Objectives Children's learning outcomes are emphasised	Assessment for learning
Solve problems involving addition, subtraction, multiplication or division in contexts of numbers, measures or pounds and pence I can decide which calculations are needed to solve a two-step word problem	Ellen has a £5 note. She spends £1.99. Draw a ring around each coin she gets in her change. Write the two missing amounts in this sequence. The same amount is added each time. £2.65   £2.75       £2.95      £3.15 Look at these [two-step] problems. Tell me what calculations you will do. Show me how to do those calculations. There are 38 bean bags. Kerry takes 15 and Paul takes 11. How many are left? There are 60 sweets in a bag. 20 sweets are red. 16 sweets are yellow. The rest are green. How many sweets are green? Make up a story that would mean that you need to work out 2 × 9 then add 16.
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	What is 34 48? What number facts might you use to help you to work this out? How many do you need to add to 34 to get to the next multiple of 10? How might you partition 8 to help you? Show me how you could work out the answer to 47 - 29. What about 72 - 12? Can you work out your answer in a different way? Which way do you find most helpful? Why? Find the missing number: 12 25 = 58
Estimate, compare and measure lengths, weights and capacities, choosing and using standard units (m, cm, kg, litre) and suitable measuring instruments I know that a metre is 100 centimetres long I know that a kilogram is 1000 grams I know that a litre is 1000 millilitres	Draw a line which is twice as long as this [5 cm] line. Use a ruler. About how long do you think this line is? How could you measure it? Tell me two lengths that make 1 metre. Another two lengths? Tell me two weights that make 1 kilogram. Another two weights? Look at the mug I am holding. Which of these amounts is the estimate of the capacity of the mug? 1 metre 1 litre1 centimetre; kilogram litre
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, 15 and 20 numbered); use a ruler to draw and measure lines to the nearest centimetre I can read scales marked in 2s, 5s and 10s I can measure and draw lines to the nearest centimetre	Look at the number line. The arrow points to 50. Draw an arrow to show where the number 125 belongs. This scale shows the weight of a letter. How much does the letter weigh? Tell me some important tips when you measure the length of something using a measuring tape or ruler. How do you work out the numbers not shown on a scale?
Use units of time (seconds, minutes, hours, days) and know the relationships between them; read the time to the quarter hour; identify time intervals, including those that cross the hour I know that there are 24 hours in a day I can use a clock face to help me to count in steps of 5 minutes	Roughly, how long does it take you to walk home? To sleep each night? To count to 50? To grow 5 cm taller? Bethany says she sleeps for 19 hours every night. Can that be right? How do we know? How do you use a clock face to help you to work out how many minutes there are between a quarter past 2 and a quarter to 3? Two clocks show the same time. Which are they? I went for a walk at 4 o'clock. My walk took me 45 minutes. Draw on these clocks what time it was when I ended my walk. Mark got into the pool at 4:30. He was in the pool for 45 minutes. At what time did he get out? Jane left home at ten fifteen. It took her half an hour to get to the seaside. At what time did Jane get to the seaside?
Recognise and use whole, half and quarter turns, both clockwise and anticlockwise; know that a right angle represents a quarter turn I know that a quarter turn make a right angle I can point out right angles in the classroom	Use these geostrips to show me what a right angle looks like Point out some right angles in the classroom. For those we can reach, how could we check? Which of these shapes has a right angle?
Listen to others in class, ask relevant questions and follow instructions I can listen to others and ask them questions about their work	Listen while these children explain how they tackled a problem. What questions would you like to ask them?

Learning overview

Children add or subtract mentally a one-digit number or a multiple of 10 to or from any two-digit number. They use informal jottings, number lines, number grids and practical equipment to add and subtract two-digit numbers.

Children use their knowledge of number facts to respond quickly to questions such as:

How many 5p coins do you need to make 35p?

A cheese string is 12 cm long. I bite off and eat 4 cm. How long is the cheese string now?

The yellow ribbon is 15 cm long. The green ribbon is twice as long. How long is the green ribbon? I put the yellow and green ribbons end to end. How far do they reach?

Children continue to count along number lines in 2s, 5s and 10s. They estimate positions of numbers on a number line where only multiples of 2, 5 or 10 are marked. They develop this understanding to read a range of scales, giving their answers to the nearest division. They discuss their answers and explain their thinking.

Children solve practical problems involving measures. For example, they make a paper 'scale' showing 'cupfuls' to stick on a bottle, and use this to find the number of cups that different containers will hold or fill. They progress to using 100 ml measures for the scale. By counting in hundreds, they establish that 1000 ml of water is needed to fill up to 1 litre. They explain why 1000 ml is the same as 1 litre by making use of the scale; they point to each division as they count up in 100s of millilitres to reach 1 litre. They combine their knowledge of number facts and place value to answer questions such as:

There is 600 ml of water in a container. I pour out 100 ml. How many millilitres of water are left in the container?

Children pour 1 litre of water into various bottles and containers. They use what they have learned to estimate where half a litre will reach. They check how close their estimate was.

Children recognise that 1 metre is a measurement of length, 1 litre is a measurement of capacity and 1 kilogram is a measurement of weight. They suggest suitable units and measuring instruments to measure, for example, the capacity of a watering can or the height of the door.

Children recognise whole, half and quarter turns. They continue to describe turns and to give and follow instructions to turn. For example, they give instructions to a friend to follow a route around the playground. They make and draw half and quarter turns from the same starting point using, for example, two geostrips.

Children read time to the quarter hour on analogue and digital clocks. They know that there are 24 hours in a day. They know what they are doing at key times in the day, and find time intervals. For example, they find how long they have been out at play using a clock face to help them to count in steps of 5 minutes. They use the time line or clock face to explain how they work out time intervals, pointing to appropriate divisions to support their explanation.

Children solve word problems involving money and measures. They use practical resources where helpful, recording their work using jottings, pictures, number lines or number sentences. For example:

I rolled a toy car 47 cm. I pushed it another 39 cm. How far did the car travel?
Patrick has 46p. Someone gave him another 56p. How much money does he have now?
Four friends picked a total of 12 kg of strawberries. They each picked the same amount of strawberries. How many kilograms of strawberries did each of the friends pick?
A baker bought six bags of flour. Each bag weighed 3 kg. How many kilograms of flour did the baker buy?

Children discuss the difficulty of the problems that they are given. They respond to questions such as: Which did you find easy/difficult? Why? They evaluate the usefulness of the strategy they chose, for example: Was the number line helpful? How did the number line help you?

Resource links to existing published material

Mathematical challenges for able pupils Key Stages 1 and 2

Intervention programmes

Supporting children with gaps in their mathematical understanding (Wave 3)

Click here for information on different file formats and their usage.