Year 1 Block B - Securing number facts, understanding shape Unit 1
Objectives
Assessment for learning
End-of-year expectations (key objectives) are highlighted
Children's learning outcomes in italic

Describe simple patterns and relationships involving
numbers or shapes; decide whether examples satisfy given
conditions
I can use numbers or shapes to copy and continue a simple
pattern
Can you see a pattern in the number of objects? Is there a pattern
in the shapes? How do you know what comes next?
Can you talk about the pattern in your own words?

Solve problems involving counting, adding, subtracting,
doubling or halving in the context of numbers, measures or
money, for example to 'pay' and 'give change'
I can begin to solve a problem or puzzle by deciding what the
important information is
How are you going to tackle this?
What is the important information that you have?
What approach are you going to use? Why?

Count reliably at least 20 objects, recognising that
when rearranged the number of objects stays the same;
estimate a number of objects that can be checked by counting
I can count at least 20 objects and know that the last number I
say is how many there are altogether
Spread out these ten counters that you put in a line. How many
counters are there? How do you know?
Can you count the cubes (up to five) I have tipped out of the pot
without touching them?
Make an estimate of the number of cubes in the jar. Is it near 10 or
20?

Read and write numerals from 0 to 20, then beyond;
use knowledge of place value to position these numbers on a
number track and number line
I can read, write and order numbers up to 20
What is the number before/after 10?
What is the number before 20?
What numbers are between 15 and 20?
What number on the track is hidden?

Say the number that is 1 more or less than any given
number, and 10 more or less for multiples of 10
I can use counters or the number line/100-square to find the
number that is one more or one less than a number
I can find the number that is ten more or ten less for a particular
tens number
There are four counters in the pot. How many will there be if I put in
one more?
There are six spots on my dice. Imagine there is one less spot.
How many spots would there be?
I am thinking of 30. What is ten more/less than 30? How could a
number line or 100-square help you?

Derive and recall all pairs of numbers with a total of 10
and addition facts for totals to at least 5; work out the
corresponding subtraction facts
I know some pairs of numbers that total 10
I can use counters or blocks to add numbers with answers up to
5
If you know that 7 3 10 what else do you know?
What numbers could you add to give a total of 4? Are there other
ways to get a total of 4?

Visualise and name common 2-D shapes and 3-D
solids and describe their features; use them to make patterns,
pictures and models
I can use 2-D and 3-D shapes to make patterns, pictures and
models
I can name most of the 2-D and 3-D shapes I use in my work as
well as those I see in my classroom and playground
I am beginning to picture a shape in my head
Picture a rectangle in your head. Can you tell me about it so that I
can picture it?
When you imagine a square, how many edges does it have? How
is it like this square? Is it different in any way?
Draw arrows to show which shapes belong in the set.

Listen with sustained concentration
I can listen carefully to my teacher, to my partner and to other
children
Look at the shapes. Listen to this description of one of them. Can
you tell which shape is being described?
Year 2 Block B - Securing number facts, understanding shape
Unit 1
Objectives
End-of-year expectations (key objectives) are highlighted
Children's learning outcomes in italic
Assessment for learning

Describe patterns and relationships involving numbers
or shapes, make predictions and test these with examples
I can sort a set of 3-D shapes
I can continue a number pattern
I can explain how I know
Show me the shapes that have: at least one rectangular face, one
curved face, eight corners, …
We have worked out that 3 5 8 and 13 5 18. Without
calculating, tell me what 23 5 will be. What about 63 5?
Write the missing digits to make this correct.

Solve problems involving addition, subtraction,
multiplication or division in contexts of numbers, measures or
pounds and pence
I can solve a problem involving money
What do you look for when deciding the best order for adding
numbers?
Mina and Ben play a game. Mina scores 70 points. Ben scores 42
points. How many more points does Mina score than Ben? Show
me on the 100-square how to work out the answer. Now show me
on an empty number line.
Anna has 54p. She buys as many pencils as she can.
How much money will she have left? Use the coins to show me
how to work out the answer.

