Maths across the Pathways

Number

• Recites some number names in sequence​​

• Creates and experiments with symbols and marks representing ideas of number​​

• Begins to make comparisons between quantities​​

• Uses some language of quantities such as ‘more’ or ‘a lot’​​

• Knows that a group of things changes in quantity when something is added or taken away ​​

• Uses some number names and number language spontaneously ​​

• Uses some number names accurately in play​​

• Recites numbers in order to 10​​

• Knows that numbers identify how many objects are in a set​​

• Beginning to represent numbers using fingers, marks on paper or pictures ​​

• Sometimes matches numeral and quantity correctly​​

• Shows curiosity about numbers by offering comments or asking questions​

• Compares two groups of objects , saying when they have the same number ​

• Shows an interest in number problems​

• Separates a group of three or four objects in different ways, beginning to recognise that the total is still the same​

• Shows an interest in numerals in the environment​

• Shows an interest in representing numbers​

• Realises not only objects, but anything can be counted, including steps, claps or jumps​

• Recognise some numerals of personal significance​

• Recognise numeral 1-5​

• Count up to three or four objects by saying one number name for each item​

• Counts actions or objects which cannot be moved​

• Counts objects to 10, and beginning to count beyond 10​

• Counts up to six objects from a  larger group​

• Selects the correct numeral to represent 1 to 5, then 1 to 10 objects​

• Counts an irregular arrangement up to 10 objects​

• Estimates how many objects they can see and checks by counting them ​

• Uses the language of ‘more’ and ‘fewer’ to compare two sets of objects​

• Finds the total number of items in two groups by counting all of them​

• Says the number that is one more than a given number​

• Finds one more or one less from a group of up to five objects, then ten objects​

• In practical activities and discussion, beginning to use the vocabulary involved in adding and subtracting​

• Records, using marks that they can explain and interpret ​

• Begins to identify own mathematical problems based on own interests and fascinations

Shape, Space and Measure

• Begins to use the language of size​

• Understands some talk about immediate past and future – before, later, soon​

• Anticipates specific time-based events such as mealtimes or home time​

• Shows and interest in shape and space by playing with shapes or making arrangements with objects​

• Shows awareness of similarities of shapes in the environment​

• Uses positional language​

• Shows interest in shape by sustained construction activity or by talking about shapes or arrangements​

• Shows interest in shapes in the environment​

• Uses shapes appropriately for tasks​

• Beginning to talk about the shapes of everyday objects –round, tall​

• Beginning to use mathematical names for ‘solid’ 3D shapes ‘flat’ 2D shapes, and mathematical terms to describe shapes​

• Selects a particular named shape​

• Can describe the relative positive such as ‘behind’ or ‘next to’

• Orders two or three items by length or height​

• Orders two items by weight or capacity​

• Uses familiar objects and common shapes to create and recreate patterns and build models​

• Uses everyday language related to time​

• Beginning to use everyday language related to money​

• Orders and sequences familiar events​

• Measures short periods of time in simple ways 

Number

• Count to and across 100, forwards and backwards, beginning with 0 or 1, from any given number​

• Count, read and write numbers to 100 in numerals​

• Count in multiples of twos, fives and tens​

• Identify and represent numbers using objects and pictorial representations including the number line​

• Use language of: equal to, more than, less than (fewer), most, least​

• Given a number, identify one more or less than​

• Count in steps of 2,3 and 5 from 0, and in tens from ay number, forward and backward​

• Recognise the place value of each digit in a two-digit number​

• Identify, represent and estimate numbers using different representations, including the number line​

• Compare and order numbers from 0 up to 100; use <,> and = signs​

• Read and write numbers to at least 100 in numerals and in words​

• Use place value and number facts to solve problems​

• Can find 1 or 10 more or less than a given number​

• Round numbers to at least 100 to the nearest 10​

• Count from 0 in multiples of 4,8, 50 and 100​

• Find 1, 10 or 100 more of less than a given number​

• Describe and extend number sequences involving counting or back in different steps​

• Identify, represent and estimate numbers using different representations, including the number line​

• Compare and order numbers up to 1000​

• Round numbers to at least 1000 to nearest 10 or 100​

• Recognise the place value of each digit in a three-digit number

• Counting in steps of 6,7,9, 25 and 1000​

• Count backwards through zero to include negative numbers​

• Find 0.1, 1, 10, 100 or 100 more or less than a given number​

• Describe and extend number sequences involving counting on or back in different steps, including sequences with multiplication and division steps​

• Identify, represent and estimate numbers using different representations, including the number line​

• Order and compare numbers beyond 1000​

• Round and number to the nearest 10, 100 or 1000​

• Recognise the place value of each digit in a four0digit number and can identify the value of each digit to two decimal places​

