KEY STAGE 1 

Children in Years 1 and 2 will be given a really solid foundation in the basic building blocks of mental and written arithmetic. Through being taught place value, children will develop an understanding of how numbers work, so that they are confident with 2digit numbers and beginning to read and say numbers above 100. 

Addition and Subtraction: A focus on number bonds, first via practical handson experiences and subsequently using memorisation techniques, enables a good grounding in these crucial facts, and ensures that all children leave Year 2 knowing the pairs of numbers which make all the numbers up to 10 at least. Children will also have experienced and been taught pairs to 20. Children’s knowledge of number facts enables them to add several 1digit numbers, and to add/subtract a 1digit number to/from a 2digit number. Another important conceptual tool is the ability to add/subtract 1 or 10, and to understand which digit changes and why. This understanding is extended to enable children to add and subtract multiples of 10 to and from any 2digit number. The most important application of this knowledge is the ability to add or subtract any pair of 2digit numbers by counting on or back in 10s and 1s. Children may extend this to adding by partitioning numbers into 10s and 1s. 
Multiplication and Division: Children will be taught to count in 2s, 3s, 5s and 10s, and will relate this skill to repeated addition. Children will meet and begin to learn the associated ×2, ×3, ×5 and ×10 tables. Engaging in a practical way with the concept of repeated addition and the use of arrays enables children to develop a preliminary understanding of multiplication, and asking them to consider how many groups of a given number make a total will introduce them to the idea of division. Children will also be taught to double and halve numbers, and will thus experience scaling up or down as a further aspect of multiplication and division. 
Fractions: Fractions will be introduced as numbers and as operators, specifically in relation to halves, quarters and thirds. 

Year 1 

Mental calculation 
Written calculation 
Default for ALL children 

Y1 
Number bonds (‘story’ of 5, 6, 7, 8, 9 and 10) Count on in 1s from a given 2digit number Add two 1digit numbers Add three 1digit numbers, spotting doubles or pairs to 10 Count on in 10s from any given 2digit number Add 10 to any given 2digit number Use number facts to add 1digit numbers to e.g. Use 4 + 3 to work out 24 + 3, 34 + 3 Add by putting the larger number first 
Pairs with a total of 10 Count in 1s Count in 10s Count on 1 from any given 2digit number 

Y1 
Number bonds (‘story’ of 5, 6, 7, 8, 9 and 10) Count back in 1s from a given 2digit number Subtract one 1digit number from another Count back in 10s from any given 2digit number Subtract 10 from any given 2digit number Use number facts to subtract 1digit numbers from 2digit numbers e.g. Use 7 – 2 to work out 27 – 2, 37 – 2 
Pairs with a total of 10 Count back in 1s from 20 to 0 Count back in 10s from 100 to 0 Count back 1 from any given 2digit number 

Y1 
Begin to count in 2s, 5s and 10s Begin to say what three 5s are by counting in 5s, or what four 2s are by counting in 2s, etc. Double numbers to 10 
Begin to count in 2s and 10s Double numbers to 5 using fingers 

Y1 
Begin to count in 2s, 5s and 10s Find half of even numbers to 12 and know it is hard to halve odd numbers Find half of even numbers by sharing Begin to use visual and concrete arrays or 
Begin to count in 2s and 10s Find half of even numbers by sharing 

Year 2 

Mental calculation 
Written calculation 
Default for ALL children 

Y2 
Number bonds – know all the pairs of numbers which make all the numbers to 12, and pairs with a total of 20 Count on in 1s and 10s from any given 2digit number Add two or three 1digit numbers Add a 1digit number to any 2digit number using number facts, including bridging multiples of 10 e.g. 45 + 4 Add 10 and small multiples of 10 to any given 2digit number Add any pair of 2digit numbers 
Know pairs of numbers which make each total up to 10 Add two 1digit numbers Add a 1digit number to a 2digit number by counting on in 1s Add 10 and small multiples of 10 to a 2digit number by counting on in 10s 

