Numeracy

I can make connections so that basic mathematical concepts can be transferred during play and classroom activities.

I can make connections so that mathematical concepts can be transferred during play and classroom activities.

I can make connections so that mathematical concepts can be built on and deepened.

I can make connections so that mathematical concepts can be built on and deepened.

I can make connections so that mathematical concepts can be built on and deepened.

I can understand and use basic mathematical concepts in a variety of ways.

I can represent a concept in different ways, flowing between different representations including verbal, concrete, visual, digital and abstract.

I can draw on my understanding of the basic structures of mathematics and can apply them in different contexts.

I can draw on my understanding of the basic structures of mathematics and can apply them in different contexts.

I can draw on my understanding of the basic structures of mathematics and can apply them in different contexts.

I can explore answers within the context of the problem and I am beginning to consider whether answers are sensible.

I can interpret answers within the context of the problem and consider whether answers are sensible.

I can explain and express concepts, and find examples (or non-examples).

I can explain and express concepts, and find examples (or non-examples).

I can explain and express concepts, and find examples (or non-examples).

I can represent a concept in different ways, flowing between different representations including verbal, concrete, visual, digital and abstract.

I can represent a concept in different ways, flowing between different representations including verbal, concrete, visual, digital and abstract.

I can represent a concept in different ways, flowing between different representations including verbal, concrete, visual, digital and abstract.

I can interpret answers within the context of the problem and consider whether answers, including calculator, analogue and digital displays, are sensible.

I can interpret answers within the context of the problem and consider whether answers, including calculator, analogue and digital displays, are sensible.

I can interpret answers within the context of the problem and consider whether answers, including calculator, analogue and digital displays, are sensible.

I can use everyday and mathematical language to talk about my own ideas and choices.

I can use everyday and mathematical language to talk about and explain my own ideas and choices.

I can construct and develop a mathematical argument.

I can construct and develop a mathematical argument.

I can construct and develop a mathematical argument.

I can verify results and solutions.

I can justify my procedures and predictions.

I can justify my procedures, predictions and conjectures.

I can justify my procedures, predictions and conjectures.

I can verify results and solutions.

I can verify and prove results and solutions.

I can verify and prove results and solutions.

I can explain results and procedures precisely using appropriate mathematical language.

I can explain results and procedures precisely using appropriate mathematical language.

I can explain results and procedures precisely using appropriate mathematical language.

I am beginning to apply relevant facts and techniques.

I can identify relevant facts and techniques in order to apply an efficient method.

I can use firmly established, memorable and usable facts and techniques in order to apply the most efficient methods.

I can use firmly established, memorable and usable facts and techniques in order to apply the most efficient methods.

I can use firmly established, memorable and usable facts and techniques in order to apply the most efficient methods.

I can use checking strategies to decide if answers are reasonable.

I can select and apply appropriate checking strategies.

I can select and apply appropriate checking strategies.

I can select and apply appropriate checking strategies.

I can use a calculator effectively and efficiently to carry out calculations.

I can use a scientific calculator effectively and efficiently to carry out calculations using the available range of function keys.

I can use a scientific calculator effectively and efficiently to carry out calculations using the available range of function keys.

I can select the appropriate equipment and resources to help me.

I can identify the required information, and select appropriate equipment and resources.

I can recognise, model and apply the underlying mathematical structures and ideas within problems, in order to formulate and solve them.

I can recognise, model and apply the underlying mathematical structures and ideas within problems, in order to formulate and solve them.

I can recognise, model and apply the underlying mathematical structures and ideas within problems, in order to formulate and solve them.

I can suggest what I might need to do to complete the task or reach a solution.

I can identify steps to complete the task or reach a solution.

I can identify, measure or obtain required information to complete the task.

I can identify, measure or obtain required information to complete the task.

I can identify, measure or obtain required information to complete the task.

I can explore appropriate mathematics and techniques to use.

I can select appropriate mathematics and techniques to use.

I can identify what further information might be required and select what information is most appropriate.

I can identify what further information might be required and select what information is most appropriate.

I can identify what further information might be required and select what information is most appropriate.

I can choose an appropriate mental or written strategy and know when it is appropriate to use a calculator.

I can select, trial and evaluate a variety of possible approaches and break problems into a series of tasks.

