Counting

Nursery

Reception

Year 1

Year 2

Year 3

Gives one or two objects. Recites some number names in sequence. (22-36)

Uses some number names and number language spontaneously and then accurately in play. (30-50)

Recites numbers in order to 10. (30-50)

Knows that numbers identify how many objects are in a set. (30-50) Sometimes matches numeral and quantity correctly. (30-50)

Realises not only objects, but anything can be counted, including steps, claps or jumps. (30-50)

Counts up to three or four objects by saying one number name for each item. (40-60)

Counts actions or objects which cannot be moved. (40-60)

Counts objects to 10, and beginning to count beyond 10. (40-60)

Counts out up to six objects from a larger group. (40-60)

Counts an irregular arrangement of up to ten objects. (40-60)

ELG; Children count reliably with numbers from one to 20

EXCEEDING - Children estimate a number of objects and check quantities by counting up to 20.

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

Count, read and write numbers to 100 in numerals; count in multiples of twos, fives and tens.

Count in steps of 2, 3, and 5 from 0, and in tens from any number, forward or backward.

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

Given a number, identify one more and one less

Find 10 or 100 more or less than a given number

Comparing Numbers

Begins to make comparisons between quantities.

Uses some language of quantities, such as ‘more’ and ‘a lot’. (22-36)

Compares two groups of objects, saying when they have the same number. (30-50)

Separates a group of three or four objects in different ways, beginning to recognise that the total is still the same. (30-50)

Uses the language of ‘more’ and ‘fewer’ to compare two sets of objects. (40-60)

ELG - They solve problems, including doubling, halving and sharing.

Using the language of: equal to, more than, less than (fewer), most, least

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

Compare and order numbers up to 1 000

Identifying, Representing and Estimating Numbers

Creates and experiments with symbols and marks representing ideas of number. (22-36)

Beginning to represent numbers using fingers, marks on paper or pictures. (30-50)

Sometimes matches numeral and quantity correctly. (30-50)

Shows curiosity about numbers by offering comments or asking questions. (30-50)

Shows an interest in representing numbers. (30-50)

Estimates how many objects they can see and checks by counting them. (40-60)

Records, using marks that they can interpret and explain. (40-60)

ELG - 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.

EXCEEDING - Children estimate a number of objects and check quantities by counting up to 20.

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

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

Identify, represent and estimate numbers using different representations

Reading and Writing Numerals

Creates and experiments with symbols and marks representing ideas of number. (22-36)

Beginning to represent numbers using fingers, marks on paper or pictures. (30-50)

 Sometimes matches numeral and quantity correctly. (30-50)

Shows curiosity about numbers by offering comments or asking questions. (30-50)

Shows an interest in numerals in the environment.

Shows an interest in representing numbers (30-50)

Recognise some numerals of personal significance. (40-60)

Recognises numerals 1 to 5. Select the correct numeral to represent 1 to 5, then 1 to 10 objects. (40-60)

Records, using marks that they can interpret and explain. (40-60)

ELG - 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.

Read and write numbers from 1 to 20 in numerals and words.

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

Read and write numbers up to 1 000 in numerals and in words

Understanding Place Value

Recognise the place value of each digit in a two-digit number (tens, ones)

Recognise the place value of each digit in a three-digit number (hundreds, tens, ones)

Problem Solving

Selects a few objects from a group when asked, for example, ‘please give me one’, ‘please give me two’ (22-36)

Shows curiosity about numbers by offering comments or asking questions. (30-50)

Shows an interest in number problems. (30-50)

In practical activities and discussion, beginning to use the vocabulary involved in adding and subtracting. (40-60)

Begins to identify own mathematical problems based on own interests and fascinations. (40-60)

ELG - They solve problems, including doubling, halving and sharing.

EXCEEDING - They solve practical problems that involve combining groups of 2, 5 or 10, or sharing into equal groups.

Use place value and number facts to solve problems

Solve number problems and practical problems involving these ideas.

