Maths sub-levelling guide – Using and applying

W 1C 1B 1A 2C 2B 2A
Pupils make simple Pupils make patterns Pupils use developing Pupils respond to ‘What Pupils use mental Pupils choose the Pupils solve
estimates such as how and pictures with 2D mathematical ideas and could we try next?’ strategies to solve appropriate operation mathematical problems
many cubes will fit in a shapes. methods to solve They continue and simple problems using when solving addition and puzzles, recognise
box. practical problems. create simple spatial counting, addition, and subtraction simple patterns and
They begin to use patterns. subtraction, doubling problems. relationships, generalise
developing and halving, explaining They recognise all and predict. They can
mathematical methods and reasoning coins, find totals and suggest extensions.
understanding of orally. give change and can They understand and
counting to solve simple Pupils choose coins to choose coins to make use £. p notation.
problems they total up to 20p. amounts up to 50p.
encounter in play,
games or other work.
They talk about,
recognise and recreate
simple patterns.

3C 3B 3A 4C 4B 4A 5
Pupils solve problems Pupils make and Pupils choose and use Pupils use all 4 Pupils can choose and Pupils choose and use Pupils can identify and
using one or more investigate general appropriate number operations to solve use all 4 operations to all 4 operations to solve use all 4 operations to
steps. statements about operations and problems using one or solve single or multistep problems involving solve problems involving
They can explain how familiar numbers and appropriate ways of more steps including problems involving numbers and quantities numbers and quantities
the problem was solved shapes. calculating (e.g. mental, simple conversions of numbers and quantities including simple including simple
orally and, where They can choose and mental with jottings, units. (including time). conversion of currency conversion of currency
appropriate, in writing. use appropriate pencil and paper) to They can recognise and They use appropriate and finding simple and simple percentage
operations (including solve problems. explain patterns and ways of calculating: percentages. amounts.
x/÷ ) to solve problems, They can use all 4 relationships. mental, mental with They can compare They explain their
and appropriate ways of operations to solve word jottings, written methods of recording methods and reasoning
calculating. problems using one or methods, calculator, and and explain a orally and in writing.
They explain their more steps, including can explain their generalised relationship They can express a
methods and reasoning converting pounds to methods and reasoning. (formula) in words. general statement in
orally and where pence, metres to symbolic form and use
appropriate in writing. centimetres and vice simple formulae
versa. involving one or two
operations.
They identify and use
appropriate operations
(including combinations
of operations) to solve
word problems including
conversion of currency
and calculating
percentage amounts.

Sub levels January 2006 CCJ 1

 Maths sub-levelling guide – Numbers and the number system

W 1C 1B 1A 2C 2B 2A
Pupils join in rote Pupils count reliably at Pupils count, read and Pupils count, read and Pupils count to 50 and Pupils read and write Pupils accurately count,
counting to ten and least 10 objects. order numbers order numbers from 0 to beyond and are and order accurately read, write and order
beyond. They can count They read most (including using ordinal 20 and can position confident in using whole numbers to at whole numbers to at
five to ten objects numbers up to 10 in numbers) up to 10 in a them on a number track. numbers up to 20 and least 50. They can least 100 and
reliably and continue the familiar contexts. They range of settings. They They record numbers are beginning to count on or back in ones understand the place
rote count onwards from make attempts to record write numerals up to 10 from 0 to 10 and understand place value. or tens, starting from value of each digit.
a given small number. numbers up to 10. with increasing associate these with the They recognise odd and any two-digit number. They can describe and
They begin to recognise accuracy. number of objects they even numbers to 20 and They can identify extend simple number
numerals from 1 to 5, They count reliably at have counted. Pupils other simple number doubles and halves sequences including odd
then 9. least 20 objects and recognise 0 as ‘none’ sequences, for example, using numbers up to 20 / even numbers.
They respond count on and back in and ‘zero’ in stories and counting on or back in and are beginning to
appropriately to key ones from any small rhymes and when fives. understand the concept
vocabulary and number, and in tens counting and ordering. of ‘a quarter’. They
questions, for example, from and back to zero. recognise odd and even
‘How many?’ numbers to about 50.
They begin to use
ordinal numbers when
describing the position
of objects, people or
events. They estimate a
small number and check
by counting.