Y2 
Number bonds – know all the pairs of numbers which make all the numbers to 12 Count back in 1s and 10s from any given 2digit number Subtract a 1digit number from any 2digit number using number facts, including bridging multiples of 10 e.g. 56 – 3 Subtract 10 and small multiples of 10 from any given 2digit number Subtract any pair of 2digit numbers by counting back in 10s and 1s or by counting up 
Know pairs of numbers which make each total up to 10 Subtract a 1digit number from a 2digit number by counting back in 1s Subtract 10 and small multiples of 10 from a 

Y2 
Count in 2s, 5s and 10s Begin to count in 3s Begin to understand that multiplication is repeated addition and to use arrays e.g. 3 × 4 is three rows of 4 dots Begin to learn the ×2, ×3, ×5 and ×10 tables, seeing these as ‘lots of’ e.g. 5 lots of 2, 6 lots of 2, 7 lots of 2 Double numbers up to 20 Begin to double multiples of 5 to 100 Begin to double 2digit numbers less than 50 with 1s digits of 1, 2, 3, 4 or 5 
Count in 2s, 5s and 10s Begin to use and understand simple arrays e.g. 2 × 4 is two lots of four Double numbers up to 10 Double multiples of 10 to 50 

Y2 
Count in 2s, 5s and 10s Begin to count in 3s Using fingers, say where a given number is in the 2s, 5s or 10s count e.g. 8 is the fourth number when I count in 2s Relate division to grouping e.g. How many groups of 5 in 15? Halve numbers to 20 Begin to halve numbers to 40 and multiples of 10 to 100 Find ^{1}/_{2}, ^{1}/_{3, }^{1}/_{4} and ^{3}/_{4} of a quantity of objects and of amounts (whole number answers) 
Count in 2s, 5s and 10s Say how many rows in a given array e.g. How many rows of 5 are in an array of Halve numbers to 12 Find ^{1}/_{2} of amounts 

LOWER KEY STAGE 2 

In Lower Key Stage 2, children build on the concrete and conceptual understandings they have gained in Key Stage 1 to develop a real mathematical understanding of the four operations, in particular developing arithmetical competence in relation to larger numbers. 

Addition and subtraction: Children are taught to use place value and number facts to add and subtract numbers mentally and they will develop a range of strategies to enable them to discard the ‘counting in 1s’ or fingersbased methods of Key Stage 1. In particular, children will learn to add and subtract multiples and near multiples of 10, 100 and 1000, and will become fluent in complementary addition as an accurate means of achieving fast and accurate answers to 3digit subtractions. Standard written methods for adding larger numbers are taught, learned and consolidated, and written column subtraction is also introduced. 
Multiplication and division: This key stage is also the period during which all the multiplication and division facts are thoroughly memorised, including all facts up to 12 × 12. Efficient written methods for multiplying or dividing a 2digit or 3digit number by a 1digit number are taught, as are mental strategies for multiplication or division with large but ‘friendly’ numbers, e.g. when dividing by 5 or multiplying by 20. 
Fractions and decimals: Children will develop their understanding of fractions, learning to reduce a fraction to its simplest form, as well as finding nonunit fractions of amounts and quantities. The concept of a decimal number is introduced and children consolidate a firm understanding of 1place decimals, multiplying and dividing whole numbers by 10 and 100. 

Year 3 


Mental calculation 
Written calculation 
Default for ALL children 

Y3 
Know pairs with each total to 20 e.g. 2 + 6 = 8, 12 + 6 = 18, 7 + 8 = 15 Know pairs of multiples of 10 with a total of 100 Add any two 2digit numbers by counting on in 10s and 1s or by using partitioning Add multiples and near multiples of 10 and 100 Perform placevalue additions without a struggle e.g. 300 + 8 + 50 = 358 Use place value and number facts to add a e.g. 104 + 56 is 160 since 104 + 50 = 154 and 6 + 4 = 10 676 + 8 is 684 since 8 = 4 + 4 and 76 + 4 + 4 = 84 Add pairs of ‘friendly’ 3digit numbers e.g. 320 + 450 Begin to add amounts of money using partitioning 
Use expanded column addition to add two or three 3digit numbers or three 2digit numbers Begin to use compact column addition to add numbers with 3 digits Begin to add like fractions e.g. ^{3}/_{8} + ^{1}/_{8} + ^{1}/_{8} Recognise fractions that add to 1 e.g. ^{1}/_{4} + ^{3}/_{4 } 
Know pairs of numbers which make each total up to 10, and which total 20 Add two 2digit numbers by counting on in 10s and 1s e.g. 56 + 35 is 56 + 30 and then add the 5 Understand simple placevalue additions e.g. 200 + 40 + 5 = 245 Use place value to add multiples of 10 or 100 

