Teacher Assessment ‘Best Fit’ Document
Teacher Assessment Document for Mathematics
In line with National Curriculum and Renewed Framework
Best Fit Levels
Levels 1c to 5
July 2007
Teacher Assessment ‘Best Fit’ Document
Key
YR key objectives
Y1 Key objectives
Y2 Key objectives
Y3 Key objectives
Y4 Key objectives
Y5 Key objectives
Y6 Key objectives
Y6/7 Key objectives
***** a repeated objective
Teacher assessment should always be a best fit judgement using all available information. This guidance is not a checklist and does
not in any way replace the need for teachers to moderate their judgements with other teachers. It is expected that evidence of
children’s attainment will be in their books and appropriate records kept by the teacher e.g. pupil discussion records.
The purpose of this document is that it is used alongside the evidence base to determine a pupil’s level of attainment through the use
of a best fit model.
Teacher Assessment ‘Best Fit’ Document
Counting, partitioning and
calculating
1c
 Recognise numerals 1 to 9.
This is
to be
used
as a
best
fit
model.
 Say and use number names in
familiar contexts.
 Count reliability at least 10 objects.
 Attempt to record numbers up to 10.
 Count out loud from zero to 10 and
beyond.
Securing number facts,
understanding shape
 Find one more and one less than
the given number of objects from 1
to 10.
 Derive and recall all pairs of
numbers with a total of ten and
addition facts for totals to at least
five.
Handling Data and measures
 Sort objects and shapes in
activities.
 Sort coins and use them in role
play.
Calculating, measuring and
understanding shape
 Use language such as more or
less, greater or smaller heavier
or lighter to compare two
numbers or quantities.
Securing number facts,
relationships and calculating
 Begin to relate addition to combining
two groups of objects and subtraction
to ‘taking away’.
 Find one more and one less than the
given number of objects from 1 to 10.
 Know the meaning of plus, more than,
less than.
 Work out the corresponding
subtraction facts.
 Use every day words to describe
position such as between, in front of
or in the middle.
 Know the meaning of plus, more
than, less than.
 Begin to use their knowledge of
shape to describe the properties of
everyday objects.
 Construct 3D shapes.
 Recognise and name 2D shapes such
as circle, triangle and square.
 Recognise and name 3D shapes –
cube, cuboid, sphere and cylinder.
 Begin to know some number facts up
to 10, e.g. 5 + 5.
 Begin to use the symbols +, - and =.
Generally a child working at level 1c works in very practical, resource based way with numbers to 10. They understand addition as combining two groups and subtraction as taking away. They may be
able to add and subtract one from a number mentally. Their recording is mainly pictorial with numbers but not symbols. Their main calculating strategy is counting in 1’s using practical resources e.g.
biscuits, cubes, plastic animals. When operating with numbers larger than 10 they have no sense of the answer.
Teacher Assessment ‘Best Fit’ Document
Counting, partitioning and
calculating
1b
 Use the vocabulary related to
addition.
This is
 Use the vocabulary related to
to be
subtraction.
used
as a
 Say the number that is one more than
best
any given number.
fit
 Estimate a number of objects that can
model.
be checked by counting.
Securing number facts,
understanding shape
 Use the vocabulary related to
addition.
 Use the vocabulary related to
subtraction.
 Use 2D and 3D solids to make
patterns, pictures and models.
 Estimate a number of objects that
can be checked by counting.
 Compare and order numbers using the
related vocabulary.
 Say the number that is one more
than any given number.
 Use practical methods to support the
addition of a one-digit number or a
multiple of 10 to a one-digit or twodigit number.
 Use diagrams to sort objects into
groups according to a given criterion.
 Use practical methods to support the
subtraction from a one-digit number
or a multiple of 10 to a one-digit or
two-digit number.
 Use practical methods to support the
addition of a one-digit number or a
multiple of 10 to a one-digit or twodigit number.
 Use practical methods to support the
subtraction from a one-digit number
or a multiple of 10 to a one-digit or
two-digit number.
 Recall the doubles of all number to
at least 10.
Handling Data and measures
 Answer a question by
recording information in lists
and tables.
 Present outcomes using
practical resources, pictures,
block graphs or pictograms.
 Use diagrams to sort objects
into groups according to a given
criterion.
 Estimate a number of objects
that can be checked by
counting.
Calculating, measuring and
understanding shape
Securing number facts,
relationships and calculating
 Estimate, measure, weigh and
compare objects choosing and
using suitable uniform nonstandard or standard units and
measuring instruments (e.g. a
lever balance, metre stick or
measuring jug).
 Use the vocabulary related to addition.
 Use the vocabulary related to
time.
 Use the vocabulary related to
subtraction.
 Count on in ones.
 Count on in twos.
 Count on in fives.
 Count on in tens.
 Order days of the week.
 Use practical methods to
support the addition of a onedigit number or a multiple of 10
to a one-digit or two-digit
number.
 Use practical methods to
support the subtraction from a
one-digit number or a multiple
of 10 to a one-digit or two-digit
number.
 Estimate a number of objects
that can be checked by
counting.
Generally a child working at level 1b is confident in working, in a practical way, with numbers to 10 and is beginning to know some ‘teens’ numbers and multiples of 10. They still calculate very
practically but may also choose to use their fingers or number line to help them calculate. They are beginning to record their thinking, sometimes using symbols. Children working at 1b have a fuller
knowledge of the content of level 1 than those working at 1c but not as extensive as those working at 1a.
Teacher Assessment ‘Best Fit’ Document
Counting, partitioning and
calculating
1a
This is
to be
used
as a
best
fit
model.
 Read numbers from 0 to 20 then
beyond.
 Write the numbers 0 to 20 then
beyond.
 Use knowledge of place value to
position these numbers on a
number track and number line.
 Use symbols to describe and
record addition number
sentences.
 Use symbols to describe and
record subtraction number
sentences.
 Count reliable at least 20 objects.
 Recognise that when rearranged the
number of objects stays the same.
 Use the equals (=) sign.
 Say the number that is one less than
any given number.
 Relate addition to counting on.
 Recognise that addition can be done
in any order.
 Understand subtraction as ‘take
away’.
 Understand subtraction as finding a
difference by counting up.
 Say the number that is ten more
than any given number for multiples
of ten.
 Say the number that is ten less than
any given number for multiples of
ten.
 Use practical and informal written
methods to support the addition of
a one-digit number or a multiple of
10 to a one-digit or two-digit
number.
 Use practical and informal written
methods to support the subtraction
from a one-digit number or a
multiple of 10 to a one-digit or twodigit number.