3C 3B 3A 4C 4B 4A 5
Pupils know what each Pupils read and write Pupils round any They read and write Pupils make and justify They round any number Pupils can order a set of
digit in a 3 digit number whole numbers to 1000. positive integer less whole numbers in words estimates of large to the nearest 10, 100 or mixed numbers.
represents. They +/- 1, 10 or 100 to than 1000 to the nearest and figures, knowing numbers and quantities. 1000 and round They x and ÷ by 10 or
They order numbers to any number. 10 or 100. what each digit They x or÷ any positive numbers with 2 decimal 100 and explain the
1000 and position them They recognise They x and ÷ any represents. integer by 10 or 100 and places to the nearest effect.
on a number line, and multiples of 2, 5, 10, 50 positive integer by 10. They use decimal understand the effect. tenth or integer. They solve simple
can multiply integers by and 100. They use fraction notation for tenths and They can identify square They order numbers problems involving ratio
10. Pupils use decimal notation and recognise hundredths. numbers and find pairs with up to 3 decimal or proportion and find
They count on or back in notation for money. mixed numbers and They count in steps of of factors for any places and count in simple percentage
tens or hundreds from simple equivalent constant size and number to 100. decimal steps. amounts of whole
any 2 or 3 digit number. fractions. extend number They relate fractions to They relate fractions to number quantities.
They recognise unit They begin to relate sequences. division. decimal representations They use fractions as
fractions, use them to fractions to division and Pupils recognise Pupils can order a set of and understand operators and can
find fractions of whole recognise simple multiples of 3 and 4. positive / negative percentages as the reduce a fraction to its
numbers and shapes fractions that are several They identify two simple integers. number of parts in every simplest form.
and begin to recognise parts of a whole. fractions to total one and They can solve simple hundred.
simple equivalent Pupils count back know decimal / fraction problems using ‘for They calculate +/-
fractions through zero and equivalents for ½, ¼, 0.3 every’, ‘in every’. numbers through zero in
They understand and recognise negative etc. context.
use £.p notation. numbers in context.

Sub levels January 2006 CCJ 2

 Maths sub-levelling guide – Calculation

W 1C 1B 1A 2C 2B 2A
Pupils begin to In practical situations Pupils understand the They understand the Within the range 1 to They recognise that They use mental
recognise differences they begin to use the operation of addition operations of addition 30, they say 1 or 10 subtraction is the recall of addition facts
in quantity, for vocabulary involved in and use the related (as combining sets to more or less than any inverse of addition, up to 10 to add and
example, in adding and vocabulary. make a total and given number can state the subtract whole
comparing given sets subtracting and Using numbers up to counting on steps They begin to know subtraction numbers, including
of objects and saying demonstrate an 10, they solve along a number by heart all pairs of corresponding to a multiples of 10.
which has more or understanding of problems involving track / line) and whole numbers with given addition and Pupils understand the
less, is the bigger addition as the addition or subtraction (as taking totals up to 10 and vice versa, and use operation of
group or smaller combining of two or subtraction, including away, finding the can use these facts to this to solve addition multiplication as
group. more groups of comparing two sets to difference between add or subtract a pair and subtraction repeated addition and
They compare two objects and find a numerical and how many more of numbers mentally. problems. as describing an
given numbers of subtraction as the difference. to make) and use the They know doubles of They identify doubles array, and of division
objects saying which taking away of objects related vocabulary. all numbers to 5 and and halves using as grouping or
is more and which is from a group. They add and then 10, and are numbers up to20, and sharing.
less. They find one more subtract numbers beginning to know the know by heart all They understand
In practical situations and one less than the when solving corresponding halves. addition and halving as the inverse
they add one to or given number of problems involving up subtraction facts for of doubling and can
take one away from objects from 1 to 10. to 10 objects in a each number to at derive and learn
the number of range of contexts. least 10. multiplication and
objects. They understand that division facts from the
They demonstrate an addition can be done 2 times table.
understanding of in any order. They know the facts
addition as the for multiplying by 10.
combining of two or
more groups.

