know the sequence of events in familiar activities, using contextual clues.
can show an understanding of object permanence by looking for an object that has been placed in a container.
can show an understanding of cause and effect through interacting with objects in the environment.
can indicate the same object / picture as the one shown.
can indicate which set has ‘one’ or ‘more than one’ item.
can complete a sequence of actions / activities that creates a pattern.
can select an object / picture from a small set and find another to match it.
can put together two objects that are the same including colour.
can select all objects in a set to match a given object.
can find an object in the usual place in a classroom.
Upon completing Step Three pupils:
can match a small number of objects (up to 3) using 1:1 correspondence.
can select a named object from a choice of two.
can begin to sort from a given criteria.
can copy a simple sequence or pattern of two elements using one criterion eg colour, shape, size, rhythm.
can estimate which set has more / less or is bigger / smaller.
can respond to the question ‘How many?’ in everyday situations by counting objects / actions to the value of 5.
Upon completing Step Four pupils:
can describe in simple terms a given repeated pattern and communicate what comes next.
can create a simple pattern using a range of given resources.
can begin to make simple estimates of ‘How many?
can use number labels / numerals to 10 to count objects / pictures / actions within everyday situations.
can estimate if they will need more / less of a given material in order to match a given quantity.
Upon completing Step Five pupils:
can begin to identify if 1 object costs more than another using and recognising simple coins and vocabulary of measurement.
can describe orally how a problem was solved.
can demonstrate how to represent relative sizes of objects using suitable measuring units.
can identify the common elements of shapes and patterns, for instance all flat, solid.
can begin to identify if 1 object measures more than another using vocabulary of measurement.
can ask questions about shapes.
can ask questions about numbers.
can investigate using shapes.
can investigate using numbers.
can investigate measurement.
can find the equipment they need to carry out a task or investigation.
can talk about what they have found out from an investigation or task.
can use language to do with addition and subtraction.
can use positional language when they discuss an activity.
can use ordinal numbers in a range of activities.
can use comparative terms when they discuss an activity.
Upon completing Step Six pupils:
can use mathematical language relating to addition and subtraction.
can use appropriate terms relating to size, time and position.
can decide on how to solve a problem in an everyday context.
can check their work for mistakes.
can explain how they worked out an answer.
Upon completing Stage One pupils:
know how to solve one-step problems that involve addition and subtraction, using concrete objects
and pictorial representations;
know how to solve missing number problems;
know how to select the mathematics they use in some classroom activities;
know how to discuss their work using mathematical language and are beginning to represent it using symbols and simple diagrams;
know how to explain why an answer is correct.
can select the mathematics they use in some classroom activities.
can discuss their work using mathematical language and are beginning to represent it using symbols and simple diagrams.
can explain why an answer is correct.
Upon completing Stage Two pupils:
know how to use their knowledge of mental and written methods to solve problems with addition and subtraction including problems with numbers, quantitates and measures;
know how to organize their work and check their results.
begin to try different approaches and find ways of overcoming difficulties that arise when they are solving problems.
are beginning to organise their work and check results.
discuss their mathematical work and with support, they are beginning to explain their thinking.
are beginning to use and interpret mathematical symbols and diagrams.
show that they understand a general statement by finding particular examples that match it.
Upon completing Stage Three pupils:
know to try different approaches and find ways of overcoming difficulties that arise when they are solving problems;
know how to solve number problems involving place value;
know how to estimate answers to problems.
are beginning to organise their work and check results.
discuss their mathematical work and are beginning to explain their thinking.
use and interpret mathematical symbols and diagrams.
show that they understand a general statement by finding particular examples that match it.
Upon completing Stage Four pupils:
know how to solve addition and subtraction two-step problems in contexts, deciding which operations and methods to use and why
begin to develop their own strategies for solving problems and use these strategies both in working within mathematics and in applying mathematics to practical contexts.
Can check their results are reasonable by considering the context.
can be guided to look for patterns and relationships, presenting information and results in an increasingly clear and organised way, using ICT appropriately.
are beginning to search for a solution by trying out ideas of their own.
Upon completing Stage Five pupils:
know how to use the inverse and rounding to check the accuracy of calculations;
know how to decide which methods to use when solving multi-step problems in different contexts.
Upon completing Stage Six pupils:
know how to solve problems which require answers to be rounded to specified degrees of accuracy;
know how to solve practical problems which use negative numbers in context.