Securing number facts, understanding shape
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Derive and recall all pairs of numbers with a total of 10.
Derive and recall addition facts for totals to at least 5.
Work out the corresponding subtractions facts.
Visualise and name common 2D shapes and 3D solids and describe
their features.
Use symbols to describe and record addition number sentences.
Use symbols to describe and record subtraction number sentences.
Read numbers from 0 to 20 then beyond.
Write the numbers 0 to 20 then beyond.
Use knowledge of place value to position these numbers on a number
track and number line.
Suggest a different criterion for grouping the same objects.
Recall the doubles of all numbers to at least 10.
Relate addition to counting on.
Recognise that addition can be done in any order.
Use practical and informal written methods to support the addition of a
one-digit number or a multiple of 10 to a one-digit or two-digit number.
Visualise and use everyday language to describe the position of objects
and direction and distance when moving them e.g. when placing or
moving objects on a game board.
Use practical and informal written methods to support the addition of a
one-digit number or a multiple of 10 to a one-digit or two-digit number.
Use practical and informal written methods to support the subtraction
from a one-digit number or a multiple of 10 to a one-digit or two-digit
number.
Count on or back in ones, twos, fives and tens and use this knowledge to
derive the multiples of 2, 5 and 10 to the tenth multiple.
Identify objects that turn about a shape e.g. scissors, or about a line e.g.
a door.
Recognise and make whole, half and quarter turns.
Understand subtraction as ‘take away’.
Und Count reliable at least 20 objects.
Recognise that when rearranged the number of objects stays the same.
Say the number that is one less than any given number.
Say the number that is ten more than any given number for multiples of
ten.
Say the number that is ten less than any given number for multiples of
ten.
Handling Data and
measures
Calculating, measuring
and understanding shape
 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).
 Suggest a different
criterion for grouping
the same objects.
 Answer a question by
recording information
in lists and tables;
present outcomes using
practical resources
pictures, block graphs
or pictograms.
 Order months of the year.
 Read the time to the hour.
 Read the time to the half
hour.
 Count reliable at least 20
objects.
 Recognise that when
rearranged the number of
objects stays the same.
 Relate addition to counting
on.
 Recognise that addition can
be done in any order.
 Use practical and informal
written methods to support
the addition of a one-digit
number or a multiple of 10
to a one-digit or two-digit
number.
 Use practical and informal
written methods to support
the subtraction from a onedigit number or a multiple
of 10 to a one-digit or twodigit number.
 Understand subtraction as
‘take away’.
 Understand subtraction as
finding a difference by
counting up.
 Visualise and use everyday
language to describe the
position of objects and
direction and distance when
moving them e.g. when
placing or moving objects
on a game board.
Securing number facts,
relationships and
calculating
 Use symbols to describe
and record addition
number sentences.
 Use symbols to describe
and record subtraction
number sentences.
 Count on in ones.
 Count on in twos.
 Count on in fives.
 Count on in tens.
 Use knowledge of
counting on and back to
derive multiples of 2, 5,
and 10 to the tenth
multiple.
 Visualise and use
everyday language to
describe the position of
objects and direction and
distance when moving
them e.g. when placing
or moving objects on a
game board.
 Describe some properties
of 2D shapes using
everyday language
 Describe some properties
of 3D shapes using
everyday language.
 Solve practical problems
that involve combining
groups of 2, 5 or 10.
 Solve practical problems
that involve sharing into
equal groups.
 Use the vocabulary of
halves and quarters in
context.
Generally a child working at 1a has a good knowledge and understanding of numbers to 20 and beyond, the teen numbers and the place value involved. They are able to place these on a number line. They are
beginning to use symbolic recording of calculations. They are beginning to know some number facts such as pairs of numbers to 10 and doubles to 5 or 10 and halves from 10. They recognise and use simple
patterns or relationships.
Teacher Assessment ‘Best Fit’ Document
Counting, partitioning and
calculating
2c
 Mentally add a one-digit number or a
multiple of 10 to or from any twodigit number.
This is
to be
 Mentally subtract a one-digit number
used
or a multiple of 10 to or from any
as a
two-digit number.
best
fit
 Read two-digit numbers in figures.
model.
 Read two-digit numbers in words.
 Write two-digit numbers in figures.
 Extend number sequences.
Securing number facts,
understanding shape
 Derive and recall all addition facts
for each number to at least 10.
 Suggest a different criterion for
grouping the same objects.
 Beginning to link everyday language
with mathematical language e.g.
angle, point.
 Visualise common 2D shapes and 3D
solids.
 Identify shapes from pictures in
different positions and
orientations.
 Sort, make and describe shapes
referring to their properties.
 Use correct terms for common 2D
shapes – as 1c but including hexagon.
Handling Data and measures
Calculating, measuring and
understanding shape
Securing number facts,
relationships and calculating
 Use diagrams to sort objects
into groups according to a given
criterion.
 Mentally add a one-digit
number or a multiple of 10 to
or from any two-digit number.
 Use facts to add or subtract pairs of
numbers mentally.
 Mentally subtract a one-digit
number or a multiple of 10 to
or from any two-digit number.
 Read the time to the quarter
hour.
 Add 1 and 10 to any 2-digit number using
a number line for support.
 Subtract 1 and 10 to any 2-digit number
using a number line for support.
 Solve addition and subtraction problems
using a suitable strategy, e.g. number
line or unstructured number line to
count or hop on or back.
 Use counting or resources such as
number lines, hundred squares rather
than known facts to work out problems.
 Recall the doubles of all numbers to at
least 10.
 Use correct terms for common 3D
shapes – as 1c but including pyramid.
 Read two-digit numbers in figures.
 Read two-digit numbers in words.
 Write two-digit numbers in figures.
 Extend number sequences.
Generally a child working at level 2c can still be dependant on iconic or pictorial recording, but they are beginning to read and interpret symbols such as +, - and =. They often use practical resources or
adult support to work out anything other than simple calculations or one-step problems. They are not yet confident in using their existing knowledge to generate new facts.
Teacher Assessment ‘Best Fit’ Document
Counting, partitioning and
calculating
2b
 Count up to 100 objects by grouping
them and counting in tens, fives or
twos.
This is
to be
 Explain what each digit in a two-digit
used
number represents including
as a
numbers where 0 is a place holder.
best
fit
 Partition 2 digit numbers in different
model.
ways including into multiples of ten
and one.
 Use practical and informal written
methods to add two digit numbers.
 Use practical and informal written
methods to subtract two digit
numbers.
 Read three-digit numbers in figures.
