Medium term Plans for Summer Years 3/4 Mixed age Range Week Y3: Main focus of teaching/activities 1 Number and place value Day 1: Partition 3-digit numbers. Day 2: Order 3-digit numbers, place on an ENL, find a number between. Day 3: Place 3-digit numbers on landmarked lines and round to nearest 10/100. Day 4: Count in steps of 50 and 100. Day 5: Work out the rule for a sequence.

NB: HAT = Assessment Tracker Outcomes Y4: Main focus of teaching/activities Day 1: 1. Say what each digit represents Number and place value in a 3-digit number. 2. Use equipment to represent 3-digit numbers.

Day 2: 1. Place 3-digit numbers on an empty number line. 2. Compare pairs of 3-digit numbers and find a number in between.

Day 2: Place 4-digit numbers on landmarked line round to 10/100. Day 3: Place 4-digit numbers on landmarked lines and round to nearest 1000.

Day 2: 1. Place four-digit numbers between neighbouring multiples of 100. 2. Round four-digit numbers to the nearest 10 and 100.

Day 3: 1. Round 3-digit numbers to the nearest 10 or 100.

Day 4: Count on/back in steps of 25/1000.

Day 3: 1. Place four-digit numbers on landmarked lines (marked in 1000s). 2. Round four-digit numbers to the nearest 1000.

Day 4: 1. Count in steps of 50 or 100 from any number up to 1000. 2. Count in steps of 4 or 8 from 4 and 8. 3. Identify patterns.

Day 5: History of zero and place value, Roman numerals to 100.

Day 4: 1. Count in steps of 25 and 1000 from numbers other than 0.

Day 5: 1. Find and test rules for sequences (counting up or down in a consistent step).

(2nd

HAT outcomes 1, 2 part), 3 (PV, 4 (4s, 8s, 50s, 100s), 5 and 6

© Hamilton Trust

Day 1: Place value addition/subtraction.

Outcomes Day 1: 1. Use place value to add/subtract to/from four-digit numbers.

Day 5: 1. Write numbers to 100 using Roman numerals. 2. Appreciate how we use 0 as a place holder.

HAT outcomes 1, 2, 3, 4 (25 and 1000), 6, 8 and 9

Week Y3: Main focus of teaching/activities 2 Addition and subtraction Day 1: Revise addition of 3-digit numbers. Day 2: Use compact addition to add pairs of 3-digit numbers, estimate totals. Day 3: Use compact addition to add pairs of 3-digit numbers; look for patterns and make generalisations.

Outcomes Day 1: 1. Use compact addition to add any pair of 3-digit numbers. Day 2: 1. Use compact addition to add any pair of 3-digit numbers. 2. Round to the nearest 10 or 100 to estimate totals.

Day 4: Revise Frog subtractions across 100, e.g. 137 – 72.

Day 3: 1. Use compact addition to add any pair of 3-digit numbers. 2. Look for patterns and make generalisations.

Day 5: Revise using Frog to subtract 3digit numbers within same century, e.g. 476 – 438.

Day 4: 1. Use Frog to subtract 2-digit numbers from 3-digit numbers, e.g. 137 – 72. Day 5: 1. Use Frog to subtract pairs of numbers within the same century, e.g. 472 – 427. 2. Look for patterns and make generalisations.

HAT outcomes 11, 12, 13 and 14

© Hamilton Trust

Y4: Main focus of teaching/activities Addition and subtraction Day 1: Revise compact decomposition of 3-digit numbers. Day 2: Expanded decomposition of fourdigit numbers (one move). Day 3: Expanded then compact decomposition of four-digit numbers (two moves). Day 4: Use Frog to subtract pairs of 4digit numbers. Day 5: Use counting up (Frog) to subtract pairs of numbers close to multiples of 1000, or when larger number has zeros.

Outcomes Day 1: 1. Use compact decomposition to subtract pairs of three-digit numbers. Day 2: 1. Use expanded decomposition to subtract pairs of four-digit numbers needing one move. Day 3: 1. Say what each digit represents in a three- or four-digit number. 2. Use this knowledge to order four-digit numbers. Day 4: 1. Use compact decomposition to subtract three- and four-digit numbers from four-digit numbers. Day 5: 1. Use counting up (Frog) to find the difference between near four-digit numbers or where the first number has 2 or more zeroes. 2. Choose to use decomposition or counting up (Frog).

