Mathematics Evidence sheet
Name
Key Stage 1
Level 1
When working with 2D and 3D
shapes, pupils use everyday
language to describe properties
and positions.
AT3 Shape Space and Measures
Date
Problem Solving
try different approaches & find ways of overcoming difficulties when
solving shape and space problems;
select and use appropriate equipment for measures and measurement;
select and use appropriate equipment and materials when solving shape
& space problems
Communicating
Use the correct language and vocabulary for shape, space and measures
They measure and order objects
Reasoning
using direct comparisons and
Recognise simple spatial patterns and relationships and make predictions
order events.
about them
Use mathematical communication and explanation skills
Understanding patterns and properties of shape
Level 2
Describe properties of shapes that they can see or visualise using related
Pupils use mathematical names
vocabulary
for common 3D & 2D shapes and Observe, handle and describe common 2D and 3D shapes, name and
describe properties, including
describe the mathematical features of common 2D and 3D shapes,
including triangles of various kinds, rectangles including squares, circles
numbers of sides and corners.
cubes, cuboids, then hexagons, pentagons, cylinders, pyramids, cones
and spheres
They distinguish between
Create 2D and 3D shapes
straight and turning movements, Recognise reflective symmetry in familiar 2D shapes and patterns
Understanding properties of position and movement
understand right angle as a
Observe, visualise and describe positions, directions and movements
measurement of turn, and
Using common words
recognise right angles in turns.
Recognise movements in a straight line (translations) and rotations, and
combine them in simple ways (e.g. give instructions for route to head’s
They begin to use everyday
office or for rotating a programmable toy such as ‘Roamer’)
Recognise right angles
non-standard and standard
units to measure length & mass Understanding measures
Estimate the size of objects and order them by direct comparison using
appropriate language, put familiar events in chronological order
Compare and measure objects using uniform non-standard units (e.g. a
straw, a wooden cube etc.) then with a standard unit of length (cm, m),
weight (kg) and capacity (litres) i.e. longer or shorter than a metre rule)
Compare the duration of events using a standard unit of time
Understand angle as a measure of turn using whole turns, half turns and
quarter turns
Estimate, measure and weigh objects
Choose and use simple measuring instruments, reading and interpreting
Numbers, and scales to the nearest division
Mathematics Evidence sheet
Name
Key Stage 2
AT3 Shape Space and Measures
Date
Assessment observations show evidence of:
Level 3
Pupils classify 3D & 2D shapes
in various ways using
mathematical properties such as
reflective symmetry for 2D
shapes. They use non-standard
units, standard metric units of
length, capacity and mass, and
standard units of time, in a
range of contexts.
Level 4
Pupils make 3D mathematical
models by linking given faces or
edges, draw common 2D shapes
in different orientations on
grids. They reflect simple
shapes in a mirror line.
They choose and use appropriate
units & instruments, interpreting
with appropriate accuracy,
numbers on a range of
measuring instruments. They
find perimeters of simple shapes
& find areas by counting
squares.
Level 5
When constructing models &
drawing or using shapes, they
measure & draw angles to the
nearest degree, & use
language associated with angle.
They know the angle sum of a
triangle and that of angles at a
point. They identify all the
symmetries of 2D shapes. They
know the rough metric/imperial
measures in daily use & convert
one metric unit to another.
They make sensible estimates of
a range of measures in relation
to everyday situations.
They understand & use the formula
for the area of a rectangle.
Problem Solving
Need for standard units of measurement
Appropriate calculation skills used to solve geometrical problems
Flexible approach to spatial problems, including trying alternative approaches
to overcome difficulties
Checking procedures to confirm that results of geometrical problems
are reasonable
Communicating
Work is organised and records in a variety of ways when presenting
solutions to geometric problems
Geometrical notation and symbols are used correctly for finding solutions
to problems
Reasoning
Uses mathematical reasoning to explain features of shape and space
Understanding properties of shape
Recognises right angles, perpendicular and parallel lines, knows that angles
are measured in degrees, a whole turn is 360 degrees, and angles
at a point total 360 degrees.
