YR Expected for Numbers

[MilestoneMum]

DD's YR report shows Expected for Numbers, which is great, but can anyone tell me what she would need to be able to do to get Exceeding.

I ask as DD got Exceeding for some categories which I did not expect. I thought she was fairly strong on Numbers.

I also thought YR was just about counting to 10 and being able to button your coat up !

This was posted on another thread which I found useful

www.gloucestershire.gov.uk/extra/CHttpHandler.ashx?id=59141&p=0

Dd got expected for numbers and the comments said she can count beyond 100, read, write and order them, give one more or less than a number including numbers up to 100 and double numbers to 10. That she is beginning to understand halving and sharing.

DS got exceeding. Can count to 100++, can count in 2s, 5s, 10s, 20s and apply to real world (can count his pocket money and reliably get correct total). Can add and subtract numbers to 10. Can add and subtract over 10 with a number square. Starting to understand sharing etc. I suspect in some schools he would still only be given expected, some are stricter than others with the grading!

So for adding and subtraction should DC be using an abacus, fingers or number line?

I don't even know what a number square is!

Number square is numbers 1 to 100 arranged in a square like snakes and ladders. I think understanding is the main thing so using fingers and number lines is fine.

There's a catching up over the summer thread in this topic, which I can't link to on iPod, with good ideas if you want to do more on maths. Things like using 2 dice and having to add them when playing dice games ( has the added benefit of getting the game over with quickly!)

Dd got exceeding and I didn't think she could do half of the things they say she can. Counting in 2s (yes) 5s and 10s (assume she can but didn't realise it!).

Some sharing (dividing) too.

My daughter got exceeding but I think it's because she can do it all in her head and no longer needs number lines or fingers.

Thanks, I think her Expected is an accurate assessment. We will do some learning through play on the Exceeding content. I found that summer catch up thread, thanks for the tip off.

So that I am not asking the same question this time next year, where can I find a Y1 syllabus so I can give her exposure to the Exceeding content if I think she is capable? But they don't call it Exceeding in Y1 do they?

Isn't it a personal statement though?
i.e. a child entering YR having no idea of number at all achieving 100+, counting in 2/5/10 and doing halves and shares will be exceeding and a child who already knew how to count to 40, and add 1s when starting will only reach expected even if they are both equally able?

same a child who started the year knowing all this and is still there at the end will be class at below average achievement?

No it's not based on progess - purely a general standard of attainment.

Love these threads!

I agree with the assessment, I just wanted to know how to stretch her if I feel she is capable.

LeMousquetaireAnonyme said "Isn't it a personal statement though?
i.e. a child entering YR having no idea of number at all achieving 100+, counting in 2/5/10 and doing halves and shares will be exceeding and a child who already knew how to count to 40, and add 1s when starting will only reach expected even if they are both equally able?"

No. It's nothing to do with what they could do before Reception - it's only about what they can do at the end.

From noblegiraffe's link (which is from a council, not the DfE, but it's late and I can't be bothered to find the original source)

Expected:
Children count reliably with numbers from one to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing.

Exceptional:
Children estimate a number of objects and check quantities by counting
up to 20. They solve practical problems that involve combining groups of 2, 5 or 10, or sharing into equal groups. (This descriptor has been amended to reflect the increased level of challenge applied to the expected descriptor following the Tickell review.)

Ok! Thanks! Does it change for KS2 then? or is it the same and I have misunderstood achievements?

I don't have a child in any of the key stages yet (DC1 has just completed EYFS - Reception) but as I understand it:

KS1 and KS2 have a continuous scheme running from level 1 to 6.

Within each level there are sub-levels a,b and c, where c is 'low level' i.e. the sort of get it, but have some elements at a lower level, b is 'secure' and a is high level, with some elements of the level above.

I think the 'expected' levels for the end of each year are:

y1 - 1a
y2 - 2b-2a
y3 - 3c-3b
y4 - 3b-3a
y5 - 3a-4c
y6 - 4b-4a

Although 'expected' is a misleading term (albeit one the DfE uses) because 'expected' should vary from child to child. They should use 'average' or 'mean' instead.

These levels are not linked to the EYFS (pre-school and reception) reporting. The 'levels' there are 'emerging', 'secure' and 'exceeding' but these are often numbered 1,2 and 3 - but they do not relate to levels 1,2 and 3 on the KS1/2 scheme.

Cheebame these are expected levels not average levels, so they expect every child to get there. In reality I think about 80% of children reach the expected level. The average/mean therefore has to be slightly higher.

My point was that they shouldn't 'expect' every child to get there. It's unfair to say to a child with below average intelligence that they are 'expected' to get to the same level as a more able child. What is expected of them should be lower. And the opposite for higher ability children. I know of a child who was at the 'expected' level for maths at the end of y2 whilst still in reception, for example. It's ridiculous to say the 'expected' level for that child is 2a.

And if you average out all the individual expectations for each child, you should arrive at a 'mean' level of [whatever they want to call it]

Is estimation something which comes with experience or is there a way of teaching it?

I think it takes experience.

As retired primary TA this is what I send to people concerning early numeracy:

?QUOTE:

Practical things are best for grasping number concepts - bricks, Lego, beads, counters, money, shapes, weights, measuring, cooking.

Do adding, taking away, multiplication (repeated addition), division (sharing), using REAL OBJECTS as just 'numbers' can be too abstract for some children.

Number Bonds of Ten forms the basis of much maths work, so try to learn them. Using Lego or something similar, use a LOT of bricks (of just TWO colours, if you have enough) lay them out so the pattern can be seen of one colour INCREASING while the other colour DECREASES. Lay them down, or build up like steps.

So:

ten of one colour none of other
nine of one colour one of other
eight of one colour two of other
seven of one colour three of other

etc, etc

then of course, the sides are equal at 5 and 5; after which the colours 'swap over' as to increasing/decreasing.

To learn TABLES, do them in groups that have a relationship, thus:

x2, x4, x8

x3, x6, x12

5 and 10 are easy

7 and 9 are rather harder.

Starting with TWO times TABLE, I always say: "Imagine the class is lining up in pairs; each child will have a partner, if there is an EVEN number in the class. If one child is left without a partner, then the number is ODD, because an odd one is left out."

Use Lego bricks again, lay them out in a column of 2 wide to learn 2x table. Go half way down the column, and move half the bricks up, so that now the column is 4 bricks wide. That gives the start of 4x table.

Then do similar things with 3x and 6x.

With 5x, try and count in 'fives', and notice the relationship with 'ten' - they will alternate, ending in 5 then 10.

It is important to try and UNDERSTAND the relationships between numbers, and not just learn them 'by rote'.

I am sorry it seems complicated trying to explain these concepts, but using Lego or counters should make understanding easier.

An inexpensive solar powered calculator (no battery to run out!) can help learn tables by 'repeated addition'. So: enter 2+2 and press = to give 4. KEEP PRESSING = and it should add on 2 each time, giving 2 times table.

There are good web sites, which can be fun to use :

www.ictgames.com/

www.resources.woodlands-junior.kent.sch.uk/maths/index.html

UNQUOTE

MilestoneMum by coincidence DD wanted to 'do some estimating' last night. It turns out she 'estimates' length by putting the item roughly near the ruler. When she lines it up properly with the ruler she gets the correct measure, but remarkably enough it turns out her 'estimates' are very accurate :)