HAT outcomes 12 (4-digit nos), 13, 14 and 15

Week Y3: Main focus of teaching/activities 3 Addition and place value

Outcomes

Day 1: Add three or four 2-digit numbers using expanded or compact addition.

Day 1: 1. Add three or four 2-digit numbers using expanded or compact addition.

Day 2: Add three or four 2-digit numbers using compact addition; estimate answers.

Day 2: 1. Add three or four 2-digit numbers using compact addition. 2. Use rounding to estimate totals.

Day 3: Add three or four 2-digit numbers using compact addition; find and test rules.

Day 3: 1. Add three or four 2-digit numbers using compact addition. 2. Find and test rules.

Day 4: Place value in money.

Day 4: 1. Know what each digit in an amount between £1 and £10 stands for. 2. Make ordered lists to help with an investigation.

Day 5: Use place value to add and subtract pounds and pence.

Day 5: 1. Use place value to add and subtract pounds, 10ps and 1ps, e.g. £4.63 – 60p and £3.49 + 30p.

HAT outcomes 11, 13 (estimate), 14 and 32 (PV in £p)

© Hamilton Trust

Y4: Main focus of teaching/activities Addition and subtraction Day 1: Add any pair of 4-digit numbers using compact addition. Day 2: Expanded and compact decomposition, including 3 moves. Day 3: Add and subtract near multiples of 10, 100 and 1000.

Outcomes Day 1: 1. Use compact addition to add any pair of 4-digit numbers. Day 2: 1. Use compact decomposition to subtract any pair of 4-digit numbers, including those requiring three moves. 2. Spot where a mental method would be quicker.

Day 4: Choose mental or written methods for addition and subtraction.

Day 3: 1. Add and subtract near multiples of 10, 100 and 1000 to/from three- and 4digit numbers.

Day 5: Solve addition and subtraction word problems.

Day 4: 1. Choose written or mental methods for addition and subtraction. Day 5: 1. Solve word problems needing addition or subtraction.

HAT outcomes 11, 12, 14 and 16

Week Y3: Main focus of teaching/activities 4 Measures, data and subtraction Day 1: Measure in l and ml, convert between the two units. Day 2: Revise measuring in mm and cm, draw a bar chart. Day 3: Revise measuring in m and cm, find perimeters. Day 4: Use Frog to find the difference between amounts of money. Day 5: Use Frog to find the difference between amounts of money.

Outcomes Day 1: 1. Measure in multiples of 100 millilitres. 2. Convert between whole/half litres and millilitres. Day 2: 1. Measure in millimetres. 2. Draw a bar chart where one square represents 2 units. Day 3: 1. Measure perimeters of 2D shapes to the nearest centimetre. Day 4: 1. Use Frog (counting up) to help calculate change from £5, £10 and £20. Day 5: 1. Use Frog (counting up) to find the difference between amounts of money.

HAT outcomes 28 (measure & compare capacity), 30, 31, 32 (subtract, find change) and 36 (bar chart)

© Hamilton Trust

Y4: Main focus of teaching/activities Shape and measures

Outcomes

Day 1: Revise co-ordinates, complete polygons.

Day 1: 1. Use co-ordinates in the first quadrant and join points to draw polygons.

Day 2: Find area of rectilinear shapes by counting squares.

Day 2: 1. Find area of rectilinear shapes by counting squares.

Day 3: Find perimeter of rectilinear shapes in cm.

Day 3: 1. Find perimeter of rectilinear shapes in cm by counting.

Day 4: Calculate perimeter in cm and m of rectangles.

Day 4: 1. Calculate perimeter in cm and m of rectangles. 2. Generalise how this is done.

Day 5: Investigate area and perimeter.

Day 5: 1. Realise that shapes with the same area do not necessarily have the same perimeter. 2. Find that ‘squarer’ rectangles have smaller perimeters than longer, thinner rectangles with the same area.