Sub levels January 2006 CCJ 3

 Maths sub-levelling guide – Calculation

3C 3B 3A 4C 4B 4A 5
Pupils know by heart Pupils use mental They can add more They find differences In solving number They understand and Pupils can use
all +/- facts for each recall of +/- facts to 20 than 2 whole numbers by counting up problems, pupils use use the relationships brackets.
number to 20 and can in solving problems less than 1000. through the next a range of mental between the 4 They use appropriate
add or subtract involving larger They have developed multiple of 10, 100 or methods of operations. methods for long x of
mentally a near numbers and can +/- an understanding of 1000. computation with the They use mental 3 digit by 2 digit
multiple of 10 to or mentally 2 digit the operations of x/÷ They +/- 2 integers 4 operations. When recall of multiplication numbers and short ÷
from a 2 digit number. numbers using known and their relationship less than 1000, then adding mentally, they facts to 10 x 10 and of numbers involving
They can bridge facts and place value. to each other and to up to 10 000. can partition into HTU quick derivation of decimals. They use
through a multiple of They add and +/. Pupils have begun to and add the most corresponding the calculator
10, and then adjust. subtract numbers with They round up or know the significant digit first. division facts. effectively.
They recognise ÷ as 3-digits using an down after division multiplication facts for They use efficient They use appropriate They can calculate
the inverse of appropriate method. depending on the 6, 7, 8 and 9 time methods to support, methods for long x of using all four
multiplication and They find a small context. tables. record and explain + / TU by TU, and short x operations with
begin to find difference by counting They can support, They can use closely –, and x / ÷ (HTU x U, of numbers including decimals to 2 places.
remainders after up (bridging through record and explain related facts and HTU ÷ U with integer decimals (U.t x U). They use the
division. 10 or 100). x /÷ . partitioning to x/÷ . remainder). calculator effectively.
Pupils use known They use mental They check with the They use an They add and They calculate
facts and place value recall of 2, 5 and 10 inverse operation. appropriate method subtract decimals to 2 fractional or
to carry out mentally multiplication tables Pupils use symbols for TUxU and TU÷ U. places. percentage parts of
simple x/÷ . and derive the correctly, including <, Pupils have begun to When solving quantities and
They check with an associated division > and =. know when to use a problems with or measurements, using
equivalent calculation. facts. calculator. without a calculator, a calculator where
They know by heart They can solve They estimate and they check the appropriate.
facts for the 2, 5, and whole-number check by reasonableness of They understand and
10 multiplication problems involving x approximating, their answer with use an appropriate
tables. and÷ , including those (rounding to the reference to the non-calculator method
that give rise to nearest 10/100). context or size of the for solving problems
remainders. numbers. that involve
multiplying and
dividing any 3-digit by
any 2-digit number.
They can check
solutions by applying
inverse operations or
estimating using
approximations.

