//courtesy of Sarah Tearle
Maths-Number
The work in mathematics is aimed at developing basic skills in practical classroom tasks.
In mental and oral work #
requires frequent support and encouragement
is reluctant to use ~ mathematical skills
is usually quick and accurate
often lacks confidence
is keen and well motivated
enjoys various mathematical challenges
has an open approach to problem solving
has begun to show real signs of understanding
is enthusiastic and excited by new mathematical discoveries
is able to talk about ~ strategies using appropriate mathematical language
and
but
^
works hesitantly and generally lacks confidence.
often finds it difficult to concentrate in mathematical activities.
^
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 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.
is gaining understanding of multiplication in 2, 5 and 10 times tables.
is gaining an understanding of multiplication.
has successfully explored number patterns within this range.
understands the use of a symbol for an unknown number.
is developing mental strategies involving number patterns.
is developing an awareness of place value.
is able to apply knowledge of place value in recorded work.
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.
"
Shape & Space
Another area of maths is devoted to shape and patterns. #
can point out some criteria for sorting objects with some help
can choose criteria for sorting objects
needs direction when applying sorting techniques
is able to order and compare the properties of various objects
is developing a good spacial awareness
can repeat patterns with shapes
can devise a repeating pattern independently
has difficulty recognising and continuing patterns
and
but
^
needs more practice to develop a clearer understanding of the different properties of shapes.
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.
"
Measures
A large part of mathematics is devoted to measurement, including time, length, and weight. #
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.
The children have worked on 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.
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.
"