Using a variety of representations, including measures, pupils should become fluent in the order and place value of numbers beyond 1000, including counting in tens and hundreds, and maintaining fluency in other multiples through varied and frequent practice.
They begin to extend their knowledge of the number system to include the decimal numbers and fractions that they have met so far.
Roman numerals should be put in their historical context so pupils understand that there have been different ways to write whole numbers and that the important concepts of zero and place value were introduced over a period of time.
Pupils should continue to practise recalling and using multiplication tables and related division facts to aid fluency.
Pupils should practise mental methods and extend this to three-digit numbers to derive facts, for example 200 × 3 = 600 into 600 ÷ 3 = 200, to become fluent.
Pupils should practise to become fluent in the efficient written method of short multiplication for multiplying using multi-digit numbers, and short division with exact answers when dividing by a one-digit number.
Pupils should write statements about the equality of expressions(e.g. use the distributive law 39 × 7 = 30 × 7 + 9 × 7 and associative law (2 × 3) × 4 = 2 × (3 × 4)).
Pupils should solve two-step problems in contexts, choosing the appropriate operation, working with increasingly harder numbers. This should include correspondence questions such as three cakes shared equally between 10 children.
Pupils should connect hundredths to tenths and place value and decimal measure.
They should extend the use of the number line to connect fractions, numbers and measures.
Pupils should understand the relation between non-unit fractions and multiplication and division of quantities, with particular emphasis on tenths and hundredths.
Pupils should associate fractions of a length, of a shape and as a representation of one whole or set of quantities. Pupils should use factors and multiples to recognise equivalent fractions and simplify where appropriate (e.g. 6/9 = 2/3 or 1/4 = 2/8).
Pupils should continue practice in adding and subtracting fractions with the same denominator, to become fluent through a variety of increasingly complex problems beyond one whole.
They should practise counting using simple fractions and decimal fractions, both forwards and backwards.
Pupils should be taught throughout that decimals and fractions are different ways of expressing numbers.
Pupils’ understanding of the number system and decimal place value is extended at this stage to tenths and then hundredths. This includes relating the decimal notation to division of whole numbers by 10 and later 100.
Pupils should learn decimal notation and the language associated with it, including in the context of measurements. They make comparisons and order decimal amounts and quantities that are expressed to the same number of decimal places. They should be able to represent numbers with one or two decimal places in multiple ways, such as on number lines.
Pupils should continue to classify shapes using geometrical properties, extending to classifying different triangles (e.g. isosceles, equilateral, scalene) and quadrilaterals (e.g. parallelogram, rhombus, trapezium).
Pupils should compare and order angles in preparation for using a protractor and compare lengths and angles to decide if a polygon is regular or irregular.
Pupils should draw symmetric patterns using a variety of media to become familiar with different orientations of lines of symmetry; and recognise line symmetry in a variety of diagrams.