maths rubrics k-6

7/29/2019 Maths Rubrics K-6

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MohmoieS - EorIy Sog 1

Limited

Understandingcan count forwardsto 10 from a given

number

Counts backwards

from a givennumber range 0 to

5

Compares, orders,

reads andrepresents numbers

to 5

Reads and uses

ordinaI numbers toat Ieast 3rd.

Does not use theIanguage of

money at aII.

Combines groups

to modeI additionto 5 with teacher

assistance.

Takes part of agroup away to

modeI subtractionto 5 with teacher

assistance.

Can not comparegroups to

determine how

many more.

Can record

addition and

subtractioninformaIIy up to 5

with teacherassistance.

Number key ideas

Count Forwards to 30, from a given

number

Counts backwards from a given numberrange 0 to 20

Compare, order, read and represent

numbers to at Ieast 20

Read & use ordinaI names to at Ieasttenth

Use the Ianguage of money

Combine groups to modeI addition

Sound

Understanding

Count Forwards

to 30, from a

given number

Counts

backwards froma given number

range 0 to 20

Compare, order,

read and

represent

numbers to at

Ieast 20

Reads and uses

ordinaI numbersto

at Ieast 10th .

Use the

Ianguage of

money

Combines

groups

High Outstanding

Understanding

Understanding

Count Forwards Count

Forwards

to 50, from a to 100, from

agiven number given number

Counts Counts

backwards from backwardsfrom

a given number a given

number

range 0 to 40 range 0 to

100

Compare, order, Compare, order,

read and read and

represent represent

numbers to at numbers to at

Ieast 50 Ieast 100

Reads and uses Reads and uses

ordinaI numbers to ordinaI numbersto

at Ieast 20th . at Ieast 50th .

Knows the vaIue of Makes

AustraIian coins. combinations of

Early Stage 1

WhoIe Number

NES1.1

Counts to 30, &

orders, reads &

represents numbersin

the range of 0 to 20.

Addition &

Subtraction NES1.2

Combines, separates

& compares

coIIections of

objects,

describes using

Basic

Understanding

Count Forwards

to 20, from a

given number

Counts

backwards froma given number

range 0 to 10

Compare, order,

read and

represent

numbers to at

Ieast 10

Reads and uses

ordinaI numbersto

at Ieast 5th .

Use the

Ianguage of

money withteacher assistance

Combines

groups

to modeI

addition up to10 with teacher

assistance

Takes part of agroup away to

modeI subtraction

to 10 with teacherassistance.

Compares groupsto determine how

many more up to

5

with concretemateriaIs.

Can record

addition andsubtraction

Takes part of a Takes part of a Takes part of agroup away to group away to group away to

modeI subtraction modeI subtraction modeIsubtraction

to 10 to 20 beyond 20

Compares groups Compares groups Compares groupsto determine how to determine how to determine

how

many more up to many more up to many more upto

10 with concrete 10 with no 20 with no

materiaIs concrete materiaIs concretemateriaIs

Can record Can record Can record

Compare groups to determine howmany

more'

Record addt'n & Subt'n informaIIy


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Limited Basic Sound High Outstanding

Can rareIy, Can usuaIIy Can recognize, Can recognize, Can recognize,

describe, recognize, describe, describe, describe,

create and describe, create and create and create and

continue create and continue continue more continue

repeating continue repeating intricate patterns that

patterns repeating patterns repeating increase or

patterns patterns decrease in

size

Can rareIy Can usuaIIy Can continue Begins to use a Canrepresent

continue simpIe continue simpIe simpIe number number Iine for number

number number patterns that simpIe number patterns on

a

patterns that patterns that increase or patterns number

Iine.

increase or increase or decrease

decrease decrease

MuItipIication &

Division NES1.3

Groups, shares &

counts coIIections of

ModeI equaI groups or rows Can not modeIequaI groups or

rows.

Can modeI equaI

groups or rows .withteacher assistance

Can modeI equaI

groups or rows

Can recognize

equaI numberseven when

arranged

differentIy.

Can Answer maths

probIems usingconcrete materiaIs

using everyday

Ianguage & records

using informaI

Group & share coIIections of groups equaIIy Can not group andshare coIIections of

groups equaIIy.

Can group andshare coIIections of

groups equaIIy withteacher assistance

Can group andshare coIIections of

groups equaIIy

Knows that thegrouping of 2 x 3 is

the same as 3 x 2.

Can make patternsof 2's 5's and 10's.

methods. Record grouping & sharing informaIIy Can not recordgrouping and

sharing informaIIy.

Can recordgrouping and

sharing informaIIywith teacher

assistance

Can recordgrouping and

sharing informaIIy

Can expIain anddemonstrate how

an answer wasobtained.

Can recognize the

symboIs x -:- =

Fractions & DecimaIs

NES1.4 Describes

haIves, encountered

Divide an object into 2 equaI parts Can not divide anobject into 2 equaI

parts.

Can divide an

object into 2 equaIparts. with teacher

assistance

Can divide an

object into 2 equaIparts.

Can recognize

haIves andbeginning to

recognize quarters.

Can divide into

haIves andquarters.

as 2 equaI parts of an

object.

Recognise & describe haIves Can not recognizeand describe

haIves.

Can recognize anddescribe

haIves.with teacherassistance

Can recognize anddescribe haIves.

Can describe acoIIection as about

a haIf, more than ahaIf or Iess than a

haIf.

Can describe acoIIection as about

a haIf, more than ahaIf or Iess than a

haIf.

Uses the fractions1/2 and 1/4.

objects, describes

in everyday

contexts,

Early

Stage

1PAES1.1 -

Recognises,describes, creates &

Patterns and Algebra

key ideas

Continue simpIe number patterns

thatincrease or decrease


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Uses the term is Uses the term is Uses the term is Can make 2 Uses the= sign

the same as' to the same as' to the same as' to equaI groups to record

the

describe describe describe and record. equaIity of

equaIity of 2 equaIity of 2 equaIity of 2 number

simpIe groups groups with groups

reIationships

with teacher teacher

assistance assistance

CoIIects Data CoIIects Data CoIIects Data Gathers data Gathers and

about students about students about students about records

data

and their and their and their concrete using taIIy

environment. environment. environment. materiaIs and marks.

Can sort Can sort Can sort begins to use

objects into objects into objects into taIIy marks to

groups groups groups represent them.

according to according to according to

very easy to characteristics characteristics.

see with teacher

characteristics. assistance.

Organises Organises Organises Organises rows Organises

rows

actuaI objects actuaI objects actuaI objects or coIumns or coIumns

or pictures of or pictures of or pictures of using using

objects into objects into objects into information

information

rows or coIumns rows or coIumns rows or coIumns from a taIIy from a

taIIy

when working with teacher sheet with sheet.

in groups with assistance teacher

teacher assistance.

assistance

Can not answer Interprets data Interprets data Interprets bar Interprets

bar

simpIe dispIays made dispIays made graphs without graphs

without

questions from objects from objects objects and objects and

about data and pictures and pictures. pictures with pictures.

Use the term is the same as' to

describe

equaIity of groups

Data key ideasDES1.1 Represents & CoIIect Data about students and their

interprets data environmentdisplays made fromobjects & pictures.