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
Look at this number sentence:
7. What could the two
missing numbers be? What else?
Tell me all the pairs of numbers that make 7. How do you know you
have told me them all?

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 can count in steps of 2, 5 or 10
What is the multiple of 10 before 70?
What three numbers come next: 35, 40, 45, ...?
What is the next even number after 24?

Understand that halving is the inverse of doubling and
derive and recall doubles of all numbers to 20, and the
corresponding halves
I know that if I double a number then halve the answer I get
back to the number I started with
I think of a number and double it. The answer is 18. What number
was I thinking of? Explain how you know.

Use knowledge of number facts and operations to
estimate and check answers to calculations
I can check the answer to an addition by doing a related
subtraction
You know that 7 8 15. Write down three other number
sentences using these numbers.
What is the answer to 37 8? How can I check?
Only one of these sums is correct. Which one is it? Explain how
you know.
25 7 30
18 5 28
10 10 19
19 6 25
12 4 14

Visualise common 2-D shapes and 3-D solids; identify
shapes from pictures of them in different positions and
orientations; sort, make and describe shapes, referring to their
properties
I can look at pictures of 2-D shapes and name them
How do you know that this shape is a square? What is special
about it?
Two of these shapes are not hexagons. Which are they?
Here are five identical triangles.
Use some or all of the triangles to make a bigger triangle.
Is there another way to do it?

Listen to others in class, ask relevant questions and
follow instructions
I can listen to others when they speak to the class and ask a
question about what they have said
Listen to Robert as he talks about the shape that he has made.
I am holding a shape behind my back. Try to find out what it is. Ask
me questions about it, but I will only answer 'yes' or 'no'.

Year 3 Block B - Securing number facts, understanding shape
Unit 1
Objectives
End-of-year expectations (key objectives) are highlighted
Children's learning outcomes in italic
Assessment for learning
Represent the information in a puzzle or problem using
numbers, images or diagrams; use these to find a solution and
present it in context, where appropriate using .p notation or
units of measure
Tell me how you solved this problem. Did you make any notes or
drawings to help you? Describe them to me.
Find the total of 3, 4, 5, 6 and 7. Jot down how you work it out.
Which numbers did you start with? Why? Explain what you wrote
down.
I can solve problems using numbers, pictures and diagrams
Jay drew this number line to work out 48 7. What is the missing
number? Why did he split the 7 into 2 then 5? What do you think
the answer to 38 7 would be?

Identify patterns and relationships involving numbers or
shapes, and use these to solve problems
I can describe patterns when I solve problems

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 and use addition and subtraction facts for all numbers to
20

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 the 2, 3, 4, 5, 6 and 10 times-tables and use them for
division facts
I recognise multiples of 2, 5 and 10

Use knowledge of number operations and
corresponding inverses, including doubling and halving, to
estimate and check calculations
I can estimate and check my calculations

Relate 2-D shapes and 3-D solids to drawings of them;
describe, visualise, classify, draw and make the shapes
I can recognise shapes from drawings