Y3 
Know pairs with each total to 20 e.g. 8 – 2 = 6 Subtract any two 2digit numbers Perform placevalue subtractions without a struggle e.g. 536 – 30 = 506 Subtract 2digit numbers from numbers > 100 by counting up e.g. 143 – 76 is done by starting at 76. Then add 4 (80), then add 20 (100), then add 43, making the difference a total of 67 Subtract multiples and near multiples of 10 and 100 Subtract, when appropriate, by counting back or taking away, using place value and number facts Find change from £1, £5 and £10 
Use counting up as an informal written strategy for subtracting pairs of 3digit numbers e.g. 423 – 357 Begin to subtract like fractions e.g. ^{7}/_{8} – ^{3}/_{8} 
Know pairs of numbers which make each total up to 10, and which total 20 Count up to subtract 2digit numbers e.g. 72 – 47 Subtract multiples of 5 from 100 by counting up e.g. 100 – 35 Subtract multiples of 10 and 100 

Y3 
Know by heart all the multiplication facts in the Multiply whole numbers by 10 and 100 Recognise that multiplication is commutative Use place value and number facts in mental multiplication e.g. 30 × 5 is 15 × 10 Partition teen numbers to multiply by a 1digit number e.g. 3 × 14 as 3 × 10 and 3 × 4 Double numbers up to 50 
Use partitioning (grid multiplication) to multiply 
Know by heart the ×2, ×3, ×5 and ×10 tables Double given tables facts to get others Double numbers up to 25 and multiples of 5 to 50 

Y3 
Know by heart all the division facts derived from the ×2, ×3, ×4, ×5, ×8 and ×10 tables Divide whole numbers by 10 or 100 to give whole number answers Recognise that division is not commutative Use place value and number facts in mental division e.g. 84 ÷ 4 is half of 42 Divide larger numbers mentally by subtracting the 10th multiple as appropriate, including those with remainders e.g. 57 ÷ 3 is 10 + 9 as 10 × 3 = 30 and Halve even numbers to 100, halve odd numbers to 20 
Perform divisions just above the 10th multiple using horizontal or vertical jottings and understanding how to give a remainder as a whole number Find unit fractions of quantities and begin to find nonunit fractions of quantities 
Know by heart the division facts derived from the ×2, ×3, ×5 and ×10 tables Halve even numbers up to 50 and multiples of 10 to 100 Perform divisions within the tables including those with remainders e.g. 38 ÷ 5 

Year 4 


Mental calculation 
Written calculation 
Default for ALL children 

Y4 
Add any two 2digit numbers by partitioning or counting on Know by heart/quickly derive number bonds Add to the next 100, £1 and whole number e.g. 234 + 66 = 300 Perform placevalue additions without a struggle e.g. 300 + 8 + 50 + 4000 = 4358 Add multiples and near multiples of 10, 100 and 1000 Add £1, 10p, 1p to amounts of money Use place value and number facts to add 1, 2, 3 and 4digit numbers where a mental calculation is appropriate e.g. 4004 + 156 by knowing that 6 + 4 = 10 and that 4004 + 150 = 4154 so the total is 4160 
Column addition for 3digit and 4digit numbers e.g. Add like fractions e.g. ^{3}/_{5 }+ ^{4}/_{5 }= ^{7}/_{5} = 1 ^{2}/_{5} Be confident with fractions that add to 1 and fraction complements to 1 e.g. ^{2}/_{3} + _ = 1 
Add any 2digit numbers by partitioning or counting on Number bonds to 20 Know pairs of multiples of 10 with a total of 100 Add ‘friendly’ larger numbers using knowledge of place value and number facts Use expanded column addition to add 3digit numbers 