Organise actuaI objects or pictures of objects

into

data dispIays

Interpret data dispIays made from objects and

pictures


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dispIays made with teacher teacher

from objects assistance. assistance.

and pictures

with teacher

assistance.


5/116

Measurement key ideasIdentify & describe the attribute of Identifies & an Identifies & Identifies & Identifies and Identifies

and

Iength obvious describes an describes describes the describes

the

difference of obvious Ionger and Iength of an Iength of an

Iength with difference of shorter. object using object using

teacher Iength formaI units formaI unitsassistance

Compare Iengths directIy by pIacing Compares Compares Compares Compares and Compares and

objects side by side and aIigning ends Iengths directIy Iengths directIy Iengths directIy orders 2 or orders 2

Iengths

by pIacing by pIacing by pIacing more Iengths or or distances

objects side by objects side by objects side by distances using using

formaI

side and side and side and informaI units of units of

aIigning ends of aIigning ends of aIigning ends measurement.

measurement.

obviousIy obviousIydifferent different

objects with objects.

teacher

assistance.

Record comparisons informaIIy Records Records Records Records Iengths Records

Iengths

comparisons comparisons comparisons and distances and

distances

informaIIy by informaIIy by informaIIy by using informaI using

the

drawing, drawing, drawing, units of abbreviation

mtracing or tracing or tracing or measurement for metre.

cutting and cutting and cutting and

pasting in smaII pasting with pasting.

groups with teacher

teacher assistance.

assistance.

Identify and describe the attribute of Can answer Can answer Identifies and Compares the Uses

informaI

area simpIe simpIe describe the surfaces of 2 units to

questions questions attribute of areas and measure

and

Length MES1.1 -Describes length &

distance usingeveryday language &

compares lengthsusing direct

comparison.

Area MES1.2 -

Describes area usingeveryday language &

compares areasusing


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about which about which area by answers record the

area

area is bigger area is bigger covering the questions on of a

surface.

or smaIIer with or smaIIer. With surface which is bigger

teacher obviousIy compIeteIy or smaIIer.

assistance. With different sizes. with smaIIer

obviousIy shapes.

different sizes.

DeveIoped by aII staff at SackviIIe Street PubIic SchooI 2007


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DeveIoped by aII staff at SackviIIe Street PubIic SchooI

Estimate the Iarger of 2 areas &

compare using direct comparison

Can order 2

areas into

bigger and

smaIIer with

teacher

assistance.

Can order 2

areas into

bigger and

smaIIer.

Estimates the

Iarger of 2

areas &

compares using

direct

comparison .

Demonstrates

understanding

by using

comparative

Ianguage to

describe the

difference

between 2

areas.

Estimates,

compares and

orders 2 or

more areas

using informaI

units of

measurement.

Record comparisons informaIIy Records

comparisons

informaIIy as

bigger or

smaIIer with

teacher

assistance.

Records

comparisons

informaIIy as

bigger or

smaIIer

Records

comparisons

informaIIy as

smaII, bigger,

biggest.

Records areas

informaIIy and

makes their

own drawing or

cutting and

pasting an area

that is bigger or

smaIIer.

Records the

area of a

surface by

referring to the

number or type

of units used

Eg the area of

the surface is 20

tiIes.Volume & CapacityMES1.3 - Compares

capacities of

containers and thevolumes of objects orsubstances using

direct comparison.

Identify and describe the attributes of

voIume & capacity

Begins to

identify that V is

the amount of

space an

object

occupies and

that C is the

amount that an

object can

hoId with

teacher

assistance and

whiIe working

with concrete

materiaIs

Can identify

that V is the

amount of

space an

object

occupies and

that C is the

amount that an

object can

hoId with

teacher

assistance and

whiIe working

with concrete

materiaIs

Can identify

that V is the

amount of

space an

object

occupies and

that C is the

amount that an

object can

hoId . Uses

appropriate

Ianguage eg

fuII, haIf fuII,

empty.

Estimates V or

C using

appropriate

informaI units.

Knows the

formaI units

that are used

for V and C


8/116

2007


9/116DeveIoped by aII staff at SackviIIe Street PubIic SchooI

Compare the capacities of 2 containers

using direct comparison

Compares the

capacities of 2

containers

using direct

comparison

and uses simpIe

comparative

Ianguage. Eg

Iots, IittIe with

teacher

assistance.

Compares the

capacities of 2

containers

using direct

comparison

and uses simpIe

comparative

Ianguage. Eg

Iots, IittIe

Compares the

capacities of 2

containers

using direct

comparison

and uses

comparative

Ianguage.

Compares the

capacities of

more than 2

containers

using direct

comparison

and uses

comparative

Ianguage

Uses informaI

units to

measure and

compare the

capacities of 2

containers.

Compare the voIumes of 2 objects using

direct comparison

Compares the

voIumes of 2

containers

using direct

comparison

and uses simpIe

comparative

Ianguage. Eg

big, smaII with

teacherassistance

Compares the

voIumes of 2

containers

using direct

comparison

and uses simpIe

comparative

Ianguage. Eg

big, smaII

Compares the

voIumes of 2

objects using

direct

comparison

and uses

comparative

Ianguage.

Compares and

orders the

voIumes of 2 or

more objects

by packing

and stacking.

Uses informaI

units to

measure and

compare the

voIume of 2

containers.

Record comparisons informaIIy Uses simpIe

drawings, to

compare V & C

with teacher

assistance.

Uses simpIe

drawings, to

compare V & C

Uses drawings,

numbers and or

words to

compare V & C

Records

comparisons of

2 or more

objects using

simpIe informaI

units.

Records

measurements

of 2 or more

objects by

referring to the

type and

number of

informaI units.


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2007



Mass MES1.4

Compares the masses

of 2 objects anddescribes mass using

everyday language.

Identify and describe the attribute of

mass

Begins to use

informaI

Ianguage such

as heavy, Iight.

Understands

and uses

informaI

Ianguage such

as heavy, Iight.

Identifies and

describe the

attribute of

mass as the

amount of

matter in an

object

Begins to use

terms such as

kiIo and gram

Uses terms such

as kiIo and

gram

Compare the masses of 2 objects by

pushing, puIIing, or hefting or using an

equaI arm baIance

Identifies simpIe

masses by

pushing,

puIIing, or

hefting or using

an equaI arm

baIance whiIe

working in

groups with

teacher

assistance.

Identifies simpIe

masses by

pushing,

puIIing, or

hefting or using

an equaI arm

baIance

Compares the

masses of 2

objects by

pushing,

puIIing, or

hefting or using

an equaI arm

baIance

BaIances an

equaI arm

baIance.

Comparing

and ordering

masses then

checking using

a baIance.

Record comparisons informaIIy Records

comparisons

informaIIy using

drawings to

record mass

comparisons

informaIIy in

groups with

teacher

assistance.

Records

comparisons

informaIIy using

drawings to

record mass

comparisons

informaIIy.

Records

comparisons

informaIIy using

drawings and

words to record

mass

comparisons

informaIIy.

Begins to use

formaI units

such as kiIo and

gram.

Records mass

measurements

using formaI

units such as

kiIo and gram.

Time MES1.5Sequences events &

uses everydaylanguage to describe

the duration ofactivities.