I can select, trial and evaluate a variety of possible approaches and break complex problems into a series of tasks.

I can select, trial and evaluate a variety of possible approaches and break complex problems into a series of tasks.

I can prioritise and organise the relevant steps needed to complete the task or reach a solution.

I can prioritise and organise the relevant steps needed to complete the task or reach a solution.

I can prioritise and organise the relevant steps needed to complete the task or reach a solution.

I can choose an appropriate mental or written strategy and know when it is appropriate to use a calculator.

I can choose an appropriate mental or written strategy and know when it is appropriate to use a calculator.

I can choose an appropriate mental or written strategy and know when it is appropriate to use a calculator.

I can explore informal, personal methods of recording, moving towards using symbols.

I can use appropriate notation, symbols and units of measurement.

I can communicate my answers using correct mathematical form.

I can communicate my answers using correct mathematical form.

I can communicate my answers using correct mathematical form.

I can devise and refine informal, personal methods of recording, moving to using words and symbols in number sentences.

I can use appropriate notation, symbols and units of measurement.

I can use appropriate notation, symbols and units of measurement, including compound measures.

I can use appropriate notation, symbols and units of measurement, including compound measures.

I can refine methods of recording calculations.

I can refine methods of recording calculations.

I can refine methods of recording calculations.

I can count reliably, forwards and backwards, to beyond 10.

I can read, write and interpret numbers using figures and words up to at least 1000.

I can read and write numbers to 1 million and numbers to 3 decimal places.

I can read and write numbers of any size.

I can recognise and define limitations on accuracy of measurements, e.g. upper and lower bounds.

I can notice, read and write numbers from 0 to beyond 10, and relate a number to its respective quantity.

I can compare, round and estimate with numbers up to 100.

I can use the terms square and square root.

I can use the terms cube, cube root and reciprocal.

I can compare and order numbers beyond 10.

I can count in different steps of uniform size, and recognise odd and even numbers.

I can estimate by rounding to the nearest 10, 100, 1000 or whole number.

I can show awareness of the need for standard form and its representation on a calculator.

I can demonstrate an understanding of one-to-one correspondence by matching pairs of objects or pictures.

I can check subtraction using addition.

I can use and interpret numbers in standard form within calculations.

I can use my visual sense of number to make estimates and comparisons.

I can check halving using doubling.

I can use rounding to estimate and check answers.

I can explore estimates by using counting or measuring.

I can present answers to a given number of decimal places or significant figures.

I can make and justify estimates and approximations of calculations.

I can choose the appropriate degree of accuracy to present answers.

I can use halves and quarters.

I can use understanding of simple fraction, decimal and percentage equivalences, e.g. find 25% of 60cm and know that this is equivalent to ¼ of 60cm.

I can use equivalence of fractions, decimals and percentages to select the most appropriate one for a calculation.

I can halve 2-digit numbers in the context of number, money and measures.

I can simplify a calculation by using fractions in their simplest terms.

I can recognise that some fractions are recurring decimals, e.g. 1/3 is 0.333˙

I can find fractional quantities linked to known multiplication facts, e.g. 1/3 of 18, 1/5 of 15.

I can use and interpret different representations of fractions, e.g. mixed numbers and improper fractions.

I can use powers and understand the importance of powers of 10.

I can use equivalence of fractions, decimals and percentages to compare proportions.

I can understand and use the concept of ‘one more’ in my play.

I can find differences within at least 100.

I can use mental strategies to recall multiplication tables up to 10 x 10 and use to solve division problems.

I can use the four operations and the connections between them, e.g. apply division as the inverse of multiplication.

I can use multipliers as an efficient method when working with percentages, e.g. multiply by 1.2 to increase an amount by 20%.

I can understand and use the concept of ‘one less’ in my play.

I can use mental strategies to add and subtract at least 2-digit numbers.

I can multiply numbers and decimals by a multiple of 10, e.g. 15 x 30, 1.4cm x 20.

I can use efficient written methods to add and subtract numbers and decimals of any size, including a mixture of large and small numbers with differing numbers of decimal places.

I can use and understand the idea of reverse percentage to find an original quantity.

I can combine two groups of objects to find ‘how many altogether?’.

I can use partitioning to double and halve 2-digit numbers.

I can halve 3-digit numbers in the context of number, money and measures.

