written method
5
Number
Money

add and subtract totals less than £100 using correct
notation, e.g. £28.18 + £33.45
6
Number
Calculate

add and subtract numbers using whole numbers and
decimals
Y4: Know the multiplication facts for the 6 times table, 4
and the corresponding division facts
Y4: Use doubling to find new facts from known facts
Y4: Use closely related facts: develop the ×6 table
5
from the ×4 and ×2 tables
Y5: Rehearse multiplying HTU × U using informal
written methods
Y5: Multiply HTU × U using standard written methods
Number
Number facts

use mental strategies to recall multiplication tables for
2, [3,] 4, [5,] 6 [and 10] and use to solve division
problems
Number
Calculate

multiply [and divide] 3-digit numbers by a single-digit
number
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
6
Number
Calculate

multiply 2- [and 3-] digit numbers by a 2-digit number
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
Y5: Multiply TU × TU using standard written methods
Page 15 of 23
National Numeracy Framework for Wales 2013
Which numeracy skills are covered in each Abacus Evolve week?
Abacus Evolve Year 4–5
Abacus Evolve
Week
20
Block
E2.c
and
E2.d
Summary
Objectives
Strand
Element
Skill




Number
Fractions, etc. 
find fractional quantities using known table facts, e.g. 1/6
of 30cm
Number
Fractions, etc. 
calculate fractional quantities, e.g. 1/8 of 24 = 3, so 5/8 of
24 = 15
Y5: Relate fractions
to division; Know
and apply tests of
divisibility
4
Y4: Compare and order fractions
Y4: Locate fractions on a number line
Y5: Relate fractions to division
5
Y5: Use division to find fractions, including tenths and
hundredths of numbers and quantities


Y4: Use decimal notation for tenths
Y4: Recognise the equivalence between the decimal
and fraction forms of halves and tenths
Y5: Use division to find fractions, including tenths and
hundredths of numbers and quantities
Y5: Know and apply tests of divisibility by 2, 4, 5, 10
and 100
Y5: Explain a generalised relationship (formula) in
words
Y5: Make and investigate a general statement about
familiar numbers or shapes by finding examples that
satisfy it
4
Number
Fractions, etc. 
find fractional quantities using known table facts, e.g. 1/6
of 30cm
5
Number
Number facts
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
5
Number
Fractions, etc. 
calculate fractional quantities, e.g. 1/8 of 24 = 3, so 5/8 of
24 = 15
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
Y5: Order a given set of positive and negative
numbers
Y5: Calculate a temperature rise or fall across 0
degrees C
Y5: Recognise a negative number on a calculator
5–6
Measuring
Temperature

calculate temperature differences, including those
involving temperature rise and fall across 0°C
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
Y5: Round a number with one decimal place to the
nearest whole number
Y5: Round a number with two decimal places to the
nearest whole number
5
Number
Estimate

estimate by rounding to the nearest 10, 100 or 1000
6
Number
Estimate

estimate by rounding to the nearest [10,100,1000 or]
whole number



A3.a
and
A3.b
Year
Y4: Compare and
order fractions; Find
equivalent decimals
and fractions

21
Numeracy Framework for Wales
Use negative
numbers in context;
Order a set of
positive/negative
numbers



Round 3-digit
numbers/money
amounts and
decimal places to
whole numbers







Last updated: 6th August 2013

use mental strategies to recall multiplication tables for
2, [3,] 4, 5, [6, 8] and 10 and use to solve division
problems
Page 16 of 23
National Numeracy Framework for Wales 2013
Which numeracy skills are covered in each Abacus Evolve week?
Abacus Evolve Year 4–5
Abacus Evolve
Week
22
Block
A3.c
and
A3.d
Summary
Y4: Multiply/divide
integers by 10/100,
Find differences by
counting on
Objectives



