in multiples of 6, 7, 9, 25 and 1000 count 1000 more or less than a given number find backwards through zero to include negative numbers count the place value of each digit in a four-digit number recognise (thousands, hundreds, tens, and ones) and compare numbers beyond 1000 order represent and estimate numbers using different identify, representations any number to the nearest 10, 100 or 1000 round number and practical problems that involve all of the above and solve with increasingly large positive numbers Roman numerals to 100 (I to C) and know that over time, the read numeral system changed to include the concept of zero and place value. Tell times to nearest minute. Pupils should be taught to: 5 write, order and compare numbers to at least 1 000 000 and read, determine the value of each digit forwards or backwards in steps of powers of 10 for any given count number up to 1 000 000 negative numbers in context, count forwards and backwards interpret with positive and negative whole numbers, including through zero any number up to 1 000 000 to the nearest 10, 100, 1000, 10 round 000 and 100 000 number problems and practical problems that involve all of the solve above Roman numerals to 1000 (M) and recognise years written in read Roman numerals. 6 Pupils should be taught to: write, order and compare numbers up to 10 000 000 and read, determine the value of each digit and numbers to 3 decimal places any whole number to a required degree of accuracy round negative numbers in context, and calculate intervals across zero use number and practical problems that involve all of the above. solve Maths Specific Marking
count in multiples of 6, 7, 9, 25 and 1000 find 1000 more or less than a given number count backwards through zero to include negative numbers recognise the place value of each digit in a four-digit number (thousands, hundreds, tens, and ones) order and compare numbers beyond 1000 identify, represent and estimate numbers using different representations round any number to the nearest 10, 100 or 1000 solve number and practical problems that involve all of the above and with increasingly large positive numbers read Roman numerals to 100 (I to C) and know that over time, the numeral system changed to include the concept of zero and place value. Tell times to nearest minute. 5 Pupils should be taught to: read, write, order and compare numbers to at least 1 000 000 and determine the value of each digit count forwards or backwards in steps of powers of 10 for any given number up to 1 000 000 interpret negative numbers in context, count forwards and backwards with positive and negative whole numbers, including through zero round any number up to 1 000 000 to the nearest 10, 100, 1000, 10 000 and 100 000 solve number problems and practical problems that involve all of the above read Roman numerals to 1000 (M) and recognise years written in Roman numerals. 6 Pupils should be taught to: read, write, order and compare numbers up to 10 000 000 and determine the value of each digit and numbers to 3 decimal places round any whole number to a required degree of accuracy use negative numbers in context, and calculate intervals across zero solve number and practical problems that involve all of the above. Maths Specific Marking