HAT outcomes 34, 35 and 42

Week Y3: Main focus of teaching/activities 5 Multiplication and division Day 1: Revise doubling numbers to 50 using partitioning. Day 2: Revise halving numbers to 100 using partitioning. Day 3: Revise times tables and division facts (1x, 2x, 3x, 4x, 5x, 8x, 10x). Day 4: Begin to use the grid method to multiply 2-digit numbers (teens) by 1digit numbers. Day 5: Begin to use the grid method to multiply 2-digit numbers (numbers < 30) by 1-digit numbers; Find and test rules.

Outcomes Day 1: 1. Double numbers to 50 using partitioning. Day 2: 1. Halve numbers to 100 using partitioning. Day 3: 1. Know times tables and division facts (1x, 2x, 3x, 4x, 5x, 8x, 10x). Day 4: 1. Begin to use the grid method to multiply 2-digit numbers (teens). by 1digit numbers. Day 5: 1. Begin to use the grid method to multiply 2-digit numbers (numbers < 30) by 1-digit numbers. 2. Find and test rules.

HAT outcomes 15, 16, 17, 19, 20 and 21 (solve problems)

Y4: Main focus of teaching/activities Fractions and decimals Day 1: Revise numbers with one decimal place; mark on empty number lines and round to the nearest whole. Day 2: Introduce numbers with 2 decimal places on place value grids, multiply and divide single-digit numbers by 10 and 100 to give tenths, then hundredths.

Outcomes Day 1: 1. Place numbers with one decimal place on empty number lines. Day 2: 1. Divide by 10 and 100 to give tenths and hundredths, and multiply to give tenths and wholes. 2. Understand the effect of multiplying and dividing by 10 and by 100.

Day 4: Find equivalent 1/100s and 0.01s, 1/10s and 0.1s.

Day 3: 1. Say what each digit represents in a number with 2 decimal places. 2. Divide by 10 and 100 to give tenths and hundredths, and multiply to give tenths and wholes. 3. Understand the effect of multiplying and dividing by 10 and by 100.

Day 5: Place value addition and subtraction, e.g. 4.06 + 0.5, 4.56 – 0.06

Day 4: 1. Find equivalent 1/100s and 0.01s, 1/10s and 0.1s.

Day 3: Multiply and divide 2-digit, then 3digit numbers by 10 and 100 to give tenths and hundredths.

Day 5: 1. Write place value subtractions for numbers with 2 decimal places.

HAT outcomes 26, 27, 28 and 29

© Hamilton Trust

Week Y3: Main focus of teaching/activities 6 Place value and addition Day 1: Introduce 4-digit numbers, count above 1000. Day 2: Place value in numbers from 1000 to 2000. Day 3: Revise adding three or four 2-digit numbers using compact addition; estimate answers. Day 4: Use column addition to add three 3-digit numbers. Day 5: Use column addition to add money.

7

Outcomes Day 1: 1. Count in 1s beyond 1000. Day 2: 1. Begin to understand place value in numbers between 1000 and 2000. Day 3: 1. Add three or four 2-digit numbers using compact addition 2. Use rounding to estimate answers Day 4: 1. Use column addition to add three 3-digit numbers 2. Use rounding to estimate answers Day 5: 1. Use column addition to add two amounts of money 2. Use rounding to estimate answers

Day 1: Compare and order numbers with 2 decimal places. Day 2: Place numbers with 2 decimal places on landmarked lines (marked in 0.1s). Day 3: Add/subtract 0.1/0.01 to/from numbers with 2 decimal places; count on and back in tenths and hundredths. Day 4: Add/subtract multiples of 0.1/0.01. Day 5: Solve simple measure problems

HAT outcomes 3 (PV in 4-digit nos), 11, 13 and 32 (addition)

Day 1: Scale up by multiplying by 4.

Day 1: 1. Scale up by multiplying by 4 (double twice) and by 10.

Day 2: Scale down by dividing by 4.

Day 2: 1. Scale down by dividing by 4 (halve twice) and by 10

Day 3: Solve correspondence problems.

Day 3: 1. Solve correspondence problems

Multiplication and division

Y4: Main focus of teaching/activities Fractions and decimals

Day 4: Divide numbers beyond times tables.