Number Bonds

Nursery

Reception

Year 1

Year 2

Year 3

Represent and use number bonds and related subtraction facts within 20

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

Mental Calculation

Knows that a group of things changes in quantity when something is added or taken away. (22-36)

Selects a small number of objects from a group when asked, for example, ‘please give me one’, ‘please give me two’ (22-36)

Sometimes matches numeral and quantity correctly. (30-50)

Realises not only objects, but anything can be counted, including steps, claps or jumps (30-50)

Says the number that is one more than a given number. (40-60)

Finds one more or one less from a group of up to five objects, then ten objects. (40-60) 

In practical activities and discussion, beginning to use the vocabulary involved in adding and subtracting. (40-60)

ELG - Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer.

EXCEEDING - They solve practical problems that involve combining groups of 2, 5 or 10, or sharing into equal groups.

Add and subtract one-digit and two-digit numbers to 20, including zero

Add and subtract numbers using concrete objects, pictorial representations, and mentally, including:

• A two-digit number and ones
• A two-digit number and tens
• Two two-digit numbers
• Adding three one-digit numbers

Add and subtract numbers mentally, including:

• A three-digit number and ones
• A three-digit number and tens
• A three-digit number and hundreds

Read, write and interpret mathematical statements involving addition (+), subtraction (-) and equals (=) signs (appears also in Written Methods)

Show that addition of two numbers can be done in any order (commutative) and subtraction of one number from another cannot

Written Methods

Creates and experiments with symbols and marks representing ideas of number. (22-36)

Beginning to represent numbers using fingers, marks on paper or pictures. (30-50)

 Shows an interest in representing numbers. (30-50)

Records, using marks that they can interpret and explain. (40-60)

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

(appears also in Mental Calculation)

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

Inverse Operations, Checking and Estimating Answers

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

Estimate the answer to a calculation and use inverse operations to check answers

Multiplication and Division Facts

Nursery

Reception

Year 1

Year 2

Year 3

ELG - They solve problems, including doubling, halving and sharing.

EXCEEDING - They solve practical problems that involve combining groups of 2, 5 or 10, or sharing into equal groups.

Count in multiples of twos, fives and tens

(copied from Number and Place Value)

Count in steps of 2, 3, and 5 from 0, and in tens from any number, forward or backward.

(copied from Number and Place Value)

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

(copied from Number and Place Value)

Recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables, including recognising odd and even numbers

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

Mental Calculation

Write and calculate 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 methods  (appears also in Written Methods)

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

Written Calculation

Calculate mathematical statements for multiplication and division within the multiplication tables and write them using the multiplication (×), division (÷) and equals (=) signs

Write and calculate 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 methods (appears also in Mental Methods)

Problem Solving

ELG - They solve problems, including doubling, halving and sharing.

EXCEEDING - They solve practical problems that involve combining groups of 2, 5 or 10, or sharing into equal groups.

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

Solve problems involving multiplication and division, using materials, arrays, repeated addition, mental methods, and multiplication and division facts, including problems in contexts

Solve problems, including missing number problems, involving multiplication and division, including positive integer scaling problems and correspondence problems in which n objects are connected to m objects

Counting in Fractional Steps

Nursery

Reception

Year 1

Year 2

Year 3

ELG - They solve problems, including doubling, halving and sharing.

Pupils should count in fractions up to 10, starting from any number and using the1/2 and  2/4 equivalence on the number line (Non Statutory Guidance)

Count up and down in tenths

Recognising Fractions

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

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

Recognise, find and write fractions of a discrete set of objects: unit fractions and non-unit fractions with small denominators.

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

Recognise that tenths arise from dividing an object into 10 equal parts and in dividing one – digit numbers or quantities by 10.

Recognise and use fractions as numbers: unit fractions and non-unit fractions with small denominators.

Comparing Fractions

Compare and order unit fractions, and fractions with the same denominators

Equivalence (Including Fractions, Decimals and Percentages)

Write simple fractions, e.g. ¹/2 of 6 = 3 and recognise the equivalence of ²/4 and ¹/2.

