# Place value objectives for each Year group

Below is a list of some of the key objectives for place value and addition and subtraction for each year group. Your child will be expected to be secure in these by the end of the year. (Click the link at the end to download a copy of this.)

There are some links to websites for your child to practise their skills and help them become secure in each area.

Reception

To count, recognise and order numbers to twenty.

www.topmarks.co.uk/maths-games/3-5-years/ordering-and-sequencing

To form digit 0-9 correctly.

To say one more and one less than numbers to twenty.

To add and subtract 2 single digit numbers.

Year 1

To count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number.

www.ictgames.com/numberSquare/index.html

To count, read and write numbers to 100 in numerals.

www.ictgames.com/sharkNumbers/appDetails/sharkNumbersDemo_online/index.html

To count in multiples of twos, fives and tens.

www.ictgames.com/saucerSorter.html

To represent and use number bonds and related subtraction facts within 20.

To add and subtract one-digit and two-digit numbers to 20, including zero.

Year 2

To read and write numbers to at least 100 in numerals and in words.

www.ictgames.com/numberSquare/index.html

www.ictgames.com/arrowCards_revised_v6.html

To know the place value of a 2 digit number (tens and ones).

www.ictgames.com/partition.html

www.topmarks.co.uk/place-value/place-value-charts

To count in steps of 2, 3, and 5 from 0 from any number, forward and backward.

www.ictgames.com/fairyfog_random.html

To recall and use addition and subtraction facts to 20 fluently, and derive and use related facts up to 100.

www.topmarks.co.uk/maths-games/hit-the-button

To add and subtract numbers using concrete objects, pictorial representations, and mentally, including: a two-digit number and ones.

To add and subtract numbers using concrete objects, pictorial representations, and mentally, including: two two-digit numbers.

Year 3

To count from 0 in multiples of 3, 4, 8, 50 and 100.

www.ictgames.com/saucerSorter.html

To find 10 or 100 more or less than a given number.

To recognise the place value of each digit in a three-digit number (hundreds, tens, ones).

www.topmarks.co.uk/place-value/place-value-charts

To read and write numbers up to 1000 in numerals and in words.

www.topmarks.co.uk/Flash.aspx?b=maths/thenumbersystem

To add and subtract numbers mentally, including: a three-digit number and ones.

To add and subtract numbers mentally, including: a three-digit number and tens.

To add and subtract numbers with up to three digits, using formal written methods of columnar addition and subtraction.

Year 4

To count in multiples of 6, 7, 9, 25 and 1000.

www.ictgames.com/saucerSorter.html

To order and compare numbers beyond 1000.

www.math-play.com/Place-Value-Millionaire/place-value-millionaire-game.html

To round any number to the nearest 10, 100 or 1000.

To add and subtract numbers with up to 4 digits using the formal written methods of columnar addition and subtraction where appropriate.

To solve addition and subtraction two-step problems in contexts, deciding which operations and methods to use and why.

Year 5

To read, write, order and compare numbers to at least 1 000 000 and determine the value of each digit.

To round any number up to 1 000 000 to the nearest 10, 100, 1000, 10 000 and 100 000.

To read Roman numerals to 1000 (M) and recognise years written in Roman numerals.

To add and subtract whole numbers with more than 4 digits, including using formal written methods (columnar addition and subtraction).

To add and subtract numbers mentally with increasingly large numbers.

Year 6

To read, write, order and compare numbers up to 10 million and determine the value of each digit.

www.starrmatica.com/standalone/starrMaticaplaveValueMysteryNumbers.swf

To add and subtract negative integers.

To perform mental calculations, including with mixed operations and large numbers.

Use estimation to check answers to calculations and determine in the context of a problem whether an answer should be rounded, or written as a fraction or a decimal.

____________________________________________________________________________

____________________________________________________________________________

Top