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The National Strategies  Primary
Years 2 to 4 mixed-age objective planner
Key
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Italic text signifies objectives which do not appear in the single-age version of this unit but have been added to create a coherent
mixed-age unit
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Smaller font indicates objectives which do appear in the single-age version of this unit, but which are addressed elsewhere within the mixed-age units
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Bold font indicates ‘End-of-year’ objectives.
I can… statements: red are MA1 Using and Applying, green are MA2, MA3 or MA4
Block A: Counting, partitioning and calculating
Unit 1 – 10 days
Year 2
Year 3
Year 4
Present solutions to puzzles and problems
in an organised way; explain decisions,
methods and results in pictorial, spoken or
written form, using mathematical language
and number sentences
I can explain to others how I solved a
problem
Describe and explain methods, choices and
solutions to puzzles and problems, orally
and in writing, using pictures and diagrams
I can explain how I solve problems
Report solutions to puzzles and problems,
giving explanations and reasoning orally and
in writing, using diagrams and symbols
I can explain to someone else how I solve
problems and puzzles
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 twodigit numbers in different ways,
including into multiples of 10 and 1
Partition three-digit numbers into
multiples of 100, 10 and 1 in different
ways
I can split a number into hundreds, tens and
ones
I can explain how the digits in a number
change when I count in 10s or 100s
Partition, round and order four-digit whole
numbers; use positive and negative
numbers in context and position them on a
number line; state inequalities using the
symbols < and > (e.g. -3 > -5, -1 < 1)
I can read, write and put in order four-digit
numbers and positive and negative numbers
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2 of 8
The National Strategies  Primary
Years 2 to 4 mixed-age objective planner
I can count objects by putting them into
groups
I can partition numbers
Order two-digit numbers and position them
on a number line; use the greater than > and
less than < signs
I can write numbers in order and position
them on a number line
I can use the greater than and less than
symbols to show that one number is larger
or smaller than another
Read and write two-digit and three-digit
numbers in figures and words; describe and
extend number sequences and recognise
odd and even numbers
I can read and write two-digit numbers (A1)
I know which numbers are odd and which
are even (A1/A2)
I can use the < and > signs with positive and
negative numbers (e.g. -3 < 1)
Read, write and order whole numbers to at
least 1000 and position them on a number
line; count on from and back to zero in
single-digit steps or multiples of 10
I can read and write numbers to 1000 and
put them in order
Recognise and continue number sequences
formed by counting on or back in steps of
constant size
I can count on and back in eights
Estimate a number of objects; round two-digit
numbers to the nearest 10
(to A3)
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The National Strategies  Primary
Years 2 to 4 mixed-age objective planner
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
I can recall number facts for each number
up to 10
Understand that halving is the inverse of
doubling and derive and recall doubles of all
numbers to 20, and the corresponding
halves
I know doubles of numbers to 10
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
I know the sum and difference of any pair of
numbers to 20
I can add and subtract multiples of 10 or 100
in my head
Derive and recall multiplication facts for the
2, 3, 4, 5, 6 and 10 times-tables and the
corresponding division facts; recognise
multiples of 2, 5 or 10 up to 1000
I know my 3, 4 and 6 times tables
Use knowledge of addition and subtraction
facts and place value to derive sums and
differences of pairs of multiples of 10, 100 or
1000
I can work out sums and differences of
multiples of 100 or 1000
Derive and recall multiplication facts up
to 10 × 10, the corresponding division
facts and multiples of numbers to 10 up
to the tenth multiple
I know my 8 times table and my 9 times
table
Identify the doubles of two-digit numbers;
use these to calculate doubles of multiples
of 10 and 100 and derive the corresponding
halves
I can double two-digit numbers
Use knowledge of rounding, number operations and
inverses to estimate and check calculations (to B1)
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The National Strategies  Primary
Years 2 to 4 mixed-age objective planner
Understand that subtraction is the inverse of
addition and vice versa; use this to derive
and record related addition and subtraction
number sentences
I know that addition and subtraction ‘undo’
each other
I can write three other related number
sentences for 6 + 3 = 9
Add or subtract mentally a one-digit
number or a multiple of 10 to or from any
two-digit number; use practical and
informal written methods to add and
subtract two-digit numbers