Day 4: 1. Divide numbers just beyond the times tables (no remainders).

Day 5: Divide numbers beyond times tables.

Day 5: 1. Divide numbers just beyond the 3, 4, 5 and 8 times tables (with remainders).

HAT outcomes 16, 20 and 21 (scaling)

Outcomes Day 1: 1. Compare and order numbers with 2 decimal places. Day 2: 1. Place numbers with 2 decimal places on landmarked lines (marked in 0.1s). Day 3: 1. Add/subtract 0.1/0.01 to/from numbers with 2 decimal places; count on and back in tenths and hundredths. Day 4: 1. Add/subtract multiples of 0.1/0.01. Day 5: 1. Solve simple measure problems using place value in lengths in metres with 2 decimal places.

HAT outcomes 30, 31 and 32 Day 1: Multiply 3 numbers together.

Day 1: 1. Multiply 3 numbers together, use commutativity to make easier, e.g. 2 × 6 × 5 = 10 × 6.

Day 2: Solve scaling problems; convert centimetres to metres.

Day 2: 1. Solve scaling problems.

Day 3: Solve correspondence problems.

Day 3: 1. Use listing systematically to solve correspondence problems.

Multiplication and division

Day 4: Divide 2-digit numbers by singledigit numbers. Day 5: Divide 2-digit numbers by singledigit numbers.

2. Convert from centimetres to metres.

Day 4: 1. Divide two-digit numbers by single-digit numbers, answers less than 30 (without remainders). Day 5: 1. Divide two-digit numbers by single-digit numbers, answers less than 30 (with remainders).

HAT outcomes 18, 20, 22 and 33 (cm and m)

© Hamilton Trust

Week Y3: Main focus of teaching/activities 8 Shape Day 1: Draw 2D shapes; identify lines of symmetry in polygons. Day 2: Recognise right angles and turns. Day 3: Identify if angles are greater/less than a right angle. Day 4: Identify perpendicular/parallel lines. Day 5: Count faces, vertices, edges of 3D shapes.

Outcomes Day 1: 1. Complete symmetrical shapes.

Y4: Main focus of teaching/activities Shape

Outcomes

Day 2: 1. Recognise that two right angles make a half-turn, three make three quarters of a turn and four a complete turn.

Day 1: Complete symmetrical shapes/patterns.

Day 1: 1. Complete symmetrical shapes and patterns with respect to a vertical, horizontal or diagonal line of symmetry.

Day 2: Recognise acute and obtuse angles.

Day 2: 1. Recognise acute and obtuse angles, compare angles.

Day 3: 1. Identify whether angles are greater than or less than a right angle

Day 3: Recognise different types of triangle.

Day 4: 1. Sort shapes according to whether they have parallel lines, perpendicular lines or both. 2. Recognise horizontal and vertical lines.

Day 4: Investigate angles in quadrilaterals.

Day 3: 1. Recognise different types of triangle. 2. Recognise acute, obtuse and right angles.

Day 5: 1. Count faces, vertices and edges of 3D shapes. 2. Look for patterns and generalise

HAT outcomes 37 (3D), 38 and 39

Day 5: Sort quadrilaterals.

Day 4: 1. Recognise acute, obtuse and right angles. 2. Find what numbers of each sort of angle are possible in quadrilaterals. 3. Record findings in a systematic way. Day 5: 1. Use a Venn diagram to sort quadrilaterals according to different properties, e.g. symmetry, right angles, parallel sides.

HAT outcomes 39, 40 and 41

© Hamilton Trust

Week Y3: Main focus of teaching/activities 9 Fractions

Outcomes

Day 2: Find unit fractions of quantities.

Day 1: 1. Understand the concept of tenths 2. Find one tenth, then several tenths of multiples of 10

Day 3: Find non-unit fractions of amounts.

Day 2: 1. Understand fractions as numbers and as operators 2. Find unit fractions of amounts

Day 4: Find fractions equivalent to ½ & to ¼.

Day 3: 1. Find non-unit fractions of amounts

Day 5: Add and subtract fractions.

Day 4: 1. Find fractions which are equivalent to ½ and to ¼

Day 1: Understand and find tenths.

