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Introduction
# has studied counting, partitioning and calculating, securing number facts, understanding shape, handling data and measures, and number relationships.
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Applying
Foundation Stage Using and applying mathematics objectives
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^ can use ~ developing mathematical ideas and methods to solve ~ practical problems.
^ is able to match sets of objects to numerals that represent the number of objects.
^ has sorted objects, made choices and justified ~ decisions.
^ is able to talk about, recognise and recreate simple patterns.
^ has describe ~ solutions to practical problems, drawing on ~ experience,.
^ has talked about ~ own ideas, methods and choices for ways of solving numeracy problem.
Year 1 Using and applying mathematics objectives
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^ was able to solve problems involving counting, adding, subtracting, doubling or halving in the context of numbers, measures or money, for example to 'pay' and 'give change'.
^ can describe a puzzle or problem using numbers, practical materials and diagrams. ^ was able to use these skills to solve a problem and set the solution in the original context.
^ can answer a question by selecting and using suitable equipment. ^ can sort information, shapes or objects. ^ is able to display ~ results using tables and pictures.
^ has described simple patterns and relationships involving numbers or shapes. ^ was able to decide whether the examples provided by ~ teacher satisfied the given conditions.
^ was able to describe ~ own ways of solving puzzles and problems. ^ has been able to explain ~ choices and decisions orally or by using pictures.
Year 2 Using and applying mathematics objectives
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^ can solve problems involving addition, subtraction, multiplication or division in contexts of numbers, measures or pounds and pence.
^ has identified and recorded the information or calculation needed to solve a puzzle or problem.
^ is able to carry out the steps or calculations and check the solution in the context of the problem.
^ has followed a line of enquiry.
^ has answered questions by choosing and using suitable equipment and selecting, organising and presenting ~ information in lists, tables and simple diagrams.
^ can describe patterns and relationships involving numbers or shapes.
^ has made predictions and tested these with ~ own examples.
^ can present solutions to puzzles and problems in an organised way.
^ is able to explain ~ decisions, methods and results in pictorial, spoken or written form, using the correct mathematical language and number sentences.
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Counting
Foundation Stage Counting and understanding number objectives
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^ is able to say and use number names in order in familiar contexts.
^ knows that numbers identify how many objects are in a set.
^ has counted reliably up to 10 everyday objects.
^ is able to estimate how many objects ~ can see and check ~ answer by counting the objects for *self.
^ can count aloud in ones, twos, fives or tens.
^ has used the language such as 'more' or 'less' to compare two numbers.
^ knows how to use ordinal numbers in different contexts.
^ recognises numerals 1 to 9.
Year 1 Counting and understanding number objectives
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^ was able to count reliably at least 20 objects, recognising that when rearranged the number of objects stayed the same. ^ knows that an estimate of a number of objects that can be checked by counting.
^ can compare and order numbers, using the related vocabulary. ^ also knows how to use the equals (=) sign.
^ is able to read and write numerals from 0 to 20, then beyond. ^ can use ~ knowledge of place value to position these numbers on a number track and number line .
^ was able to say the number that is 1 more or less than any given number, and 10 more or less for multiples of 10.
^ has used the vocabulary of halves and quarters in an appropriate context.
Year 2 Counting and understanding number objectives
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^ can read and write two-digit and three-digit numbers in figures and words. ^ can describe and extend number sequences and recognise odd and even numbers.
^ is able to count up to 100 objects by grouping them and counting in tens, fives or twos.
^ knows and can explain what each digit in a two-digit number represents, including numbers where 0 is a place holder.
^ has shown evidence ^ can partition two-digit numbers in different ways, including into multiples of 10 and 1.
^ can order two-digit numbers and position them on a number line; use the greater than (>) and less than (<) signs.
^ can estimate a number of objects and has rounded two-digit numbers to the nearest 10.
^ can find one half of shapes and sets of objects.
^ can find one half, one quarter of shapes and sets of objects.
^ can find one half, one quarter and three quarters of shapes and sets of objects.
"
Number facts
Foundation Stage Knowing and using number facts objectives
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^ was able to observe number relationships and patterns in the environment and use these to derive number facts.
^ can find one more or one less than a number from 1 to 10.
^ has selected two groups of objects and made a given total of objects.
Year 1 Knowing and using number facts objectives
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^ can derive and recall all the pairs of numbers with a total of 10 and addition facts for totals to at least 5. ^ is able to also work out the corresponding subtraction facts.
^ is able to count on or back in ones, twos, fives and tens and use this knowledge to derive the multiples of 2, 5 and 10 to the tenth multiple.
^ recalls the doubles of all numbers to at least 10.
Year 2 Knowing and using number facts objectives
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# derives and recalls all addition and subtraction facts for each number to at least 10, all pairs with totals to 20 and all pairs of multiples of 10 with totals up to 100.
# understands that halving is the inverse of doubling and ^ can derive and recall doubles of all numbers to 20, and the corresponding halves.
# derives and recalls multiplication facts for the 2, 5 and 10 times-tables and the related division facts. ^ recognises multiples of 2, 5 and 10.
