| T1 / 1–2 | 1: diagnostic and facts. 2: efficient multi-digit multiplication. | Explain a strategy and estimate its result. |
| T1 / 3–4 | 3: division methods. 4: practical remainders. | Distinguish vehicles needed from boxes completely filled. |
| T1 / 5–6 | 5: factors and multiples. 6: divisibility and cycle problems. | Organise factor pairs without omissions. |
| T1 / 7–8 | 7: inverse numerical equations. 8: linked bar models, E where appropriate. | Check every condition in a solution. |
| T1 / 9–10 | 9: money and modelling. 10: cumulative checkpoint. | State units and justify rounding. |
| T2 / 1–2 | 1: mixed numbers and equivalence. 2: related-denominator addition. | Explain the common fractional unit. |
| T2 / 3–4 | 3: fractional subtraction. 4: decimal place value and ordering. | Use a number line rather than digit-count rules. |
| T2 / 5–6 | 5: familiar percentages. 6: fraction–decimal–percentage connections. | Name the whole in each question. |
| T2 / 7–8 | 7: fractional quantities. 8: unitary/ratio investigation, E. | Explain scaling with a bar or table. |
| T2 / 9–10 | 9: mixed proportional problems. 10: cumulative checkpoint. | Choose a method without a topic label. |
| T3 / 1–2 | 1: metric choices and precision. 2: regular/irregular perimeter and area. | Distinguish boundary from coverage. |
| T3 / 3–4 | 3: 12/24-hour notation. 4: timetables and waiting times. | Draw a complete journey timeline. |
| T3 / 5–6 | 5: protractor use. 6: nets and objects. | Justify an angle reading and a net prediction. |
| T3 / 7–8 | 7: coordinates and translations. 8: reflections and rotations. | Specify a transformation precisely. |
| T3 / 9–10 | 9: spatial investigation. 10: cumulative checkpoint. | Connect a model, drawing and calculation. |
| T4 / 1–2 | 1: data types and collection. 2: line graphs and distributions. | Make a claim supported by the collected data. |
| T4 / 3–4 | 3: mode and display critique. 4: mean/median investigation, E. | Explain when a summary misleads. |
| T4 / 5–6 | 5: sample spaces. 6: repeated experiments and variation. | Distinguish possible from equally likely. |
| T4 / 7–8 | 7: mixed unfamiliar reasoning. 8: targeted preview of ready Year 6 foundations. | Record remaining gaps by strand, not only total score. |
| T4 / 9–10 | 9: cumulative checkpoint. 10: reflection and personalised Year 6 plan. | Demonstrate delayed retention and identify next priorities. |