I can add and subtract some numbers in my
head
00317-2008DWO-EN
Add or subtract mentally combinations
of one-digit and two-digit numbers
I can add and subtract one-digit and twodigit numbers in my head (e.g. 62 + 7, 7 +
45, 4 8 - 6, 60 - 8)
Add or subtract mentally pairs of twodigit whole numbers (e.g. 47 + 58, 91 35)
I can add and subtract two-digit numbers in
my head (e.g. 26 + 47, 43 – 16)
Multiply one-digit and two-digit numbers by
10 or 100, and describe the effect
I can multiply a number by 10 or 100 and
say what happens to the number I multiply
(from E2)
Multiply and divide numbers to 1000 by 10
and then 100 (whole-number answers),
understanding the effect; relate to scaling
up or down
I can multiply and divide by 10 and 100. I
can explain what happens to the digits when
I do this
Use a calculator to carry out one-step and
two-step calculations involving all four
operations; recognise negative numbers in
the display, correct mistaken entries and
interpret the display correctly in the context
of money
I can use a calculator to help me solve onestep and two-step problems
I know how to enter prices such as £1.29
and £2.30 into a calculator
I know that -7 on a calculator means
negative 7
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5 of 8
The National Strategies  Primary
Years 2 to 4 mixed-age objective planner
Block A: Counting, partitioning and calculating
Unit 2 – 10 days
Year 2
Year 3
Year 4
Present solutions to puzzles and problems
in an organised way; explain decisions,
methods and results in pictorial, spoken or
written form, using mathematical language
and number sentences
I can explain how I solved a problem and
say why I did it that way
Describe and explain methods, choices and
solutions to puzzles and problems, orally
and in writing, using pictures and diagrams
I can explain how I solve problems
Report solutions to puzzles and problems,
giving explanations and reasoning orally
and in writing, using diagrams and symbols
I can explain how I solve problems, using
diagrams and symbols to help me
Read and write two-digit and three-digit
numbers in figures and words; describe and
extend number sequences and recognise
odd and even numbers
I can read and write numbers up to 1000 in
figures and words (A2)
I can describe and explain the patterns in a
set of calculations (from B2)
I can explain the pattern for the sequence of
numbers and work out the next few
numbers in the list (from A3)
Partition three-digit numbers into
multiples of 100, 10 and 1 in different
ways
I can split a number into hundreds, tens and
ones
I can explain how the digits in a number
change when I count in 10s or 100s
Recognise and continue number sequences
formed by counting on or back in steps of
constant size
I can count on and back in sevens
Count up to 100 objects by grouping
them and counting in tens, fives or twos;
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Read, write and order whole numbers to at
least 1000 and position them on a number
line; count on and back to zero in singledigit steps or multiples of 10
I can count on from and back to zero in
steps of 1,2,3,4,5,6, 10 and 100
Use decimal notation for tenths and
hundredths and partition decimals; relate
the notation to money and measurement;
position one-place and two-place decimals
on a number line
I can use decimals when I work with money
and measurements
© Crown copyright 2008
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The National Strategies  Primary
Years 2 to 4 mixed-age objective planner
explain what each digit in a two-digit
number represents, including numbers
where 0 is a place holder; partition twodigit numbers in different ways,
including into multiples of 10 and 1
I can explain what each digit in a two-digit
number stands for
I can partition numbers in different ways
Derive and recall multiplication facts for the
2, 5 and 10 times-tables and the related
division facts; recognise multiples of 2, 5
and 10
I know some of the number facts in the 2, 5
and 10 times tables
Round two-digit or three-digit numbers to the nearest
10 or 100 and give estimates for their sums and
differences
(moved to A3)
Derive and recall multiplication facts for the
2, 3, 4, 5, 6 and 10 times-tables and the
corresponding division facts; recognise
multiples of 2, 5 or 10 up to 1000
I know my tables for 2, 3, 4, 5 ,6 and 10
Derive and recall multiplication facts up
to 10 × 10, the corresponding division
facts and multiples of numbers to 10 up
to the tenth multiple
I know my tables to 10 x 10
I can use the multiplication facts I know to
Derive and recall all addition and subtraction facts for
work out division facts
each number to 20, sums and differences of
multiples of 10 and number pairs that total 100
(combined with B2)
Add or subtract mentally a one-digit
number or a multiple of 10 to or from any
two-digit number; use practical and
informal written methods to add and
subtract two-digit numbers
I can add and subtract some numbers in my
head
00317-2008DWO-EN
Add or subtract mentally combinations
of one-digit and two-digit numbers
I can add or subtract one-digit and two-digit
numbers in my head (e.g. 62 + 7, 7 + 45, 4
8 - 6, 60 - 8)
Use knowledge of rounding, number
operations and inverses to estimate and
check calculations.
