The slides are comprehensively linked to associated pedagogical guidance in the NCETM Primary Mastery Professional Development materials. There are also links to the ready-to-progress criteria detailed in the DfE Primary Mathematics Guidance 2020.

### Learning outcomes

# | Title |
---|---|

1 | Pupils explain that 100 is composed of ten tens and one hundred ones |

2 | Pupils explain that 100 is composed of 50s 25s and 20s |

3 | Pupils use known facts to find multiples of ten that compose 100 |

4 | Pupils will use known facts to find a two-digit number and a one- or two-digit number that compose 100 |

5 | Pupils use known facts to find correct complements to 100 |

6 | Pupils use known facts to find complements to 100 accurately and efficiently |

7 | Pupils represent a three-digit number which is a multiple of ten using their numerals and names |

8 | Pupils use place value knowledge to write addition and subtraction equations |

9 | Pupils bridge 100 by adding or subtracting in multiples of ten |

10 | Pupils use knowledge of addition and subtraction of multiples of ten bridging the hundreds boundary to solve problems |

11 | Pupils count across and on from 100 |

12 | Pupils represent a three-digit number up to 199 in different ways |

13 | Pupils bridge 100 by adding or subtracting a single-digit number |

14 | Pupils find ten more or ten less than a given number |

15 | Pupils cross the hundreds boundary when adding and subtracting any two-digit multiple of ten |

16 | Pupils become familiar with a metre ruler (marked and unmarked intervals, 1 x 1m, 10 x 10cm, 100 x 1cm) |

17 | Pupils measure length and height from zero using whole metres and cm |

18 | Pupils measure length and height from zero using cm |

19 | Pupils convert between m and cm (include whole m to cm, cm to whole m and cm and vice versa) |

20 | Pupils become familiar with a ruler in relation to cm and mm (marked and unmarked intervals, knowing 1cm = 10mm) |

21 | Pupils measure length from zero using mm / whole cm and mm |

22 | Pupils convert between cm and mm (include whole cm to mm, mm to whole cm and mm and vice versa) |

23 | Pupils estimate a length/height, measure a length/height and record in a table |

24 | Pupils use knowledge of place value to represent a three-digit number in different ways |

25 | Pupils represent a three-digit number up to 1000 in different ways |

26 | Pupils use knowledge of the additive relationship to solve problems |

27 | Pupils count in hundreds and tens on a number line |

28 | Pupils identify the previous, next and nearest multiple of 100 on a number line for a three-digit multiples of ten |

29 | Pupils position three-digit numbers on number lines |

30 | Pupils estimate the position of three-digit numbers on unmarked number lines |

31 | Pupils compare one-, two- and three-digit numbers |

32 | Pupils compare two three-digit numbers |

33 | Pupils order sets of three-digit numbers |

34 | Pupils use known facts to add or subtract multiples of 100 within 1000 |

35 | Pupils write a three-digit multiple of 10 as a multiplication equation |

36 | Pupils partition three-digit numbers in different ways |

37 | Pupils use known facts to solve problems involving partitioning numbers |

38 | Pupils use known facts to add or subtract to/from multiples of 100 in tens |

39 | Pupils use known facts to add or subtract to/from multiples of 100 in ones |

40 | Pupils add/subtract multiples of ten bridging 100 |

41 | Pupils add/subtract to/from a three-digit number in ones bridging 100 |

42 | Pupils find 10 more or less across any hundreds boundary |

43 | Pupils use knowledge of adding or subtracting to/from three-digit numbers to solve problems |

44 | Pupils count forwards and backwards in multiples of 2, 20, 5, 50 and 25 |

45 | Pupils use knowledge of counting in multiples of 2, 20, 5, 50 and 25 to solve problems |

46 | Pupils become familiar with different weighing scales up to 1kg (intervals of 100g, 200g, 250g and 500g) |

47 | Pupils become familiar with the tools to measure volume and capacity up to 1 litre (intervals of 100ml, 200ml, 250ml and 500ml) |

48 | Pupils measure mass from zero up to 1kg using grams |

49 | Pupils measure mass from zero above 1kg using whole kg and grams |

50 | Pupils measure volume from zero up to 1 litre using ml |

51 | Pupils measure volume from zero above 1 litre using whole litres and ml |

52 | Pupils estimate mass in grams and volume in ml |

53 | Pupils estimate a mass/volume, measure a mass/volume and record in a table |