Y5: Use known facts 
to multiply; Multiply
using informal

written methods








Last updated: 6th August 2013
Numeracy Framework for Wales
Year
Strand
Element
Skill
4
Y4: Begin to multiply integers by 100
Y4: Use known number facts and place value to
4
multiply or divide mentally
Y4: Use doubling or halving to find new facts from
known facts
Y4: Multiply or divide any integer up to 1000 by 10
and understand the effect
Y5: Multiply using closely related facts
Y5: Multiply by 19, 21, … by multiplying by 20, … and
adjusting
Y5: Check with an equivalent calculation
Y5: Develop higher multiplication tables, e.g. the ×12
table from the ×10 and ×2 tables
Y5: Multiply U.t × U using informal written methods
Number
Number facts

multiply and divide numbers by 10 and 100
Number
Calculate

use mental strategies to multiply and divide
2-digit numbers by a single digit number
4
Number
Calculate

find differences within 1000
5
Number
Estimate

check answers using inverse operations
Y4: Find a small difference by counting on,
e.g. 5003 – 4996
Y5: Multiply U.t × U using informal written methods
Y5: Multiply U.t × U using standard written methods
Y5: Check with the inverse operation when using a
calculator
Page 17 of 23
National Numeracy Framework for Wales 2013
Which numeracy skills are covered in each Abacus Evolve week?
Abacus Evolve Year 4–5
Abacus Evolve
Week
23
Block
B3.a
and
B3.b
Summary
Objectives
Y4: Subtract HTU–

TU, HTU–HTU using
standard method;

Check with inverse
calculation

Y5: Subtract integers 
less than 10 000 and
decimal numbers
using formal/informal 
methods




Last updated: 6th August 2013
Numeracy Framework for Wales
Year
Strand
Element
Skill
4
Y4: Subtract HTU – TU, HTU – HTU using informal
written method of complementary addition
Y5: Subtract one integer from another, each less than
10 000, using informal written methods
5
Y5: Subtract one integer from another, each less than
10 000, using standard written methods
Y5: Understand the effect of and relationships
5
between the four operations (addition and
subtraction)
Y5: Check with the inverse operation
Number
Calculate

[add 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
Number
Estimate

check answers using inverse operations
Y4: Subtract HTU – TU, HTU – HTU using standard
written method of decomposition
Y5: Subtract one decimal number from another, both
with one or both with two decimal places, using
informal and standard written methods
Y5: Understand the effect of and relationships
between the four operations (addition and
subtraction)
Y5: Check with the inverse operation
4
Number
Calculate

[add 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
5
Number
Estimate

check answers using inverse operations
5
Number
Money

add and subtract totals less than £100 using correct
notation, e.g. £28.18 + £33.45
6
Number
Calculate

[add and] subtract numbers using whole numbers and
decimals
Page 18 of 23
National Numeracy Framework for Wales 2013
Which numeracy skills are covered in each Abacus Evolve week?
Abacus Evolve Year 4–5
Abacus Evolve
Week
24
Block
B3.c
and
B3.d
Summary
Y4: Add money
amounts, estimate
and check; Subtract
money using
decomposition
Y5: Add 2 integers
less than 10 000;
Add 2-place
decimals using
written methods
Objectives








Last updated: 6th August 2013
Numeracy Framework for Wales
Year
Strand
Element
Skill
Y4: Add amounts of money, e.g. £3.26 + £5.85, using
standard written methods
Y4: Use a calculator to carry out one- and two-step
calculations involving all four operations; recognise
negative numbers in the display, correct mistaken
entries and interpret the display correctly in the
context of money
Y5: Add two integers less than 10 000 using informal
written methods
Y5: Add two integers less than 10 000 using standard
written methods
Y5: Add more than two integers less than 10 000
Y5: Add two decimal numbers, with one or two
decimal places, using standard written methods
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
Money

add [and subtract] totals less than £10 using correct
notation, e.g. £6.85 – £2.76
5
Number
Calculate

add [and subtract] 3-digit numbers using an appropriate
[mental or] written method
5
Number
Money

add and subtract totals less than £100 using correct
notation, e.g. £28.18 + £33.45
6
Number
Calculate

add [and subtract] numbers using whole numbers and
decimals
Y4: Subtract amounts of money, e.g. £8.40 - £3.76,
using standard written method of decomposition
Y5: Add two decimal numbers, with one or two
decimal places, using standard written methods
4
Number
Money