I can estimate and check the results of a
calculation
Add or subtract mentally pairs of twodigit whole numbers (e.g. 47 + 58, 91 35)
I can add and subtract mentally pairs of twodigit numbers and find a difference by
counting on
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The National Strategies  Primary
Years 2 to 4 mixed-age objective planner
I can add and subtract bigger numbers
using practical equipment or by writing
notes to help me
Use the symbols +, -, ×, ÷ 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)
I know how to write number sentences
using the symbols +, -, x, ÷ and =
I can explain what different number
sentences mean
Represent repeated addition and arrays as
multiplication, and sharing and repeated
subtraction (grouping) as division; use
practical and informal written methods and
related vocabulary to support multiplication
and division, including calculations with
remainders
I can use practical equipment or a number
line to do multiplication and division and can
explain remainders if there are any
00317-2008DWO-EN
Develop and use written methods to record,
support or explain addition and subtraction
of two-digit and three-digit numbers
I can record how I work out an addition or
subtraction calculation showing each step
Multiply one-digit and two-digit numbers by
10 or 100, and describe the effect
I can multiply by 10 or 100 and say what
happens to the number I multiply
Use practical and informal written methods
to multiply and divide two-digit numbers
(e.g. 13 × 3, 50 ÷ 4); round remainders up or
down, depending on the context
I can multiply a ‘teens number by a one-digit
number
I can divide a two-digit number by a onedigit number
Refine and use efficient written methods to
add and subtract two-digit and three-digit
whole numbers and £.p
I can add and subtract three digit numbers
using a written method
Multiply and divide numbers to 1000 by 10
and then 100 (whole-number answers),
understanding the effect; relate to scaling
up or down
I can multiply and divide numbers by 10 or
100 and describe what happens to the digits
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 × 9, 98 ÷ 6)
I can multiply and divide a two-digit number
by a one-digit number
© Crown copyright 2008
8 of 8
The National Strategies  Primary
Years 2 to 4 mixed-age objective planner
Block A: Counting, partitioning and calculating
Unit 3 – 10 days
Year 2
Year 3
Year 4
Solve problems involving addition,
subtraction, multiplication or division in
contexts of numbers, measures or pounds
and pence
I can use calculations to solve problems
and I know which calculations to use (from
E2)
Solve one-step and two-step problems
involving numbers, money or measures,
including time, choosing and carrying out
appropriate calculations
I can explain how I solve problems (B2)
I can recognise when a word problem
involves multiplication or division (E2)
I can solve a problem by writing down what
calculation I should do (A3)
Solve one-step and two-step problems
involving numbers, money or measures,
including time; choose and carry out
appropriate calculations, using calculator
methods where appropriate
I can work out how to solve problems with
one or two steps
I can choose what calculation to work out
and I can decide whether a calculator will
help me
Round two-digit or three-digit numbers to
the nearest 10 or 100 and give estimates
for their sums and differences
I can round numbers to the nearest 10 or
100 and estimate a sum or difference (from
A2, A3 moved to B3)
Partition, round and order four-digit whole
numbers; use positive and negative
numbers in context and position them on a
number line; state inequalities using the
symbols < and > (e.g. -3 > -5, -1 < 1)
I can read, write and put in order four-digit
numbers and positive and negative numbers
I can use the < and > signs with positive and
negative numbers (e.g. -3 < 1)
Present solutions to puzzles and problems in an
organised way; explain decisions, methods and
results in pictorial, spoken or written form, using
mathematical language and number sentences
(moved to B3)
Estimate a number of objects; round twodigit numbers to the nearest 10
I can round numbers to the nearest 10
(from A1, A3 moved to B3)
Order two-digit numbers and position them
on a number line; use the greater than and
less than signs
I can write numbers in order and position
them on a number line
I can use the greater than and less than
00317-2008DWO-EN
Partition three-digit numbers into
multiples of 100, 10 and 1 in different
ways
I can partition numbers in different ways
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The National Strategies  Primary
Years 2 to 4 mixed-age objective planner
symbols to show that one number is larger
or smaller than another
(from E3)
Count up to 100 objects by grouping
them and counting in tens, fives or
twos; explain what each digit in a twodigit number represents, including
numbers where 0 is a place holder;
partition two-digit numbers in different
ways, including into multiples of 10 and
1
I can use partitioning to help me to carry
