Mental
In mental and oral work # requires frequent support and encouragement.
In mental and oral work # is reluctant to use ~ mathematical skills.
In mental and oral work # is usually quick and accurate.
In mental and oral work # often lacks confidence.
In mental and oral work # is keen and well motivated.
In mental and oral work # enjoys various mathematical challenges.
In mental and oral work # has an open approach to problem solving.
In mental and oral work # has begun to show real signs of understanding.
In mental and oral work # is enthusiastic and excited by new mathematical discoveries.
In mental and oral work # is able to talk about ~ strategies using appropriate mathematical language.
In mental and oral work # has improved ~ mental skills and will explain strategies to others.
and
but
^
works hesitantly and generally lacks confidence.
often finds it difficult to concentrate in mathematical activities.
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Place value
^ is learning to read, write and order numbers to 10.
^ is able to read, write and order numbers to 10.
^ is learning to read, write and order numbers to 20.
^ is able to read, write and order numbers to 20.
^ can add, subtract and estimate numbers up to 10.
^ shows a good understanding of number bonds up to 20.
^ shows an understanding of numbers beyond 20.
^ is developing ~ understanding of values up to 100.
^ is developing an understanding of number bonds to 100.
^ can solve mathematical problems dealing with numbers beyond 100.
^ is developing an awareness of place value.
^ is able to apply knowledge of place value in recorded work.
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number bonds
^ has excellent knowledge of number bonds to 10 and 20 and can confidently apply these to other sums.
^ has good knowledge of number bonds to 10 and can apply these to other sums.
^ has sound knowledge of number bonds to 10 and is beginning apply these to other sums.
^ has consolidated knowledge of number bonds to 10 and is beginning apply these to other sums.
^ can work out number bonds to 10 but still benefits from using resources to support ~ working out.
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+,- £
# can use a 100 grid to support addition and subtraction.
# can use a 100 grid to support counting in 10s
# can use a 100 grid to support adding and taking away 9,11
# has used a 100 grid to support work on adding and taking away and is beginning to be more confident working without this now.
# can use a blank number line to do basic adding and taking away
# is beginning to use blank number line to do basic adding and taking away
# is gaining confidence using a blank number line to do basic adding and taking away
^ is beginning to carry out sums using tens and units.
^ can do basic adding and subtracting using tens and units.
^ can do more complex adding and subtracting using tens and units.
When working with money, #
is learning to recognise coin values.
can recognise coins to 10p and can compare values.
has had experience of simple shopping sums.
can add and subtract coins up to 10p.
is able to use money to work out change from 10p.
shows good understanding of value and finding totals.
can add coins up to 50p.
can work with coins up to £1.
can recognise all the coins we use.
and
but
"
patterns
^ has successfully explored number patterns within this range.
^ can continue a simple number pattern
^ can continue a number pattern
^ can continue a more complex number pattern
^ can recognise and continue number pattern
^ understands the use of a symbol for an unknown number.
^ is developing mental strategies involving number patterns.
^ is able to order and compare the properties of various objects
^ can repeat patterns with shapes
^ can devise a repeating pattern independently
^ has difficulty recognising and continuing patterns
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tables
^ is gaining understanding of multiplication in 2, 5 and 10 times tables.
^ is gaining a sound understanding of multiplication in 2, 5 and 10 times tables.
^ is gaining a good understanding of multiplication in 2, 5 and 10 times tables.
^ is more confident with ~ 10 times table
^ is more confident with ~ 2 times table
^ is more confident with ~ 5 times table
^ is gaining an understanding of multiplication.
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Shape space
In our work on shape #
can recognise some 2D shapes.
can describe some 2D shapes.
can recognise many 2D and 3D shapes.
can describe many 2D and 3D shapes.
can name a number of 2D and 3D shapes.
has a clear understanding of the properties of basic shapes.
can recognise and describe a number of 2D and 3D shapes.
has a good understanding of the properties of basic 2D and 3D shapes and knows their names.
can recognise and describe some 2D and 3D shapes but does not always remember their names.
^ can point out some criteria for sorting objects with some help
^ can choose criteria for sorting objects
^ can independently choose criteria for sorting objects
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Data handling
# can collect and record simple data in a variety of forms.
# can interpret data from a mapping diagram.
# can interpret data from a pictogram.
# can understand graphs and talk about them in a way that makes sense.
# shows good powers of deduction.
# finds collecting, recording and interpreting data difficult.
# has begun to make progress.
# generally lacks confidence in mathematical activities.
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Measures
^
can talk about time, using words like 'today', 'yesterday', and 'tomorrow'
is aware that time can be measured, for example using sand timers, clocks and watches
can order special times in the day such as break, lunch, home time
is working on telling the time
finds telling the time quite difficult
has worked on o'clock, half past and quarter past times with success
is now beginning to tell the time
can now look at a clock and tell the time
is able to tell the time using hours and half hours
is able to tell the time using quarter to and quarter past
and
but
^
^ plays at using the scales.
^ has enjoyed using non-standard measures in practical tasks.
^ can weigh using non-standard measures.
^ can measure length and weight using non-standard measures.
^ can make simple comparisons when weighing.
^ shows good powers of deduction.
^ can use a ruler to measure in cm.
^ can estimate distances.
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Targets
Overall, ^
is progressing well.
is making steady progress.
shows good numeracy skills.
shows a fair understanding of number operations.
works carefully and accurately.
lacks confidence in approaching new concepts.
needs frequent teacher direction to consolidate new concepts.
needs support and encouragement to develop skills and understanding.
generally lacks concentration in maths activities.
frequently needs one to one support to grasp new concepts.
needs direction when applying sorting techniques
needs more practice to develop a clearer understanding of the different properties of shapes.
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