[add and] subtract totals less than £10 using correct
notation, e.g. £6.85 – £2.76
5
Number
Calculate

find differences between numbers with 1 decimal place
5
Number
Money

add and subtract totals less than £100 using correct
notation, e.g. £28.18 + £33.45
6
Number
Calculate

add [and subtract] numbers using whole numbers and
decimals
Page 19 of 23
National Numeracy Framework for Wales 2013
Which numeracy skills are covered in each Abacus Evolve week?
Abacus Evolve Year 4–5
Abacus Evolve
Week
25
Block
C3.a
and
C3.b
Summary
Use standard units
of capacity and
convert from larger
to smaller
Objectives



Use 8-point
compass, measure

turns; Estimate/draw
angles in degrees












Last updated: 6th August 2013
Numeracy Framework for Wales
Year
Strand
Element
Skill

Y4: Use, read and write standard metric units of
capacity: l, ml
Y4: Record estimates and readings from capacity
scales
Y4: Suggest suitable units and measuring equipment
to estimate or measure capacity
Y4: Know the equivalent of ½, ¼ , ¾ ,1/10 of 1 litre in
ml
Y4: Begin to use imperial units of capacity: pints
Y4: Rehearse the relationship between litres and
millilitres
Y5: Use, read and write standard metric units of
capacity: l, ml
Y5: Record estimates and readings from capacity
scales
Y5: Suggest suitable units and measuring equipment
to estimate or measure capacity
Y5: Know the equivalent of ½, ¼ , ¾ ,1/10, 1/100 of
1 litre in ml
Y5: Convert from one larger metric unit of capacity to
another smaller unit
3–6
Reasoning
Identify
4
Number
Fractions, etc. 
4
Measuring
Length, etc.

measure capacities to the nearest 50ml or 100ml
5
Measuring
Length, etc.

use measuring instruments with 10 equal divisions
between each major unit, and record using decimal
notation, e.g. 4.2cm, 1.3kg
5
Measuring
Length, etc.

make use of conversions, e.g. ¼ of a km = 250m
6
Measuring
Length, etc.

[Begin to] use the language of imperial units in daily
use, e.g. miles, pints
Y4: Use the eight-point compass directions
Y4: Make and measure clockwise and anticlockwise
turns
Y5: Use a protractor to measure and draw acute and
obtuse angles to the nearest 5 degrees
Y5: Understand and use angle measure in degrees
Y5: Estimate an angle in degrees
4
Measuring
Area, etc.

use eight compass points to describe direction
7
Measuring
Area, etc.

[Begin to] measure and draw angles
select and use suitable instruments and units of
measurement
find fractional quantities using known table facts, e.g. 1/6
of 30cm
Page 20 of 23
National Numeracy Framework for Wales 2013
Which numeracy skills are covered in each Abacus Evolve week?
Abacus Evolve Year 4–5
Abacus Evolve
Week
26
Block
C3.c
and
C3.d
Summary
Objectives
Y4: Know angles are 
measured in

degrees; Know and
use units of time;

Read calendars

Y5: Estimate and
measure angles;

Identify acute,

obtuse, reflex angles




27
D3.a
and
D3.b
Y4: Know x7

multiplication/divisio
n facts; Multiply TU x 
U

Y5: Divide HTU by U
using informal and

standard written
methods







Last updated: 6th August 2013
Numeracy Framework for Wales
Year
Strand
Element
Skill
No matching skills
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
Y5: Calculate angles in a straight line
Y5: Rehearse the relationship between degrees and
right angles
Y5: Identify, estimate and order acute, obtuse and
reflex angles
Y4: Use a calendar
Y5: Identify, estimate and order acute, obtuse and
reflex angles
Y5: Recognise acute and obtuse angles in polygons
4
Measuring
Time

use calendars to plan events
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
Y5: Rehearse dividing TU ÷ U using informal written
methods
Y5: Divide HTU ÷ U using informal written methods
(with integer remainder)
4
Number
Calculate

use mental strategies to [multiply and] divide
2-digit numbers by a single digit number
5
Number
Calculate

[multiply and] divide 3-digit numbers by a single-digit
number
6
Number
Number facts

[Begin to] use mental strategies to recall multiplication
tables up to 10 x 10 and use to solve division problems
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
Y5: Divide HTU ÷ U using standard written methods
(with integer remainder)
Y5: Divide HTU ÷ U using informal written methods
(with integer remainder)
Y5: Check with the inverse operation when using a
calculator
4
Number
Calculate

use mental strategies to multiply [and divide]
2-digit numbers by a single digit number
5
Number
Calculate