Securing number facts,
understanding shape
Handling Data and measures
 Derive all subtraction facts for each
number to at least 10.
 Use lists tables and diagrams to
sort objects.
 Recall all subtraction facts for each
number to at least 10.
 Explain choices using
appropriate language including
‘not’.
 Derive all pairs of multiples of 10
with totals up to 100.
 Recall all pairs of multiples of 10
with totals up to 100.
 Understand that halving is the
inverse of doubling.
 Derive doubles of all numbers to 20
and the corresponding halves.
 Recall doubles of all numbers to 20
and the corresponding halves.
 Read three-digit numbers in words.
 Derive and recall all pairs with totals
to 20.
 Write three-digit numbers in figures.
 Recognise multiples of 2, 5 and 10.
 Describe number words.
 Read three-digit numbers in figures.
 Recognise odd and even numbers.
 Order two-digit numbers and position
them on a number line.
 Estimate a number of objects.
 Round two digit numbers to the
nearest ten.
 Read three-digit numbers in words.
 Write three-digit numbers in words.
 Describe number sequences.
 Recognise odd and even numbers.
 Visualise common 2D shapes and 3D
solids.
 Identify shapes from pictures of
them in different positions and
orientations.
 Make and describe shapes referring
to their properties.
 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.
Calculating, measuring and
understanding shape
Securing number facts,
relationships and calculating
 Use practical and informal
written methods to add two
digit numbers.
 Needs to use resources such as number
lines or hundred squares for problems
involving 2-digit numbers with bridging.
 Use practical and informal
written methods to subtract
two digit numbers.
 Find one half, one quarter and three
quarters of shapes and sets of objects.
 Follow and give instructions
involving position, direction and
movement.
 Use units of time (seconds,
minutes, hours, days) and
know the relationships
between them.
 Represent repeated addition and arrays
as multiplication.
 Represent sharing and repeated
subtraction (grouping) as division.
 Use practical methods and related
vocabulary to support multiplication and
division, including calculations with
remainders.
 Estimate, measure and compare
lengths, choosing and using
standard units (m, cm, kg, litre)
and suitable measuring
instruments.
 Estimate, measure and compare
lengths, choosing and using
standard units (m, cm, kg, litre)
and suitable measuring
instruments.
 Understand that halving is the inverse of
doubling.
 Estimate, measure and compare
weights, choosing and using
standard units (m, cm, kg, litre)
and suitable measuring
instruments.
 Estimate, measure and compare
weights, choosing and using
standard units (m, cm, kg, litre)
and suitable measuring
instruments.
 Recall doubles of all numbers to 20 and
the corresponding halves.
 Estimate, measure and compare
capacities, choosing and using
standard units (m, cm, kg, litre)
and suitable measuring
instruments.
 Estimate, measure and compare
capacities, choosing and using
standard units (m, cm, kg, litre)
and suitable measuring
instruments.
 Derive doubles of all numbers to 20 and
the corresponding halves.
 Find one half, one quarter and three
quarters of shapes and sets of objects.
 Recognise and use whole, half
and quarter turns both
clockwise and anti-clockwise.
 Use properties such as faces, edges,
sides and corners.
 Identify reflective symmetry in
patterns in 2D shapes.
 Draw lines of symmetry in 2D shapes.
Generally a child working at level 2b knows a wide range of number facts and can recall knowledge of other aspects of the mathematics curriculum more effectively than a child at level 2c but cannot
use and apply that knowledge and derive new knowledge as effectively as a child working at 2a and beyond.
Teacher Assessment ‘Best Fit’ Document
2a
Counting, partitioning and
calculating
Securing number facts, understanding
shape
 Calculate the value of an
unknown in a number
sentence (? ÷ 2 = 6, 30 - ? =
24).
 Derive and recall the multiplication facts for
the 2, times tables.
This is
to be
used
 Use the symbols +, -, x, ÷
as a
and = to record and
best
interpret number
fit
sentences involving all four
model.
operations.
 Derive and recall the multiplication facts for
the 5, times tables.
 Derive and recall the multiplication facts for
the 10, times tables.
 Derive and recall the division facts for the 2
times tables.
 Use the greater than (>) and
less than (<) signs.
 Derive and recall the division facts for the 5
times tables.
 Understand that subtraction
is the inverse of addition
and vice versa.
 Derive and recall the division facts for the 10
times tables.
 Use inverse to derive and
record related addition and
subtraction number
sentences.
 Count on from and back to
zero in single-digit steps or
multiples of 10.
 Represent repeated addition
and arrays as multiplication.
 Represent sharing as
repeated subtraction
(grouping) as division.
 Read two digit and three digit numbers in
figures and words.
 Write two digit and three digit numbers in
figures and words.
 Use knowledge of number facts and operations
to estimate and check answers to calculations.
Handling Data and
measures
Calculating, measuring and
understanding shape
 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
numbered).
 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
numbered).
 Use a ruler to draw and
measure lines to the nearest
cm.
 Use a ruler to draw and
measure lines to the nearest
cm.
 Identify time intervals
including those that cross
the hour.
 Read and record the
vocabulary of position,
direction and movement.
 Know that a right angle
represents a quarter turn.
Securing number facts, relationships
and calculating
 Calculate the value of an unknown in a
number sentence (? ÷ 2 = 6, 30 - ? = 24).
 Use the symbols +, -, x, ÷ and = to record
and interpret number sentences involving
all four operations.
 Bridge through tens numbers when adding or
subtracting using appropriate strategies.
 Can solve simple x and ÷ problems by
pictorial or informal jottings/methods.
 Describe and extend number sequences and
recognise odd and even numbers.
 Use the greater than (>) and less than (<)
signs.
 Recognise subtraction is the inverse of
addition and use this to derive and record
related addition and subtraction number
sentences.
 Identify and estimate fractions of shapes.
 Know that a right angle represents a quarter
turn.
 Use diagrams to compare fractions and
establish equivalents.
 Identify and estimate fractions of shapes.
 Use informal written methods and related
vocabulary to support multiplication and
division, including calculations with
remainders.
 Relate 2-D shapes and 3-D solids to drawings
of them.
 Describe the 2-D and 3-D shapes.
 Visualise the 2-D and 3-D shapes.
 Classify the 2-D and 3-D shapes.
 Draw and make the 2-D and 3-D shapes.
 Derive and recall the multiplication facts for
the 2, times tables.
 Derive and recall the multiplication facts fro
the 5, times tables.
 Derive and recall the multiplication facts for
the 10, times tables.
 Derive and recall the division facts for the 2
times tables.