Y4 
Subtract any two 2digit numbers Know by heart/quickly derive number bonds to 100 Perform placevalue subtractions without a struggle e.g. 4736 – 706 = 4030 Subtract multiples and near multiples of 10, 100, 1000, £1 and 10p Subtract multiples of 0·1 Subtract by counting up e.g. 503 – 368 is done by adding Subtract, when appropriate, by counting back or taking away, using place value and number facts Subtract £1, 10p, 1p from amounts of money Find change from £10, £20 and £50 
Use expanded column subtraction for 3 and Use complementary addition to subtract amounts of money, and for subtractions where the larger number is a near multiple of 1000 or 100 e.g. 2002 – 1865 Subtract like fractions e.g. ^{4}/_{5 }– ^{3}/_{5 }= ^{1}/_{5} Use fractions that add to 1 to find fraction complements to 1 e.g. 1 – ^{2}/_{3 }= ^{1}/_{3} 
Use counting up with confidence to solve most subtractions, including finding complements to multiples of 100 e.g. 512 – 287 

Y4 
Know by heart all the multiplication facts up to Recognise factors up to 12 of 2digit numbers Multiply whole numbers and 1place decimals by 10, 100, 1000 Multiply multiples of 10, 100 and 1000 by 1digit numbers e.g. 300 × 6 Use understanding of place value and number facts in mental multiplication e.g. 36 × 5 is half of 36 × 10 Partition 2digit numbers to multiply by a 1digit number mentally e.g. 4 × 24 as 4 × 20 and 4 × 4 Multiply near multiples by rounding e.g. 33 × 19 as (33 × 20) – 33 Find doubles to double 100 and beyond using partitioning Begin to double amounts of money e.g. £35·60 doubled is £71·20 
Use a vertical written method to multiply a 1digit number by a 3digit number (ladder method) Use an efficient written method to multiply a 2digit number by a number between 10 and 20 by partitioning (grid method) 
Know by heart multiplication tables up to Multiply whole numbers by 10 and 100 Use the grid method to multiply a 2digit or a 

Y4 
Know by heart all the division facts up to Divide whole numbers by 10, 100, to give whole number answers or answers with 1 decimal place Divide multiples of 100 by 1digit numbers using division facts e.g. 3200 ÷ 8 = 400 Use place value and number facts in mental division e.g. 245 ÷ 20 is half of 245 ÷ 10 Divide larger numbers mentally by subtracting the 10th or 20th multiple as appropriate e.g. 156 ÷ 6 is 20 + 6 as 20 × 6 = 120 and Find halves of even numbers to 200 and beyond using partitioning Begin to halve amounts of money e.g. half of £52·40 is £26·20 
Use a written method to divide a 2digit or a Give remainders as whole numbers Begin to reduce fractions to their simplest forms Find unit and nonunit fractions of larger amounts 
Know by heart all the division facts up to Divide whole numbers by 10 and 100 to give whole number answers or answers with Perform divisions just above the 10th multiple using the written layout and understanding how to give a remainder as a whole number Find unit fractions of amounts 

UPPER KEY STAGE 2 

Children move on from dealing mainly with whole numbers to performing arithmetic operations with both decimals and fractions. 

Addition and subtraction: Children will consolidate their use of written procedures in adding and subtracting whole numbers with up to 6 digits and also decimal numbers with up to 2 decimal places. Mental strategies for adding and subtracting increasingly large numbers will also be taught. These will draw upon children’s robust understanding of place value and knowledge of number facts. Negative numbers will be added and subtracted. 
Multiplication and division: Efficient and flexible strategies for mental multiplication and division are taught and practised, so that children can perform appropriate calculations even when the numbers are large, such as 40 000 × 6 or 40 000 ÷ 8. In addition, it is in Years 5 and 6 that children extend their knowledge and confidence in using written algorithms for multiplication and division. 
Fractions, decimals, percentages and ratio: Fractions and decimals are also added, subtracted, divided and multiplied, within the bounds of children’s understanding of these more complicated numbers. Children will also calculate simple percentages and ratios. 