# uses ~ knowledge of number facts and operations to estimate and check ~ answers to ~ calculations.
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Calculating
Foundation Stage Calculating objectives
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^ is beginning to relate addition to combining two groups of objects and subtraction to 'taking away'.
In practical activities and discussion, ^ is starting to use the vocabulary involved in adding and subtracting.
^ can count repeated groups of the same size.
^ has been able to share objects into equal groups and count how many there are in each group.
Year 1 Calculating objectives
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^ can relate addition to counting on.
^ recognises that addition can be done in any order.
^ is able to use practical and informal written methods to support the addition of a one-digit number or a multiple of 10 to a one-digit or two-digit number.
^ understands subtraction as 'take away' and find a 'difference' by counting up.
^ is able to use practical and informal written methods to support the subtraction of a one-digit number from a one digit or two-digit number and a multiple of 10 from a two-digit number.
^ solves practical problems that involve combining groups of 2, 5 or 10, or sharing into equal groups.
^ has used the vocabulary related to addition and subtraction and symbols to describe and record addition and subtraction number sentences.
Year 2 Calculating objectives
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^ adds or subtracts mentally a one-digit number or a multiple of 10 to or from any two-digit number. # uses practical and informal written methods to add and subtract two-digit numbers.
^ understands that subtraction is the inverse of addition and vice versa. # uses this to derive and record the related addition and subtraction number sentences.
^ can represent repeated addition and arrays as multiplication, and sharing and repeated subtraction (grouping) as division.
# has used practical and informal written methods and the related vocabulary to support multiplication and division, including calculations with remainders.
^ uses the symbols +, -, ×, ÷ and = to record and interpret number sentences involving all four operations.
# has calculated the value of an unknown in a number sentence (e.g. ? ÷ 2 = 6, 30 - ? = 24).
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Shapes
Foundation Stage Understanding shape objectives
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^ has used familiar objects and common shapes to create and recreate patterns and build ~ own models.
^ is able to use language such as 'circle' or 'bigger' to describe the shape and size of solids and flat shapes.
^ uses everyday words to describe position
Year 1 Understanding shape objectives
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^ has visualised and named common 2-D shapes and 3-D solids and described their features
^ can use common 2-D shapes and 3-D solids to make patterns, pictures and models.
^ is able to identify objects that turn about a point (e.g. scissors) or about a line (e.g. a door).
^ has recognised and made whole, half and quarter turns.
^ has visualised and used everyday language to describe the position of objects and the direction and distance ^ has used when moving them.
Year 2
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# visualises common 2-D shapes and 3-D solids.
^ can identify shapes from pictures of them in different positions and orientations.
^ sorts, makes and describes shapes, referring to their properties.
# identifies reflective symmetry in patterns and 2-D shapes and ^ draws lines of symmetry in shapes.
# can follow and give instructions involving position, direction and movement.
# is able to recognise and uses whole, half and quarter turns, both clockwise and anticlockwise.
^ knows that a right angle represents a quarter turn.
"
Measuring
Foundation Stage Measuring Objectives
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^ is able to use language such as 'greater', 'smaller', 'heavier' or 'lighter' to compare different quantities.
^ uses everyday language related to time.
^ is able to order and sequence familiar events and measure short periods of time.
Year 1 Measuring Objectives
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^ can estimate, measure, weigh and compare objects.
^ is able to choose and use suitable uniform non-standard or standard units and measuring instruments (e.g. a lever balance, metre stick or measuring jug) as appropriate.
^ has used vocabulary related to time.
^ is able to order the days of the week and months.
^ can read the time to the hour and half hour.
Year 2
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^ can estimate, compare and measure lengths, weights and capacities.
^ can choose and use the correct standard units (m, cm, kg, litre) and a suitable measuring instrument.
^ can read the numbered divisions on a scale, and interpret the divisions between them (e.g. on a scale from 0 to 25 with intervals of 1 shown but only the divisions 0, 5, 10, 15 and 20 numbered).
In addition, # uses a ruler to draw and measure lines accurately to the nearest centimetre.
^ use the units of time (seconds, minutes, hours, days) and knows the relationships between them.
# can read the time to the quarter hour and can identify time intervals, including those that cross the hour.
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Handling Data
Foundation Stage Handling data objectives
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^ is able to sort familiar objects in order to show that ^ has identified their similarities and differences.
# is able to count how many objects share a particular property. ^ then presented ~ results using pictures, drawings or numerals.
Year 1 Handling data objectives
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# has answered a question by recording information in lists and tables.
^ is able to present ~ outcomes using a wide range of practical resources, pictures, block graphs or pictograms.
# is able to use diagrams to sort objects into groups according to a given criterion.
^ has suggested a different criterion for grouping the same objects.
Year 2 Handling data objectives
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# has answered a question by collecting and recording ~ data in lists and tables.
^ can represent the data as block graphs or pictograms to show results.
^ has used ICT to organise and present ~ data.
# can use lists, tables and diagrams to sort objects.
In addition, ^ is able to explain ~ choices using the appropriate language, including 'not'.
"