Describe the duration of events using

everyday Ianguage

Uses s terms to

describe day /

night/

Uses simpIe

terms to

describe day /

night/

Lunch / dinner

Describes the

duration of

events using

everyday

Ianguage

Estimates and

measures the

duration of an

event

Iong time

Short time.

Uses informaI

units to

measure and

compare the

duration of an

event.

Sequence events in time Sequences 2

events in time

Day

Night with

teacher

assistance

Sequences 2

events in time

Day

night

Sequences 2

events in time

First

next

Sequences 3

events in time

First

Next

After that

Uses a time Iine

to record 3

events in a day.


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2007


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Names, recaIIs Names,recaIIs

and orders the and orders

the

days of the days of the

week, seasons week,

seasons

and months and months.

Can identify

day and dateon a caIendar

TeIIs o cIock TeIIs and

time on digitaI records o

& anaIog cIock and 1/2

cIocks and past time on

begins to teII digitaI &

1/2 past anaIog cIocks

ManipuIates, ManipuIates,

sorts and sorts andcIassifies cIassifies 3D

famiIiar 3D objects in the

objects in the environmentenvironmentDescribes 4 Describes 5

features of 3D features of

3D

objects using objects using

everyday everyday

Ianguage Ianguage

ManipuIates, ManipuIates,

sorts, cIassifies & sorts,

cIassifies &

describes 2D describes 2D

shapes with shapesteacher

support

Names,

recaIIs

and orders

the

days of the

week and

seasons

TeIIs o cIock

time on digitaI

& anaIog

cIocks

ManipuIates &

sorts 3D

objectsin the

environment

Describes 3

features of 3D

objects using

everyday

IanguageYes/No

ManipuIates,

Name days of the week and seasons Names,

recaIIs

and orders

the

days of the

week with

teacher

assistance

TeII time on the hour on digitaI & anaIog TeIIs o

cIock

cIocks time on

anaIog

cIocks with

teacher

assistance

Space & Geometry key ideas

ManipuIate & sort 3D objects in theManipuIates

environment 3D objects in

the

environment

Describe features of 3D objects using Describes

1

everyday Ianguage feature of a

3D

Names, recaIIs

and orders the

days of the

week

TeIIs o cIock

time on anaIog

cIocks

ManipuIates &

sorts 3D

objects

in the

environmentwith teacher

support

Describes 1-2

features of a

3D

object using

everyday

Ianguage

ManipuIates

Three Dimensional

space SGES1.1 -Manipulates, sorts &represents 3D

objects& describes them

using everyday

language.

Two dimensionalspace SGES1.2 -

Manipulates, sortsdescribes

representations of

2D


14/116




Identify & name circIes, squares,

triangIes and rectangIes in pictures &

the environment, & presented in

different orientations

Identifies and

names one

shape in

pictures and

the

environment

Identifies &

names circIes,

squares,

triangIes and

rectangIes in

pictures & the

environment, &

presented in

different

orientationswith teacher

support

Identifies &

names circIes,

squares,

triangIes and

rectangIes in

pictures & the

environment, &

presented in

different

orientations

Identifies &

names circIes,

squares,

triangIes,

rectangIes and

hexagons in

pictures & the

environment, &

presented in

differentorientations

Identifies &

names circIes,

squares,

triangIes,

rectangIes,

rhombuses and

hexagons in

pictures & the

environment, &

presented indifferent

orientationsRepresent 2D shapes using a variety of

materiaIsYes/No

Identify & draw straight and curved

IinesYes/No

Position SGES1.3 -

Useseveryday language to

describe position &give & follow simple

directions.

Give & foIIow simpIe directions Gives or foIIows

simpIe

directions with

significant

teachersupport

Gives or foIIows

simpIe

directions with

teacher

support

Gives & foIIows

simpIe

directions

Represent the

position of

objects using

modeIs or with

some teacherassistance

Represent the

position of

objects using

modeIs and

drawings withteacher

assistance

Use everyday Ianguage to describe

positionYes/No


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2007


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MohmoieS - Mid Sog 1 (Yor 1)

High Outstanding

Count forwards Count forwards

and backwards and backwards

by ones, twos by ones, twos

and fives and fives from

independentIy any given

number to 100


and backwards and backwards

by tens, on and by tens on and

off the decade off the decade

independentIy from any given

number to 100

Read, order Read and

and represent represent two,

two and three three and four

digit numbers digit numbers

independentIy with someteacher

assistance

Independen tIy Read and use

read and use the ordinaI

the ordinaI names beyond

names to thirty- thirty-first with

first teacher

assistance

Independen tIy Sort, order and

sort, order and count money

count money using face

using face vaIue.vaIue. Determine

Recognises aII whether there

is

coin and note enough money

denominations. to buy a

particuIar item

Number key ideas

Count Forwards & backwards by

ones,

Sound

Count forwards

and backwards

by ones, twos

and fives

beyond 20

using visuaIaides

Count forwards

and backwards

by tens, on and

off the decade

using visuaI

aides

Read, order

and represent

two and three

digit numbers

with someteacher

assistance

Read and use

the ordinaI

names to

thirty-

first with

teacher

assistance

Sort, order and

count money

using facevaIue with

teacher

assistance.

Recognises

most coin and

note

Limited Basic

Count forwards Count

forwards

by ones, twos and

backwards

and fives 0-20 by ones twos

and fives 0-20

Count forwards Count

forwards

by tens on the and

Mid Stage 1Whole Number NS1.1-

Counts, orders reads&

Count forwards & backwards by

tens,

on and off the decade

Read, order & represent two &

three

digit numbers

Read & use the ordinaI names to at

Ieast thirty-first'

Sort, order & count money using

facevaIue

Read and

represent two

digit numbers

with teacher

assistance

Read and use

the ordinaI

names to

tenth

Recognises

some coin and

note

Read, order

and represent

two digit

numbers

Read and use

the ordinaI

names to

twentieth with

some teacher

assistance

Begins to sort,

order and

count money

using facevaIue.

Recognises

some coin and

note

denominations


18/116



Addition and

Subtraction NS1.2 -Uses a range of

mental strategies &informal recording

methods for addition &subtraction involving 1

and 2 digit numbers.

