Fluency and problem-solving, mapped to UK, Australian, US and Cambridge frameworks, ready for whatever curriculum comes next.
By this stage, most children are working comfortably in the abstract, but for a child with dyscalculia or a related learning difference, this is often where gaps that were previously hidden by memorisation start to surface under harder material. We keep the option to return to concrete materials open for any topic, for any child, at any point.
Because our families are in Kuwait, Australia, the UK and the US, this stage is deliberately mapped across curricula rather than tied to one, so a child arrives at their local school's Year 4/5/Grade 4/5 expectations from whichever direction they're coming from.
The point where gaps hidden by memorisation in earlier years tend to surface, so we check understanding before adding speed.
The topics that most consistently separate confident maths students from anxious ones at this age.
Preparing a child for whatever comes next, whichever country's classroom they're heading into.