Sustain conversation, explaining or giving reasons for
their views or choices
I can follow up points, share my views with others and join in
whole-class discussions
Sort the numbers 1 to 20 into two groups: 'multiples of 5' and 'not
multiples of 5'. What do you notice? Tell me a number bigger than
100 that would go in each group.
9 3 6. What is 90 30, and 900 600? How do you know?
What addition calculation would you use to work out 13 8? Why
can you use addition to work out subtraction?
16
9. How would you find the missing number?
All the shapes on this table except one are prisms. Which shape
does not belong? How did you recognise the odd one out?
Tell me two numbers that sum to 17. And another pair? What
would you add to 7 to make a total of 16? Give me three pairs of
numbers that total 19. Now tell me some of the subtraction facts
that use these numbers. What two numbers could I subtract to
make 13? What is 15 2? What is 15 4? What is 15 6? Can you do
a similar thing but start from 17 2?
What is 7 4? Did you know or did you work thorough one of the
times table? Which table did you use? Start at 1 4 and work
through the 4 times table with me to 10 4. Can you tell me the two
multiplication facts either side of 7 4? Now tell me the answer to
5 4 and the two facts either side of it.
What is 3 4? Tell me the answer to12 4. What is 6 3? What
division fact can you tell me?
Is 238 a multiple of 10? What digit would have to change to make it
a multiple of 10? Is 238 a multiple of 2? How do you know? What
about 338? 458?
What digit in a number helps us to recognise multiples of 2, 5 or
10?
What is 50 30? If we know that 50 30 80, how can this help us to
estimate 53 27? Give me an estimate for 83 28, 81 52.
What is 24 6? Can we check this with a multiplication?
If half of 30 is 15, what is double 15? Give me the doubling facts for
these halving facts: half of 32 is 16, half of 34 is 17, …
Here are some drawings of 3-D solids. Which drawings show
cylinders? Name any other solids you can see in the drawings. Can
you see any prisms and pyramids?
In this drawing there are triangles, rectangles, squares and other
quadrilaterals. Show me these shapes. Are there any pentagons?
What about octagons?
This group said that to add 3 4 5 6 7 they would add the largest
numbers first. Is this the method you would choose? Why or why
not?
Listen to Sue's method for adding 48 7. What other methods could
we use? Which method do you think is best for this calculation?
Why? Suggest another calculation where you could use your
method.
Year 4 Block B - Securing number facts, understanding shape Unit 1
Objectives
Assessment for learning
End-of-year expectations (key objectives) are highlighted.
Children's learning outcomes in italic

Identify and use patterns, relationships and
properties of numbers or shapes; investigate a statement
involving numbers and test it with examples

I can use what I know about polygons to group them into
regular and irregular polygons
Tell me some numbers that will divide exactly by 2, by 5, by 10. How do
you know?
Tell me a number that will divide exactly by 4. How do you know that a
number will divide exactly by 4?
Continue this number sequence in both directions.

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 decide what calculation to work out and whether a
calculator will help me
I can think about the numbers in a calculation and choose a
good way to do the calculation
Consider this problem.
Jack bought some butter for 87p, some flour for 1.27 and some sugar
for 2.15. What did he pay altogether?
Explain what you did to get your answer. What made you decide which
calculation to do? How would you work out Jack's change from a 10
note?
Make up a word problem that would lead to each calculation:
9 5 63 9 54 - 17 48 19 27
What are the important things to remember when you solve a word
problem?

Use knowledge of rounding, number operations
and inverses to estimate and check calculations
I can round numbers in a calculation to help me estimate
the answer to the calculation
Circle the number that is about the same as the right answer to 49
10 50 40 100 70 200

Use knowledge of addition and subtraction facts
and place value to derive sums and differences of pairs of
multiples of 10, 100 or 1000
Because I know sums like 3 7 10, I also know 30 70
100 300 700 1000 3000 7000 10 000
Because I know differences like
6 - 4 2, I also know 60 - 40 20
600 - 400 200 6000 - 4000 2000
Look at this number sentence:
15. What could the two missing
numbers be? What else? Tell me all the pairs of whole numbers that
make 15. How do you know you have got them all?
What is 13 - 8? What other pairs of numbers have a difference of 5?
Look back at a calculation you have done (choose one that has not
been marked right or wrong). Explain how you did it. Think of another
way to do it and try it out. Which is the best way to use? Why?

Derive and recall multiplication facts up to 10 10,
the corresponding division facts and multiples of numbers to
10 up to the tenth multiple
Use these four digit cards.

I can work out division facts for the 1, 2, 3, 4, 5 and 6 timestables
I can count in 6s from zero to 60

Draw polygons and classify them by identifying
their properties, including their line symmetry

I know facts about regular polygons such as the number of
sides and number of angles
I can pick out irregular polygons that have at least one right
angle

Visualise 3-D objects from 2-D drawings; make
nets of common solids
Use each of the digits once to make a total that is a multiple of 5.
If someone has forgotten the 6 times-table, what tips would you give
them to help them work it out?
If you know 4 6 24, how does this help you to work out 24 6?
Sort these irregular polygons into those with no right angles, one right
angle, two right angles, three right angles.
Use these triangular tiles to make a symmetrical shape. Can you take
one tile away and keep your shape symmetrical? Can you change one
or more tiles so it is no longer symmetrical?
This is half a symmetrical shape. Tell me how you would complete it.
How did you use the line of symmetry to complete the shape?
What do you look for when you try to find a line of symmetry in a
shape?
Draw in lines where you would fold this shape to make a cube.
Use a ruler to measure where they would go.