 Derive and recall the division facts for the 5
times tables.
 Derive and recall the division facts for the 10
times tables.
Generally a child working at level 2a has a good knowledge and understanding of the mathematical content of level 2 and is beginning to use and apply what they know and can derive some new facts.
They are more able to use abstract number and are beginning to manipulate numbers in calculations. They are usually secure with +/- strategies and are beginning to work with x/÷. They can explain
why an answer is correct. Their knowledge and understanding of the content at level 3 is limited to a few aspects so that they cannot always answer questions at this level due to lack of content
knowledge or sophistication of thinking and reasoning when faced with unfamiliar problems.
Teacher Assessment ‘Best Fit’ Document
Counting, partitioning and calculating
3c
This is
to be
used
as a
best
fit
model.
 Partition three-digit numbers into multiples of 100,
10 and 1 in different ways.
 Derive and recall all + facts for each number to 20.
 Derive and recall all – facts for each number to 20.
 Derive and recall sums and differences of multiples
of 10.
 Derive and recall number pairs that total 100.
 Add or subtract mentally combinations of one-digit
and two-digit numbers.
 Multiply one-digit and two-digit numbers by 10 or
100, and describe the effect.
 Read whole numbers to at least 1000 and position
them on a number line.
 Write whole numbers to at least 1000 and position
them on a number line.
 Order whole numbers to at least 1000 and position
them on a number line.
 Develop and use written methods to record, support
or explain addition and subtraction of two-digit and
three-digit numbers.
 Derive and recall multiplication facts for the 2, 5 and
10 times tables and the corresponding division facts.
 Recognise and continue number sequences formed by
counting on or back in steps of constant size.
 Represent repeated addition and arrays as
multiplication.
 Represent sharing as repeated subtraction (grouping)
as division.
Securing number facts,
understanding shape
Handling Data and
measures
 Use knowledge of number operations
and corresponding inverses, including
doubling and halving to estimate and
check calculations.
 Interpret intervals and
divisions on partially
numbered scales and
record readings
accurately, where
appropriate to the
nearest tenth of a unit.
(e.g. scale marked 0-1kg
with 200 intervals and
arrow roughly between
400g & 600g, the number
would read approx
550g).
 Securely use knowledge of number
facts and operations to estimate and
check answers to calculations.
 Draw and complete shapes with
reflective symmetry.
 Draw the reflection of shapes in a
mirror line along one side.
 Read and write proper fractions (e.g.
3/7, 9/10), interpreting the
denominator as the parts of a whole
and the numerator as the number of
parts.
 Use diagrams to compare fractions
and establish equivalents.
 Derive and recall all + facts for
each number to 20.
 Derive and recall all – facts for each
number to 20.
 Derive and recall sums and
differences of multiples of 10.
 Derive and recall number pairs that
total 100.
 Report solutions to puzzles and
problems giving explanations and
reasoning orally.
 Use practical and informal written methods and
related vocabulary to support multiplication and
division including calculations with remainders.
 Identify the doubles of two-digit
numbers; use these to calculate
doubles of multiples of 10 and 100
and derive the corresponding halves.
 Identify the doubles of two-digit numbers; use these
to calculate doubles of multiples of 10 and 100 and
derive the corresponding halves.
 Visualise 3-D objects from 2-D
drawings.
 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.
 Use Venn diagrams or
Carroll diagrams to sort
data and objects using
more than one
criterion.
Calculating, measuring and
understanding shape
Securing number facts,
relationships and calculating
 Recognise and use whole, half
and quarter turns, both
clockwise and anti-clockwise.
 Partition three-digit numbers
into multiples of 100, 10 and 1
in different ways.
 Plot points on a grid.
 Read and write proper fractions
(e.g. 3/7, 9/10), interpreting the
denominator as the parts of a
whole and the numerator as the
number of parts.
 Use a set square to draw and to
identify right angles in 2D
shapes.
 Compare angles to a right angle.
 Interpret intervals and divisions
on partially numbered scales
and record readings accurately,
where appropriate to the
nearest tenth of a unit. (e.g.
scale marked 0-1kg with 200
intervals and arrow roughly
between 400g & 600g, the
number would read approx
550g).
 Read time to the nearest
minute; use am, pm and 12-hour
clock notation.
 Choose units of time to measure
time intervals. (e.g. how long
do you spend at school each
day? How long do you play
computer games each day?).
 Identify pairs of fractions that
total 1.
 Find unit fractions of numbers
and quantities e.g. ½, 1/3, ¼,
1/5, 1/10 of shapes and
numbers.
 Derive and recall all + facts for
each number to 20.
 Derive and recall all – facts for
each number to 20.
 Derive and recall sums and
differences of multiples of 10.
 Derive and recall number pairs
that total 100.
 Multiply one-digit and two-digit
numbers by 10 or 100, and
describe the effect.
 Draw rectangles and measure
their perimeters.
 Understand ÷ as inverse of
multiplication and vice versa.
 Find the area of rectilinear
shapes drawn on a square grid
by counting squares.
 Estimate a proportion (e.g.
about one quarter of the apples
in the box are green).
 Use the four compass directions
to describe movement about a
grid.
 Recognise horizontal and
vertical lines.
Generally a child working at level 3c has experience of working with numbers beyond 100 for sequencing, partitioning counting on and rounding. They have developed informal strategies to calculate
when adding or subtracting and no longer rely on counting in ones. For example to add 23 to a number they can add 10, 10 and 3 and they can explain what they are doing. They are beginning to
understand division as sharing and grouping. They have developed an understanding of multiplication and have begun to know simple multiplication facts by heart. They are able to choose an
appropriate strategy to solve one step problems and some two step problems and work systematically.
Teacher Assessment ‘Best Fit’ Document
Securing number
facts,
understanding
shape
Counting, partitioning and calculating
3b
 Develop and use written methods to record,
 Derive and recall
the multiplication
facts for the 2, 3,
4, 5, 6 and 10 times
tables and the
corresponding
division facts for 2,
5 or 10 up to 1000.
Read and record
the vocabulary of
position, direction
and movement
using the four
compass directions
to describe
movement about a
gird.
 Classify 2D and 3D
shapes using
mathematical
properties.
 Sketch a simple
reflection.
 Complete patterns
with up to two lines
of symmetry.
 Recognise
horizontal and
vertical lines.
 Use knowledge of
rounding, number
operations and
inverses to estimate
and check
calculations.
 Use knowledge of
addition and
subtraction facts
and place value to
derive sums and
differences of pairs
of multiples of 10,
100 or 1000.
