Maths levelling help please

[thegamesafoot]

I've tried looking at previous threads but haven't found one that helps. Would anyone be able to give a rough level for the following?

Knows number bonds to 10, can add and take away two up to 20, and add single digit number to double digit numbers (e.g. 18 + 4). Can write these as sums. Knows doubles to 10 and halves to 20. Can share equally up to 10 items (e.g. 2 between 5, 8 between 2). Can count to 100 in 1s, 10s and 5s. 2s to 20. Knows 1 and 10 times tables. Understands place value to 100 (i.e. and identify tens, units and 100s) and can order numbers to 100 and read number to 999. Understands and uses positional language, recognises and understands, 1/2 1/3 1/4 1/5 etc. Knows correct terms for 2d and 3d shapes, can count faces, edges and corners. Can order items by length weight and height. Can measure in cm. Knows o'clock and half past. Can sort and classify using several criteria and can read simple tables, lists etc.

Level 2

Hi Thegamesafoot:

The proposed new maths curriculum does list what should be covered (and one hopes mastered) by year here: media.education.gov.uk/assets/files/pdf/d/draft%20national%20curriculum%20for%20mathematics%20key%20stages%201%202.pdf

So this is technical - but does give you a breakdown of what is taught when & theoretically when things should be learned.

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Alternatively Campaign for Real Education has a 'plain English' curriculum by year for maths here: www.cre.org.uk/docs/primary_maths_curriculum.pdf

Now this is 'gold standard' stuff and may not quite be where your school is working at - but it does give you a sense of what in an ideal world your child should be doing when.

HTH

thegames, dd2 who is 6 can do all that - she is a 1a according to her teacher (end of Y1)

She can also add two digit numbers, and knows her 5 and 3 times tables

Look at this
www.teachfind.com/national-strategies/mathematics-assessment-guidelines-levels-2-and-3

In particular ma2, which is number. Page 3.

Sounds like level 2 with some aspects of level 3 (such as numbers to 1000)

A lot does depend on whether your child can do the maths without you telling them how to do it. The information you have given is basic skills, but my question would be can they apply it to practical problems? Can they decide how to go about solving a word problem without the teacher telling them for example to use doubles or inverse operations, or which of the four operations to use.

1a.

My DS can do all that and more, such as adding 2 two digit numbers in his head. Knows 2,5,10 and 11 times tables and excellent mental recall of facts ( teacher also agrees this) So on paper looks like a solid level 2. He's year 1 just turned 6 btw.
He was given 1a by teacher - the only reason she could give me for not being higher was his problem solving abilities were not level 2 standard.
My mission this summer is to improve this and I've bought some kS 1 maths workbooks to do over the holiday. I definitely have already noticed he easily gives up and says don't know or don't understand quite simple problems but when I explain how to work it out ( eg. 9 people have 2 apples each how many altogether is same as 9x2 which he could do in a flash)

Take care that the workbooks are not just calculations as many of them are. I like the NRich website for problem solving. Some older KS1 SATs papers are available free online now (L2 & L3) that might be worth a look too.

Thanks newname. I've got CGP study book and workbook for year 2 and there are problem solving in them. I'll have a look at Nrich and some old Sats papers for ideas too.

Thank you everyone for giving your levelling thoughts

Also thank you for the links and ideas for ensuring understanding and application e.g. through word problems.

My gut feel was 1A/2C so very reassuring!

DS2 (just finished yr1) can do the above he has achieved Welsh Outcome 4 which translates to NC level 1, and is working within outcome 5 (level 2).

My end yr1 dd can do those things. Her report said that the expected level for end yr1 is 1a and that she is working above expected level so I would imagine 2c/b.