• Round decimals (1 D.P) to the nearest whole number

Addition and Subtraction

• Read write and interpret mathematical statements involving addition (+), subtraction (-) and equals (=) signs​

• Understand and use the vocabulary involved in addition and subtraction​

• Add and subtract one-digit and two-digit numbers to 20, including zero (using concrete and pictorial representations​

• Solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7 = ? – 9​

• Represent and use number bonds and related subtraction facts within 20​

• Add and subtract numbers using concrete objects, pictorial representations, and mentally, including : a two-digit number and ones, a two-digit numbers and tens, two two-digit numbers, adding three-digit numbers​

• Recognise and use the inverse relationship between addition and subtraction and use this to check calculations and solve missing number problems​

• Recall and use addition and subtraction facts to 20 fluently, and derive and use related facts up to 100​

• Add and subtract numbers mentally, including: a three-digit number and ones, three-digit number and tens, a three-digit number and hundreds​

• Recall and use addition and subtraction facts for 100 (multiples of 5 and 10)​

• Understands and uses take away and difference for subtraction, deciding on the most efficient method for the numbers involved, irrespective of context​

• Add and subtract numbers with up to three digits, using formal written methods of columnar addition and subtraction​

• Add and subtract mentally combinations of two and three digit numbers and decimals to 1 decimal place​

• Recall and use addition and subtraction facts for 100 and for multiples of 100 totalling 1000​

• Add and subtract numbers with up to 4 digits and decimals with one decimal place using the formal written methods of columnar addition and subtraction where possible

Multiplication and Division

• Solve one-step problems involving multiplication and division, by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher​

• Recall and use doubles of all numbers to 10 and corresponding halves​

• Use mathematical statements for multiplication (using repeated addition) and division within the multiplication tables and write them using the multiplication (x), division (÷) and equals (=) signs​

• Recall and use multiplication and division facts for the 2,5 and 10 multiplication tables​

• Solve problems involving multiplication and division (including those with remainders), using materials, arrays, repeated addition, mental methods, and multiplication and division facts, including problems in contexts​

• Show that multiplication of two numbers can be done in any order (commutative) and division of one number by another cannot​

• Recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables​

• Writes and calculates mathematical statements for multiplication and division using the multiplication tables that they know, including for two-digit numbers times one-digit numbers, using mental and progressing to formal written method​

• Derives and uses doubles of all numbers to 100 and corresponding halves​

• Understands that division is the inverse of multiplication and vice versa​

• Solve problems, including missing number problems, involving multiplication and division (and interpreting remainders)

Shape, Space and Measure

• Recognise and name common 2D shapes, including rectangles (including squares), circles and triangles​

• Recognise and name common 3D shapes, including cuboids ( including cubes), pyramids and spheres​

• Sort shapes to a given criterion and their own​

• Recognise and create repeating patterns with objects and shapes​

• Identify and describe the properties of 2D shapes, including the numbers of sides and line of symmetry in a vertical line​

• Identify and describe the properties of 3D shapes, including the number of edges, vertices and faces​

• Identify 2D shapes on the surface of 3D shapes​

• Compare and sort common 2D and 3D shapes and everyday objects​

• Order/arrange combinations of mathematical objects in patterns/sequences​

• Draw 2D shapes and extend their use of properties of shapes using accurate language​

• Make 3D shapes using modelling materials, recognise 3D shapes in different orientations and describe them ​

• Use sorting diagrams to compare and sort common 2D and 3D shapes and everyday objects​

• Recognise angles as a property of shape or a description of a turn​

• Identify right-angles, recognise that two right angles make a half turn, three make three quarters of a turn and four a complete turn​

• Identify whether angles are greater than or less than a right angle​

• Identify horizontal and vertical lines and pairs of perpendicular and parallel lines​

• Compare and classify geometric shapes, including quadrilaterals and triangles, based in their properties and sizes​

• Identify lines of symmetry in 2D shapes presented in different orientations​

• Complete a simple symmetric figure with respect to a specific line of symmetry​

• Use a variety of sorting diagrams to compare and classify geometric shapes including quadrilaterals and triangles, based in their properties and sizes​

• Identify horizontal and vertical lines and pairs of perpendicular and parallel lines​

• Identify acute and obtuse angles and compare and order angles up to two right angles by size

• Compare, describe and solve problems for​:

• Lengths and heights (long/short, longer/shorter, tall/short)​

• Mass/weight (heavy/light, heavier than, lighter than)​

• Capacity and volume (full/empty, more than, less than, half full​

• Time (quicker, slower, earlier, later)​

• Order three or more objects where there is a significant difference​

• Measure and record lengths and heights, using non-standard and then manageable standard units (m and cam) with children’s range of counting competence​