ModeI addition and subtraction using

concrete materiaIs

ModeI addition

and subtraction

to 10 using

concrete

materiaIs with

teacher

assistance

ModeI addition

and subtraction

to 10 using

concrete

materiaIs

IndependentIy

modeI addition

and subtraction

to 20 using

concrete

materiaIs

Independen tIy

modeI addition

and subtraction

beyond 20

using concrete

materiaIs

ModeI addition

and subtraction

to 100 using

concrete

materiaIs

DeveIop a range of mentaI strategies

and informaI recording methods for

addition & subtraction

Uses one

mentaI strategy

and informaI

recording

method for

addition

Uses one

mentaI strategy

and informaI

recording

method for

addition and

subtraction

Uses a Iimited

range of

mentaI

strategies and

informaI

recording

methods for

addition and

subtraction

DeveIop a

range of

mentaI

strategies and

informaI

recording

methods for

addition and

subtraction

DeveIop and

describe a

range of

mentaI

strategies and

informaI

recording

methods for

addition and

subtraction

Record number sentences using

drawings, numeraIs, symboIs & words

Record number

sentences usingdrawings

Record number

sentences usingdrawings,

numeraIs and

symboIs with

teacher

assistance

IndependentIy

record numbersentences using

drawings,

numeraIs and

symboIs

Independen tIy

record numbersentences using

drawings,

numeraIs,

symboIs and

words

Record number

sentences andaIgorithms

using drawings,

numeraIs,

symboIs and

wordsMultiplication &

Division NS1.3 - Usesa

range of mentalstrategies & concretematerials for

multiplication &

Rhythmic & skip count by ones, twos,

fives & tens

Rhythmic and

skip count by

ones, twos and

tens using

visuaI

aides

Rhythmic and

skip count by

ones, twos and

tens

Rhythmic and

skip count by

ones, twos, fives

and tens using

some visuaI

aides

Independen tIy

rhythmic and

skip count by

ones, twos, fives

and tens

Independen tIy

rhythmic and

skip count by

ones, twos,

fives, tens and

threes

ModeI & use strategies formuItipIication

incIuding arrays, equaI groups &

repeated addition

ModeI and use onestrategy formuItipIication with

teacher assistance

ModeI and use oneof the foIIowingstrategies for

muItipIication arrays, equaI

groups, repeated

addition

ModeI and use aIimited number ofstrategies for

muItipIicationincIuding arrays,

equaI groups and

repeated addition

IndependentIymodeI and usestrategies for

muItipIicationincIuding arrays,

equaI groups and

repeated addition

Begins to useinformaI writtenand mentaI

strategies formuItipIication of 2

digit by 1 digit

numbers


19/116



ModeI & use strategies for division

incIuding sharing, arrays & repeated

subtraction

ModeI and use

one of the

foIIowing

strategies for

division

sharing, arrays

with teacherassistance

ModeI and use

one of the

foIIowing

strategies for

division

sharing, arrays

ModeI and use

a Iimited

number of

strategies for

division

incIuding

sharing, arraysand repeated

subtraction

ModeI and use

strategies for

division

incIuding

sharing, arrays

and repeated

subtraction

Begins to use

informaI written

and mentaI

strategies for

division

incIuding

sharing, arraysand repeated

subtraction

Record using drawings, numeraIs,

symboIs & words

Record using

either drawings

or numeraIs

and symboIs

with teacher

assistance

Record using

drawings,

numeraIs and

symboIs

Record using

drawings,

numeraIs,

symboIs and

words with

teacher

assistance

Independen tIy

record using

drawings,

numeraIs,

symboIs and

words

Independen tIy

record using

drawings,

numeraIs,

symboIs, words.

Begin to use

formaI

aIgorithmFractions & Decimals

NS1.4 - Describes &models halves &

quarters, of objects &collections, occurring

in everyday situations.

ModeI & describe a haIf or a quarter of

a whoIe object

ModeI a haIf of

an object usingconcrete

materiaIs with

teacher

assistance

ModeI and

describe a haIfor a quarter of

a whoIe object

using concrete

materiaIs with

teacher

assistance

ModeI and

describe a haIfor a quarter of

a whoIe object

using concrete

materiaIs

Independen tIy

modeI anddescribe a haIf

or a quarter of

a whoIe object

ModeI and

describe a haIf,quarter and

eighth of a

whoIe object

with some

teacher

assistance


a coIIection of objects

ModeI a haIf of a

coIIection ofobjects using

concrete materiaIswith teacher

assistance

ModeI and

describe a haIf or aquarter of a


concrete materiaIs


ModeI and

describe a haIf or aquarter of a


concrete materiaIs

IndependentIy

modeI anddescribe a haIf or a

quarter of acoIIection of

objects

ModeI and

describe a haIf,quarter and eighth

of a coIIection ofobjects with some

teacher assistance

Use fraction notation and Uses fraction

notation with

teacher

assistance

Uses fraction

notation and

with

significant

teacher

assistance

Uses fraction

notation and

with some

teacher

assistance

Uses fraction

notation and

independentIy

Uses fraction

notation with

denominators

2, 4 and 8

Money concepts are deveIoped in

WhoIe Numbers


20/116


Sound High

Outstanding

Sometimes ConsistentIy Recognise

the

recognises the recognise the eIement of

eIement of eIement of chance inchance in chance in famiIiar and

famiIiar daiIy famiIiar daiIy unfamiIiar

activities activities situations

Yes/No

Recognise, Recognise,describe and describe,create

continue repeating and continuepatterns and repeating patterns

number patterns and numberthat increase or patterns that

decrease by 1's or increase or

2's using visuaI decrease by 1's,aides 2's, or 10's

BuiId addition facts BuiId addition facts

to 10. to 20.ReIate addition ReIate addition

and subtraction and subtractionfacts to 10 with facts to 10.

teacher assistance. Make whoIeBegin to make number

whoIe number combinations forcombinations individuaI numbers

Use concrete Make some whoIe

materiaIs to make numbersome number combinations for

combinations to 10 individuaI numbersto 20 and begin to

makegeneraIizations:

Eg-adding zerodoesn't change

the number

Yes/No

Eg ( 52 = 43 )

Number key ideas continued

Recognise the eIement of chance in

famiIiar daiIy activities

Use famiIiar Ianguage to describe

the

eIement of chance

Patterns & Algebra key ideas

Create, represent & continue a

variety

Mid Stage 1Chance NS1.5 -

Recognises &describes the

elementof chance in

everyday

events.

PAS1.1 - Recognises,describes, creates &continues repeating

patterns & number

Limited Basic

UnabIe to Requires

recognise the teacher

eIement of assistance

to

chance in recognisethe

famiIiar daiIy eIement of

activities chance in

Create, represent Create, representand continue a and continue a

variety of number variety of numberpatterns and suppIy patterns and

suppIymissing eIements. missing

eIements.Increasing or Increasing or

decreasing by 1's, decreasing by 1's,

2's, 5's or 10's 2's, 3's, 4's 5's,10's

and beyond

BuiId addition facts BuiId addition

facts

to 20 and to 20 and beyond.reIate addition and ReIate addition

subtraction facts to and subtraction20. facts for numbers

Make aII possibIe beyond 20.whoIe number

combinations to 20

IndependentIymak Make aII possibIe

e aII possibIe whoIe whoIe numbernumber combinations for

combinations for individuaInumbers

individuaI numbers beyond 20 and

Recognise describeand continue

repeating patternsand a Iimited range

of number patternsthat increase by

1's

or 2's using visuaI

aides

BuiId addition factsto 10 and begin to

make whoIe

numbercombinations with

teacher assistance.

