number. the shapes of everyday by talking about shapes and and ‘flat’ 2D shapes, ‘flat’ 2D shapes, Counts an irregular objects, and or arrangements. mathematical terms to mathematical terms to • e.g. ‘round’ Separates a group of arrangement of up to ten Shows interest in describe shapes. describe shapes. • ‘tall’. • three or four objects in objects. shapes in the different ways, beginning environment. Selects a particular Selects a particular • • to recognise that the Uses shapes named shape. named shape. • total is still the same. appropriately for tasks. Shows an interest in Compares two groups Selects the correct Uses positional Shows interest in Beginning to use • • • • • • Summer 1 number problems. of objects, saying when numeral to represent 1 language. shape by sustained mathematical names Shows an interest in they have the same to 5, then 1 to 10objects. construction activity or • for shapes ‘solid’ 3D numerals in the number. Beginning to talk about by talking about shapes • and ‘flat’ 2D shapes, environment. the shapes of everyday or arrangements. Counts an irregular • and mathematical objects, and Shows interest in Separates a group of arrangement of up to ten e.g. ‘round’ • • terms to describe Shows an interest in shapes in the • three or four objects in objects. ‘tall’. shapes. representing numbers. environment. different ways, beginning Uses shapes to recognise that the • appropriately for tasks. Selects a particular total is still the same. • named shape. Shows an interest in Compares two groups Selects the correct Uses positional Shows interest in Beginning to use • • • • • • Summer 2 number problems. of objects, saying when numeral to represent 1 language. shape by sustained mathematical names Shows an interest in they have the same to 5, then 1 to 10objects. construction activity or • for shapes ‘solid’ 3D numerals in the number. Beginning to talk about by talking about shapes • and ‘flat’ 2D shapes, environment. the shapes of everyday or arrangements. Counts an irregular • and mathematical objects, and Shows interest in Separates a group of arrangement of up to ten e.g. ‘round’ • • terms to describe Shows an interest in shapes in the three or four objects in objects. • ‘tall’. shapes. representing numbers. environment. different ways, beginning Uses shapes to recognise that the • appropriately for tasks. Selects a particular total is still the same. • named shape.
number. • Separates a group of three or four objects in different ways, beginning to recognise that the total is still the same. • Counts an irregular arrangement of up to ten objects. the shapes of everyday objects, e.g. ‘round’ and ‘tall’. by talking about shapes or arrangements. • Shows interest in shapes in the environment. • Uses shapes appropriately for tasks. ‘flat’ 2D shapes, and mathematical terms to describe shapes. • Selects a particular named shape. ‘flat’ 2D shapes, and mathematical terms to describe shapes. • Selects a particular named shape. Summer 1 • Shows an interest in number problems. • Shows an interest in numerals in the environment. • Shows an interest in representing numbers. • Compares two groups of objects, saying when they have the same number. • Separates a group of three or four objects in different ways, beginning to recognise that the total is still the same. • Selects the correct numeral to represent 1 to 5, then 1 to 10objects. • Counts an irregular arrangement of up to ten objects. • Uses positional language. • Beginning to talk about the shapes of everyday objects, e.g. ‘round’ and ‘tall’. • 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 use mathematical names for ‘solid’ 3D shapes and ‘flat’ 2D shapes, and mathematical terms to describe shapes. • Selects a particular named shape. Summer 2 • Shows an interest in number problems. • Shows an interest in numerals in the environment. • Shows an interest in representing numbers. • Compares two groups of objects, saying when they have the same number. • Separates a group of three or four objects in different ways, beginning to recognise that the total is still the same. • Selects the correct numeral to represent 1 to 5, then 1 to 10objects. • Counts an irregular arrangement of up to ten objects. • Uses positional language. • Beginning to talk about the shapes of everyday objects, e.g. ‘round’ and ‘tall’. • 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 use mathematical names for ‘solid’ 3D shapes and ‘flat’ 2D shapes, and mathematical terms to describe shapes. • Selects a particular named shape.