I can use appropriate strategies for multiplication and division, including application of known facts to derive others, e.g. use 7 x 6 to derive 0.7 x 6.

I can take away objects to find ‘how many are left?’.

I can use mental strategies to recall number facts within 20.

I can calculate a percentage, fraction and decimal of any quantity with a calculator where appropriate.

I can use efficient methods for multiplication and division of whole numbers and decimals, including decimals such as 0.6 or 0.06.

I can find and use number facts to compose a number (up to 10) in different ways.

I can recall 2, 3, 4, 5 and 10 multiplication tables and use to solve multiplication and division problems.

I can use ratio and proportion to calculate quantities.

I can use the order of operations including brackets and powers.

I can multiply numbers by 10.

I can calculate percentage quantities based on 10%, e.g. 20%, 5%, 15%.

I can calculate a percentage increase or decrease.

I can check multiplication using repeated addition.

I can add and subtract numbers using whole numbers and decimals.

I can express one quantity as a percentage of another.

I can multiply 2- and 3-digit numbers by a 2-digit number.

I can calculate percentages of quantities using non-calculator methods where appropriate.

I can divide 3-digit numbers by a 2-digit number.

I can use ratio and proportion including map scales.

I can use a range of strategies to check calculations including the use of inverse operations, equivalent calculations and the rules of divisibility.

I can exchange money for items and use the language of money.

I can use different combinations of money to pay for items up to at least £2 and calculate the change.

I can add and subtract totals less than £100 using correct notation, e.g. £28.18 + £33.45.

I can calculate using foreign money and exchange rates.

I can understand and demonstrate the real-life process of foreign exchange.

I can demonstrate an awareness of the purpose of money through role play and in real-life situations.

I can order and compare items up to £10.

I can manage money, compare costs from different retailers and determine what can be bought within a given budget.

I can make informed decisions relating to discounts and special offers.

I can understand and calculate income tax and understand the implications of taxation.

I can make comparisons between prices and understand which is best value for money.

I can carry out calculations relating to VAT, saving and borrowing.

I can use profit and loss in buying and selling calculations.

I can appreciate the basic principles of budgeting, saving (including understanding compound interest) and borrowing.

I can realise that budgeting is important.

I can understand the advantages and disadvantages of using bank accounts, including bank cards.

I can understand the advantages and disadvantages of using bank accounts.

I can understand the risks involved in different ways of saving and investing.

I can plan and track money and savings by keeping accurate records.

I can use and understand efficient methods of calculating compound interest.

I can describe why insurance is important and understand the impact of not being insured.

I can use non-standard units of measure to discuss my sense of size.

I can use non-standard units to measure.

I can read and interpret scales or divisions on a range of measuring instruments.

I can represent and use compound measures, using standard units.

I can understand and use a variety of compound measures.

I can use direct comparisons with:

• length, height and distance, e.g. longer/shorter than
• weight/mass, e.g. heavier/lighter than
• capacity, e.g. holds more/less than.

I can progress to use standard units of measure:

• length: I can measure on a ruler to the nearest 0.5cm
• weight/mass: I can use 5g, 10g and 100g weights to measure and compare the mass of objects
• capacity: I can read scale to to the nearest 100ml.

I can record measurements in different ways, e.g. 1.3kg = 1kg 300g, 4.2cm = 4cm 2mm.

I can read and interpret scales on a range of measuring instruments.

I can anticipate events related to elements of daily routines and use the terms ‘before’ and ‘after’.

I can use the concept of time in terms of my daily and weekly activities and the seasons of the year.

I can convert metric units of length to smaller units, e.g. cm to mm, m to cm, km to m.

I can demonstrate an understanding of the relationship between a formula representing a measurement and the units used.

I can use the basic concept of time in terms of my daily activities.

I can use standard units of time to read 'o'clock', 'half past', 'quarter past' and 'quarter to' using both analogue and 12-hour digital clocks.

I can use the language of imperial units in daily use, e.g. miles, pints.

I can use the common units of measure, convert between related units of the metric system and carry out calculations.

I can demonstrate a developing sense of how long tasks and everyday events take.

I can read and use analogue and digital clocks.

I can use rough metric equivalents of imperial units in daily use.

I can use and interpret calendars, timetables and schedules to plan events and activities, and make calculations as part of the planning journey.

I can interpret fractions of a second appropriately.