Use concretemateriaIs to make

some numbercombinations to 10

with teacher

BuiId number reIationships by reIating

addition & subtraction facts to at Ieast

20

Make generaIizations about number

reIationships

Use the equaIs sign to record

equivaIent

number reIationships


21/116

Data key ideas

Gather & record data using taIIy marks, Yes/No

words or symboIs

DispIay the data using concrete DispIay data DispIay data DispIay data IndependentIy

IndependentIy

materiaIs & pictoriaI representations using concrete using concrete using concrete dispIay data dispIay data

in

materiaIs with materiaIs and materiaIs and using concrete pictoriaI

formteacher pictoriaI pictoriaI materiaIs and

assistance representations representations pictoriaI

with significant with some representations

teacher teacher

assistance assistance

Use objects or pictures as symboIs to Yes/No

represent other objects, using one-to-

one correspondence

Interpret information presented in Interpret Interpret Interpret IndependentIy

Independen tIy

picture graphs & coIumn graphs information information information interpret interpret

presented in presented in presented in information informationpicture graphs picture graphs picture graphs presented in presented in

with teacher and coIumn picture graphs coIumn

graphs.

assistance graphs with and coIumn Begin to

some teacher graphs interpret data

assistance presented in a

simpIe tabIe

Needs significant Sometimes seIects ConsistentIy seIects ConsistentIy seIects ConsistentIygives

teacher assistance appropriate appropriate appropriate reasonabIeto seIect informaI units to informaI units to informaI units to estimates of

appropriate estimate and estimate and estimate and distance andinformaI units to measure Iength measure Iength measure Iengths Iength.

estimate and and distance. and distances. and distances. ConsistentIyseIects

measure Needs teacher Needs some CorrectIy pIaces appropriateIength/distancean assistance to teacher assistance units to measure informaI units to

d to pIace them for correctIy pIace to correctIy pIace Iength and measure Iengthaccurate units to measure units to measure distance and distance

andmeasuring. Iength and Iength and AccurateIy. correctIy pIaces

DS1.1 Gathers &

organizes data,displays data using

columns & picturegraphs, & interprets

the results.

Length MS1.1 -

Estimates,measures,compares & records

lengths & distancesusing informal units, Measurement key ideas

Use informaI units to estimate &measure

Iength & distance by pIacing informaI

units end-to-end without gaps or


22/116

distance distance them.accurateIy



23/116


Sound High Outstanding

Yes/No

Compare and Independen tIy IndependentIy

order the area compare and compare andof 2-3 simiIar order the area order the

area

shapes with of 2 or more of a variety

of

IittIe teacher simiIar shapes different

assistance shapes

Yes/No

Yes/No

Compare and Compare and Independen tIy Independen tIy

order the order the compare and compare and

capacities and capacities and order the order the

voIumes of 2 voIumes of 2-3 capacities and capacities

and

simiIar shaped simiIar shaped voIumes of 2 or voIumes of

a

containers with containers with more simiIar variety of

some teacher IittIe teacher shaped different

assistance assistance containers shaped

Recognise the need for metres &

centimeters, & use them to estimate &

measure Iength & distance

Needs significant

teacher assistanceto estimate and

measure Iengthand distance using

metres and cm

Needs teacher

assistance toestimate and

measure Iengthand distance using

metres and cm

Describes the need

for metres and cm.Needs some

teacher assistanceto accurateIy

estimate andmeasure Iength

and distance

Describes the need

for metres and cm.AccurateIy

uses metres andcm to estimate and

measure Iength

and distance

Describes the need

for metres and cmand recognises the

need for a smaIIerunit.AccurateIymeasures distance

using metres andcm

Record measurements by referring to

the number & type of informaI or formaI

units used

Yes/No

Measurement key ideas

continued

Use appropriate informaI units to

estimate & measure area

Limited Basic

Compare the Compare and

area of 2 simiIar order thearea

shapes with of 2 simiIar

teacher shapes with

assistance some teacher

Mid Stage 1Area MS1.2 -

Estimates,measures,

compares & recordsareas using

informalunits.

Volume & Capacity

MS1.3 - Estimates,measures,

compares


the number & type of informaI units

used


estimate & measure voIume & capacity

Compare & order the capacities of two Compare the

or more containers & the voIumes of capacities

and

two or more modeIs or objects voIumes of 2

simiIar shaped


24/116

containers.



25/116





used

Yes/No

Mass MS1.4 -Estimates, measures,

compares & recordsthe masses of 2 or

Estimate & measure the mass of an

object using an equaI arm baIance &

appropriate informaI units

Yes/No

more objects usinginformal units.

Compare & order two or more objects

according to mass

Needs

significant

teacher

assistance to

compare the

mass of 2

simiIar

sized objects

where the

difference in

mass is obvious.

Uses the words

heavier, Iighter

Needs some

teacher

assistance to

compare the

mass of 2

simiIar

sized objects

where the

difference in

mass is obvious.

Uses the words

heavier, Iighter

Compares and

orders the mass

of 2-3 simiIar

sized objects

where the

difference in

mass is obvious

with IittIe

teacher

assistance.

Use the words

heavier,

heaviest,

Iighter, Iightest

IndependentIy

compares and

orders the mass

of 2-3 objects

where the

difference in

mass is not

obvious.

Uses

appropriate

terminoIogy

IndependentIy

compares and

orders the mass

of more than 3

objects which

may vary in size

and shape and

where the

difference in

mass is not

obvious.

Uses

appropriate

terminoIogy


the number and type of informaI units

used

Yes/No

Time MS1.5 -

Compares theduration of events

using informal

methods & readsclocks on the half

hour.

Use informaI units to measure and

compare the duration of events

Describes

famiIiar

activities as

taking a short

time or a Iong

time to be

compIetedEg- brushing

teeth

SeIects

appropriate

informaI

repeated units

to estimate and

measure the

duration of anevent with

teacher

assistance

Estimates and

measures the

duration of an

event using

repeated

informaI units

with IittIeteacher

assistance

Independen tIy

uses repeated

informaI units to

measure and

compare the

duration of

events

Independen tIy

uses repeated

informaI units to

measure and

compare the

duration of

events.Recognises the

need for formaI

units to

measure time


26/116


Name and order the months and Name some of Name most of Name and Independen tIy Independen tIy

seasons of the year the months and the months and order the name and name and

seasons of the seasons with months and order the order the

year with teacher seasons of the months and months and

teacher assistance year with seasons of the seasons.

assistance teacher year. Name the

assistance RecaII the months ofeach

number of days season.

in each month RecaII the

using visuaI number of

days

aides in each month

Identify the day and date on a Yes/No

caIendar

TeII time on the hour and haIf-hour on TeII time on the TeII time on the TeII time on the IndependentIy

digitaI and anaIog cIocks hour on an hour and haIf hour and teII time on the

anaIog cIock hour on an haIf-hour on hour and

anaIog cIock digitaI and haIf-hour onanaIog cIock digitaI and

with some anaIog cIock.

teacher Use the terms

assistance. hour, minute

Use the terms and second

hour, minute

and second

Limited Basic Sound HighRecognise 1-2 3D Name and sort Name, sort and IndependentIyshapes and use two 3D shapes with modeI at Ieast name, sort and

everyday Ianguage teacher assistance. three 3D shapes. modeI cones,to describe them Use everyday Use terms edges, spheres, prisms and

Ianguage to faces and corners cyIinders.describe 3D shapes when describing 3D Use the terms

shapes edges, faces andcorners when

describing 3Dshapes

Independen tIy

teII time on the

hour and haIf-

hour on digitaIand anaIog

cIock.

Begin to

discuss

reIationship

between

seconds,

minutes and

hours

OutstandingIndependentIy

name, sort andmodeI cones,

spheres, prisms,cyIinders and

pyramids.Describe 3D

shapes

using terms-edges,

faces and corners.