Day 5: 1. Add and subtract fractions with the same denominator, answers less than 1, using a supporting image

Y4: Main focus of teaching/activities Fractions, multiplication and division Day 1: Revise factors; use to aid mental multiplication. Day 2: Use number facts to divide multiples of 10. Day 3: Revise finding non-unit fractions of amounts. Day 4: Identify equivalent fractions. Day 5: Solve fraction word problems.

Addition and subtraction Day 1: Revise am and pm; Begin to tell the time to the nearest minute.

Day 1: 1. Understand am and pm. 2. Tell the time to nearest minute. Day 2: 1. Compare time durations.

Day 2: Tell time to nearest minute; Compare time durations.

Day 3: 1. Know units of time and the relationship between them

Day 3 Revise units of time.

Day 4: 1. Use counting up (Frog) to find change from £5, £10 and £20

Day 4: Finding change from £5, £10 or £20 using Frog.

Day 5: 1. Use counting up (Frog) to find change from £100

Day 5: Find change from £100 using Frog.

HAT outcomes 32, 33, 34 (convert units) and 35

© Hamilton Trust

Day 2: 1. Use knowledge of times tables and place value to divide multiples of 10, e.g. 350 ÷ 7. Day 3: 1. Find non-unit fractions of amounts. Day 4: 1. Identify equivalent fractions with denominators up to 12. 2. Recognise decimal equivalents for tenths, halves, quarters and fifths. Day 5: 1. Solve fraction word problems.

HAT outcomes 22 (½ and ¼), 23, 24, 25, 26 (+ and - fractions) and 27 10

Outcomes Day 1: 1. Find factors of numbers less than 50. 2. Use factors to carry out mental multiplication.

HAT outcomes 18, 23 (equivalent fractions) and 24 Day 1: Revise 24-hr clock, am and pm.

Day 1: 1. Convert analogue times to digital times, both 12-hour and 24-hour formats.

Day 2: Find time intervals using 24-hour clock.

Day 2: 1. Find time intervals using 24hour clock crossing the hour.

Day 3: Read/interpret a line graph.

Day 3: 1. Read, interpret and describe a time graph.

Day 4: Draw a line graph.

Day 4: 1. Draw, read, interpret and describe a time graph.

Measures and data

Day 5: Convert units of time.

Day 5: 1. Convert between units of time

HAT outcomes 37 and 38 (time graph)

Week Y3: Main focus of teaching/activities 11 Addition and subtraction; Multiplication and division Day 1: Add 3-digit numbers using place value; Add near multiples of 100. Day 2: Subtract 3-digit numbers using place value; Subtract near multiples of 100. Day 3: Use the grid method to multiply 2digit numbers (numbers < 40) by 1-digit numbers. Day 4: Divide numbers within and just beyond the times tables (with remainders). Day 5: Solve word problems.

Outcomes Day 1: 1. Add three-digit numbers using place value 2. Add near multiples of 100 Day 2: 1. Subtract three-digit numbers using place value 2. Subtract near multiples of 100 Day 3: 1. Use the grid method to multiply numbers between 20 and 40 by 1-digit numbers Day 4: 1. Divide numbers within and just beyond the times tables (with remainders)

Y4: Main focus of teaching/activities Addition and subtraction; Multiplication and division Day 1: Use the ladder method to multiply. Day 2: Use the ladder method to multiply 3-digit numbers.

Day 2: 1. Use the ladder method to multiply 3-digit numbers by single-digit numbers, estimating answers first.

Day 3: Multiplication/division word problems.

Day 3: 1. Solve word problems requiring multiplication or division.

Day 4: Mix of all four operations.

Day 4: 1. Choose mental or written method to solve a range of calculations, all four operations.

Day 5: Solve word problems.

Day 5: 1. Choose which operation is necessary to solve word problems.

HAT outcomes 9, 16, 19 and 21 Title of topic – colour code (see below)

GREEN – Place Value or number ORANGE – Addition or subtraction PURPLE – Multiplication or division (inc. scaling or square/cube numbers or multiples and factors...) GREY – Fractions or decimals or percentages or ratio BLUE – shape or measures or data BROWN – Algebra

© Hamilton Trust

Outcomes Day 1: 1. Use the ladder method to multiply 3-digit numbers by single-digit numbers.