 Make nets of
common solids.
support and explain multiplication and division
This is
of two-digit numbers by a one-digit number
to be
including division with remainders (e.g. 15 x 9
used
or 98 ÷ 6).
as a
 Add or subtract mentally pairs of two-digit
best
whole numbers, (e.g. 47 + 58, 91 – 35).
fit
 Order four digit whole numbers.
model.  Partition four digit whole numbers.

 Round two-digit or three-digit numbers to the
nearest 10 or 100 and give estimates for their
sums and differences.
 Derive and recall the multiplication facts for the
2, 3, 4, 5, 6 and 10 times tables and the
corresponding division facts for 2, 5 or 10 up to
1000.
 Recognise multiples of 2, 5 or 10 up to 1000.
 Use knowledge of addition and subtraction facts
and place value to derive sums and differences
of pairs of multiples of 10, 100 or 1000.
 Use practical and informal written methods to
multiply and divide two-digit numbers (e.g. 13 x
3 or 50 ÷ 4); round remainders up or down
depending on the context.
 Relate decimal notation to money and
measurement.
 Use decimal notation for tenths and hundredths.
 Partition decimals.
 Use positive and negative numbers in context
and position them on a number line.
 Refine and use efficient methods to add and
subtract two-digit and three-digit whole
numbers and £ p.
 Use a calculator to carry out one-step and twostep calculations involving all four operations.
 Recognise negative numbers in a calculator
display.
 Correct mistaken entries on a calculator.
 Interpret a calculator display in the context of
money.
 Use knowledge of rounding, number operations
and inverses to estimate and check calculations.
Handling Data and
measures
Calculating, measuring and understanding
shape
Securing number facts,
relationships and calculating
 Answer a question by
identifying what data to
collect; organise
present analyse and
interpret the data in
tables diagrams, tally
charts, pictograms and
bar charts using ICT
where appropriate.
 Choose and use
standard metric units
and their abbreviations
when estimating,
measuring and
recording length.
 Choose and use
standard metric units
and their abbreviations
when estimating,
measuring and
recording weight.
 Choose and use
standard metric units
and their abbreviations
when estimating,
measuring and
recording capacity.
 Know the meaning of
‘kilo’, ‘centi’ and
‘mili’.
 Where appropriate be
able to use decimal
notation to record
measurements (e.g.
1.3m or 0.6kg).
 Plot position on a grid.
 Compare the impact of
representations where
scales have intervals of
differing step size.
 Know that angles are measured in degrees and
that one whole turn in 3600.
 Compare and order angles less than 1800.
 Plot position on a grid.
 Compare angles to a right angle.
 Recognise that a straight line is equivalent to two
right angles.
 Add or subtract mentally pairs of two-digit whole
numbers, (e.g. 47 + 58, 91 – 35).
 Refine and use efficient methods to add and
subtract two-digit and three-digit whole numbers
and £ p.
 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).
 Develop and use written methods to record
support and explain division of two-digit numbers
by a one-digit number including division with
remainders (e.g. 98 ÷ 6).
 Choose and use standard metric units and their
abbreviations when estimating, measuring and
recording length.
 Choose and use standard metric units and their
abbreviations when estimating, measuring and
recording weight.
 Choose and use standard metric units and their
abbreviations when estimating, measuring and
recording capacity.
 Know the meaning of ‘kilo’, ‘centi’ and ‘mili’.
 Where appropriate be able to use decimal
notation to record measurements (e.g. 1.3m or
0.6kg).
 Calculate time intervals from clocks and timetables.
 Relate decimal notation to money and
measurement.
 Use decimal notation for tenths and hundredths.
 Partition decimals.
 Use the eight compass points to describe direction.
 Describe and identify the position of a square on a
grid of squares.
 Complete patterns with up to two lines of
symmetry.
 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).
 Develop and use written methods to
record, support and explain division
of two-digit numbers by a one-digit
number including division with
remainders (e.g. 98 ÷ 6).
 +/- mentally 2 digit numbers using
known facts and place value.
 Add and subtract numbers with 3digits using written methods.
 Derive and recall the multiplication
facts for the 2, 3, 4, 5, 6 and 10 times
tables and the corresponding division
facts for 2, 5 or 10 up to 1000.
 Develop and use written methods to
record, support or explain addition
and subtraction of 2-digit and 3-digit
numbers.
 Use practical and informal written
methods to multiply and divide twodigit numbers (e.g. 13 x 3 or 50 ÷ 4);
round remainders up or down
depending on the context.
 Use understanding of inverse to derive
and record related multiplication and
division number sentences.
 Recognise the equivalence between
decimal and fraction forms of one
half, quarters, tenths and hundredths.
 Find unit fractions of numbers and
quantities (e.g. ½, 1/3, ¼, 1/16, or 12
litres).
 Use the vocabulary of ration and
proportion to describe the relationship
between two quantities (e.g. there are
two red beads to every three beads, or
two beads in every five beads are red).
Generally a child working at level 3b can work more confidently with numbers beyond 100 and probably beyond one thousand. They solve two step problems using informal methods and explain their
reasoning using jottings. Their understanding of division is developing and they can relate their answers to the situation. They can use a strategy such as doubling to explain the relationship between
multiplication tables e.g. 2x and 4x or 5x and 10x. They can explain commutative property of multiplication using pictures or diagrams. They are beginning to use a systematic approach to problems. They
read and use scales accurately when measuring length, weight and capacity.
Teacher Assessment ‘Best Fit’ Document
3a
This is
to be
used
as a
best
fit
model.
Counting, partitioning and
calculating
Securing number facts,
understanding shape
Handling Data and
measures
Calculating, measuring and
understanding shape
Securing number facts,
relationships and calculating
 Derive multiplication facts for up
to 10 times 10
 Recall multiplication facts for up
to 10 times 10.
 Derive division facts for up to 10
times 10.
 Recall division facts for up to 10
times 10.
 Use efficient written methods to
add and subtract whole numbers
and decimals with up to two
places.
 Round four digit whole numbers.
 Use practical and informal written
methods to multiply two-digit
numbers, rounding up or down
depending on the context.
 Use practical and informal written
methods to divide two-digit
numbers, rounding up or down
depending on the context.
 Position one place and two place
decimals on a number line.
 Count from any given number in
whole number and decimal steps,
extending beyond zero when
counting backwards; relate the
numbers to their position on a
number line.
 State inequalities using the symbols
< and > (e.g. -3 is > -5, -1 < +1)
 Extend mental methods for whole
number calculations, for example to
multiply a two-digit by a one-digit
number (e.g. 12 x 9), to multiply by
25 (e.g. 16 x 25), and to subtract
one near multiple of 1000 from
another (e.g. 6070 – 4097).