Space & Geometry key ideas

Name, describe, sort & modeI

cones,

Mid Stage 1Three DimensionalSpace SGS1.1 Sorts,

describes &represents

3D objects including

cones, cylinders,spheres & prisms, &

recognizes them inpictures & in the


27/116



28/116



Recognise 3D objects in pictures & the

environment, & presented in different

orientations

Recognise 1-2 3D

objects in pictures& the environment


Recognises two 3D


Recognise at Ieast

three 3D objects inpictures & the

environment &presented in

differentorientations with

teacher assistance

IndependentIy

recognize four 3Dobjects in pictures

& the environment& presented in

different

orientations

IndependentIy

recognize morethan four 3D


& presented indifferent

orientations.

Recognise that 3D objects Iook different

from different views

Yes/No

Two DimensionalSpace SGS1.2 -

Manipulates, sorts,represents, describes

& explores various 2 D

shapes.

Identify, name, compare & represent

hexagons, rhombuses and trapeziums

presented in different orientations

Identify and

name some 2D

shapes with

teacher

assistance

Identify and

name some 2D

shapes

Identify, name,

compare and

represent

hexagons,

rhombuses and

trapeziums

Independen tIy

identify, name,

compare &

represent

hexagons,

rhombuses and

trapeziums in

different

orientations

Independen tIy

identify, name,

compare and

represent

hexagons,

rhombuses and

trapeziums in

different

orientations.Identify and

name

pentagons and

octagons

Make tesseIIating designs using fIips,

sIides & turns

Identify

tesseIIating

shapes with

teacher

assistance

Identify

tesseIIating

shapes

Make

tesseIIating

shapes using

fIips, sIides and

turns with some

teacher

assistance

Make

tesseIIating

designs using

fIips, sIides and

turns

Independen tIy

make

tesseIIating

designs using

fIips, sIides and

turns.

Experiment with

refIecting,transIating or

rotating shapes

to make

tesseIIating

designs.

Identify a Iine of symmetry Yes/No


29/116



Identify & name paraIIeI, verticaI &

horizontaI Iines

Identify paraIIeI,

verticaI or

horizontaI Iines

with teacher

assistance

Identify paraIIeI,

verticaI or

horizontaI Iines

Identify &

name paraIIeI,

verticaI &

horizontaI Iines

with teacher

assistance

Independen tIy

identify & name

paraIIeI, verticaI

& horizontaI

Iines

Identify corners as angIes Yes/No

Compare angIes by pIacing one angIe

on top of another

Yes/No

Position SGS1.3Represents the

position of objectsusing models &

drawings & describes

using everydaylanguage.

Represent the position of objects using

modeIs & drawings

Represent the

position of

objects using

modeIs or

drawings with

significantteacher

assistance

Represent the

position of

objects using

modeIs or with

some teacher

assistance

Represent the

position of

objects using

modeIs and

drawings with

teacherassistance

Independen tIy

represent the

position of

objects using

modeIs and

drawings

Independen tIy

represent the

position of

objects using

modeIs and

drawings.Begin to use

simpIe maps

and grids to

represent

position with

teacher

assistance

Describe the position of objects using

everyday Ianguage, incIuding Ieft' &

right'

Yes/No


30/116

MohmoieS - Lor Sog 1 (Yor Z)

High Outstanding

Counts Counts

forwards & forwards &

backwards by backwards by

ones, twos & ones, twos &

fives from any fives from any

given number given numberto 100. up to 1000.


& backwards & backwards

by tens, on and by tens, on

and

off the decade off the decade

from any given from any

given

number to 100. number to

1000

Read, order & Read, order &

represent two, represent two,& three digit three & four

numbers digit numbers

independentIy independentIy.

and 4 digit

numbers with

teacher

assistance.

Read & use the Read & use

ordinaI names ordinaI names

beyond 'thirty- beyond

thirty-

first' with some first'assistance. independentIy.

Sort, order & Sort, order & Sort, order &

count money count money count money

using face using face using face

vaIue vaIue, and vaIue, and find

independentIy. determine correct change

whether there is when buying

a

enough money particuIar item.

to buy a

Number key ideas

Count Forwards & backwards by

ones,

Later Stage 1Whole Number NS1.1-

Counts, orders reads&

Limited Basic Sound

Counts Counts Counts

forwards & forwards & forwards &

backwards by backwards by backwards by

ones & twos ones, twos & ones, twos &

with teacher fives with visuaI fives

assistance. aides.

Count forwards & backwards by

tens,

on and off the decade

Read, order & represent two &

three

digit numbers

Read & use the ordinaI names to at

Ieast thirty-first'

Sort, order & count money using

face

vaIue

Count forwards

& backwards

by tens, on and

off the decade

with visuaI

aides.

Read, order &

represent two

&

three digit

numbers withteacher

Count

forwards

& backwards

by tens on the

decade with

teacher

assistance.

Read, order &

represent two

Count forwards

& backwards

by tens, on

and

off the decade

independentIy.

Read, order &

represent two

&

three digitnumbers

independentIy.

Read & use the

ordinaI names

to at Ieast

Read & use the Read & use

the

ordinaI names ordinaI names

to at Ieast to at Ieast

twentieth' with thirty-first'with

teacher teacher

assistance. assistance.

Recognises Sort, order &

most coin and count money

note using face

denominations, vaIue with

and is teacher

beginning to assistance.

Sort, order &

count money


31/116

particuIar item.


32/116


and 2 digit numbers.


Addition and

Subtraction NS1.2 -Uses a range of

mental strategies &informal recording

methods for addition &

subtraction involving 1

ModeI addition and subtraction using

concrete materiaIs

ModeI addition

and subtraction

using concrete

materiaIs with

numbers to 10.

ModeI addition

and subtraction

using concrete

materiaIs with

numbers to 20.

ModeI addition

and subtraction

using concrete

materiaIs with

numbers

beyond 20.

ModeI addition

and subtraction

using concrete

materiaIs with

numbers to 100.

ModeI addition

and subtraction

with trading,

with numbers to

100.

DeveIop a range of mentaI strategiesand informaI recording methods for

addition & subtraction

Uses onementaI strategy

and informaI

recording

method for

addition &

subtraction.

Uses a Iimitedrange of

mentaI

strategies and

informaI

recording

methods for

addition &

subtraction.

DeveIops arange of

mentaI

strategies and

informaI

recording

methods for

addition &

subtraction.

DeveIops anddescribes a

range of

mentaI

strategies and

informaI

recording

methods for

addition &

subtraction

DeveIops arange of

mentaI

strategies and

informaI

recording

methods for

addition &

subtraction,

and adapts

them to other

mathematicaI

areas. Eg,fractions.

Record number sentences using

drawings, numeraIs, symboIs & words

Record number

sentences using

drawings,

numeraIs and

symboIs with

teacher

assistance.

Record number

sentences using

drawings,

numeraIs and

symboIs

independentIy.

Record number

sentences using

drawings,

numeraIs,

symboIs &

words

independentIy.

Record number

sentences and

aIgorithms

using drawings,

numeraIs,

symboIs &

words with

some teacher

assistance.

Record number

sentences and

aIgorithms

using drawings,

numeraIs,

symboIs &

words

independentIy.

Multiplication &Division NS1.3 - Uses

arange of mental

strategies & concretematerials for

multiplication &division.

Rhythmic & skip count by ones, twos,

fives & tens

Rhythmic & skip

count by ones,twos & tens.

Rhythmic & skip

count by ones,twos, fives &

tens with some

teacher

assistance.

Rhythmic & skip

count by ones,twos, fives &

tens

independentIy.

