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Early | First | Second |
I am developing a sense of size and amount by observing, exploring, using and communicating with others about things in the world around me. MNU 0-01a |
I can share ideas with others to develop ways of estimating the answer to a calculation or problem, work out the actual answer, then check my solution by comparing it with the estimate.MNU 1-01a |
I can use my knowledge of rounding to routinely estimate the answer to a problem then, after calculating, decide if my answer is reasonable, sharing my solution with others.MNU 2-01a |
Estimating |
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Rounding |
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Early | First | Second |
I have explored numbers, understanding that they represent quantities, and I can use them to count, create sequences and describe order. |
I have investigated how whole numbers are constructed, can understand the importance of zero within the system and can use my knowledge to explain the link between a digit, its place and its value. |
I have extended the range of whole numbers I can work with and having explored how decimal fractions are constructed, can explain the link between a digit, its place and its value. |
Number Recognition |
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Number Word Recognition |
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Counting items |
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Number Order |
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Number Before, Number After |
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Number Lines |
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100 Square |
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Number Sequence |
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Place Value |
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Odd and Even Numbers |
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Early | First | Second |
I use practical materials and can ‘count on and back’ to help me to understand addition and subtraction, recording my ideas and solutions in different ways. MNU 0-03a |
I can use addition, subtraction, multiplication and division when solving problems, making best use of the mental strategies and written skills I have developed. MNU 1-03a |
Having determined which calculations are needed, I can solve problems involving whole numbers using a range of methods, sharing my approaches and solutions with others. MNU 2-03a |
Count on, Count Back |
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Number Bonds |
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Addition |
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Subtraction |
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Multiplication |
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Doubling |
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Times Tables |
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Division |
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Problem Solving |
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Function Machines - Problem Solving |
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Early | First | Second |
Having explored the need for rules for the order of operations in number calculations, I can apply them correctly when solving simple problems. |
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Order of Equations |
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Early | First | Second |
I can show my understanding of how the number line extends to include numbers less than zero and have investigated how these numbers occur and are used. MNU 2-04a |
Negative Numbers |
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Early | First | Second |
Having explored the patterns and relationships in multiplication and division, I can investigate and identify the multiples and factors of numbers.MTH 2-05a |
Multiples |
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Prime Numbers |
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Early | First | Second |
I can share out a group of items by making smaller groups and can split a whole object into smaller parts.
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Having explored fractions by taking part in practical activities, I can show my understanding of:
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I have investigated the everyday contexts in which simple fractions, percentages or decimal fractions are used and can carry out the necessary calculations to solve related problems.
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Through exploring how groups of items can be shared equally, I can find a fraction of an amount by applying my knowledge of division. |
I have investigated how a set of equivalent fractions can be created, understanding the meaning of simplest form, and can apply my knowledge to compare and order the most commonly used fractions. |
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Through taking part in practical activities including use of pictorial representations, I can demonstrate my understanding of simple fractions which are equivalent. |
I have explored the contexts in which problems involving decimal fractions occur and can solve related problems using a variety of methods. |
What is a fraction? |
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Putting fractions into order |
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Equivalence of Fractions |
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Simplifying Fractions |
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Finding the fraction of something |
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Fractions, Decimals and Percentages |
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Ratio |
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Early | First | Second |
I am developing my awareness of how money is used and can recognise and use a range of coins.
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I can use money to pay for items and can work out how much change I should receive.
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I can manage money, compare costs from different retailers, and determine what I can afford to buy.
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I have investigated how different combinations of coins and notes can be used to pay for goods or be given in change.MNU 1-09b |
I understand the costs, benefits and risks of using bank cards to purchase goods or obtain cash and realise that budgeting is important. |
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I can use the terms profit and loss in buying and selling activities and can make simple calculations for this.MNU 2-09c |
Money |
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Early | First | Second |
I am aware of how routines and events in my world link with times and seasons, and have explored ways to record and display these using clocks, calendars and other methods.
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I can tell the time using 12 hour clocks, realising there is a link with 24 hour notation, explain how it impacts on my daily routine and ensure that I am organised and ready for events throughout my day. |
I can use and interpret electronic and paper-based timetables and schedules to plan events and activities, and make time calculations as part of my planning. |
Reading the time |
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Early | First | Second |
I can use a calendar to plan and be organised for key events for myself and my class throughout the year.
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I can carry out practical tasks and investigations involving timed events and can explain which unit of time would be most appropriate to use.
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Early | First | Second |
I have begun to develop a sense of how long tasks take by measuring the time taken to complete a range of activities using a variety of timers.
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Using simple time periods, I can give a good estimate of how long a journey should take, based on my knowledge of the link between time, speed and distance.MNU 2-10c |
Measuring Time |
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Early | First | Second |
I have experimented with everyday items as units of measure to investigate and compare sizes and amounts in my environment, sharing my findings with others.
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I can estimate how long or heavy an object is, or what amount it holds, using everyday things as a guide, then measure or weigh it using appropriate instruments and units.
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I can use my knowledge of the sizes of familiar objects or places to assist me when making an estimate of measure.