 Use a calculator to solve problems,
including those involving decimals
or fractions (e.g. find ¾ of 150g);
interpret the display correctly in
given contexts.
 Derive multiplication facts for
up to 10 times 10
 Recall multiplication facts for
up to 10 times 10.
 Derive division facts for up to
10 times 10.
 Recall division facts for up to
10 times 10.
 Use efficient written methods
to add and subtract whole
numbers and decimals with up
to two places.
 Use a calculator to solve
problems, including those
involving decimals or fractions
(e.g. find ¾ of 150g); interpret
the display correctly in given
contexts.
 Draw polygons and classify them
by identifying their properties
including their line symmetry.
 Identify, visualise and describe
properties of rectangles,
triangles, regular polygons and
3D solids.
 Use knowledge of properties to
draw 2D shapes and identify and
draw nets of 3D shapes.
 Draw the position of a shape
after a reflection or translation.
 Construct frequency tables,
pictograms and bar and line
graphs to represent the
frequencies of events and
changes over time.
 Answer a set of related
questions by collecting,
selecting and organising
relevant data; draw
conclusions, using ICT to
present features and identify
further questions to ask.
 Describe the occurrence of
familiar events using the
language of chance or
likelihood.
 Read, choose, use and record
standard metric units to
estimate and measure length,
weight and capacity to a
suitable degree of accuracy
(e.g. the nearest ½ cm).
 Derive multiplication facts for up to 10
times 10
 Recall multiplication facts for up to 10
times 10.
 Derive division facts for up to 10 times 10.
 Recall division facts for up to 10 times 10.
 Know that angles are measured in degrees
and that one whole turn is 360 degrees;
compare and order angles less than 180
degrees.
 Use efficient written methods to add and
subtract whole numbers and decimals with
up to two places.
 Read and plot co-ordinates in the first
quadrant
 Position one place and two place decimals on
a number line.
 Use a calculator to solve problems, including
those involving decimals or fractions (e.g.
find ¾ of 150g); interpret the display
correctly in given contexts.
 Draw the position of a shape after a reflection
or translation.
 Estimate, draw and measure acute and obtuse
angles using an angle measurer or protractor
to a suitable degree of accuracy.
 Calculate angles in a straight line.
 Read, choose, use and record standard metric
units to estimate and measure length, weight
and capacity to a suitable degree of accuracy
(e.g. the nearest cm).
 Read timetables and time using 24 hour clock
notation.
 Use a calendar to calculate time intervals.
 Calculate the perimeter and area of
rectilinear shapes.
 Estimate the area of an irregular shape by
counting squares.
 Interpret mixed numbers and
position them on a number line
(e.g. 3½).
 Derive multiplication facts for up
to 10 times 10
 Recall multiplication facts for up
to 10 times 10.
 Derive division facts for up to 10
times 10.
 Recall division facts for up to 10
times 10.
 Find fractions of number, quantities
or shapes (e.g. 1/5 of 30 plums, 3/8
of a 6 by 4 rectangle).
 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.
 Explain reasoning using diagrams,
graphs and text.
 Extend mental methods for whole
number calculations, for example to
multiply a two-digit by a one-digit
number (e.g. 12 x 9), to multiply by
25 (e.g. 16 x 25), and to subtract
one near multiple of 1000 from
another (e.g. 6070 – 4097).
 Use a calculator to solve problems,
including those involving decimals
or fractions (e.g. find ¾ of 150g);
interpret the display correctly in
given contexts.
Generally a child working at level 3a has a good knowledge and understanding of the mathematical content of level 3. They are beginning to use decimal notation and to use negative numbers in context. They can
count on in unit fractions. They begin to use mathematics to communicate information they have gathered. They are beginning to consider different approaches and find ways of overcoming difficulties that arise
when they are solving problems. They are beginning to organise their work and check results. They begin to justify their choice of strategy. They can find a particular case of a general statement. They use and
interpret mathematical symbols and diagrams.
Teacher Assessment ‘Best Fit’ Document
Counting, partitioning and calculating
4c
 Derive the corresponding division facts
and multiples of numbers to 10 up to the
This is
tenth multiple. (100).
to be

Recall the corresponding division facts
used
and multiples of numbers to 10 up to the
as a
tenth multiple. (100).
best

Explain what each digit represents in
fit
whole numbers and decimals with up to
model.










two places, and partition, round and
order these numbers (e.g. what is the
value of the 7 in 3 274 105.
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).
Multiply numbers to 1000 by 10 and then
100 (whole number answers),
understanding the effect, relate to scaling
up or down.
Divide numbers to 1000 by 10 and then 100
(whole number answers), understanding the
effect, relate to scaling up or down.
Recall quickly multiplication facts up to 10
x 10 and use them to multiply pairs of
multiples of 10 and 100.
Quickly derive division facts that
correspond to multiplication facts up to 10
x 10.
Identify pairs of factors of two-digit whole
numbers and find common multiples (e.g.
for 6 and 9).
Use understanding of place value to
multiply and divide whole numbers and
decimals by 10, 100 or 1000.
Refine and use efficient written methods to
multiply and divide HTU x U, TU x TU, U.t x
U and HTU ÷ U.
Use knowledge of rounding, place value,
number facts and inverse operations to
estimate and check calculations.
Use a calculator to solve problems involving
multi-step calculations.
Securing number facts,
understanding shape
Handling Data and
measures
Calculating, measuring and
understanding shape
Securing number facts,
relationships and calculating
 Use knowledge of place value and
addition and subtraction of twodigit 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).
 Recall quickly multiplication facts up
to 10 x 10 and use them to multiply
pairs of multiples of 10 and 100.
 Quickly derive division facts that
correspond to multiplication facts up
to 10 x 10.
 Identify pairs of factors of two-digit
whole numbers and find common
multiples (e.g. for 6 and 9).
 Use knowledge of rounding, place
value, number facts and inverse
operations to estimate and check
calculations.
 Recognise that prime numbers have
only two factors and identify prime
numbers less than 100; find the
prime factors of two-digit numbers.
 Use a calculator to solve problems
involving multi-step calculations.
 Describe, identify and visualise
parallel and perpendicular edges or
faces; use these properties to classify
2-D shapes and 3-D solids.
 Make and draw shapes with
increasing accuracy and apply
knowledge of their properties.
 Find and interpret the mode
of a set of data.