Day 5: 1. Choose which operations(s) are necessary to solve word problems.

HAT outcomes 16, 19 (ladder) and 21

Outcomes for Assessment Tracker

Year 3 – with Key Outcomes in bold 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28.

Read, write and locate any 3-digit number on a landmarked line from 0-1000 and use this to order and compare numbers. N Estimate quantities and represent numbers in different ways. N Understand place value in 3-digit numbers; add and subtract 1, 10 or 100 without difficulty. N Count from 0 in 2s, 4s, 8s, 10s, 100s, and 50s. N Solve number problems and practical problems involving place value. N Round to the nearest ten and hundred, e.g. 34 to the nearest ten is 30, 276 to the nearest hundred is 300. N Know securely number pairs for all the numbers up to and including 20, e.g. pairs which make 15 (7+8, 6+9, 5+10, 4+11, 3+12, 2+13, 1+14, 0+15). AS Mentally add or subtract any pair of 2 digit numbers, e.g. 75 + 58 or 75 – 58. AS Mentally add and subtract multiples of 1s, 10s and 100s to/from 3-digit numbers. AS Recognise that there are two ways of completing subtractions, either by counting up or by counting back. AS Add numbers with 3-digits using column addition, first expanded then compact method AS Subtract larger numbers with confidence, using 'Frog' for counting up, e.g. 302 – 288. AS Estimate answers and use addition to check subtraction, understanding that addition and subtraction are inverse operations. AS Solve problems, including missing number problems. AS Understand that multiplication is commutative, and write mathematical statements for multiplication and division MD Understand that division is the inverse of multiplication, e.g. that €? x 3 = 21 ≡ 21 ÷ 3 = ? . MD Know the 2x, 3x, 4x, 5x, 8x and 10x times tables, including division facts. MD Multiply 2-d nos by 10 or 1-d nos by 100; divide multiples of 10 or 100 by 10 or 100. Understand the effect of x or ÷ by 10/100. MD Multiply a 1 digit number by a 2 digit number using partitioning. MD Partition to double and halve numbers. MD Solve problems, including missing number and scaling problems. MD Recognise and show using diagrams, equivalent fractions for ½, ¼, ¾, 1/3, e.g. ¼ ≡ 3/12. FD Recognise, find and write unit and non-unit fractions of convenient amounts, e.g. 1/10 of 100 or 1/3 of 60. FD Count up and down in fractional steps, e.g. counting in ½s, ¼s or 1/3s; hence recognise fractions as numbers. FD Count up and down in tenths and understand that tenths are the result of dividing an object or quantity into 10 equal parts. FD Compare and order unit fractions and fractions with the same denominator; add or subtract fractions with the same denominator. FD Solve problems involving fractions. FD Measure, compare, add and subtract lengths, weights and capacities. MS

© Hamilton Trust

29. Know that there are 100cm in a metre and that there are 10mm in a centimetre. MS 30. Use a ruler to measure lines. MS 31. Measure the perimeter of simple 2-D shapes. MS 32. Add and subtract amounts of money and give change by counting up; use both £ and p in practical contexts. MS 33. Tell and write the time on digital and analogue clocks (incl. those with Roman numerals). MS 34. Record times in seconds, minutes, hours, days, weeks, months, years including leap years, converting from one unit to another. MS 35. Compare durations of events using analogue and digital times and vocabulary such as am and pm. MS 36. Interpret and represent data on scaled bar charts, pictograms and tables, and solve problems using these. MS 37. Draw 2-D and make 3-D shapes, recognising both in different orientations, and describe them. G 38. Identify right angles as 90⁰ in shapes, and also as turns; recognise angles as less than or greater than 90⁰. G 39. Identify horizontal and vertical lines, and pairs of parallel and perpendicular lines. G The letters in orange indicate the strand to which each Outcome belongs on the Assessment Tracker

Year 4 – with Key Outcomes in bold 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16.

