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 001a 
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 101a 
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 201a 
Estimating 



Rounding 



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 



Number Word Recognition 



Counting items 



Number Order 



Number Before, Number After 



Number Lines 



100 Square 



Number Sequence 



Place Value 



Odd and Even Numbers 



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 003a 
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 103a 
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 203a 
Count on, Count Back 



Number Bonds 



Addition 



Subtraction 



Multiplication 



Doubling 



Times Tables 



Division 



Problem Solving 



Function Machines  Problem Solving 



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. 

Order of Equations 



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 204a 
Negative Numbers 



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 205a 
Multiples 



Prime Numbers 



Early  First  Second 
I can share out a group of items by making smaller groups and can split a whole object into smaller parts.

Having explored fractions by taking part in practical activities, I can show my understanding of:

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.

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. 

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? 



Putting fractions into order 



Equivalence of Fractions 



Simplifying Fractions 



Finding the fraction of something 



Fractions, Decimals and Percentages 



Ratio 



Early  First  Second 
I am developing my awareness of how money is used and can recognise and use a range of coins.

I can use money to pay for items and can work out how much change I should receive.

I can manage money, compare costs from different retailers, and determine what I can afford to buy.

I have investigated how different combinations of coins and notes can be used to pay for goods or be given in change.MNU 109b 
I understand the costs, benefits and risks of using bank cards to purchase goods or obtain cash and realise that budgeting is important. 

I can use the terms profit and loss in buying and selling activities and can make simple calculations for this.MNU 209c 
Money 



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.

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 paperbased timetables and schedules to plan events and activities, and make time calculations as part of my planning. 
Reading the time 



Early  First  Second 
I can use a calendar to plan and be organised for key events for myself and my class throughout the year.

I can carry out practical tasks and investigations involving timed events and can explain which unit of time would be most appropriate to use.

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.

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 210c 
Measuring Time 



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.

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.

I can use my knowledge of the sizes of familiar objects or places to assist me when making an estimate of measure.

Measuring things 





Early  First  Second 
I can estimate the area of a shape by counting squares or other methods.MNU 111b 
I can use the common units of measure, convert between related units of the metric system and carry out calculations when solving problems. 

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 211c 
Area 



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 112a 
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.

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 013a 
I can continueand devise more involved repeating patterns or designs, using a variety of media.

Having explored more complex number sequences, including wellknown named number patterns, I can explain the rule used to generate the sequence, and apply it to extend the pattern.MTH 213a 
Through exploring number patterns, I can recognise and continue simple number sequences and can explain the rule I have applied.MTH 113b 
Pattern 



Skip Counting 



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.

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 



Early  First  Second 
I enjoy investigating objects and shapes and can sort, describe and be creative with them.

I have explored simple 3D objects and 2D shapes and can identify, name and describe their features using appropriate vocabulary.

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.

2D and 3D Shapes 



Early  First  Second 
I can explore and discuss how and why different shapes fit together and create a tiling pattern with them.MTH 116b 
Through practical activities, I can show my understanding of the relationship between 3D objects and their nets.

Nets 



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.

Drawing Shapes 



Early  First  Second 
In movement, games, and using technology I can use simple directions and describe positions.

I can describe, follow and record routes and journeys using signs, words andangles associated with direction and turning.

I have investigated angles in the environment, and can

Moving using Angles 



Early  First  Second 
I can accurately measure and draw angles using appropriate equipment, applying my skills to problems in context. 
Measuring Angels 



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 


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 218a 
CoOrdinates 



Early  First  Second 
I have had fun creating a range of symmetrical pictures and patterns using a range of media.MTH 019a 
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 219a 
Symmetry 



Early  First  Second 
I can collect objects and ask questions to gather information, organising and displaying my findings in different ways.

I have explored a variety of ways in which data is presented and can ask and answer questions about the information it contains.

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.

I can match objects, and sort using my own and others’ criteria, sharing my ideas with others.

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 120b 
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.

Sorting 



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.

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.

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 221a 
Displaying data in various charts and graphs 



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.

I can conduct simple experiments involving chance and communicate my predictions and findings using the vocabulary of probability.

Probability 