 Construct and interpret
frequency tables, bar charts
with grouped discrete data,
and line graphs; interpret pie
charts.
 Convert larger to smaller units
using decimals to one place
(e.g. change 2.6 kg to 2600g).
 Interpret a reading that lies
between two unnumbered
divisions on a scale.
 Describe and predict outcomes
from data using the language
of chance or likelihood.
 Use a calculator to solve
problems involving multi-step
calculations.
 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.
 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.
 Use knowledge of rounding,
place value, number facts and
inverse operations to estimate
and check calculations.
 Use understanding of place
value to multiply and divide
whole numbers and decimals by
10, 100 or 1000.
 Refine and use efficient written
methods to multiply and divide
HTU x U, TU x TU, U.t x U and
HTU ÷ U.
 Convert larger to smaller units
using decimals to one place
(e.g. change 2.6 kg to 2600g).
 Interpret a reading that lies
between two unnumbered
divisions on a scale.
 Use a calculator to solve
problems involving multi-step
calculations.
 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).
 Refine ways to recording using images
and symbols.
 Express a smaller whole number as a
fraction of a larger one (e.g.
recognise that 5 out of 8 is ⅝).
 Find equivalent fractions (e.g. 7/10=
14/20 or 19/10 = 1 9/10; relate
fractions to their decimal
representations.
 Understand percentage as the number
of parts in every 100 and express
tenths and hundredths as
percentages.
 Use sequences to scale numbers up or
down; solve problems involving
proportions of quantities (e.g.
decrease quantities in a recipe
designed to feed six people).
 Recall quickly multiplication facts up
to 10 x 10 and use them to multiply
pairs of multiples of 10 and 100.
 Quickly derive division facts that
correspond to multiplication facts up
to 10 x 10.
 Identify pairs of factors of two-digit
whole numbers and find common
multiples (e.g. for 6 and 9).
 Refine and use efficient written
methods to multiply and divide HTU x
U, TU x TU, U.t x U and HTU ÷ U.
 Find fractions using division (e.g.
1/100 of 5kg), and percentages of
numbers and quantities (e.g. 10%, 5%
and 15% of £80).
 Use a calculator to solve problems
involving multi-step calculations.
Generally a child working at 4c has experience of numbers to 1 000 000 and of decimals to 2dp. Pupils use their understanding of place value to multiply and divide whole numbers by 10 and 100. They
have experience of recognising some equivalence of fractions. They may have only one reliable strategy for each of the four written number operations but have a range of mental methods to draw on.
Pupils are developing their own strategies for solving problems. They maintain an appreciation of the reasonableness of an answer when working with larger numbers.
Teacher Assessment ‘Best Fit’ Document
Counting, partitioning and
calculating
Securing number facts,
understanding shape
4b
 Use knowledge of place value
 Use knowledge of place
and
multiplication
facts
to
10
x
value and multiplication
This is
10 to derive related
facts to 10 x 10 to derive
to be
multiplication
and
division
facts
related multiplication and
used
involving decimals (e.g. 0.8 x 7,
division facts involving
as a
4.8 ÷ 6).
decimals (e.g. 0.8 x 7, 4.8
best
÷ 6).

Use
efficient
written
methods
to
fit
add
and
subtract
integers
and

Use knowledge of
model.
decimals.
 Use efficient written methods to
multiply and divide integers and
decimals by a one-digit integer.
 Multiply two-digit and threedigit integers by a two-digit
integer.
 Find the difference between a
positive and a negative integer,
or two negative integers, in
context.
 Use decimal notation for tenths,
hundredths and thousandths;
partition, round and order
decimals with up to three places,
and position them on the number
line.
 Calculate mentally with integers
and decimals: U.t + U.t, TU x U,
TU ÷ U, U.t x U, U.t ÷ U.
 Use approximations, inverse
operations and tests of divisibility
to estimate and check results.
multiplication facts to
derive quickly squares of
numbers to 12 x 12 and the
corresponding squares of
multiples of 10.
 Use approximations,
inverse operations and
tests of divisibility to
estimate and check results.
Handling Data and
measures
 Select and use standard
metric units of measure
and convert between
units using decimals to
two places (e.g. change
2.75 litres to 2750ml or
vice versa).
 Describe and interpret
results and solutions to
problems using the
mode, range, median
and mean.
 Read and interpret
scales on a range of
measuring instruments,
recognising that the
measurement made is
approximate and
recording results to a
required degree of
accuracy.
 Compare readings on
different scales, for
example when using
different instruments.
Calculating, measuring and understanding shape
 Use efficient written methods to add and subtract
integers and decimals.
 Use efficient written methods to multiply and divide
integers and decimals by a one-digit integer.
 Multiply two-digit and three-digit integers by a twodigit integer.
 Select and use standard metric units of measure and
convert between units using decimals to two places
(e.g. change 2.75 litres to 2750ml or vice versa).
 Visualise and draw on grids of different types where
a shape will be after reflection, after translations,
or after rotation through 900 or 1800 about its
centre or one of its vertices.
 Calculate mentally with integers and decimals: U.t +
U.t, TU x U, TU ÷ U, U.t x U, U.t ÷ U.
 Use approximations, inverse operations and tests of
divisibility to estimate and check results.
 Solve problems by measuring, estimating and
calculating.
 Measure and calculate using imperial units still in
everyday use; know their approximate metric values.
 Read and interpret scales on a range of measuring
instruments, recognising that the measurement made
is approximate and recording results to a required
degree of accuracy.
 Compare readings on different scales, for example
when using different instruments.
 Estimate angles, and use a protractor to measure and
draw them, on their own and in shapes; calculate
angles in a triangle or around a point.
 Use coordinates in the first quadrant to draw, locate
and complete shapes that meet given properties.
Securing number facts,
relationships and calculating
 Use knowledge of place value and
multiplication facts to 10 x 10 to
derive related multiplication and
division facts involving decimals (e.g.
0.8 x 7, 4.8 ÷ 6).
 Use efficient written methods to add
and subtract integers and decimals.
 Use efficient written methods to
multiply and divide integers and
decimals by a one-digit integer.
 Multiply two-digit and three-digit
integers by a two-digit integer.
 Express one quantity as a percentage
of another (e.g. express £400 as a
percentage of £1000).
 Find equivalent percentages, decimals
and fractions.
 Express a larger whole number as a
fraction of a smaller one (e.g. recognise
that 8 slices of a 5-slice pizza represents
8/5 or 1 3/5 pizzas).
 Simplify fractions by cancelling common
factors.
 Order a set of fractions by converting
them to fractions with a common
denominator.
