Track back mathematics
Block C Handling data and measures
Year 3
Year 2
Follow a line of
enquiry by deciding
what information is
important; make
and use lists,
tables and graphs
to organise and
interpret the
information
Describe and
explain methods,
choices and
solutions to
puzzles and
problems, orally
and in writing,
using pictures and
diagrams
Follow a line of
enquiry; answer
questions by
choosing suitable
equipment and
selecting,
organising and
presenting
information in lists,
tables and simple
diagrams
Year 1
Answer a question
by selecting and
using suitable
equipment and
sorting information,
shapes or objects;
display results
using tables and
pictures.
Describe ways of
solving puzzles
and problems,
explaining choices
and decisions
orally or using
pictures
P level 7–8 + Extension
Extension
 Chooses appropriate standard and non standard measuring equipment
from a selection to help them answer a question
P8
 Chooses appropriate standard and non standard measuring equipment
from a selection of 2 or 3 items
P7
 Uses standard and non standard measuring equipment with adult
assistance
Extension
 With help use a variety of resources to solve simple measure problems
and talk about their choices and solutions.
 Use developing mathematical ideas and methods to solve and describe
practical problems involving length / capacity / mass / time in a real or
role-play context.
 Make simple estimates and predictions.
P8
 Begin to use developing mathematical understanding and counting to
solve simple problems involving length / capacity / mass that they may
encounter in play, games or other work.
 Describe the relationships of objects orally and through pictures and
patterns.
 In role-play and practical situations estimate to compare two or three
objects
P7
 Begin to use developing mathematical understanding involving length,
capacity and mass to solve simple problems that they may encounter in
play, games or other work
 Order things by a criteria – using trial and improvement – with assistance
draw what they have done and know this is a record.
1
P level 5-6
P6, 5 and 4
 Have experience of using a range of standard and non standard
measuring equipment
P6



P5

Copy simple patterns or sequences.
Gain understanding of concepts of length, capacity and mass
through practical activities
Order things by a criteria according to model or picture
Gain understanding of length / capacity / mass / time through
practical activities and through problem solving with an adult/peer.
P4
 Take part in activities that are concerned with the relationships
between objects.
 Be aware of cause and effect in familiar mathematical activities.
Answer a question
by recording
information in lists
and tables; present
outcomes using
practical
resources,
pictures, block
graphs or
pictograms
Extension
 Sort familiar objects count how many objects share a common property,
presenting results using pictures, drawings or numerals.
 Answer straightforward questions interpreting a block graph and when
asked, talk about their answer
P8
 Make a simple (i.e. not in blocks of 5) tally to count objects/people in
2/3 groups
 Put adult prepared and pre-counted symbols in the correct column on a
block graph
 Answer straightforward questions interpreting a block graph they have
helped to create
P7
 Show a count of up to 5 by a simple tally
 Place a single symbol in the correct column on a block graph
 Answer a simple question about a block graph they have helped to
create
Use lists, tables ad
diagrams to sort
objects; explain
choices using
appropriate
language, including
‘not’
Use diagrams to
sort objects into
groups according
to a given criterion;
suggest a different
criterion for
grouping the same
objects
Extension
 Sort objects making choices and justifying decisions.
P8
 Sort items into suggested categories (without a model)
 Resort a sorted collection of objects by new criteria (suggested to them)
 Collect and label groups of similar items
P7
 Sort items as instructed, following a model.
 Identify when an object is different and does not belong to a given
category
P6

Match objects and materials according to a given criteria relating to
length / capacity / mass / time
Know the
relationships
between kilometres
and metres, metres
and centimetres,
kilograms and
grams, litres and
millilitres; choose
and use
appropriate units to
estimate, measure
and record
measurements
Estimate, compare
and measure
lengths, weights
and capacities,
choosing and using
standard units (m,
cm, kg, litre) and
suitable measuring
instruments
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
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
Read the
numbered divisions
on a scale, and
interpret the
divisions between
them, e.g. on a
scale from 0 to 25
with intervals of 1
shown but only the
divisions 0, 5, 10,
Extension
 Begin to understand and use the language of measures in practical
contexts
 Use the language of measures to compare the length / capacity / mass of
2 or more objects in practical contexts
P8
 Begin to use in practical contexts some vocabulary related to measures
 Order 2 items by their length / capacity / mass.
 Compare directly two objects
P7
 Use familiar words to compare sizes and quantities.
P6
 Show awareness of the vocabulary ‘more’ and ‘less’ in practical
situations
 Compare the overall length / capacity / mass of one object with
another when the difference is not great
P5
 Find ‘big’ and ‘small’ objects on request.
 Compare the overall length / capacity / mass / time of one object with
another when there is a marked difference in size.
P4
 Through exploration, gain awareness of differences in length / capacity
/ mass
Answer a question
by collecting,
organising and
interpreting data;
use tally charts,
frequency tables,
pictograms and bar
charts to represent
results and
illustrate
observations; use
ICT to create a
simple bar chart
Use Venn
diagrams or Carroll
diagrams to sort
data and objects
using more than
one criterion
Answer a question
by collecting and
recording data in
lists and tables;
represent the data
as block graphs or
pictograms to show
results; use ICT to
organise and
present data
2
P6
 Take an active part in making a block graph
P5

With support, match objects and materials according to given
criteria.
P4

Anticipate, follow and join in matching activities when given a
contextual clue
15, and 20
numbered; use a
ruler to draw and
measure lines to
the nearest
centimetre
Read the time on a
12-hour digital
clock and to the
nearest 5 minutes
on an analogue
clock; calculate
time intervals and
find start or end
times for a given
time interval
There are no Y2
linked objectives
for time in block C
(these are in block
D)
There are no Y1
linked objectives
for time in block C
(these are in block
D)
Extension
 Understand and use the language of time
 Begin to recognise o’clock on a clock face
 Sequence familiar events in their day.
 Match key personal events, e.g. Christmas and swimming in the sea, to
the named seasons.
 Compare how long it takes to do things using a simple timer
P8
 Begin to be aware of and repeat the language of time
 Recognise order in the day through ordering of significant events.
 Links significant personal events to the passing of time.
 Associate familiar activities and experiences to seasonal changes.
P7
 Develop awareness of time through discussion about daily and weekly
events and when they happen.
3
P6
 Respond to some words, signs or symbols related to time.
 Participate in the sequencing of pictures of two daily events.
P5
 Encounter the vocabulary of time through daily discussions of days of
the week and timetabled events for the day.
P4

Through exploration, gain awareness of differences in time