Recognise and show, using diagrams, equivalent fractions with small denominators

Addition and Subtraction Fractions

Add and subtract fractions with the same denominator within one whole (e.g. ⁵/7 + ¹/7 = ⁶/7)

Comparing and Estimating

Nursery

Reception

Year 1

Year 2

Year 3

Beginning to categorise objects according to properties such as shape or size. (22-36)

Begins to use the language of size (22-36)

Beginning to talk about the shapes of everyday objects, e.g. ‘round’ and ‘tall’. (30-50)

Orders two or three items by length or height. (40-60)

Order two items by weight or capacity. (40-60)

ELG - Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems.

EXCEEDING - Children estimate, measure, weigh and compare and order objects and talk about properties, position and time.

Compare, describe and solve practical problems for:

• Lengths and heights [e.g. long/short, longer/shorter, tall/short, double/half]
• Mass/weight [e.g. heavy/light, heavier than, lighter than]
• Capacity and volume [e.g. full/empty, more than, less than, half, half full, quarter]
• Time [e.g. quicker, slower, earlier, later]

Compare and order lengths, mass, volume/capacity and record the results using >, < and =

Sequence events in chronological order using language [e.g. before and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening]

Compare and sequence intervals of time

Compare the durations of events, for example, to calculate the time taken by particular events or tasks

Estimate and read time with increasing accuracy to the nearest minute; record and compare time in terms of seconds, minutes, hours and o’clock; use vocabulary such as a.m./p.m., morning, afternoon, noon and midnight (appears also in Telling the Time)

Measuring and Calculating

Beginning to categorise objects according to properties such as shape or size. (22-36)

Begins to use the language of size. (22-36)

Beginning to talk about the shapes of everyday objects, e.g. ‘round’ and ‘tall’. (30-50)

Orders two or three items by length or height. (40-60)

Order two items by weight or capacity. (40-60)

ELG - Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems.

EXCEEDING - Children estimate, measure, weigh and compare and order objects and talk about properties, position and time.

Measure and begin to record the following:

• Lengths and heights
• Mass/weight
• Capacity and volume
• Time (hours, minutes, seconds)

Choose and use appropriate standard units to estimate and measure length/height in any direction (m/cm); mass (kg/g); temperature (°C); capacity (litres/ml) to the nearest appropriate unit, using rulers, scales, thermometers and measuring vessels

Measure, compare, add and subtract: lengths (m/cm/mm); mass (kg/g); volume/capacity (l/ml)

Measure the perimeter of simple 2-D shapes

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

Recognise and use symbols for pounds (£) and pence (p); combine amounts to make a particular value

Add and subtract amounts of money to give change, using both £ and p in practical contexts

Find different combinations of coins that equal the same amounts of money

Solve simple problems in a practical context involving addition and subtraction of money of the same unit, including giving change

Telling the Time

Understands some talk about the immediate past and future, e.g. ‘before’, ‘later’ or ‘soon’. (22-36)

Anticipates specific time-based events such as mealtimes or home time. (22-36)

Uses everyday language related to time. (40-60)

Orders and sequences familiar events. (40-60) Measures short periods of time in simple ways (40-60)

ELG - Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems.

Tell the time to the hour and half past the hour and draw the hands on a clock face to show these times.

Tell and write the time to five minutes, including quarter past/to the hour and draw the hands on a clock face to show these times.

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

Recognise and use language relating to dates, including days of the week, weeks, months and years

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

(appears also in Converting)

Estimate and read time with increasing accuracy to the nearest minute; record and compare time in terms of seconds, minutes, hours and o’clock; use vocabulary such as a.m./p.m., morning, afternoon, noon and midnight

(appears also in Comparing and Estimating)

Converting

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

(appears also in Telling the Time)

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

Identifying Shapes and their Properties

Nursery

Reception

Year 1

Year 2

Year 3

Notices simple shapes and patterns in pictures. (22-36)

Shows awareness of similarities of shapes in the environment

Shows interest in shapes in the environment. (30-50)

Beginning to talk about the shapes of everyday objects, e.g. ‘round’ and ‘tall’. (30-50)

Beginning to use mathematical names for ‘solid’ 3D shapes and ‘flat’ 2D shapes, and mathematical terms to describe shapes. (40-60)

Selects a particular named shape. (40-60)

ELG - They explore characteristics of everyday objects and shapes and use mathematical language to describe them.