[multiply and] divide 3-digit numbers by a single-digit
number
5
Number
Estimate

check answers using inverse operations
Page 21 of 23
National Numeracy Framework for Wales 2013
Which numeracy skills are covered in each Abacus Evolve week?
Abacus Evolve Year 4–5
Abacus Evolve
Week
28
Block
D3.c
and
D3.d
Summary
Y4: Multiply/divide
TU by U using
standard methods;
Understand ÷ as
repeated subtraction
Y5: Know square
numbers; Find pairs
of factors of any
number up to 100
Objectives









29
E3.a
and
E3.b
Find fractions of
quantities;
Recognise decimal
notation




Find equivalence
between fractions
and decimals; Find
percentages







Last updated: 6th August 2013
Numeracy Framework for Wales
Year
Strand
Element
Skill
Y4: Multiply TU × U using standard written methods
Y5: Know squares of numbers to at least 10 × 10
Y5: Recognise and explain patterns and
relationships, generalise and predict
Y5: Find all the pairs of factors of any number up to
100
4
Number
Calculate

use mental strategies to multiply [and divide]
2-digit numbers by a single digit number
6
Number
Number facts

use mental strategies to recall multiplication tables up to
10 x 10 and use to solve division problems
Y4: Divide TU ÷ U using informal written methods
Y4: Divide TU ÷ U using standard written methods
Y4: Understand division as repeated subtraction
Y5: Find all the pairs of factors of any number up to
100
Y5: Use factors to help multiply,
e.g. 8 × 12 = 8 × 4 × 3
4
Number
Calculate

use mental strategies to [multiply and] divide
2-digit numbers by a single digit number
6
Number
Number facts

use mental strategies to recall multiplication tables up to
10 x 10 and use to solve division problems
Y4: Find fractions of numbers, quantities and shapes
Y4: Find quarters by halving halves
Y4: Begin to relate fractions to division
Y5: Recognise equivalence between fractions and
decimals
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
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
5
Number
Fractions, etc. 
calculate fractional quantities, e.g. 1/8 of 24 = 3, so 5/8 of
24 = 15
4
Number
Money
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
6
Number
Fractions, etc. 
[Begin to] use understanding of simple fraction, decimal
and percentage equivalences, e.g. find 25% of 60cm
and know that this is equivalent to ¼ of 60cm
6
Number
Fractions, etc. 
[Begin to] calculate percentage quantities based on
10%, e.g. 20%, 5%, 15%
Y4: Use decimal notation for hundredths
Y4: Recognise the equivalence between the decimal
and fraction forms of halves and quarters
Y4: Compare and order amounts of money
Y4: Recognise decimal notation in the context of
money
Y5: Begin to understand percentage as the number of
parts in every 100
Y5: Begin to find simple percentages of small wholenumber quantities
Y5: Begin to express simple fractions as percentages

order and compare items up to £100
Page 22 of 23
National Numeracy Framework for Wales 2013
Which numeracy skills are covered in each Abacus Evolve week?
Abacus Evolve Year 4–5
Abacus Evolve
Week
30
Block
E3.c
and
E3.d
Summary
Y4: Construct and
interpret bar graphs;
Organise and
interpret
Venn/Carroll
diagrams
Objectives




Y5: Classify events
based on degrees of 
likelihood; Draw and
interpret line graphs 

Last updated: 6th August 2013
Numeracy Framework for Wales
Year
Strand
Element
Skill
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
Y5: Classify events based on degrees of likelihood
Y5: Recognise the distinction between ‘impossible’,
‘unlikely’, ‘likely’ and ‘certain’
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
Y4: Organise and interpret data represented in a
Venn diagram (two criteria)
Y4: Organise and interpret data represented in a
Carroll diagram (two criteria)
Y5: Draw and interpret a line graph
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
5–6
Data
Data

represent data using:
– [bar charts, grouped data charts,] line graphs [and
conversion graphs]
5–6
Data
Data

extract and interpret information from an increasing
range of [diagrams, timetables and] graphs [(including
pie charts)]
Page 23 of 23