Year 5 


Mental calculation 
Written calculation 
Default for ALL children 

Y5 
Know number bonds to 1 and to the next whole number Add to the next 10 from a decimal number e.g. 13·6 + 6·4 = 20 Add numbers with 2 significant digits only, using mental strategies e.g. 3·4 + 4·8 Add 1 or 2digit multiples of 10, 100, 1000, 10 000 and 100 000 e.g. 8000 + 7000 Add near multiples of 10, 100, 1000, 10 000 and 100 000 to other numbers e.g. 82 472 + 30 004 Add decimal numbers which are near multiples of 1 or 10, including money e.g. 6·34 + 1·99 Use place value and number facts to add two or more ‘friendly’ numbers, including money and decimals e.g. 3 + 8 + 6 + 4 + 7 e.g. 0·6 + 0·7 + 0·4 e.g. 2056 + 44 
Use column addition to add two or three whole numbers with up to 5 digits Use column addition to add any pair of 2place decimal numbers, including amounts of money Begin to add related fractions using equivalences e.g. ^{1}/_{2} + ^{1}/_{6} = ^{3}/_{6} + ^{1}/_{6} Choose the most efficient method in any given situation 
Add numbers with only 2 digits which are not zeros e.g. 3·4 + 5·8 Derive swiftly and without any difficulty number bonds to 100 Add ‘friendly’ large numbers using knowledge of place value and number facts Use expanded column addition to add pairs of 

Y5 
Subtract numbers with 2 significant digits only, using mental strategies e.g. 6·2 – 4·5 Subtract 1 or 2digit multiples of 10, 100, 1000, 10 000 and 100 000 e.g. 8000 – 3000 Subtract 1 or 2digit near multiples of 10, 100, 1000, 10 000 and 100 000 from other numbers e.g. 82 472 – 30 004 Subtract decimal numbers which are near multiples of 1 or 10, including money e.g. 6·34 – 1·99 Use counting up subtraction, with knowledge of number bonds to 10, 100 or £1, as a strategy to perform mental subtraction e.g. £10 – £3·45 Recognise fraction complements to 1 and to the next whole number e.g. 1 ^{2}/_{5} + ^{3}/_{5} = 2 
Use compact or expanded column subtraction to subtract numbers with up to 5 digits Use complementary addition for subtractions where the larger number is a multiple or near multiple of 1000 Use complementary addition for subtractions of decimal numbers with up to 2 places, including amounts of money Begin to subtract related fractions using equivalences e.g. ^{1}/_{2} – ^{1}/_{6} = ^{2}/_{6} Choose the most efficient method in any given situation 
Derive swiftly and without difficulty number bonds to 100 Use counting up with confidence to solve most subtractions, including finding complements to multiples of 1000 e.g. 3000 – 2387 

Y5 
Know by heart all the multiplication facts up to Multiply whole numbers and 1 and 2place decimals by 10, 100, 1000, 10 000 Use knowledge of factors and multiples in multiplication e.g. 43 × 6 is double 43 × 3 e.g. 28 × 50 is ^{1}/_{2} of 28 × 100 = 1400 Use knowledge of place value and rounding in mental multiplication e.g. 67 × 199 as 67 × 200 – 67 Use doubling and halving as a strategy in mental multiplication e.g. 58 × 5 is half of 58 × 10 e.g. 34 × 4 is 34 doubled twice Partition 2digit numbers, including decimals, to multiply by a 1digit number mentally e.g. 6 × 27 as 6 × 20 (120) plus 6 × 7 (42) e.g. 6·3 × 7 as 6 × 7 (42) plus 0·3 × 7 (2·1) Double amounts of money by partitioning e.g. £37·45 doubled is £37 doubled (£74) plus 45p doubled (90p) giving a total of £74·90 
Use short multiplication to multiply a 1digit number by a number with up to 4 digits Use long multiplication to multiply 3digit and Choose the most efficient method in any given situation Find simple percentages of amounts e.g. 10%, 5%, 20%, 15% and 50% Begin to multiply fractions and mixed numbers by whole numbers ≤ 10 e.g. 4 × ^{2}/_{3} = ^{8}/_{3} = 2 ^{2}/_{3} 
Know multiplication tables to 11 × 11 Multiply whole numbers and 1place decimals by 10, 100 and 1000 Use knowledge of factors as aids to mental multiplication e.g. 13 × 6 is double 13 × 3 e.g. 23 × 5 is ^{1}/_{2} of 23 × 10 Use the grid method to multiply numbers with up to 4 digits by 1digit numbers Use the grid method to multiply 2digit numbers by 2digit numbers 