I can carry out practical activities involving timed events and explain which unit of time is the most appropriate.

I can use timetables and time zones to calculate travel time.

I can time events in minutes and seconds, and order the results.

I can convert temperatures between appropriate temperature scales.

I can estimate how long a journey takes.

I can measure and record temperatures involving positive and negative readings.

I can discuss the properties of shapes that I use in my everyday learning.

I can discuss the properties of two-dimensional and three-dimensional shapes that I use in my everyday learning.

I can recognise that perimeter is the distance around a shape.

I can find circumferences of circles using my understanding of π (Pi).

I can apply proportional change to two-dimensional designs.

I can measure and calculate perimeter.

I can calculate the areas of two-dimensional simple and compound shapes, including circles.

I can find areas by counting squares, progressing to calculating the area of squares and rectangles using formulae.

I can apply the formulae for the volume of simple prisms.

I can use mathematical language to accurately describe two-dimensional and three-dimensional shapes.

I can find volumes by counting and other practical methods.

I can explore movements and directions.

I can use the language of position.

I can use grid references to specify location.

I can describe position.

I can use the four compass points to describe directions.

I can use coordinates to find position.

I can recognise half and quarter turns, clockwise and anti-clockwise.

I can use angle as a measure of rotation.

I can measure and draw angles.

I can measure and draw angles.

I can apply understanding of bearings and scale to interpret maps and plans, and to create plans and drawings to scale.

I have collected data found in my environment.

I can collect information by voting or sorting.

I can collect relevant data to answer posed questions.

I can collect own data for a survey, e.g. through designing a questionnaire.

I can collect data in a suitable way according to my hypothesis.

I can plan how to collect data to test a simple hypotheses.

I can collect both quantitative and qualitative data.

I can sort and match sets of objects or pictures by recognising similarities and can communicate my choices.

I can sort and classify objects using more than one criterion.

I can select and construct appropriate charts, diagrams and graphs with suitable scales.

I can select and construct appropriate charts, diagrams and graphs with suitable scales.

I can select and construct appropriate charts, diagrams and graphs with suitable scales.

I can present work orally, pictorially and in written form, and use a variety of ways to represent collected data.

I can present work orally, in objects, pictorially and in written form, and use a variety of ways to represent collected data with suitable scales including:

• lists, tally charts, tables and diagrams
• bar charts and bar line graphs labelled in 2s, 5s and 10s
• pictograms where one symbol represents more than one unit using a key
• Venn and Carroll diagrams.

I can represent data using:

• lists, tally charts, tables, diagrams and frequency tables
• bar charts, grouped data charts, line graphs and conversion graphs
• pictograms where one symbol represents more than one unit using a key
• Venn and Carroll diagrams.

I can construct frequency tables for sets of data in equal class intervals, selecting groups as appropriate.

I can use mark-making to begin to record collections.

I can construct and interpret graphs and diagrams (including pie charts) to represent discrete or continuous data, choosing an appropriate scale.

I can construct graphs to represent data including scatter diagrams to investigate correlation.

I can interpret information presented in charts and diagrams, and draw appropriate conclusions.

I can extract and interpret information presented in charts, timetables, diagrams and graphs.

I can extract and interpret information from an increasing range of diagrams, timetables and graphs (including pie charts).

I can interpret graphs that describe real-life situations, including those used in the media, recognising that some graphs may be misleading.

I can interpret graphs that describe real-life situations, including those used in the media, recognising that some graphs may be misleading.

I can draw conclusions from data and recognise that some conclusions may be misleading or uncertain.

I can draw conclusions from data and recognise that some conclusions may be misleading or uncertain.

I can interpret mathematical information; drawing inferences from graphs, diagrams and data, including discussion on limitations of data.

I can interpret mathematical information; drawing inferences from graphs, diagrams and data, including discussion on limitations of data.

I can use mean to interpret a simple data set.

I can draw conclusions from data and recognise that some conclusions may be misleading or uncertain.

I can draw conclusions from data and recognise that some conclusions may be misleading or uncertain.

I can use mean, median, mode and range to compare data (continuous and discrete), and can choose the most appropriate average.

I can explore trends and extreme values (outliers) for data sets.

I can examine results critically, select and justify choice of statistics, recognising the limitations of any assumptions and their effect on the conclusions drawn.