Locate 4-digit numbers on a landmarked line and use this to compare and order numbers. N Round to ten, a hundred and a thousand. N Understand the numbers of 1s, 10s, 100s, 1000s in a 4-digit number and the use of zero as a place holder. N Count in multiples of 6, 7, 9, 25 and 1000. N Recognise negative numbers in relation to number lines and temperature. N Add multiples of 1, 10, 100, 1000 without difficulty, e.g. 5,347 + 3000, 434 + 300 and 648 – 220. N Multiply 1 and 2 digit whole numbers by 10, 100 and 1000. N Read Roman numerals to 100 (I to C). N Solve number and practical problems involving place value. N Mentally add and subtract any pair of two digit numbers or 3-digit multiples of 10. AS Use column addition to add 3-digit and 4-digit numbers: first expanded, then compact method. AS Subtract numbers from 3-digit numbers using ‘Frog’ and counting up, e.g. 426 – 278, 321 - 87. AS Use 'Frog' to subtract from multiples of 1000 where the difference is less than 500. AS Use column subtraction to subtract 3-digit and 4-digit numbers: first expanded, then compact method. AS Estimate and use inverse operations to check answers to a calculation. AS Solve addition and subtraction two-step problems in contexts, deciding which operations and methods to use and why. AS

© Hamilton Trust

17. Know and recite times tables, including division facts, up to 12 × 12; multiply by 0 and multiply and divide by 1. MD 18. Use known facts, place value, factors and commutativity to multiply and divide mentally, including multiplying three numbers together. MD 19. Multiply 1-digit numbers by 2-digit or 'friendly' 3-digit numbers mentally or using grid method (i.e. using the distributive law). MD 20. Know how to use ‘efficient chunking’ for division above the range of the tables facts, e.g. 84 ÷ 6 = ? Begin to extend this to 3 digit numbers. MD 21. Solve single-step problems and begin to solve multi-step problems which include multiplication or division. MD 22. Solve scaling problems and harder correspondence problems such as n objects are connected to m objects. MD 23. Write the equivalent fraction for fractions with given denominators or numerators, e.g. ½ = ?/8; reduce a fraction to its simplest form, e.g. 6/12 ≡ ½. FD 24. Use times tables to find unit and non-unit fractions of amounts, e.g. 1/6 of 48 and 3/8 of 64. FD 25. Add and subtract fractions with the same denominator. FD 26. Know that one-place decimal numbers represent ones and tenths e.g. 3.7 = 3 ones and 7 tenths. FD 27. Round decimals with one decimal place to the nearest whole number. FD 28. Recognise and write decimal equivalents of any number of tenths or hundredths and decimal equivalents to ¼, ½, ¾. FD 29. Find the effect of dividing a one- or two-digit number by 10 and 100, identifying the value of the digits in the answer as ones, tenths and hundredths. FD 30. Count up and down in hundredths. FD 31. Compare numbers with the same number of decimal places up to two decimal places. FD 32. Solve simple measure and money problems involving fractions and decimals to two decimal places. FD 33. Convert between units of measurement, e.g. cm to m, g to Kg and ml to L and units of time. MS 34. Measure and calculate the perimeter of a rectilinear figure (including squares) in centimetres and metres. MS 35. Find the area of rectilinear shapes by counting squares. MS 36. Estimate, compare and calculate different measures, including money in pounds and pence MS 37. Convert between units of time and between analogue and digital times, and between 12-hour and 24-hour times. MS 38. Interpret and present discreet data using bar charts, pictograms and tables, and continuous data on time graphs; answer questions re-data. MS 39. Compare and classify geometric shapes, including quadrilaterals and triangles, based on their properties and sizes. G 40. Identify acute and obtuse angles, compare and order angles up to 180⁰. G 41. Identify lines of symmetry in 2-D shapes presented in different orientations; complete a simple symmetric figure with respect to one line of symmetry. G 42. Describe positions on a 2-D grid as coordinates in the first quadrant, plot specified points and draw sides to complete a given polygon G 43. Describe movements between positions as translations of a given unit to the left/right and up/down. G The letters in orange indicate the strand to which each Outcome belongs on the Hamilton Assessment Tracker

Errata - There are the following small typos in the actual Assessment Tracker: Outcome 3 has 10 000s in it - this should not be there. Outcome 21 should read 'Solve single step problems…' © Hamilton Trust