Progression in number and place value - new curriculum



Progression : Number and place value

Programme of study (statutory requirements)

|Y1 |Y2 |Y3 |Y4 |Y5 |Y6 |

|Number and place value |Number and place value |Number and place value |Number and place value |Number and place value |Number and place value |

| | | | | | |

|Pupils should be taught to: |Pupils should be taught to: |Pupils should be taught to: | |Pupils should be taught to: |Pupils should be taught to: |

| | | |Pupils should be taught to: | | |

|count to and across 100, forwards and |count in steps of 2, 3, and 5 from 0, |count from 0 in multiples of 4, 8, 50| |read, write, order and compare numbers |read, write, order and compare |

|backwards, beginning with 0 or 1, or |and in tens from any number, forward or|and 100; find 10 or 100 more or less | |to at least 1 000 000 and determine the|numbers up to 10 000 000 and |

|from any given number |backward |than a given number |count in multiples of 6, 7, 9, 25 and |value of each digit |determine the value of each digit |

|count, read and write numbers to 100 in|recognise the place value of each digit|recognise the place value of each |1000 |count forwards or backwards in steps of|round any whole number to a required|

|numerals; count in multiples of twos, |in a two-digit number (tens, ones) |digit in a three-digit number |find 1000 more or less than a given |powers of 10 for any given number up to|degree of accuracy |

|fives and tens |identify, represent and estimate |(hundreds, tens, ones) |number |1 000 000 |use negative numbers in context, and|

|given a number, identify one more and |numbers using different |compare and order numbers up to 1000 |count backwards through zero to include |interpret negative numbers in context, |calculate intervals across zero |

|one less |representations, including the number |identify, represent and estimate |negative numbers |count forwards and backwards with |solve number and practical problems |

|identify and represent numbers using |line |numbers using different |recognise the place value of each digit |positive and negative whole numbers |that involve all of the above |

|objects and pictorial representations |compare and order numbers from 0 up to |representations |in a four-digit number (thousands, |through zero | |

|including the number line, and use the |100; use and = signs |read and write numbers up to 1000 in |hundreds, tens, and ones) |round any number up to 1 000 000 to the| |

|language of: equal to, more than, less |read and write numbers to at least 100 |numerals and in words |order and compare numbers beyond 1000 |nearest 10, 100, 1000, 10 000 and 100 | |

|than (fewer), most, least |in numerals and in words |solve number problems and practical |identify, represent and estimate numbers |000 | |

|read and write numbers from 1 to 20 in |use place value and number facts to |problems involving these ideas |using different representations |solve number problems and practical | |

|numerals and words |solve problems | |round any number to the nearest 10, 100 |problems that involve all of the above | |

| | | |or 1000 |read Roman numerals to 1000 (M) and | |

| | | |solve number and practical problems that |recognise years written in Roman | |

| | | |involve all of the above and with |numerals | |

| | | |increasingly large positive numbers | | |

| | | |read Roman numerals to 100 (I to C) and | | |

| | | |know that over time, the numeral system | | |

| | | |changed to include the concept of zero | | |

| | | |and place value | | |

Notes and guidance (non-statutory)

|Y1 |Y2 |Y3 |Y4 |Y5 |Y6 |

|Number and place value |Number and place value |Number and place value |Number and place value |Number and place value |Number and place value |

| | | | | | |

|Pupils practise counting (1, 2, 3), |Using materials and a range of |Pupils now use multiples of 2, 3, |Using a variety of representations, |Pupils identify the place value in |Pupils use the whole number system, |

|ordering (for example, first, second, |representations, pupils practise |4, 5, 8, 10, 50 and 100. |including measures, pupils become fluent in|large whole numbers. |including saying, reading and |

|third), or to indicate a quantity (for |counting, reading, writing and | |the order and place value of numbers beyond| |writing numbers accurately. |

|example, 3 apples, 2 centimetres), |comparing numbers to at least 100 and |They use larger numbers to at least|1000, including counting in tens and |They continue to use number in context,| |

|including solving simple concrete |solving a variety of related problems |1000, applying partitioning related|hundreds, and maintaining fluency in other |including measurement. Pupils extend | |

|problems, until they are fluent. |to develop fluency. They count in |to place value using varied and |multiples through varied and frequent |and apply their understanding of the | |

| |multiples of three to support their |increasingly complex problems, |practice. |number system to the decimal numbers | |

|Pupils begin to recognise place value |later understanding of a third. |building on work in year 2 (for | |and fractions that they have met so | |

|in numbers beyond 20 by reading, | |example, 146 = 100 and 40 and 6, |They begin to extend their knowledge of the|far. | |

|writing, counting and comparing numbers|As they become more confident with |146 = 130 and 16). |number system to include the decimal | | |

|up to 100, supported by objects and |numbers up to 100, pupils are | |numbers and fractions that they have met so|They should recognise and describe | |

|pictorial representations. |introduced to larger numbers to develop|Using a variety of representations,|far. |linear number sequences including | |

| |further their recognition of patterns |including those related to measure,| |those involving fractions and decimals,| |

|They practise counting as reciting |within the number system and represent |pupils continue to count in ones, |They connect estimation and rounding |and find the term-to-term rule | |

|numbers and counting as enumerating |them in different ways, including |tens and hundreds, so that they |numbers to the use of measuring | | |

|objects, and counting in twos, fives |spatial representations. |become fluent in the order and |instruments. |They should recognise and describe | |

|and tens from different multiples to | |place value of numbers to 1000. | |linear number sequences (for example, | |

|develop their recognition of patterns |Pupils should partition numbers in | |Roman numerals should be put in their |3, 3 ½ , 4, 4 1/2 ...), including those| |

|in the number system (for example, odd |different ways (for example, 23 = 20 + | |historical context so pupils understand |involving fractions and decimals, and | |

|and even numbers), including varied and|3 and 23 = 10 + 13) to support | |that there have been different ways to |find the term-to-term rule in words | |

|frequent practice through increasingly |subtraction. They become fluent and | |write whole numbers and that the important |(for example, add ½) | |

|complex questions. |apply their knowledge of numbers to | |concepts of zero and place value were | | |

| |reason with, discuss and solve problems| |introduced over a period of time. | | |

|They recognise and create repeating |that emphasise the value of each digit | | | | |

|patterns with objects and with shapes. |in two-digit numbers. They begin to | | | | |

| |understand zero as a place holder. | | | | |

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Herts for Learning – Teaching and Learning

Herts for Learning – Teaching and Learning

Herts for Learning – Teaching and Learning

Herts for Learning – Teaching and Learning

Herts for Learning – Teaching and Learning

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