End of year Objectives grid
for
The Primary Framework for Mathematics (seven strands)
For use as - A class record of objectives taught
- An individual record of progress and attainment passed on to the next teacher at end of year.
Record class number under term objective achieved.
Name:
Date of birth:
Foundation – END of YEAR OBJECTIVES
1) Use developing mathematical ideas and methods to solve
practical problems.
2) Talk about, recognise and recreate simple patterns.
3) Say and use number names in order in familiar contexts.
4) Count reliably up to 10 everyday objects.
5) Use language such as ‘more’ or ‘less’ to compare 2 nos.
a) Use language: ‘more’ to compare two numbers
b) Use language: ‘less’ to compare two numbers.
6) Recognise numerals 1 to 9.
7)Find one more or one less than a number from 1 to 10
a) Find one more than a number from 1 to 10
b) Find one less than a number from 1 to 10
8) Begin to relate addition to combining two groups of objects,
and subtraction to ‘taking away’
a) Begin to relate addition to combining two groups of objects
b) Begin to relate subtraction to ‘taking away’
9) In practical activities and discussion, begin to use the
vocabulary involved in adding and subtracting.
a) In practical activities and discussion, begin to use the vocabulary
involved in adding
b) In practical activities and discussion, begin to use the vocabulary
involved in subtracting
10) Use language such as circle or bigger to describe the
shapes and size of solids and flat shapes
11) Use everyday words to describe position
12) Use language such as ‘greater’, ‘smaller’, ‘heavier’ or ‘lighter’
to compare quantities.
a) Use language such as greater or heavier to compare two
quantities
b) Use language such as smaller or lighter to compare two
quantities
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Name:
Date of birth:
Year 1 – END of YEAR OBJECTIVES
1) Read and write numerals from 0 to 20, then beyond; use
knowledge of place value to position these on a number
track and number line.
a) Read numerals from 0 to 20, then beyond.
b) Write numerals from 0 to 20, then beyond.
c) Use place value to position on a number track and number line.
2) Derive and recall all pairs of numbers with a total of 10
and addition facts for totals to at least 5; work out the
corresponding subtraction facts.
a) Derive all pairs of numbers with a total of 10.
b) Recall all pairs of numbers with a total of 10.
c) Work out the corresponding subtraction facts.
d) Derive all pairs of numbers for totals to at least 5.
e) Recall all pairs of numbers for totals to at least 5.
f) Work out the corresponding subtraction facts.
3) Use the vocabulary related to addition and subtraction
and symbols to describe and record addition and
subtraction number sentences.
a) Use the vocabulary related to addition.
b) Use the vocabulary related to subtraction.
c) Use symbols to describe and record addition and subtraction
number sentences.
4) Visualise and name common 2D shapes and 3D solids and
describe their features.
a) Visualise and name common 2D shapes.
b) Describe features of common 2D shapes.
c) Visualise and name common 3D solids.
d) Describe features of 3D solids
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Comment
5) Estimate, measure, weigh and compare objects, choosing and
using suitable uniform non-standard or standard units and
measuring instruments (e.g. a lever balance, metre stick or
measuring jug).
a) Estimate, measure and compare length of objects.
b) Estimate, measure and compare weight of objects.
c) Estimate, measure and compare capacity of containers.
d) Choose and use suitable uniform non-standard or standard units.
e) Choose and use suitable measuring instruments.
6) Answer a question by recording information in lists and tables;
present outcomes using practical resources, pictures, block graphs
or pictograms.
a) Answer a question by recording information in lists and tables.
b) Present outcomes using practical resources or pictures.
c) Present outcomes using block graphs or pictograms.
Name:
Date of birth:
Year 2 – END of YEAR OBJECTIVES
1) Count up to 100 objects by grouping them and counting
in tens, fives or twos; explain what each digit in a two-digit
number represents, including numbers where 0 is a place
holder; partition 2-digit numbers in different ways,
including into multiples of 10 and 1.
a) Count objects by grouping and counting in twos.
b) Count objects by grouping and counting in fives.
c) Count up to 100 objects by grouping and counting in tens.
d) Explain what each digit in a 2-digit number represents.
e) Partition 2-digit numbers into multiples of 10 and 1.
f) Partition 2-digit numbers in different ways.
2) Derive and recall all addition and subtraction facts for
each number to at least 10, all pairs with totals to 20 and
all pairs of multiples of 10 with totals up to 100.
a) Derive and recall all addition and subtraction facts for each
number to at least 10.
b) Derive and recall addition and subtraction facts for all pairs
with totals to 20.
c) Derive and recall addition and subtraction facts for all pairs of
multiples of 10 with totals up to 100.