Sub levels January 2006 CCJ 4

 Maths sub-levelling guide – Measures

W 1C 1B 1A 2C 2B 2A
They use familiar They use everyday They measure and They compare more They are beginning to Pupils begin to use They compare events
words when they language to compare order two objects (by than two lengths, make simple standard units of length and timescales using
compare sizes and two quantities, for length, mass or weight masses / weights or measurements of (cm, m) mass or weight an appropriate
quantities and describe example, ‘shorter’, and capacity), using capacities by direct length, mass / weight (g, kg) and capacity (l) standard unit of time
positions. ‘heavier’. direct comparison. comparison and and capacity to measure and (hour, minute, second).
Pupils compare, They order everyday suggest suitable units accurately, becoming compare quantities and They tell the time using
directly, two lengths or events logically and and measuring familiar with using objects. They read a hour, half-hour and
masses where the begin to use the equipment to estimate standard units of simple scale to the quarter-hour units on
difference is marked vocabulary of time. and measure these. measurement. nearest division, analogue and digital
and can indicate, for They know the days of They read the time to including using a ruler clocks and use the
instance, ‘the long one’ the week and the the hour or half hour on to draw and measure vocabulary related to
or ‘the tall one’. They seasons of the year. analogue clocks. lines to the nearest cm. time.
find out by pouring
which container holds
more or less.
They show awareness
of time, through some
familiarity with names
of the days of the week
and significant times in
their day, such as meal
times, bed times.

3C 3B 3A 4C 4B 4A 5
Pupils know the Pupils begin to use Pupils know and use Pupils find the area Pupils can choose and They can convert They make sensible
relationship between decimal notation for m the relationships and perimeter of a use a variety of units smaller to larger metric estimates of a range of
familiar measures. and cm. between rectangle by counting and measuring units and vice versa. measures.
They can read scales They read labelled and measurements. methods. instruments and can They know the rough Pupils understand and
to the nearest division unlabelled divisions They read with They know the 24 hour read and interpret metric equivalents of use the formula for the
(labelled and accurately and use accuracy labelled and clock and can use scales appropriately. imperial units still in area of a rectangle.
unlabelled). standard units of time unlabelled divisions on timetables. They can find the daily use. They can calculate the
They use and know the in a range of contexts. scales. perimeter of simple Pupils begin to use the perimeter and area of
relationships between They can use a.m., shapes and formula for the area of simple compound
units of time. p.m., calendars and understand area a rectangle. shapes that can be
simple timetables. measured in square split into rectangles.
cm. They make sensible
Pupils use the formula estimates of a range of
in words for the area of measures.
a rectangle.

Sub levels January 2006 CCJ 5


W 1C
Pupils begin to respond Pupils construct with 3-
to forwards and D shapes and make
backwards. They start arrangements and
to pick out named patterns of 2-D shapes.
shapes from a They recognise and
collection. name some familiar 2-D
They begin to use shapes such as circle,
mathematical triangle and square.
vocabulary such as They match and sort
straight, circle, larger to these shapes in
describe the shape and activities. They are
size of solids and flat beginning to use their
shapes. They describe knowledge of shape to
shapes in simple describe the properties
models, pictures and of everyday objects, for
patterns. example, number of
corners and sides and
compare them by size.
They use everyday
language to describe
position, for example,
‘between’, in front of’, ‘in
the middle’.
Maths sub-levelling guide – Shape and space
1B 1A 2C 2B 2A
Pupils work with, Pupils sort and describe Pupils use the correct Pupils use correct terms Pupils can identify
recognise and name 3-D and 2-D shapes in terms for common for common shapes and common shapes by their
common 3-D shapes, for terms of their properties shapes, for example, recognise properties properties and describe
example, cube, cuboid, and positions. They circle, triangle, cube, such as faces, edges, them in terms of their
square, cone and continue and create cylinder and can sides and corners. properties, including
cylinder and 2-D simple spatial patterns, describe their properties They can distinguish recognising right angles
shapes, for example, for example, red using everyday between straight and in 2-D and 3-D shapes.
circle, triangle, cylinder, blue cube, red language. turning movements and They can sort one
rectangle, square. They cylinder….. They can describe positions collection of 2-D or 3-D
describe the basic recognise simple using terms such as ‘at shapes in more than one
properties of these directional symbols and the corner of’, ‘further way. They can identify
shapes and make make whole and half away from’. lines of symmetry in
simple comparisons turns. They can recognise and simple shapes and
between them using draw a line of symmetry recognise shapes with
terms such as ‘larger’, or construct patterns no lines of symmetry.
‘smaller’, ‘curved’ and with a line of symmetry. They are beginning to
‘straight’. understand angle as a
They recognise terms measure of turn. They
describing position such show an understanding
as ‘behind’, ‘in front of’ of right angles through
and ‘on top’. movement, including
clockwise and anti-
clockwise.