If I see a drawing of a cube or a pyramid I can visualise the
solid shapes
I can make a net for an open cube and fold it to check that it
is correct

Report solutions to puzzles and problems, giving
explanations and reasoning orally and in writing, using
diagrams and symbols
I can explain to the class how I solved a problem
I can draw a diagram to show how I solved a problem
I am thinking of a 3-D shape. It has a square base. It has four other
faces, which are triangles. What is the name of the 3-D shape?
Here is part of a number square. The shaded numbers are part of a
sequence. Explain the rule for the sequence.
Explain what you did to get your answer to the problem.
Listen to a speaker and make notes on the talk
I can listen to and understand how other people solved a
problem. I can decide which method I think is the best
48.
Listen to your partner's explanation of how they recognise a line of
symmetry in a shape. What was the most important point that your
partner made?
Year 5 Block B - Securing number facts, understanding shape Unit 1
Objectives
Assessment for learning
End-of-year expectations (key objectives) are highlighted
Children's learning outcomes in italic

Explore patterns, properties and relationships and
propose a general statement involving numbers or shapes;
identify examples for which the statement is true or false
I can sort numbers or shapes according to their properties
and explain how I sorted them




What is the same about these two numbers (or shapes)? What is
different?
Look at this shape (or a shape that is drawn on a square grid). Tell me
whether each of these statements is true or false.
The shape has exactly two right angles.
The shape has two pairs of parallel lines.
The shape has one line of symmetry.
The shape is a quadrilateral.
Look at these four numbers (or shapes). Think of a property which is
true for two of them and false for the other two. Now think of some
different properties.

Recall quickly multiplication facts up to 10 10 and
use them to multiply pairs of multiples of 10 and 100; derive
quickly corresponding division facts
I can use tables facts to multiply multiples of 10 and 100 and
to find linked division facts
The product is 400. At least one of the numbers is a multiple of 10.
What two numbers could have been multiplied together? Are there
any other possibilities?
What tips would you give someone who had forgotten the 6 timestable to help them to work it out?

Identify pairs of factors of two-digit whole numbers
and find common multiples (e.g. for 6 and 9)
I can find pairs of factors that multiply to make a given
number
I can find a number that is a multiple of two different numbers
Find all the factors of 30. Explain how you know you have found them
all.
The area of a rectangle is 32 cm2. What are the lengths of the sides?
Are there other possible answers? How did you work it out?
Explain why 81 is a square number.
One number is in the wrong place on the sorting diagram. Which one
is it?
Choose from these digit cards each time:
7, 5, 2, 1.
Make these two-digit numbers:
an even number a multiple of 9
a square number a factor of 96
a common multiple of 3 and 4

Use knowledge of rounding, place value, number
facts and inverse operations to estimate and check
calculations
I can check whether a calculation is correct and explain how I
did this
Which is the best estimate for 2348
A 6000 B 6300 C 7000 D 7300
Explain your decision.

Use efficient written methods to add and subtract
whole numbers and decimals with up to two places
I can explain each step when I write addition and subtraction
calculations in columns
What tips would you give to someone to help them with column
addition of decimals? What about subtraction?
Which of these decimal additions/subtractions are correct? What has
this person done wrong? How could you help them correct it?
What are the missing digits in this calculation?
4965?
Explain your reasoning.

Identify, visualise and describe properties of
rectangles, triangles, regular polygons and 3-D solids; use
knowledge of properties to draw 2-D shapes and identify and
draw nets of 3-D shapes
I can describe the important features of shapes such as
rectangles I know the important features of a cube. I can use
these to draw its net
I am thinking of a 3-D shape. It has a square base. It has four other
faces which are triangles. What is the name of the 3-D shape?
Use squared dotty paper. Use the dots to draw a shape that has four
straight sides and no right angles.
Here is part of a shape on a square grid. Draw two more lines to make
a shape which has a line of symmetry. Use a ruler.
Look at these diagrams. Which of them are nets of a square-based
pyramid? Explain how you know.
Is this a net for an open cube? Explain why not.

