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Number progression map

Number progression map

The 'Number' strand has five progression maps to support teachers. 

  • Place value, ordering and rounding
  • Mental calculation
  • Written calculation
  • Integers, powers and roots
  • Fractions, decimals, percentages, ratio and proportion (FDPRP)

What are the progression maps?

The progression maps provide a set of mathematical learning objectives, organised into a series of up to 10 'steps' for each strand of mathematics. The number of steps in a strand depends on the complexity or level of difficulty of the mathematical concepts involved. The steps are not directly related to National Curriculum levels; instead, they identify a detailed progression sequence for key aspects of learning mathematics supported by:

  • examples of what pupils should know and be able to do
  • probing questions that you can use to gauge understanding and progress
  • suggestions for actions to take when pupils encounter a barrier to learning.

How do I use the progression maps?

  • Use the examples of what pupils should know and be able to do to identify the appropriate stages of pupils’ learning and confirm that teaching is pitched at the right level.
  • Use the probing questions to help you decide whether the pupils have understood the mathematics.
  • If you have a pupil or a group of pupils who clearly have not understood, use the section 'What to do if pupils find this a barrier', which provides example teaching materials and some suggestions of how understanding can be developed.

  • Place value, ordering and rounding

    Each step contains objectives and examples of what pupils should be able to do in place value, ordering and rounding to help you identify the appropriate stages of pupils’ learning. Probing questions and suggestions for when pupils encounter a barrier to learning provided for each objective can be used to help pupils to progress.

  • Mental calculation

    Each step contains objectives and examples of what pupils should be able to do in mental calculation to help you identify the appropriate stages of pupils’ learning. Probing questions and suggestions for when pupils encounter a barrier to learning provided for each objective can be used to help pupils to progress.

  • Written calculation

    Each step contains objectives and examples of what pupils should be able to do in written calculation to help you identify the appropriate stages of pupils’ learning. Probing questions and suggestions for when pupils encounter a barrier to learning provided for each objective can be used to help pupils to progress.

  • Integers, powers and roots

    Each step contains objectives and examples of what pupils should be able to do in integers, powers and roots to help you identify the appropriate stages of pupils’ learning. Probing questions and suggestions for when pupils encounter a barrier to learning provided for each objective can be used to help pupils to progress.

  • FDPRP

    Each step contains objectives and examples of what pupils should be able to do in fractions, decimals, percentages, ratio and proportion (FDPRP) to help you identify the appropriate stages of pupils’ learning. Probing questions and suggestions for when pupils encounter a barrier to learning provided for each objective can be used to help pupils to progress.