3C
Pupils can identify and
draw lines of symmetry
and recognise shape
with no lines of
symmetry.
They identify and
compare right angles
with other angles.
They can plot the
position of a square on a
grid.
3B
Pupils can classify 2D
and 3D shapes using
their mathematical
properties.
They can sketch a
simple reflection and
recognise horizontal and
vertical lines.
3A 4C 4B 4A 5
Pupils can classify Pupils can draw 2D Pupils can classify Pupils classify Pupils record and
regular and irregular shapes in variety of triangles. quadrilaterals. estimate angles and use
polygons using orientations on a grid. They make shapes with They recognise where a the associated
mathematical properties. They recognise the increasing accuracy. shape will be after language.
They can sketch a properties of rectangles They can complete reflection in a mirror line They can read and plot
reflection of shape with and recognise reflective symmetrical patterns touching the shape at a co-ordinates in all four
a mirror parallel to the symmetry in regular with 2 lines of symmetry point. quadrants.
shape. polygons. at right angles. They can use a They construct models
They know that angles They recognise They identify, estimate protractor to measure and drawings of shapes
are measured in perpendicular and and order acute and and draw acute and – measuring and
degrees. parallel lines. obtuse angles and can obtuse angles to the drawing angles to the
They plot co-ordinates in They can start to order a use a protractor to nearest degree and nearest degree.
the first quadrant. set of angles less than measure and draw calculate angles in a They can identify all
180°. acute and obtuse angles straight line. symmetries of a 2D
to the nearest 5 shape.
degrees. They know the angle
sum of a triangle and of
angles at a point.

Sub levels January 2006 CCJ 6

 Maths sub-levelling guide – Handling data

W 1C 1B 1A 2C 2B 2A
Pupils begin to use They sort objects and They sort and match They solve a given They solve a given Pupils organise and Pupils interpret data
mathematical ideas shapes in activities objects, pictures or problem by sorting, problem by sorting, classify information presented in simple
when matching and and sort coins and themselves, justifying classifying and classifying and using pictograms and lists, tables or block
sorting. use them in role play. the decisions made. organising information organising information block graphs. graphs and
in simple ways, in simple ways, communicate their
(including objects or (including lists and findings to others.
pictures), discussing tables), discussing
and explaining their and explaining their
results. results.

3C 3B 3A 4C 4B 4A 5
Pupils interpret bar They can solve a Pupils interpret bar They collect discrete Pupils can find the Pupils can find the They begin to find the
graphs and given problem by charts and pictograms data and record it mode of a set of data. mode and range of a median and mean of
pictograms labelled in organising and where the intervals or using a frequency They solve a problem set of data. a set of data.
ones then twos. interpreting numerical symbols represent a table. by representing and They represent Pupils can solve a
They organise data presented in group of units (2s, 5s, In graphs and charts interpreting bar line collected data in problem by
numerical data into simple lists, tables 10s, and 20s). pupils use axes graphs where the frequency diagrams representing,
Venn and Carroll and graphs. They can solve a labelled in 2s, 5s, intermediate points and interpret these. extracting and
diagrams (1 criterion). They interpret bar problem by collecting, 10s, 20s, or 100s. have no meaning. They can interpret interpreting data in
charts and pictograms organising, They organise and They can discuss the line graphs where tables, graphs, charts
where the intervals or representing and interpret numerical chance or likelihood intermediate points and diagrams,
symbols represent a interpreting data in data in Venn and of particular events. have meaning. including pie charts,
group of units (2s, tally charts and Carroll diagrams (2 and draw conclusions.
10s). frequency tables. criteria). They use the
language associated
with probability and
understand and use
the probability scale
from 0 – 1.

Sub levels January 2006 CCJ 7