3) Add or subtract mentally a one-digit number or a
multiple of 10 to or from any 2-digit number; use practical
and informal written methods to add and subtract 2-digit
numbers.
a) Add or subtract mentally a one-digit number to or from any 2digit number.
b) Add or subtract mentally a multiple of 10 to or from any 2-digit
number.
c) Use practical and informal written methods to add 2-digit
numbers.
d) Use practical and informal written methods to subtract 2-digit
numbers.
4) Use the symbols + - x ÷ and = to record and interpret
number sentences involving all four operations: calculate
the value of an unknown in a number sentence (e.g.  ÷ 2 =
6, 30 -  = 24).
a) Use the symbols +, - and = to record and interpret
number sentences.
b) Use the symbols x, ÷ and = to record and interpret
number sentences.
c) Calculate the value of an unknown in addition and
subtraction number sentences (e.g. 30 -  = 24).
d) Calculate the value of an unknown in multiplication and
division number sentences (e.g.  ÷ 2 = 6).
5) Visualise common 2D shapes and identify them from
pictures in different positions.
6) Visualise common 3D solids and identify them from
pictures in different positions and orientations.
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Comment
7) Sort, make and describe shapes, referring to their
properties.
8) Use units of time (seconds, minutes, hours, days) and
know the relationship between them; read time to the
quarter hour; identify time intervals, including those that
cross the hour.
a) Use units of time (seconds, minutes, hours, days).
b) Know the relationship between units of time (seconds,
minutes, hours, days).
c) Read the time to the quarter hour.
d) Identify time intervals, including those that cross the
hour.
9) Use lists, tables, and diagrams to sort objects; explain
choices using appropriate language, including ‘not’ [in Carroll
diagrams, e.g. magnetic : not magnetic].
a) Use lists, tables and diagrams to sort objects.
b) Explain choices using appropriate language, including
‘not’.
Name:
Date of birth:
Year 3 – END of YEAR OBJECTIVES
1) Partition three-digit numbers into multiples of 100, 10
and 1 in different ways.
2) Derive and recall all addition and subtraction facts for
each number to 20, sums and differences of multiples of 10
and number pairs that total 100.
a) Derive and recall all addition and subtraction facts for each
number to 20.
b) Derive and recall sums and differences of multiples of 10.
c) Derive and recall number pairs that total 100.
3) Add and subtract mentally combinations of one-digit and
two-digit numbers.
a) Add mentally combinations of one-digit and two-digit numbers.
b) Subtract mentally combinations of one-digit and two-digit
numbers.
4) Draw and complete shapes with reflective symmetry;
draw the reflection of a shape in a mirror line along one
side.
5) Read, to the nearest division and half-division, scales
that are numbered or partially numbered; use the
information to measure and draw to a suitable degree of
accuracy.
a) Read, to the nearest division and half-division, scales that are
numbered or partially numbered.
b) Use the information to measure and draw to a suitable degree
of accuracy.
6) Use Venn diagrams or Carroll diagrams to sort data and
objects using more than one criterion.
a) Use Venn diagrams to sort data and objects using more than one
criterion.
b) Use Carroll diagrams to sort data and objects using more than
one criterion.
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Comment
Name:
Date of birth:
Year 4 – END of YEAR OBJECTIVES
1) Use diagrams to identify equivalent fractions (e.g. 6/8
and ¾, or 70/100 and 7/10 ); interpret mixed numbers and
position them on a number line (e.g. 3½)
a) Use diagrams to identify equivalent fractions (e.g. 6/8
and ¾, or 70/100 and 7/10 )
b) Interpret mixed numbers and position them on a number
line (e.g. 3½)
2) Derive and recall multiplication facts up to 10 x 10, the
corresponding division facts and multiples of numbers to 10
up to the tenth multiple.
a) Derive & re-call x facts and corresponding ÷ facts: x 2
b) Derive & re-call x facts and corresponding ÷ facts: x 3
c) Derive & re-call x facts and corresponding ÷ facts: x 4
d) Derive & re-call x facts and corresponding ÷ facts: x 5
e) Derive & re-call x facts and corresponding ÷ facts: x 6
f) Derive & re-call x facts and corresponding ÷ facts: x 7
g) Derive & re-call x facts and corresponding ÷ facts: x 8
h) Derive & re-call x facts and corresponding ÷ facts: x 9
i) Derive & re-call x facts and corresponding ÷ facts: x 10
3) Add or subtract mentally pairs of two-digit whole
numbers (e.g. 47 + 58, 91 – 35)
a) Add mentally pairs of two-digit numbers (e.g. 47 + 58)
b) Subtract mentally pairs of two-digit numbers (e.g. 91 –
35)
4) Develop and use written methods to record, support and
explain multiplication and division of two-digit numbers by a
one-digit number, including division with remainders (e.g. 15
x 9, 98 ÷ 6)
a) Develop and use written methods to record, support and
explain multiplication of two-digit numbers by a one-digit
number (e.g. 15 x 9)
b) Develop and use written methods to record, support and
explain division of two-digit numbers by a one-digit number,
including with remainders (e.g. 98 ÷ 6)
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Comment
5) Know that angles are measured in degrees and that one
whole turn is 360°; compare and order angles less than
180°.
a) Know that angles are measured in degrees and that one
whole turn is 360°
b) Compare and order angles less than 180°.