Identify different question types and evaluate impact
on audience
I know that when my teacher asks certain mathematical
questions there may be more than one answer. I try to think
of all the possible answers
What is the difference between these two questions?
What is the sum of 1.2 and 0.8?
Tell me two decimals with a sum of 2.
Year 6 Block B - Securing number facts, understanding shape Unit 1
Objectives
Assessment for learning
End-of-year expectations (key objectives) are highlighted
Children's learning outcomes in italic

Represent and interpret sequences, patterns and
relationships involving numbers and shapes; suggest and test
hypotheses; construct and use simple expressions and formulae
in words then symbols (e.g. the cost of c pens at 15 pence each
is 15c pence)
I can describe and explain sequences, patterns and
relationships
I can suggest hypotheses and test them
I can write and use simple expressions in words and formulae
Describe the relationship between terms in this sequence:
2, 3, 8, 63, ...
Make the ITP '20 cards' generate this sequence of numbers:
1, 3, 7, 13, ...
Explain why a square number always has an odd number of
factors.
The first two numbers in this sequence are 2.1 and 2.2. The
sequence then follows the rule: 'to get the next number, add the
two previous numbers'. What are the missing numbers?
2.1 2.2 4.3 6.5

Use knowledge of multiplication facts to derive quickly
squares of numbers to 12 12 and the corresponding squares
of multiples of 10
I can say the squares of numbers to 12 12 and work out the
squares of multiples of 10
Tell me how to work out the area of a piece of cardboard with
dimensions 30 cm by 30 cm.
Find two square numbers that total 45.

Use knowledge of place value and multiplication facts
to 10 10 to derive related multiplication and division facts
involving decimals (e.g. 0.8 7, 4.8 6)
Start from a two-digit number with at least six factors, e.g. 72. How
many different multiplication and division facts can you make using
what you know about 72? What facts involving decimals can you
derive?
What if you started with 7.2? What about 0.72?
The answer to a calculation is 0.56. What could the calculation be?
I can use tables facts to work out other facts with decimals

Recognise that prime numbers have only two factors
and identify prime numbers less than 100; find the prime factors
of two-digit numbers
I can work out which numbers less than 100 are prime numbers
Can you tell me another prime number?
What do these two numbers have in common?
Millie and Ryan play a number game.
Is it under 20? No
Is it under 25? Yes
Is it odd? Yes
Is it a prime number? Yes
What is the number?

Use approximations, inverse operations and tests of
divisibility to estimate and check results
I can estimate and check the calculations that I do
Roughly, what will the answer to this calculation be?
How do you know that this calculation is probably right? Could you
check it a different way?
Should the answer be odd or even? How do you know?

Describe, identify and visualise parallel and
perpendicular edges or faces; use these properties to classify 2D shapes and 3-D solids
I can classify 2-D shapes with perpendicular or parallel sides
Look at this cube. How many edges are parallel to this one? How
many edges are perpendicular to this one?
How would you check if two lines are parallel? Perpendicular?
Tell me some facts about parallelograms.
Which of these shapes has two pairs of parallel sides?

Make and draw shapes with increasing accuracy and
apply knowledge of their properties
I can make and draw shapes accurately
Draw two straight lines from point A to divide the shaded shape into
a square and two triangles.
Use your ruler and set-square to draw a 5 cm by 7 cm rectangle.
Investigate the minimum number of flaps that you would need to
put on the edges of a net of the cube in order to secure each edge
of the cube.

Use a range of oral techniques to present persuasive
argument
I can persuade others that my solution makes sense or my
hypothesis is correct
Convince me that in a number grid starting at 1 with nine columns,
there will never be a prime number in the sixth column.
John says that every multiple of 4 ends in 2, 4, 6 or 8. Persuade
me that John is wrong.