• Recognise and know the value of different denominations of coins and notes​

• Sequence events in chronological order​

• Recognise and use language relating to dates​

• Tell the time to the hour and half past the hour and draw hands on clock faces to show these times​

• Choose and use appropriate standard units to estimate and measure ​

• Recognise and use symbols for pounds and pence; combine amounts to make a particular value, find different combinations of coins that equal the same amount of money, give change​

• Compare and sequence intervals of time

• Tell and write time to five minutes, including quarter past/to the hour and draw hands on clock​ 

• Know the number of minutes in an hour and the number of hours in a day​

• Compares and orders lengths, mass, volume/capacity and records the results using <,> and =​

• Compare and sequence intervals of time​

• Know the number of minutes in an hour and the number of hours in a day​

• Tell and write time to five minutes, including quarter past/to the hour and draw hands on clock​

• Compares, adds and subtracts lengths, mass, volume/capacity​

• Continues to estimate and measure temperature to the nearest degree using thermometers ​

• Understand perimeter is a measure of distance around the boundary of a shape​

• Measure the perimeter of 2D shapes​

• Tell and write the time from an analogue clock, including Roman numerals from I to XII and 12-hour and 24-hour clock​

• Estimate and read time with increasing accuracy to the nearest minute; record and compare time in terms  of seconds, minutes and hours​

• Use vocabulary such as o’clock, am/pm, morning, afternoon, noon and midnight​

• Know the number of seconds in a minute and the number of days in each month, year and leap year​

• Estimate, compare and calculate different measures, including money in pounds and pence​

• Order temperatures including those below 0 ​

• Measure and calculate the perimeter of a rectilinear figure (including squares) in cm and m​

• Knows area is a measure of surface within a given boundary​

• Finds the area of rectilinear shapes by counting squares​

• Convert between different units of measure ​

• Read, write and convert between analogue and digital 12-hour and 24-hour clocks

• Compare and classify geometric shapes, including quadrilaterals and triangles, based in their properties and sizes​

• Identify lines of symmetry in 2D shapes presented in different orientations​

• Complete a simple symmetric figure with respect to a specific line of symmetry​

• Use a variety of sorting diagrams to compare and classify geometric shapes including quadrilaterals and triangles, based in their properties and sizes​

• Identify horizontal and vertical lines and pairs of perpendicular and parallel lines​

• Identify acute and obtuse angles and compare and order angles up to two right angles by size​

• Use mathematical vocabulary to describe position, direction and movement​

• Distinguish between straight and turning movements including left and right, clockwise and ant-clockwise and use these to give directions​

• Understand the link between rotation and turns in terms of right angles for quarter, half and three-quarter turns )clockwise and anti-clockwise​

• Describes positions on a square grid with letters and numbers​

• Describe positions on a 2D grid as co-ordinates in the first quadrant​

• Plot specified points and draw sides to complete a given polygon​

• Describe movements between positions as translations of a given unit to the left/right and up/down

Fractions

• Understand that a fraction can describe a part of a whole

• Recognise, find and name a half/ quarter as one of two/four equal parts of an object, shape or quantity

• Understand that a fraction can describe part of a set

• Recognise, find, name and write fractions 1/3, ¼, 2/4 and ¾ of a length, shape, set of objects or quantity

Statistics

• Interpret and construct simple pictograms, tally charts, block diagrams and simple tables

• Sort objects, numbers and shapes to a given criterion and their own

• Present and interpret data in block diagrams using practical equipment and ask and answer questions about the data

• Interpret and present data using bar charts, pictograms and tables 

• Sort objects and classifies using more than one criterion

• Understands vocabulary relating to statistics and can communicate their findings, using simple pictograms, tally charts, block diagrams and simple tables

• Ask and answer questions about totalling and comparing categorical data

• Use Venn and Carroll diagrams to sort and classify information

• Extract and interpret information represented in simple tables and lists

• Construct and interpret bar charts and pictograms where the symbol/interval represents a group of units

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• Understand the larger the denominator is, the more pieces it is split into and therefore the smaller each part will be

• Recognise and show using diagrams, equivalent fractions with mall denominators

• Recognise that tenths arise from dividing objects into 10 equal parts and dividing one-digit numbers or quantities by 10

• Count up and down in tenths

• Read and write numbers with one decimal place and compare and order numbers to one decimal place

• Recognise that hundredths arise when dividing an object by one hundred and dividing tenths by 10

• Count up and down in hundredths

• Read and write numbers with up to two decimal places and order and compare numbers with the same numbers of decimal places up to two decimal places

• Recognises, finds and writes fractions of a discrete set of objects including those with a range of numerators and denominators

• Recognises and shows, using diagrams, families of common equivalent fractions

• Recognises and writes decimal equivalents of any number of tenths or hundredths