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Measuring things |
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Early | First | Second |
I can estimate the area of a shape by counting squares or other methods.MNU 1-11b |
I can use the common units of measure, convert between related units of the metric system and carry out calculations when solving problems. |
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I can explain how different methods can be used to find the perimeter and area of a simple 2D shape or volume of a simple 3D object.MNU 2-11c |
Area |
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Early | First | Second |
I have discussed the important part that numbers play in the world and explored a variety of systems that have been used by civilisations throughout history to record numbers.MTH 1-12a |
I have worked with others to explore, and present our findings on, how mathematics impacts on the world and the important part it has played in advances and inventions.
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Early | First | Second |
I have spotted and explored patterns in my own and the wider environment and can copy and continue these and create my own patterns.MTH 0-13a |
I can continueand devise more involved repeating patterns or designs, using a variety of media.
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Having explored more complex number sequences, including well-known named number patterns, I can explain the rule used to generate the sequence, and apply it to extend the pattern.MTH 2-13a |
Through exploring number patterns, I can recognise and continue simple number sequences and can explain the rule I have applied.MTH 1-13b |
Pattern |
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Skip Counting |
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Early | First | Second |
I can compare, describe and show number relationships, using appropriate vocabulary and the symbols for equals, not equal to, less than and greater than.
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I can apply my knowledge of number facts to solve problems where an unknown value is represented by a symbol or letter.
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Early | First | Second |
When a picture or symbol is used to replace a number in a number statement, I can find its value using my knowledge of number facts and explain my thinking to others. |
Function Machines |
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Early | First | Second |
I enjoy investigating objects and shapes and can sort, describe and be creative with them.
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I have explored simple 3D objects and 2D shapes and can identify, name and describe their features using appropriate vocabulary.
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Having explored a range of 3D objects and 2D shapes, I can use mathematical language to describe their properties, and through investigation can discuss where and why particular shapes are used in the environment.
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2D and 3D Shapes |
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Early | First | Second |
I can explore and discuss how and why different shapes fit together and create a tiling pattern with them.MTH 1-16b |
Through practical activities, I can show my understanding of the relationship between 3D objects and their nets.
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Nets |
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Early | First | Second |
I can draw 2D shapes and make representations of 3D objects using an appropriate range of methods and efficient use of resources.
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Drawing Shapes |
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Early | First | Second |
In movement, games, and using technology I can use simple directions and describe positions.
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I can describe, follow and record routes and journeys using signs, words andangles associated with direction and turning.
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I have investigated angles in the environment, and can
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Moving using Angles |
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Early | First | Second |
I can accurately measure and draw angles using appropriate equipment, applying my skills to problems in context. |
Measuring Angels |
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Early | First | Second |
Through practical activities which include the use of technology, I have developed my understanding of the link between compass points and angles and can describe, follow and record directions, routes and journeys using appropriate vocabulary. |
Using Bearings |
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Early | First | Second |
Having investigated where, why and how scale is used and expressed, I can apply my understanding to interpret simple models, maps and plans. |
Early | First | Second |
I have developed an awareness of where grid reference systems are used in everyday contexts and can use them to locate and describe position. |
I can use my knowledge of the coordinate system to plot and describe the location of a point on a grid.MTH 2-18a |
Co-Ordinates |
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Early | First | Second |
I have had fun creating a range of symmetrical pictures and patterns using a range of media.MTH 0-19a |
I have explored symmetry in my own and the wider environment and can create and recognise symmetrical pictures, patterns and shapes. |
I can illustrate the lines of symmetry for a range of 2D shapes and apply my understanding to create and complete symmetrical pictures and patterns.MTH 2-19a |
Symmetry |
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Early | First | Second |
I can collect objects and ask questions to gather information, organising and displaying my findings in different ways.
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I have explored a variety of ways in which data is presented and can ask and answer questions about the information it contains.
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Having discussed the variety of ways and range of media used to present data, I can interpret and draw conclusions from the information displayed, recognising that the presentation may be misleading.
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I can match objects, and sort using my own and others’ criteria, sharing my ideas with others.
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I have used a range of ways to collect information and can sort it in a logical, organised and imaginative way using my own and others’ criteria.MNU 1-20b |
I have carried out investigations and surveys, devising and using a variety of methods to gather information and have worked with others to collate, organise and communicate the results in an appropriate way.
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Sorting |
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Early | First | Second |
I can use the signs and charts around me for information, helping me plan and make choices and decisions in my daily life.
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Early | First | Second |
Using technology and other methods, I can display data simply, clearly and accurately by creating tables, charts and diagrams, using simple labelling and scale.
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I can display data in a clear way using a suitable scale, by choosing appropriately from an extended range of tables, charts, diagrams and graphs, making effective use of technology.MTH 2-21a |
Displaying data in various charts and graphs |
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Early | First | Second |
I can use appropriate vocabulary to describe the likelihood of events occurring, using the knowledge and experiences of myself and others to guide me.
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I can conduct simple experiments involving chance and communicate my predictions and findings using the vocabulary of probability.
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Probability |
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