Number – number and place value 
Statutory requirements 
Pupils should be taught to:

Notes and guidance (nonstatutory) 
Using a variety of representations, including measures, pupils 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. They connect estimation and rounding numbers to the use of measuring instruments. 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. 
Number – addition and subtraction 
Statutory requirements 
Pupils should be taught to:

Notes and guidance (nonstatutory) 
Pupils continue to practise both mental methods and columnar addition and subtraction with increasingly large numbers to aid fluency (see English Appendix 1). 
Number – multiplication and division 
Statutory requirements 
Pupils should be taught to:

Notes and guidance (nonstatutory) 
Pupils continue to practise recalling and using multiplication tables and related division facts to aid fluency.
Pupils practise mental methods and extend this to threedigit numbers to derive facts, (for example 600 ÷ 3 = 200 can be derived from 2 x 3 = 6). Pupils practise to become fluent in the formal written method of short multiplication and short division with exact answers (see Mathematics Appendix 1). Pupils write statements about the equality of expressions (for example, use the distributive law 39 × 7 = 30 × 7 + 9 × 7 and associative law (2 × 3) × 4 = 2 × (3 × 4)). They combine their knowledge of number facts and rules of arithmetic to solve mental and written calculations for example, 2 x 6 x 5 = 10 x 6 = 60. Pupils solve twostep problems in contexts, choosing the appropriate operation, working with increasingly harder numbers. This should include correspondence questions such as the numbers of choices of a meal on a menu, or three cakes shared equally between 10 children. 
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Statutory requirements 
Pupils should be taught to:

Notes and guidance (nonstatutory) 
Pupils should connect hundredths to tenths and place value and decimal measure.
They extend the use of the number line to connect fractions, numbers and measures. Pupils understand the relation between nonunit fractions and multiplication and division of quantities, with particular emphasis on tenths and hundredths. Pupils make connections between fractions of a length, of a shape and as a representation of one whole or set of quantities. Pupils use factors and multiples to recognise equivalent fractions and simplify where appropriate (for example, 6/9 = 2/3 or 1/4 = 2/8 ). Pupils continue to practise adding and subtracting fractions with the same denominator, to become fluent through a variety of increasingly complex problems beyond one whole. Pupils are taught throughout that decimals and fractions are different ways of expressing numbers and proportions. 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 number by 10 and later 100. They practise counting using simple fractions and decimals, both forwards and backwards. Pupils 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 several ways, such as on number lines. 
Measurement 
Statutory requirements 
Pupils should be taught to:

Notes and guidance (nonstatutory) 
Pupils build on their understanding of place value and decimal notation to record metric measures, including money.
They use multiplication to convert from larger to smaller units. Perimeter can be expressed algebraically as 2(a + b) where a and b are the dimensions in the same unit. They relate area to arrays and multiplication. 
Geometry – properties of shapes 
Statutory requirements 
Pupils should be taught to:

Notes and guidance (nonstatutory) 
Pupils continue to classify shapes using geometrical properties, extending to classifying different triangles (for example, isosceles, equilateral, scalene) and quadrilaterals (for example, parallelogram, rhombus, trapezium).
Pupils 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 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, including where the line of symmetry does not dissect the original shape. 
Geometry – position and direction 
Statutory requirements 
Pupils should be taught to:

Notes and guidance (nonstatutory) 
Pupils draw a pair of axes in one quadrant, with equal scales and integer labels. They read, write and use pairs of coordinates, for example (2, 5), including using coordinateplotting ICT tools. 
Statistics 
Statutory requirements 
Pupils should be taught to:

Notes and guidance (nonstatutory) 
Pupils understand and use a greater range of scales in their representations.
Pupils begin to relate the graphical representation of data to recording change over time. 