 Relate fractions to multiplication and
division (e.g. 6 ÷ 2 = ½ of 6 = 6 x ½ ).
 Express a quotient as a fraction or
decimal (e.g. 67 ÷ 5 = 13.4 or 13 2/5).
 Find fractions and percentages of wholenumber quantities (e.g. 5/8 of 96, 65%
of £260).
 Solve simple problems involving direct
proportion by scaling quantities up or
down.
 Use a calculator to solve problems
involving multi-step calculations.
Generally a child working at 4b has more confidence when working with fractions and decimals and can order groups of mixed numbers. They can use the relationship between familiar fractions,
decimals and percentages to solve problems. They have a more secure understanding of the connection between number operations which supports a flexible approach to solving problems. They solve
problems involving all four operations related to measures including converting between units. They can choose an appropriate strategy for checking answers. When investigating they are able to
present information and results in a clear and organised way.
Teacher Assessment ‘Best Fit’ Document
Counting, partitioning and
calculating
4a
 Use knowledge of place value and
multiplication facts to 10 x 10 to
derive related multiplication and
division facts involving decimals (e.g.
0.8 x 7, 4.8 ÷ 6).
This is
to be
used
as a
 Use efficient written methods to add
best
and subtract integers and decimals.
fit
model.  Use efficient written methods to
multiply and divide integers and
decimals by a one-digit integer.
 Multiply two-digit and three-digit
integers by a two-digit integer.
 Find the difference between a positive
and a negative integer, or two
negative integers, in context.
 Calculate mentally with integers and
decimals: U.t + U.t, TU x U, TU ÷ U,
U.t x U, U.t ÷ U.
 Use approximations, inverse
operations and tests of divisibility to
estimate and check results.
Securing number facts,
understanding shape
 Use knowledge of place value and
multiplication facts to 10 x 10 to
derive related multiplication and
division facts involving decimals
(e.g. 0.8 x 7, 4.8 ÷ 6).
 Use knowledge of multiplication facts
to derive quickly squares of numbers
to 12 x 12 and the corresponding
squares of multiples of 10.
 Use approximations, inverse
operations and tests of divisibility to
estimate and check results.
 Make and justify estimates and
approximations to calculations.
 Recognise and use multiples, factors,
divisors, common factors, highest
common factors and lowest common
multiples in simple cases.
 Pupils recognise and describe number
patterns and relationships including
multiple factor and square.
Handling Data and measures
 Solve problems by collecting
selecting processing,
presenting and interpreting
data, using ICT where
appropriate; draw conclusions
and identify questions to ask.
 Calculate the perimeter and
area of rectilinear shapes,
estimate the area of an
irregular shape by counting
squares.
Calculating, measuring and
understanding shape
Securing number facts,
relationships and calculating
 Calculate mentally with integers
and decimals: U.t + U.t, TU x U,
TU ÷ U, U.t x U, U.t ÷ U.
 Express one quantity as a percentage
of another (e.g. express £400 as a
percentage of £1000).
 Use approximations, inverse
operations and tests of
divisibility to estimate and
check results.
 Find equivalent percentages, decimals
and fractions.
 Use coordinates in the first
quadrant to draw, locate and
complete shapes that meet
given properties.
 Recognise approximate proportions of a
whole and use simple fractions and
percentages to describe these.
 Use a calculator to solve problems
involving multi-step calculations.
 Make and draw shapes with
increasing accuracy and apply
knowledge of their properties.
 Describe, identify and visualise
parallel and perpendicular
edges and faces; use these
properties to classify 2D shape
and 3D solids.
 Add and subtract decimals to 2 places,
using mixed integers and decimals.
Generally a child working at level 4a has a good knowledge and understanding of the mathematical content of level 4. They have confidence with number and can use their understanding of the
relationship between operations to identify an efficient strategy to solve a problem. In explanation they use specific mathematical vocabulary e.g. factor, prime, product. They apply their
mathematical knowledge across the curriculum. They present information and results in a clear and organised way in order to support their reasoning. They choose when it is
appropriate to use a calculator.
Teacher Assessment ‘Best Fit’ Document
5
Counting, partitioning and
calculating
Securing number facts,
understanding shape
 Pupils use their understanding of place
value to multiply and divide whole
numbers by 10, 100 and 1000.
 Recognise the square roots of perfect
squares to 12 x 12.
This is
to be
 Use ratio notation, reduce a ratio to
used
its simplest form and divide a quantity
as a
into two parts in a given ratio.
best
fit
 Solve simple problems involving ratio
model.
and direct proportion.
 Recognise approximate proportions of
a whole and use fractions and
percentages to describe and compare
them e.g. when interpreting pie
charts.
 Use correctly the vocabulary,
notation and labelling conventions
for lines, angles and shapes.
 Extend knowledge of properties of
triangles and quadrilaterals and use
these to visualise and solve
problems, explaining reasoning with
diagrams.
 Identify all the symmetries of 2D
shapes; transform images using ICT.
Handling Data and measures
 Understand and use the
probability scale from zero to
one.
 Find and justify probabilities
based on equally likely
outcomes in simple contexts.
 Explore hypotheses by planning
surveys or experiments to
collect small sets of discrete or
continuous data.
 Construct interpret and
compare graphs or diagrams
that represent data.
 Solve problems by measuring
estimating and calculating.
Measure and calculate using
imperial units still in everyday
use. Know their approximate
metric values.
Calculating, measuring and
understanding shape
 Understand how the
commutative and associative
and distributive laws and the
relationships between
operations including inverse can
be used to calculate more
efficiently.
 Use the order of operations
including brackets.
 Use bracket keys and the
memory of a calculator to carry
out calculations with more than
one step. Use the square root
key.
Securing number facts,
relationships and calculating
 Consolidate and extend mental
methods of calculation to include
fractions, decimals and percentages.
 Calculate percentage increases or
decreases and fractions of quantities
and measurements.
 Understand how the commutative and
associative and distributive laws and the
relationships between operations
including inverse can be used to
calculate more efficiently.
 Use the order of operations including
brackets.
 Know the sum of angles on a
straight line, in a triangle and at
a point, and recognise vertically
opposite angles.
 Construct a triangle given 2
sides and the included angle.
 Use all four quadrants to find
coordinates of points
determined by geometric
information.
Generally a child working at level 5 is competent at using a range of numbers in a variety of contexts. They are successful at making appropriate decisions including whether it is reasonable to use a
calculator. Pupils show understanding of situations by describing them mathematically using symbols, words and diagrams. They draw simple conclusions of their own and give an
explanation of their reasoning.