EXCEEDING - Children estimate, measure, weigh and compare and order

objects and talk about properties, position and time.

Recognise and name common 2-D and 3-D shapes, including:

• 2-D shapes [e.g. rectangles (including squares), circles and triangles]
• 3-D shapes [e.g. cuboids (including cubes), pyramids and spheres].

Identify and describe the properties of 2-D shapes, including the number of sides and line symmetry in a vertical line

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

Identify 2-D shapes on the surface of 3-D shapes, [for example, a circle on a cylinder and a triangle on a pyramid]

Drawing and Constructing

Shows an interest in shape and space by playing with shapes or making arrangements with objects. (30-50)

Shows interest in shape by sustained construction activity or by talking about shapes or arrangements. (30-50)

Uses shapes appropriately for tasks. (30-50)

Uses familiar objects and common shapes to create and recreate patterns and build models. (40-60)

ELG - They explore characteristics of everyday objects and shapes and use mathematical language to describe them.

Draw 2-D shapes and make 3-D shapes using modelling materials; recognise 3-D shapes in different orientations and describe them

Comparing and Classifying

Shows awareness of similarities of shapes in the environment. (30-50)

Uses familiar objects and common shapes to create and recreate patterns and build models. (40-60)

ELG - They explore characteristics of everyday objects and shapes and use mathematical language to describe them.

Compare and sort common 2-D and 3-D shapes and everyday objects

Angles

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 line

Position, Direction and Movement

Nursery

Reception

Year 1

Year 2

Year 3

Uses positional language. (on, under, in, behind, in front) (30-50)

Can describe their relative position such as ‘behind’ or ‘next to’.  (40-60)

ELG - Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems

EXCEEDING - Children estimate, measure, weigh and compare and order objects and talk about properties, position and time.

Describe position, direction and movement, including half, quarter and three-quarter turns.

Use mathematical vocabulary to describe position, direction and movement, including movement in a straight line and distinguishing between rotation as a turn and in terms of right angles for quarter, half and three-quarter turns (clockwise and anti-clockwise)

Pattern

Notices simple shapes and patterns in pictures. (22-36)

Shows an interest in shape and space by playing with shapes or making arrangements with objects. (30-50)

Shows interest in shape by sustained construction activity or by talking about shapes or arrangements. (30-50)

Uses familiar objects and common shapes to create and recreate patterns and build models. (40-60)

ELG -  They recognise, create and describe patterns.

Order and arrange combinations of mathematical objects in patterns and sequences

Interpreting, Constructing and Presenting Data

Nursery

Reception

Year 1

Year 2

Year 3

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

Interpret and present data using bar charts, pictograms and tables

Ask and answer simple questions by counting the number of objects in each category and sorting the categories by quantity

Ask and answer questions about totalling and comparing categorical data

Solving Problems

Solve one-step and two-step questions [e.g. ‘How many more?’ and ‘How many fewer?’] using information presented in scaled bar charts and pictograms and tables.

Equations

Nursery

Reception

Year 1

Year 2

Year 3

Solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as

7 = * - 9

(copied from Addition and Subtraction)

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

(copied from Addition and Subtraction)

Solve problems, including missing number problems, using number facts, place value, and more complex addition and subtraction. (copied from Addition and Subtraction)

Solve problems, including missing number problems, involving multiplication and division, including integer scaling

(copied from

Multiplication and Division)

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

(copied from Addition and Subtraction)

Represent and use number bonds and related subtraction facts within 20 (copied from Addition and Subtraction)

Sequences

Understands some talk about immediate past and future, e.g. ‘before’, ‘later’ or ‘soon’. (22-36) Anticipates specific time-based events such as mealtimes or home time. (22-36)

ELG - Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems.

Sequence events in chronological order using language such as: before and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening

(copied from Measurement)

Compare and sequence intervals of time

(copied from Measurement)

Order and arrange combinations of mathematical objects in patterns

(copied from Geometry: position and direction)