Recognises that angles at a point on a straight line = 180 degrees, knows
that the sum of the angles of a triangle = 180 degrees
Visualises and describes 2D & 3D shapes and the way they behave, making
more precise use of geometrical language, especially that of triangles,
quadrilaterals, prisms, and pyramids of various kinds, recognises when
shapes are identical
Makes and draws (with increasing accuracy) 2D and 3D shapes and patterns
& recognises reflective symmetry in regular polygons, recognises their
geometrical features and properties including angles, faces, pairs of
parallel lines and symmetry, and uses these to classify shapes and solve
problems
Visualises 3D shapes from 2D drawings
Understanding properties of position and movement
Can visualise and describe movements using appropriate language
Transforms objects in practical situations, transforms images using ICT
Visualises and predicts the position of a shape following a rotation, reflection or
translation
Identifies & draws 2D shapes in different orientations on grids, locates and
draws shapes using coordinates in the first quadrant, then in all 4 quadrants
Understanding measures
Recognises the need for standard units of length, mass & capacity, chooses
those suitable for a task and uses them to make sensible estimates in
everyday situations. Is able to convert one metric unit to another (e.g. cm to m)
Knows the rough metric equivalent to imperial units still in daily use.
Recognises that measurement is approximate, can choose/use suitable
measuring instruments for a task, interpret numbers & read scales with
increasing accuracy, and record measurements with decimal notation.
Recognises angles as greater or less than a right angle or half turn,
Estimates size, orders them, measures & draws acute, obtuse, right angles to
nearest degree.
Reads time from analogue/digital 12&24hr clocks, uses seconds, mins, hrs,
days, weeks and knows relationships between them
Finds perimeters of simple shapes, finds areas of rectangles using the formula,
understanding its connection to counting squares and how it extends this
approach, calculates the perimeter and areas of shapes composed of rectangles.
Continued for level 6……..
Problem Solving
Need for standard units of measurement
Pupils recognise & use common 2D
Appropriate calculation skills used to solve geometrical problems
representation of 3D objects.
Flexible approach to spatial problems, including trying alternative approaches
They know and use the properties to overcome difficulties
Checking procedures to confirm that results of geometrical problems
of quadrilaterals in classifying
are reasonable
different types of quadrilateral.
Communicating
They solve problems using angle &
Work is organised and records in a variety of ways when presenting
symmetry properties of polygons
solutions to geometric problems
& angle properties of intersecting Geometrical notation and symbols are used correctly for finding solutions
and parallel lines, and explain these to problems
Reasoning
properties.
Uses mathematical reasoning to explain features of shape and space
They devise instructions for a
Understanding properties of shape
computer to generate & transform Recognises right angles, perpendicular and parallel lines, knows that angles
are measured in degrees, a whole turn is 360 degrees, and angles
shapes and paths.
at a point total 360 degrees.
They understand and use
Recognises that angles at a point on a straight line = 180 degrees, knows
appropriate formulae for finding
that the sum of the angles of a triangle = 180 degrees
circumferences & areas of circles, Visualises and describes 2D & 3D shapes and the way they behave, making
areas of plane rectilinear figures
more precise use of geometrical language, especially that of triangles,
quadrilaterals, prisms, and pyramids of various kinds, recognises when
& volumes of cuboids when
shapes are identical
solving problems.
Makes and draws (with increasing accuracy) 2D and 3D shapes and patterns
They enlarge shapes by a positive
& recognises reflective symmetry in regular polygons, recognises their
whole-number scale factor.
geometrical features and properties including angles, faces, pairs of
parallel lines and symmetry, and uses these to classify shapes and solve
problems
Visualises 3D shapes from 2D drawings
Understanding properties of position and movement
Can visualise and describe movements using appropriate language
Transforms objects in practical situations, transforms images using ICT
Visualises and predicts the position of a shape following a rotation, reflection or
translation
Identifies & draws 2D shapes in different orientations on grids, locates and
draws shapes using coordinates in the first quadrant, then in all 4 quadrants
Understanding measures
Recognises the need for standard units of length, mass & capacity, chooses
those suitable for a task and uses them to make sensible estimates in
everyday situations. Is able to convert one metric unit to another (e.g. cm to m)
Knows the rough metric equivalent to imperial units still in daily use.
