EYFS/KS1 Number Progression Recognising & Wri-ng Numbers
Coun-ng
RW35A : Beginning to represent numbers C35A : Recites number names in order to 10. using fingers, marks on paper or pictures, e.g. can show you 3 and 5 fingers, and draw C35B : Realises not only objects, but anything can be counted, e.g. Can count 5 claps or jumps. dots or pictures to record small amounts.
Name :
Value & Calcula-on
Language
Level
VC35A : Knows that numbers iden-fy how many objects are in a set, e.g. can point to groups of 1, 2 and 3 objects. L35A : Compares two groups of objects, saying when they have the ‘same’ number.
RW35B : Shows an interest in numerals in the environment, e.g. door numbers, telephone buSons etc.
C35C : Separates a group of 3 or 4 objects in different ways, VC35B : Some-mes matches numeral and quan-ty correctly, e.g. can match the numeral for their age to a group of objects. beginning to recognise that the total is s-ll the same, e.g. can count objects in a random layout, knowing the result is always the same if each object is only counted once.
RW46C : Recognises numerals for 0-‐10, in random order.
C46D : Can count an irregular arrangement of objects accurately to 10, and use some number names to 20.
VCA46C : Can correctly match numerals to random groups of objects to 10. (And place 1 to 10 in order -‐ See note 1)
RW46D : Can record quan--es using marks that they can interpret and explain.
CA46E : Can count backwards from 10 to 0. (See note 1)
VCA46D : Can es-mate groups of objects to 10, and check whether there are L46C : Uses the language of ‘more’ and ‘more’, ‘fewer’, or ‘same’ by coun-ng. ‘fewer’ to compare two sets of objects.
RWA46E : Can recognise 1p and £1 coins and tell you their value. (See note 1)
C46F : Can tell you what 1 more or 1 less than any number to 10 is.
RWELGF : Recognises numbers for 0-‐20, in random order. (Part of ordering 1 to 20 in ELG)
CELGG : Can count forwards between two given numbers, VCELGG : Can place numbers 1 to 20 in order. e.g. from 3 to 7, or 6 to 18 etc. (Part of coun
VCA46E : Can find the total of two groups of objects by coun-ng all. VCA46F : Understands subtrac-on as ‘taking away’ objects from a set and finding how many are le\. (See note 1)
DM 30-‐50mths
LA46B : Can tell you who or what is ‘first’, ‘next’, ‘last’ in a queue or race. (See note 1)
DM 40-‐60+mths
L46D : Uses language for addi-on and subtrac-on in conversa-on, e.g ‘I need two more’, ‘he’s got one less’ etc.
LAELGE : Can tell you who or what is VCELGH : Using every day and play objects, can apply a range of strategies to ‘second’, ‘third’, through to ‘tenth’ in a add and subtract quan--es involving two single-‐digit numbers, e.g. coun-ng queue or race (in random order). RWAELGG : Can form recognisable numbers CELGH : Can count backwards between two given numbers, (See note 1) on or coun-ng back. e.g. from 8 to 3, or 19 to 8 etc. from 0 to 10 (some reversals are (Part of coun
RWY!J : Read and write number to 100 in numerals. (From Guidance : helps support recogni
CELGI : Can count reliably with numbers from 1 to 20.
VCELGJ : In a range of prac-cal and play contexts, can solve problems involving doubling, halving and sharing, u-lising their own methods. (ELG)
CELGJ : Can tell you what 1 more or 1 less than any number VCAELGK : Begin to use the frac-on, one-‐half, e.g. halve shapes by folding to 20 is. paper, half length of string, fill a clear container un-l it is about half full of water, halve an even number of objects. (See note 1) CAELGK : Is beginning to count in twos e.g. 2, 4, 6, 8, 10. (See note 1)
CY1L : Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number.
VCAELGL : Begin to know some addi-on facts, e.g. 1+1, 2+2.....5+5. (See note 1)
LELGF : Uses language for addi-on and subtrac-on when calcula-ng, e.g ‘add’, ‘plus’, ‘subtract’, ‘take away’, ‘minus’. (Implied in ELG)
ELG 11
LELGG : Uses language for doubling, halving and sharing, e.g. ‘double’, ‘twice as many’, ‘half as much’, ‘equal amounts’, ‘share it out’, ‘all got the same’, etc.
VCY1M : Read, write and interpret mathema-cal statements involving addi-on (+), subtrac-on (-‐) and equals (=) signs. VCY1N : Represent and use number bonds and related subtrac-on facts within 20.
LY1H : Use the language of: equal to, more than, less than (fewer), most, least.
CY1M : Count in mul-ples of 2, 5, and 10. (From Guidance : VCY1O : Add and subtract 1-‐digit and 2-‐digit numbers to 20, including 0. In order to develop recogni
CY1P : From Guidance : recognise and create repea
VCY1R : From Guidance : Memorise and reason with number bonds to 10 and 20 in several forms, e.g. 9 = 7 = 16, 16 -‐ 7 = 9, 7 = 16 -‐ 9. Realise the effect of adding or subtrac
2014 Na-onal Curriculum Year 1
VCY1U : From Guidance : Through grouping and sharing small quan<
Number & Place Value VCV2A : Recognise the value of each digit in a 2-‐digit number (tens, ones) VCV2B : Iden-fy, represent and es-mate numbers using different representa-ons, including the number line. VCV2C : Compare and order numbers from 0 up to 100; use <, > and = signs. VCV2D : Use place value and number bonds to solve problems.
RWY2L : Read and write numbers to at least 100 in numerals and in words.
RWY2M : From Guidance : Introduce numbers larger than 100 to develop further VCA2E : From Guidance : Par<
AddiLon & SubtracLon
2014 Na-onal Curriculum Year 2
VCM2M : Calculate mathema-cal statements for mul-plica-on and division within the mul-plica-on tables and write them using appropriate signs (×, ÷, =). VCM2N : Show that mul-plica-on of 2 numbers can be done in any order (commuta-ve) and division of 1 number cannot. VCM2O : Solve problems involving × and ÷, using materials, arrays, repeated addi-on, mental methods, and mul-plica-on and division facts, including problems in contexts.
FracLons VCF2P : Recognise, find, name and write frac-ons 1/2, 1/3, 1/4, 2/4 and 3/4 of a length, shape, set of objects or quan-ty. VCF2Q: Write simple frac-ons, e.g. 1/2 of 6 = 3 and recognise the equivalence of 2/4 and 1/2. VCF2R : From Guidance : Count in frac
LY2J : From Guidance : Extend understanding of the language of addi
Date : Level : Assessment : This sheet can be used to record progress for an individual pupil by highlighting and dating achieved statements. An overall ‘best fit’ assessment can be recorded in the table above for a given date. The codes for each statement (e.g. RW35A) can be used to cross-reference an evidence base if required. DM = Development Matters, ELG = Early Learning Goal. Note 1 : These items are suggested additions to DM and the ELG that support transition/progression into Year 1.
Copyright © 2014 Christopher H. Dunn