Rhythmic & skip

count by ones,twos, fives, tens

& threes

independentIy.

Rhythmic & skip

count by ones,twos, fives, tens

and threes, and

appIies skip

counting to

muItipIication

and addition

probIems.


33/116



ModeI & use strategies for

muItipIication

incIuding arrays, equaI groups &

repeated addition

ModeI and use

one of the

foIIowing

strategies for

muItipIication

incIuding

arrays, equaIgroups &

repeated

addition.

ModeI & use a

Iimited number

of strategies for

muItipIication

incIuding

arrays, equaI

groups &repeated

addition.

ModeI & use

strategies for

muItipIication

incIuding

arrays, equaI

groups &

repeatedaddition

independentIy.

Begins to use

informaI written

and mentaI

strategies for

muItipIication

of 2 digit by 1

digit numbers.

Uses informaI

written and

mentaI

strategies for

muItipIication

of 2 digit by 1

digit numbers.

ModeI & use strategies for division

incIuding sharing, arrays & repeated

subtraction

ModeI & use

one of the

foIIowing

strategies for

division

incIuding

sharing, arrays

or repeated

subtraction withteacher

assistance.

ModeI & use a

Iimited number

of strategies for

division

incIuding

sharing, arrays

& repeated

subtraction.

ModeI & use

strategies for

division

incIuding

sharing, arrays

& repeated

subtraction

independentIy.

Begins to use

informaI written

and mentaI

strategies for

division and

modeIs and

uses sharing,

arrays &

repeatedsubtraction

independentIy.

Uses informaI

written and

mentaI

strategies for

division and

modeIs and

uses sharing,

arrays &

repeatedsubtraction

independentIy.

Record using drawings, numeraIs,

symboIs & words

Record using

either drawings,

numeraIs,

symboIs or

words with

teacher

assistance.

Record using

drawings,

numeraIs,

symboIs &

words with

teacher

assistance.

Record using

drawings,

numeraIs,

symboIs &

words

independentIy.

Record using

drawings,

numeraIs,

symboIs &

words and

formaI

aIgorithm.

Record using

formaI

aIgorithm.

Fractions & Decimals

NS1.4 - Describes &models halves &

quarters, of objects &collections, occurring

in everyday situations.


a whoIe object

ModeI &

describe a haIf

or a quarter ofa whoIe object

using concrete

materiaIs

and/or teacher

assistance.

ModeI &

describe a haIf


using concrete

materiaIs.

ModeI &

describe a haIf


independentIy.

ModeI &

describe a haIf

or, a quarter ofand eighths of

a whoIe object

with some

teacher

assistance.

ModeI &

describe a haIf

or, a quarter ofand eighths of

a whoIe object

independentIy.


34/116


Limited Basic SoundIs beginning to Recognises the ConsistentIy

recognise the eIement of recognises the

eIement of chance in eIement of

chance in famiIiar daiIy chance in

famiIiar daiIy activities with famiIiar daiIy

activities with teacher activities.

teacher assistance.

assistance.

Yes/No

Recognise, Recognise, Recognise, Recognise, Recognise,describe, create describe, create describe, create describe, create describe, create

and continue and continue and continue and continue and continue

repeating patterns repeating patterns repeating patterns repeating patterns repeating

patternsand number and number and number and number and numberpatterns that patterns that patterns that patterns that patterns that

increase or increase or increase or increase or increase or

decrease by 1's, decrease by 1's, 2's decrease by 1's, decrease by 1's, decrease by

any2's, or 10's with or 10's 2's, 5's or 10's. 2's, 3's, 5's or 1 0's. number.teacher assistance.


a coIIection of objects

ModeI &

describe a haIf

or a quarter of

a coIIection of

objects using

concrete

materiaIsand/or teacher

assistance.

ModeI &

describe a haIf

or a quarter of

a coIIection of

objects using

concrete

materiaIs.

ModeI &

describe a haIf

or a quarter of

a coIIection of

objects

independentIy.

ModeI &

describe a haIf

or a quarter or

eighths of a

coIIection of

objects with

some teacherassistance.

ModeI &

describe a haIf

or a quarter or

eighths of a

coIIection of

objects

independentIy

Use fraction notation and Use fraction

notation and

with

significant

teacher

assistance.

Use fraction

notation and

with some

teacher

assistance.

Use fraction

notation and

independentIy.

Uses fraction

notation with

denominators

2, 4 and 8.

Uses fraction

notation with

denominators

2, 4, 8 and 10.

Money concepts are deveIoped in

WhoIe Numbers

Number key ideas continuedRecognise the eIement of chance in

famiIiar daiIy activities

Use famiIiar Ianguage to describe

the

eIement of chance

Patterns & Algebra key ideas

Create, represent & continue a

variety

HighRecognises

the

element of

chance in

most

familiar and

OutstandingConsistentIy

recognises

the

eIement of

chance in

famiIiar and

unfamiIiar

Later Stage 1Chance NS1.5 -Recognises &

describes theelement

of chance ineveryday

events.

PAS1.1 - Recognises,describes, creates &

continues repeating

patterns & number


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BuiId number IndependentIy BuiId number BuiId number

reIationships by BuiId number reIationships by reIationships

by

reIating reIationships by reIating reIating

addition & reIating addition & addition &

subtraction addition & subtraction subtraction

facts to at Ieast subtraction facts to at Ieast facts to atIeast

20 with teacher facts to at Ieast 50. 100.

assistance. 20.

Make some Make some Independen tIy Independen tIy

whoIe number whoIe number make aII make aII

combinations combinations possibIe whoIe possibIe whoIe

for individuaI for individuaI number number

numbers to 20 numbers to 20 combinations combinations

and begin to and make for individuaI for individuaI

make generaIisations: number to 50 number to

100

generaIisations: Eg-adding zero and make and makeEg-adding zero doesn't generaIizations:

generaIizations:

doesn't change the Eg-adding zero Eg-adding zero

change the number doesn't doesn't

number change the change the

number number

Yes/No

Gathers and IndependentIy IndependentIy IndependentIy

records data gathers and gathers and gathers andusing taIIy records data records data records data

marks with using taIIy using taIIy using taIIy

teacher marks. marks, and marks,

anaIyses

assistance. begins to data and

anaIyse the transfers

data. information into

graph form.

DispIay the data using concrete Yes/No

materiaIs & pictoriaI representations

BuiId number reIationships by reIating BuiId

number

addition & subtraction facts to at Ieast reIationships

by

20 reIating

addition &

subtractionfacts to at

Ieast

10.

Make generaIizations about number Make some

reIationships whoIe number

combinations

for individuaI

numbers to 10

and begin to

make

generaIisations:

Eg-adding zero

doesn't

change the

number with

teacher

assistance.

Use the equaIs sign to record equivaIent

number reIationships

Data key ideas

Gather & record data using taIIy marks Gathers data

DS1.1 Gathers &

organizes data,

displays datausingcolumns & picture

graphs, &


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Use objects or pictures as symboIs to

represent other objects, using one-to-

one correspondence

Interpret information presented in

picture graphs & coIumn graphs

Measurement key ideas

Use informaI units to estimate & measureIength & distance by pIacing informaI

units end-to-end without gaps or

overIaps

Recognise the need for metres & Uses cm or m IndependentIy

centimeters, & use them to estimate & to estimate & uses cm or m to

measure Iength & distance measure Iength estimate &

& distance with measure Iength

teacher & distance.

assistance.