Y5 
Know by heart all the division facts up to Divide whole numbers by 10, 100, 1000, 10 000 to give whole number answers or answers with Use doubling and halving as mental division strategies e.g. 34 ÷ 5 is (34 ÷ 10) × 2 Use knowledge of multiples and factors, as well as tests for divisibility, in mental division e.g. 246 ÷ 6 is 123 ÷ 3 e.g. We know that 525 divides by 25 and Halve amounts of money by partitioning e.g. ^{1}/_{2} of £75·40 = ^{1}/_{2} of £75 (£37·50) plus half of 40p (20p) which is £37·70 Divide larger numbers mentally by subtracting the 10th or 100th multiple as appropriate e.g. 96 ÷ 6 is 10 + 6, as 10 × 6 = 60 and e.g. 312 ÷ 3 is 100 + 4 as 100 × 3 = 300 and Know tests for divisibility by 2, 3, 4, 5, 6, 9 and 25 Know square numbers and cube numbers Reduce fractions to their simplest form 
Use short division to divide a number with up to Give remainders as whole numbers or as fractions Find nonunit fractions of large amounts Turn improper fractions into mixed numbers and vice versa Choose the most efficient method in any given situation 
Know by heart division facts up to 121 ÷ 11 Divide whole numbers by 10, 100 or 1000 to give answers with up to 1 decimal place Use doubling and halving as mental division strategies Use an efficient written method to divide numbers ≤ 1000 by 1digit numbers Find unit fractions of 2 and 3digit numbers 

Year 6 


Mental calculation 
Written calculation 
Default for ALL children 

Y6 
Know by heart number bonds to 100 and use these to derive related facts e.g. 3·46 + 0·54 Derive, quickly and without difficulty, number bonds to 1000 Add small and large whole numbers where the use of place value or number facts makes the calculation doable mentally e.g. 34 000 + 8000 Add multiples of powers of 10 and near multiples of the same e.g. 6345 + 199 Add negative numbers in a context such as temperature where the numbers make sense Add two 1place decimal numbers or two 2place decimal numbers less than 1 e.g. 4·5 + 6·3 Add positive numbers to negative numbers e.g. Calculate a rise in temperature or continue a sequence beginning with a negative number 
Use column addition to add numbers with up to 5 digits Use column addition to add decimal numbers with up to 3 decimal places Add mixed numbers and fractions with different denominators 
Derive, swiftly and without difficulty, number bonds to 100 Use place value and number facts to add ‘friendly’ large or decimal numbers e.g. 3·4 + 6·6 Use column addition to add numbers with up to Use column addition to add pairs of 2place decimal numbers 

Y6 
Use number bonds to 100 to perform mental subtraction of any pair of integers by complementary addition e.g. 1000 – 654 as 46 + 300 in our heads Use number bonds to 1 and 10 to perform mental subtraction of any pair of 1place or 2place decimal numbers using complementary addition and including money e.g. 10 – 3·65 as 0·35 + 6 e.g. £50 – £34·29 as 71p + £15 Use number facts and place value to perform mental subtraction of large numbers or decimal numbers with up to 2 places e.g. 467 900 – 3005 Subtract multiples of powers of 10 and near multiples of the same Subtract negative numbers in a context such as temperature where the numbers make sense 
Use column subtraction to subtract numbers with up to 6 digits Use complementary addition for subtractions where the larger number is a multiple or near multiple of 1000 or 10 000 Use complementary addition for subtractions of decimal numbers with up to 3 places, including money Subtract mixed numbers and fractions with different denominators 
Use number bonds to 100 to perform mental subtraction of numbers up to 1000 by complementary addition e.g. 1000 – 654 as 46 + 300 in our heads Use complementary addition for subtraction of integers up to 10 000 e.g. 2504 – 1878 Use complementary addition for subtractions of 1place decimal numbers and amounts of money e.g. £7·30 – £3·55 