6) Choose & use standard metric units & their
abbreviations when estimating, measuring & recording
length, weight & capacity; know the meaning of 'kilo',
'centi' and 'milli' and, where appropriate, use decimal
notation to record measurements (e.g. 1.3 m or 0.6 kg)
a) Choose & use standard metric units & their abbreviations
when estimating, measuring and recording length.
b) Choose & use standard metric units & their
abbreviations when estimating, measuring and recording
weight.
c) Choose & use standard metric units & their abbreviations
when estimating, measuring and recording capacity.
d) Know the meaning of 'kilo', 'centi' and 'milli' and, where
appropriate, use decimal notation to record measurements
(e.g. 1.3 m or 0.6 kg).
7)Answer a question by identifying what data to collect;
organise, present, analyse & interpret the data in tables,
diagrams, tally charts, pictograms & bar charts, using ICT
where appropriate.
Name:
Date of birth:
Year 5 – END of YEAR OBJECTIVES
1) Explain what each digit represents in whole numbers and
decimals with up to two places and partition, round and
order these numbers.
2) Use knowledge of place value and addition and
subtraction of two-digit numbers to derive sums and
differences and doubles and halves of decimals (e.g 6.5 ±
2.7, half of 5.6, double 0.34).
a) Derive sums and differences of decimals (e.g. 6.5 ± 2.7)
b) Derive doubles and halves of decimals (e.g. half of 5.6,
double 0.34)
3) Use efficient written methods to add and subtract
whole numbers and decimals with up to two places.
a) Use efficient written methods to add whole numbers and
decimals with up to two places.
b) Use efficient written methods to subtract whole
numbers and decimals with up to two places.
4) Read and plot co-ordinates in the first quadrant;
recognise parallel and perpendicular lines in grids and
shapes; use a set-square and ruler to draw shapes with
perpendicular or parallel sides
a) Read and plot co-ordinates in the first quadrant
b) Recognise parallel & perpendicular lines in grids & shapes
c) Use a set-square and ruler to draw shapes with
perpendicular or parallel sides
5) Draw and measure lines to the nearest millimetre;
measure and calculate the perimeter of regular and
irregular polygons; use the formula for the area of a
rectangle to calculate the rectangle's area
a) Draw and measure lines to the nearest millimetre
b) Measure and calculate the perimeter of regular and
irregular polygons
c) Use the formula for the area of a rectangle
6) Construct frequency tables, pictograms and bar and line
graphs to represent the frequencies of events and changes
over time
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Comment
Name:
Date of birth:
Year 6 – END of YEAR OBJECTIVES
1) Express one quantity as a percentage of another (e.g.
express £400 as a percentage of £1000); find equivalent
percentages, decimals and fractions
a) Express one quantity as a percentage of another (e.g.
express £400 as a percentage of £1000)
b) Find equivalent percentages, decimals and fractions
2) Use knowledge of place value and multiplication facts to
10 × 10 to derive related multiplication and division facts
involving decimals (e.g. 0.8 × 7, 4.8 ÷ 6)
3) Use efficient written methods to add and subtract
integers and decimals, to multiply and divide integers and
decimals by a one-digit integer, and to multiply two-digit
and three-digit integers by a two-digit integer
a) Use efficient written methods to add integers and
decimals
b) Use efficient written methods to subtract integers and
decimals
C) Use efficient written methods to multiply integers and
decimals by a one-digit integer
d) Use efficient written methods to divide integers and
decimals by a one-digit integer
e) Use efficient written methods to multiply two-digit and
three-digit integers by a two-digit integer
4) Visualise and draw on grids of different types where a
shape will be after reflection, after translations, or after
rotation through 90° or 180° about its centre or one of its
vertices
a) Visualise and draw on grids of different types where a
shape will be after reflection
b) Visualise and draw on grids of different types where a
shape will be after translations
c) Visualise and draw on grids of different types where a
shape will be after rotation through 90° or 180° about its
centre or one of its vertices
5) Select and use standard metric units of measure and
convert between units using decimals to two places (e.g.
change 2.75 litres to 2750 ml, or vice versa)
a) Select and use standard metric units of measure
b) Convert between units using decimals to two places (e.g.
change 2.75 litres to 2750 ml, or vice versa)
6) Solve problems by collecting, selecting, processing,
presenting and interpreting data, using ICT where
appropriate; draw conclusions and identify further
questions to ask
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Comments