Progression Through First Level Benchmarks to Support Teachers’ Professional Judgement of Achievement of a Reads, writes, orders and recites I know the forward number sequence to I know the forward number sequence I can order consecutive numbers 100. whole numbers up to 1000, starting to 1000. within 1000 (smallest to biggest and I know the backward number sequence from any number in the sequence. I know the backward number biggest to smallest). from 100 to 0. sequence from 1000 to 0. I can use < and > to compare two I can read and write numbers to 100 in I can read and write numbers to 1000 numbers within 1000. numerals. in numerals. I can find missing numbers in part of I can consecutive numbers within I can order non-consecutive numbers a number line or square up to 1000. 100. within 100 (smallest to biggest and I can order non-consecutive numbers I can use < and > to compare two biggest to smallest). within 1000 (smallest to biggest and numbers within 100. biggest to smallest). I can find missing numbers on a number line or square up to 100. Demonstrates understanding of I can say how many tens there are in a I understand zero as a placeholder in I understand zero as a placeholder in two digit number, for example six 10s in zero as a placeholder in whole whole numbers to at least 100. whole numbers to at least 1000. 67. numbers to 1000. I can use place value materials to I can partition a three digit number I can say how many ones there are in a Identifies the value of each digit in a show that I understand the value of into thousands, hundreds, tens and two digit number. whole number with up to at least 3 the digits in three digit numbers, for ones, identifying the value of each I can partition a two number and say digits, for example 867 = 800 + 60 example Dienes, Place Value Arrows. digit. what each digit represents, for example + 7. 67 is 60 and 7. I can use value materials to show that I understand the value of the digits in two digit numbers, for example Dienes, Numicon, Tens Frames, Place Value Arrows. Progression Through First Level Benchmarks to Support Teachers’ Professional Judgement of Achievement of a
Progression Through First Level Benchmarks to Support Teachers’ Professional Judgement of Achievement of a I know the forward number sequence to 100. I know the backward number sequence from 100 to 0. I can read and write numbers to 100 in numerals. I can consecutive numbers within 100. I can use < and > to compare two numbers within 100. I can find missing numbers on a number line or square up to 100. I know the forward number sequence to 1000. I know the backward number sequence from 1000 to 0. I can read and write numbers to 1000 in numerals. I can order non-consecutive numbers within 100 (smallest to biggest and biggest to smallest). I can order consecutive numbers within 1000 (smallest to biggest and biggest to smallest). I can use < and > to compare two numbers within 1000. I can find missing numbers in part of a number line or square up to 1000. I can order non-consecutive numbers within 1000 (smallest to biggest and biggest to smallest). Reads, writes, orders and recites whole numbers up to 1000, starting from any number in the sequence. I can say how many tens there are in a two digit number, for example six 10s in 67. I can say how many ones there are in a two digit number. I can partition a two number and say what each digit represents, for example 67 is 60 and 7. I can use value materials to show that I understand the value of the digits in two digit numbers, for example Dienes, Numicon, Tens Frames, Place Value Arrows. I understand zero as a placeholder in whole numbers to at least 100. I can use place value materials to show that I understand the value of the digits in three digit numbers, for example Dienes, Place Value Arrows. I understand zero as a placeholder in whole numbers to at least 1000. I can partition a three digit number into thousands, hundreds, tens and ones, identifying the value of each digit. Demonstrates understanding of zero as a placeholder in whole numbers to 1000. Identifies the value of each digit in a whole number with up to at least 3 digits, for example 867 = 800 + 60 + 7. Progression Through First Level Benchmarks to Support Teachers’ Professional Judgement of Achievement of a
Numeracy-and-Mathematics-Progression-Framework-Version-2.docx