A: Counting, partitioning and calculating
? Describe ways of solving puzzles and problems, explaining choices and decisions orally or using pictures
? Compare and order numbers, using the related vocabulary; use the equals (=) sign
? Read and write numerals from 0 to 20, then beyond; use knowledge of place value to position these numbers on a number track and number line
? Say the number that is 1 more or less than any given number, and 10 more or less for multiples of 10
? Relate addition to counting on; recognise that addition can be done in any order; use practical and informal written methods to support the addition of a one-digit number or a multiple of 10 to a one-digit or two-digit number
? Understand subtraction as ?take away? and find a ?difference? by counting up; use practical and informal written methods to support the subtraction of a one-digit number from a one-digit or two-digit number and a multiple of 10 from a two-digit number
? Use the vocabulary related to addition and subtraction and symbols to describe and record addition and subtraction number sentences
? Count reliably at least 20 objects, recognising that when rearranged the number of objects stays the same; estimate a number of objects that can be checked by counting ? Solve problems involving counting, adding, subtracting, doubling or halving in the context of numbers, measures or money, for example to ?pay? and ?give change?
? Count reliably at least 20 objects, recognising that when rearranged the number of objects stays the same; estimate a number of objects that can be checked by counting ? Solve problems involving counting, adding, subtracting, doubling or halving in the context of numbers, measures or money, for example to ?pay? and ?give change?
B: Securing number facts,
understanding shape ? Describe simple patterns and relationships involving numbers or shapes; decide whether examples satisfy given conditions
? Solve problems involving counting, adding, subtracting, doubling or halving in the context of numbers, measures or money, for example to ?pay? and ?give change?
? Derive and recall all pairs of numbers with a total of 10 and addition facts for totals to at least 5; work out the corresponding subtraction facts
? Visualise and name common 2-D shapes and 3-D solids and describe their features; use them to make patterns, pictures and models
? Count reliably at least 20 objects, recognising that when rearranged the number of objects stays the same; estimate a number of objects that can be checked by counting
? Read and write numerals from 0 to 20, then beyond; use knowledge of place value to position these numbers on a number track and number line
? Say the number that is 1 more or less than any given number, and 10 more or less for multiples of 10 ? Say the number that is 1 more or less than any given number, and 10 more or less for multiples of 10
? Recall the doubles of all numbers to at least 10 ? Recall the doubles of all numbers to at least 10
? Relate addition to counting on; recognise that addition can be done in any order; use practical and informal written methods to support the addition of a one-digit number or a multiple of 10 to a one-digit or two-digit number
? Understand subtraction as ?take away? and find a ?difference? by counting up; use practical and informal written methods to support the subtraction of a one-digit number from a one-digit or two-digit number and a multiple of 10 from a two-digit number
? Use the vocabulary related to addition and subtraction and symbols to describe and record addition and subtraction number sentences
? Use diagrams to sort objects into groups according to a given criterion; suggest a different criterion for grouping the same objects
C: Handling data and
measures ? Answer a question by selecting and using suitable equipment, and sorting information, shapes or objects; display results using tables and pictures
? Describe ways of solving puzzles and problems, explaining choices and decisions orally or using pictures
? Answer a question by recording information in lists and tables; present outcomes using practical resources, pictures, block graphs or pictograms
? Use diagrams to sort objects into groups according to a given criterion; suggest a different criterion for grouping the same objects
? Estimate, measure, weigh and compare objects, choosing and using suitable uniform non-standard or standard units and measuring instruments (e.g. a lever balance, metre stick or measuring jug)
D: Calculating, measuring and understanding shape ? Solve problems involving counting, adding, subtracting, doubling or halving in the context of numbers, measures or money, for example to ?pay? and ?give change?
? Visualise and use everyday language to describe the position of objects and direction and distance when moving them, for example when placing or moving objects on a game board
? Estimate, measure, weigh and compare objects, choosing and using suitable uniform non-standard or standard units and measuring instruments (e.g. a lever balance, metre stick or measuring jug)
? Use vocabulary related to time; order days of the week and months; read the time to the hour and half hour
? Count reliably at least 20 objects, recognising that when rearranged the number of objects stays the same; estimate a number of objects that can be checked by counting ? Relate addition to counting on; recognise that addition can be done in any order; use practical and informal written methods to support the addition of a one-digit number or a multiple of 10 to a one-digit or two-digit number
? Understand subtraction as ?take away? and find a ?difference? by counting up; use practical and informal written methods to support the subtraction of a one-digit number from a one-digit or two-digit number and a multiple of 10 from a two-digit number
? Identify objects that turn about a point (e.g. scissors) or about a line (e.g. a door); recognise and make whole, half and quarter turns ? Relate addition to counting on; recognise that addition can be done in any order; use practical and informal written methods to support the addition of a one-digit number or a multiple of 10 to a one-digit or two-digit number
? Understand subtraction as ?take away? and find a ?difference? by counting up; use practical and informal written methods to support the subtraction of a one-digit number from a one-digit or two-digit number and a multiple of 10 from a two-digit number
? Identify objects that turn about a point (e.g. scissors) or about a line (e.g. a door); recognise and make whole, half and quarter turns
E: Securing number facts, calculations and relationships ? Describe a puzzle or problem using numbers, practical materials and diagrams; use these to solve the problem and set the solution in the original context
? Count on or back in ones, twos, fives and tens and use this knowledge to derive the multiples of 2, 5 and 10 to the tenth multiple
? Recall the doubles of all numbers to at least 10
? Use the vocabulary of halves and quarters in context
? Use the vocabulary related to addition and subtraction and symbols to describe and record addition and subtraction number sentences ? Solve problems involving counting, adding, subtracting, doubling or halving in the context of numbers, measures or money, for example to ?pay? and ?give change?
? Use the vocabulary related to addition and subtraction and symbols to describe and record addition and subtraction number sentences
? Solve practical problems that involve combining groups of 2, 5 or 10, or sharing into equal groups ? Describe simple patterns and relationships involving numbers or shapes; decide whether examples satisfy given conditions
? Solve practical problems that involve combining groups of 2, 5 or 10, or sharing into equal groups