Recognises that measurement is approximate, can choose/use suitable
measuring instruments for a task, interpret numbers & read scales with
increasing accuracy, and record measurements with decimal notation.
Recognises angles as greater or less than a right angle or half turn,
Estimates size, orders them, measures & draws acute, obtuse, right angles to
nearest degree.
Reads time from analogue/digital 12&24hr clocks, uses seconds, mins, hrs,
days, weeks and knows relationships between them
Finds perimeters of simple shapes, finds areas of rectangles using the formula,
understanding its connection to counting squares and how it extends this
approach, calculates the perimeter and areas of shapes composed of rectangles
Level 6
Mathematics Evidence sheet
Name
Year Group
Pupils show understanding of
place value in numbers up to
1000 and use this to make
approximations.
They begin to use decimal
notation and to recognise
negative numbers, in
contexts such as money and
temperature.
Pupils use mental recall of
addition and subtraction facts
to 20 in solving problems
involving larger numbers.
Ma4 Handling Data
Date
3C
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uses mental calculations to solve addition and subtraction problems
involving up to 20 objects
counts in 2s, 5s and 10s
uses 2,5 and 10 multiplication facts to solve problems (including
being able to identify remainders)
uses symbols for multiplication and division
recognises place value in numbers to 1000 and uses this to identify
‘hundreds, tens and units’
solves (in variety of ways) problems involving addition and subtraction
to 20, halves and quarters, doubling and multiplying by 2, 5 or 10
explains why work has been set out in a certain way
solves a given problem by organising and interpreting information from
tables and graphs
uses mental methods for adding and subtracting numbers of two digits
uses and explains number patterns such as 3,6,9,12 or 5,8,11.14
3B
They add and subtract numbers
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with two digits mentally and
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numbers with three digits
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using written methods.
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They use mental recall of the
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2,3,4,5 and 10 multiplication
tables and derive the associated
3A
division facts.
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They solve whole-number
problems involving multiplication 
and division, including those
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that give rise to remainders.
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They use simple fractions that
are several parts of a whole
and recognise when two simple
fractions are equivalent.
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uses decimal notation in the context of money
uses multiplication facts involving 5x,3x,4x
recognises multiples in the 2,3,4,5 and 10 times tables
derives division facts corresponding to 2,3,4,5, and 10 times tables
understands place value to 1000
constructs and interprets bar charts and pictograms where the symbol
represents a group of units
understands place value to 1000 and uses this to approximate to
nearest 100
understands negative numbers in context e.g. weather
uses multiplication facts involving 6x,7x,8x,9x
uses more than one method to solve a problem
recognises and uses simple fractions that are several parts of a whole
recognises when two simple fractions are equivalent
begins to use decimal notation to add numbers
Mathematics Evidence sheet
Name
Year Group
Pupils use their understanding of
place value to multiply and divide
whole numbers by 10 or 100.
In solving number problems,
Pupils use a range of mental
Nethgods of computation with
The four operations, including
Mental recall of multiplication
Facts up to 10x10 and quick
Derivation of corresponding
Division facts.
They use efficient written
Methods of addition and
Subtraction and of short
Multiplication and division.