out calculations
Use decimal notation for tenths and
hundredths and partition decimals; relate the
notation to money and measurement;
position one-place and two-place decimals
on a number line
I know how to use decimal notation to write
numbers such as one and one tenth, two
and three tenths, three hundredths
Recognise and continue number sequences
formed by counting on or back in steps of
constant size
I can count on and back using negative
numbers
Read and write two-digit and three-digit numbers in
figures and words; describe and extend number
sequences and recognise odd and even numbers
(to A2)
Derive and recall multiplication facts for the
2, 5 and 10 times-tables and the related
division facts; recognise multiples of 2, 5
and 10
I know my 2, 5 and 10 times tables
Derive and recall multiplication facts for the
2, 3, 4, 5, 6 and 10 times-tables and the
corresponding division facts; recognise
multiples of 2, 5 or 10 up to 1000
I can use my tables for 2, 3, 4, 5, 6 and 10
to work out division facts
Use knowledge of number facts and
operations to estimate and check answers
to calculations
I can estimate calculations
I can check calculations by doing the
Use knowledge of number operations and
corresponding inverses, including doubling
and halving, to estimate and check
calculations
I can check whether the answer to a
00317-2008DWO-EN
Derive and recall multiplication facts up
to 10 × 10, the corresponding division
facts and multiples of numbers to 10 up
to the tenth multiple
I know my tables to 10 x 10
I can use the multiplication facts I know to
work out division facts
Use knowledge of rounding, number
operations and inverses to estimate and
check calculations
I can estimate and check the results of a
© Crown copyright 2008
10 of 8 The National Strategies  Primary
Years 2 to 4 mixed-age objective planner
related addition or subtraction
calculation is correct (from D3)
calculation
Add or subtract mentally a one-digit
number or a multiple of 10 to or from
any two-digit number; use practical and
informal written methods to add and
subtract two-digit numbers
I can add and subtract two-digit numbers
using practical equipment or written notes
to help me
Add or subtract mentally combinations
of one-digit and two-digit numbers
I can find the sum of or difference between
one-digit and two-digit numbers in my head
(e.g. 7 + 45, 45 – 7)
I can add several one-digit numbers in my
head
Add or subtract mentally pairs of twodigit whole numbers (e.g. 47 + 58, 91 - 35)
I can add and subtract mentally any two-digit
numbers you give me, such as 56 + 22, 58 +
39, 64 – 37, 98 – 89
Develop and use written methods to record,
support or explain addition and subtraction
of two-digit and three-digit numbers
I can add and subtract numbers using an
empty number line
I can add and subtract numbers by writing
one number under the other and using
partitioning
Refine and use efficient written methods to
add and subtract two-digit and three-digit
whole numbers and £.p
I can add and subtract two-digit and threedigit numbers using a written method
Use practical and informal written methods
to multiply and divide two-digit numbers
(e.g. 13 × 3, 50 ÷ 4); round remainders up
or down, depending on the context
I can use tables facts that I know to work
out division facts
I can multiply or divide a two-digit number
by a one-digit number
If there is a remainder when I divide, I can
work out whether to round the answer up or
down
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 × 9, 98 ÷ 6)
I can multiply and divide a two-digit number
by a one-digit number. I know how to
interpret a remainder.
Understand that subtraction is the inverse
of addition and vice versa; use this to
derive and record related addition and
subtraction number sentences
I know when it is easier to use addition to
work out a subtraction
Use the symbols +, -, ×, ÷ 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)
I can work out the missing number in a
number sentence such as 14 + □ = 35
Represent repeated addition and arrays as
multiplication, and sharing and repeated
subtraction (grouping) as division; use
practical and informal written methods and
00317-2008DWO-EN
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11 of 8 The National Strategies  Primary
Years 2 to 4 mixed-age objective planner
related vocabulary to support multiplication
and division, including calculations with
remainders
I can do multiplication and division in
different ways and explain what I did
00317-2008DWO-EN
Understand that division is the inverse of
multiplication and vice versa; use this to
derive and record related multiplication and
division number sentences
I can say what multiplication fact I would
use for a division calculation (from D3)
Use a calculator to carry out one-step and
two-step calculations involving all four
operations; recognise negative numbers in
the display, correct mistaken entries and
interpret the display correctly in the context
of money
I know that when I am working with money,
5.4 on a calculator display means £5.40
© Crown copyright 2008