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.

### All autumn units – coming soon

### Learning outcomes

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

1 | Pupils explain how a combination of different parts can be equivalent to the same whole and can represent this in an expression |

2 | Pupils identify structures within stories and use their knowledge of structures to create stories |

3 | Pupils identify the missing part using their knowledge of part whole relationships and structures |

4 | Pupils interpret and represent a part-whole problem with 3 addends using a model |

5 | Pupils create stories to correctly match a structure presented in a model |

6 | Pupils use their knowledge of additive structures to solve problems |

7 | Pupils calculate the value of a missing part (1) |

8 | Pupils calculate the value of a missing part (2) |

9 | Pupils correctly represent an equation in a part-whole model |

10 | Pupils explain how adjusting both addends affects the sum (2 digit numbers) |

11 | Pupils explain how adjusting both addends affects the sum (decimal fractions) |

12 | Pupils use the ‘same sum’ rule to balance equations |

13 | Pupils use the ‘same sum’ rule to balance equations with an unknown |

14 | Pupils explain how adjusting one addend affects the sum |

15 | Pupils solve addition calculations mentally by using known facts |

16 | Pupils solve calculations with missing addends |

17 | Pupils explain how adjusting both the minuend and subtrahend by the same amount affects the difference |

18 | Pupils explain how using the ‘same difference’ rule can make mental calculation easier (1) |

19 | Pupils explain how using the ‘same difference’ rule can make written calculation easier (2) |

20 | Pupils use the ‘same difference’ rule to balance equations |

21 | Pupils explain how increasing or decreasing the minuend affects the difference (1) |

22 | Pupils explain how increasing or decreasing the minuend affects the difference (2) |

23 | Pupils solve subtraction calculations mentally by using known facts |

24 | Pupils explain how adjusting the minuend can make mental calculation easier |

25 | Pupils explain how adjusting the subtrahend affects the difference |

26 | Pupils explain how increasing or decreasing the subtrahend affects the difference |

27 | Pupils calculate the difference using their knowledge of an adjusted subtrahend (1) |

28 | Pupils calculate the difference using their knowledge of an adjusted subtrahend (2) |