Number and Algebra
Date
4C
Pupils can:
 begin to use inverse operations to check answers
 use decimal notation to add and subtract numbers
 understand and use multiplication tables up to 10x10
 derive quickly division facts corresponding to tables up to 10x10
 explore multiples and factors
 recognise proportions of a whole and use fractions to describe them
 understand place value to 1000 and use this to approximate numbers to
nearest 10 and to divide and multiply by 10 or 100
 explore percentages
 collect discrete data and record in a frequency table
4B
Pupils can:
 use efficient written methods of addition, subtraction, short
multiplication and division
 add and subtract decimals to two places
 explore number patterns and express a simple generalisation (e.g. “you
can’t make a number ending in 9, if you add these numbers in any way”)
They add and subtract decimals
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to 2 places and order decimals
to 3 places.
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use a simple formula expressed in words (e.g. area = length x breadth)
understand squares and square numbers and use them in simple
calculations
solve problems (with aid) involving more than one operation
use multiplication facts to multiply two digit numbers
calculate percentages
use and interpret co-ordinates in the first quadrant
group data, where appropriate, in equal class intervals
understand and use language associated with probability
In solving problems with or
without a calculator, pupils
check the reasonableness of
their results by reference to
their knowledge of the context
or to the size of the numbers.
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They recognise approximate
proportions of a whole and use
simple fractions and
percentages to describe these.
4A
Pupils can:
 confidently use decimal notation, adding and subtracting to two places Y6
 order a mixed set of numbers including decimals to three places
Y6
 convert decimals to percentages and vice versa
 check reasonableness of an answer in problems with an without a
calculator
 use multiples, factors and square
 construct and interpret simple line graphs
Pupils recognise and describe
number patterns, and
relationships including multiple,
factor and square.
They begin to use simple
formulae expressed in words.
Pupils use and interpret
coordinates in the first quadrant
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Mathematics Evidence sheet
Name
Year Group
Pupils use their understanding
of place value to multiply and
divide whole numbers and
decimals by 10, 100, 1000.
They order, add and subtract
negative numbers in context.
They use all four operations
with decimals to two places.
They reduce a fraction to its
simplest form by cancelling
common factors and solve
simple problems involving ratio
and direct proportion.
They calculate fractional or
percentage parts of quantities
and measurements, using a
calculator where appropriate.
Pupils understand and use an
appropriate non-calculator
method for solving problems
that involve multiplying and
dividing any 3 digit by any 2
digit number.
They check their solutions by
applying inverse operations or
estimating using approximations.
They construct, express in
symbolic form, and use simple
formulae involving one or two
operations. They use brackets
appropriately.
Pupils use and interpret
coordinates in all four quadrants
5
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Number and Algebra
Date
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uses knowledge of place value to multiply and divide whole numbers/
decimals by 10, 100 and 1000
orders, adds and subtracts negative numbers in context
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uses all four operations of number with decimals to two places
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reduces a fraction to its simplest form by cancelling common factors
solves simple problems involving ratio and direct proportion
calculates fractions and percentages of quantities using a calculator
understands and uses an appropriate non-calculator method for solving
problems that involve multiplying and dividing any three digit by any
two digit number
uses simple formulae involving one or two operations
uses brackets appropriately
uses and interprets co-ordinates in all four quadrants
understands and uses the mean of discrete data
compares two simple distributions using range and mode
interprets graphs and diagrams including pie charts
understands and uses probability scale from 0 to 1
understands that different outcomes may result from repeating an
experiment
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Mathematics Evidence sheet
Name
Year Group
Level 6
Pupils order and approximate
decimals when solving numerical
problems and equations
(e.g x³ + x + 20), using trial-andimprovement methods .
Pupils are aware of which
number to consider as 100%, or
a whole, in problems involving
comparisons, and use this to
evaluate one number as a
fraction or a percentage of
another.
They understand and use the
equivalences between fractions,
decimals and percentages and
calculate using ratios in
appropriate situations.
They add and subtract fractions
by writing them with a common
denominator.
When exploring number
sequences, pupils find and
describe in words the rule for
the next term on nth term of
a sequence where the rule is
linear. They formulate and solve
linear equations with wholenumber coefficients. They
represent mappings expressed
algebraically, and use
Cartesian coordinates for
graphical representation
interpreting general features.
Number and Algebra
Date