Y6 
Know by heart all the multiplication facts up to Multiply whole numbers and decimals with up to e.g. 234 × 1000 = 234 000 e.g. 0·23 × 1000 = 230 Identify common factors, common multiples and prime numbers and use factors in mental multiplication e.g. 326 × 6 is 652 × 3 which is 1956 Use place value and number facts in mental multiplication e.g. 4000 × 6 = 24 000 Use doubling and halving as mental multiplication strategies, including to multiply by 2, 4, 8, 5, 20, 50 and 25 e.g. 28 × 25 is a quarter of 28 × 100 = 700 Use rounding in mental multiplication e.g. 34 × 19 as (34 × 20) – 34 Multiply 1 and 2place decimals by numbers up to and including 10 using place value and partitioning e.g. 3·6 × 4 is 12 + 2·4 e.g. 2·53 × 3 is 6 + 1·5 + 0·09 Double decimal numbers with up to 2 places using partitioning e.g. 36·73 doubled is double 36 (72) plus double 0·73 (1·46) 
Use short multiplication to multiply a 1digit number by a number with up to 4 digits Use long multiplication to multiply a 2digit number by a number with up to 4 digits Use short multiplication to multiply a 1digit number by a number with 1 or 2 decimal places, including amounts of money Multiply fractions and mixed numbers by whole numbers Multiply fractions by proper fractions Use percentages for comparison and calculate simple percentages 
Know by heart all the multiplication facts up to Multiply whole numbers and 1 and 2place decimals by 10, 100 and 1000 Use an efficient written method to multiply a 1digit or a teen number by a number with up to 4 digits by partitioning (grid method) Multiply a 1place decimal number up to 10 by a number ≤ 100 using the grid method 

Y6 
Know by heart all the division facts up to Divide whole numbers by powers of 10 to give whole number answers or answers with up to 3 decimal places Identify common factors, common multiples and primes numbers and use factors in mental division e.g. 438 ÷ 6 is 219 ÷ 3 which is 73 Use tests for divisibility to aid mental calculation Use doubling and halving as mental division strategies, for example to divide by 2, 4, 8, 5, 20 and 25 e.g. 628 ÷ 8 is halved three times: Divide 1 and 2place decimals by numbers up to and including 10 using place value e.g. 2·4 ÷ 6 = 0·4 e.g. 0·65 ÷ 5 = 0·13 e.g. £6·33 ÷ 3 = £2·11 Halve decimal numbers with up to 2 places using partitioning e.g. Half of 36·86 is half of 36 (18) plus half of 0·86 (0·43) Know and use equivalence between simple fractions, decimals and percentages, including in different contexts Recognise a given ratio and reduce a given ratio to its lowest terms 
Use short division to divide a number with up to Use long division to divide 3digit and 4digit numbers by ‘friendly’ 2digit numbers Give remainders as whole numbers or as fractions or as decimals Divide a 1place or a 2place decimal number by a number ≤ 12 using multiples of the divisors Divide proper fractions by whole numbers 
Know by heart all the division facts up to Divide whole numbers by 10, 100, 1000 to give whole number answers or answers with up to Use an efficient written method, involving subtracting powers of 10 times the divisor, to divide any number of up to 1000 by a e.g. 836 ÷ 11 as 836 – 770 (70 × 11) leaving 66 which is 6 × 11, giving the answer 76 Divide a 1place decimal by a number ≤ 10 using place value and knowledge of division facts 