Record measurements by referring to Yes/Nothe number & type of informaI or formaI

units used

Sound

Yes/No

IndependentIy Independen tIy Independen tIy

compare and compare, order compare, order

order two or and sort two or and sort two

or

more areas. more areas. more areas

using formaI

units.

Record measurements by referring to Yes/ No


used

Yes/No

Yes/No

Yes/NoLength MS1.1 -

Estimates,measures,

compares & recordslengths & distances

using informal units,metres &

centimetres.

Later Stage 1Area MS1.2 -Estimates,

measures,

Independen tIy Independen tIy

uses cm and m uses cm and

m

to estimate, to estimate,

measure and measure, sort,

compare order and

Iength & compare

distance. Iength &

distance.

Independen tIy

uses cm and m

to estimate &

measure

Iength

Measurement key ideas continued


estimate & measure area

Compare & order two or more

Limited

Compares and

orders two

areas with

teacher

assistance.

Basic

Compares and

orders two

areas.


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clocks on the half


Volume & Capacity

MS1.3 - Estimates,measures, compares

& records volumes &


estimate & measure voIume & capacity

Yes/ No

capacities usinginformal units.

Compare & order the capacities of two

or more containers & the voIumes of

two or more modeIs or objects

Compare &

order the

capacities of

two containers

& the voIumes

of two modeIs

or objects withteacher

assistance.

Compare &

order the

capacities of

two containers

& the voIumes

of two modeIs

or objects.

IndependentIy

compare &

order the

capacities of

three

containers &

the voIumes ofthree modeIs or

objects

Independen tIy

compare &

order the

capacities of

four containers

& the voIumes

of four modeIsor objects

Independen tIy

compare &

order the

capacities of

five containers

& the voIumes

of five modeIsor objects



used

Yes/No

Mass MS1.4 -

Estimates, measures,compares & records

the masses of 2 or

Estimate & measure the mass of an

object using an equaI arm baIance &

appropriate informaI units

Yes/No

more objects usinginformal units.

Compare & order two or more objects

according to mass

Compare &

order two

objectsaccording to

mass with

teacher

assistance.

Compare &

order two

objectsaccording to

mass

Compare &

order three

objectsaccording to

mass

Compare &

order four

objectsaccording to

mass

Compare &

order five

objectsaccording to

mass


the number and type of informaI units

used

Yes/No

Time MS1.5 -Compares the

duration of events

Use informaI units to measure and

compare the duration of events

Yes/No

using informal

methods & reads

Name and order the months and

seasons of the year

Yes/No

hour. Identify the day and date on a

caIendar

Yes/No

TeII time on the hour and haIf-hour on

digitaI and anaIog cIocks

TeII time on the

hour on digitaI

and anaIog

cIocks with

teacher

assistance.

TeII time on the

hour on digitaI

and anaIog

cIocks

IndependentIy

teII time on the

hour and haIf-

hour on digitaI

and anaIog

cIocks

TeII time on the

hour, haIf-hour,

quarter to and

quarter past on

digitaI and

anaIog cIocks.

TeII time to the

minute on

digitaI and

anaIog cIocks.


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2007


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Limited Basic Sound High Outstanding

Name, sort & IndependentIy Independen tIy Independen tIy

Independen tIy

modeI cones, name, sort & name, name, name,

cubes, modeI cones, describe, sort & describe, sort, describe,

sort,

cyIinders, cubes, modeI cones, modeI & sketch sketch &modeI

spheres & cyIinders, cubes, cones, cubes, cones, cubes,

prisms with spheres & cyIinders, cyIinders, cyIinders,

significant prisms. spheres & spheres & spheres,

prisms

teacher prisms. prisms. & pyramids.

assistance.

Yes/No

Yes/No

Identify, name Identify, name IndependentIy Independen tIy

Independen tIy

& compare & compare identify, name, identify, name, identify,

name,

hexagons, hexagons, compare & compare & compare &

rhombuses and rhombuses and represent represent represent

trapeziums trapeziums hexagons, hexagons, hexagons,

presented in presented in rhombuses and rhombuses, rhombuses,

different different trapeziums trapeziums & trapeziums,

orientations orientations presented in paraIIeIograms

paraIIeIograms,

with teacher different presented in pentagons &

assistance. orientations different octagons

orientations presented in

different

orientations

Yes/No

Yes/No

Later Stage 1Three DimensionalSpace SGS1.1 Sorts,

describes &

represents3D objects including

cones, cylinders,spheres & prisms, &

recognizes them inpictures & in the

environment.

Two Dimensional

Space SGS1.2 -Manipulates, sorts,represents, describes

& explores various 2

Make tesseIIating designs using

fIips,

sIides & turns

Identify a Iine of symmetry

Identify & name paraIIeI, verticaI

&

horizontaI Iines


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Yes/NoSpace & Geometry key ideas

Name, describe, sort & modeI cones,

cubes, cyIinders, spheres & prisms

Recognise 3D objects in pictures &

the

environment, & presented in different

orientations

Recognise that 3D objects Iook

different

from different views

Identify, name, compare & represent


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Identify corners as angIes Yes/No

Compare angIes by pIacing one angIe

on top of another

Yes/No

Position SGS1.3

Represents the

position of objects

usin models &

Represent the position of objects using

modeIs & drawings

Yes/No

drawings & describesusing everydaylanguage.

Describe the position of objects usingeveryday Ianguage, incIuding Ieft' &

right'

Yes/No


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2007


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MohmoieS - EorIy Sog Z (Yor 3)

Limited Basic Sound HighCounts forwards Counts forwards Counts forwards Counts forwards

& backwards by & backwards by & backwards by & backwards by

tens and tens and tens and tens or hundreds,

hundreds, on the hundreds, on hundreds, on on and off the

decade, with and off the and off the decade,

assistance decade, to 100 decade, to 1000 independentIy

Use pIace vaIue to read, represent & order Reads, orders Reads, orders & Reads, orders Uses pIace vaIue

numbers up to four digits and represents represents two, and represents to read,

two and three three and four two & three digit represent & order

digit numbers digit numbers numbers, and number up to

with teacher with teacher four digits with four digits

assistance assistance some assistance independentIy

Uses two or three Uses a range of High a bIe

tomentaI strategies mentaI strategies seIect the

most

for addition & for addition & appropriatesubtraction subtraction strategy for a

independentIy invoIving two, variety of

for two and three three, and four probIems

digit numbers digit numbers

independentIy

ExpIains and Sound ExpIains andrecords informaI expIains and records 2

formaI

methods for records one methods for

adding and formaI method addition and

subtracting two for adding and subtraction

and three digit subtracting (equaI

addends,

numbers independentIy decomposition)

independentIy

Uses written Uses a formaI Uses a formaI

aIgorithm for written aIgorithm written

aIgorithm

addition with for addition & for addition &

trading; teacher subtraction subtraction

assistance for independentIy independentIy

subtraction with with trading to with trading to

trading to three three digits three or moredigits digits

Number key ideas

Count Forwards & backwards by tens

or

Outstanding

Counts forwards

& backwards by

tens, hundreds

and thousands,

on and off the

decade,

independentIyUses pIace vaIue

to read,

represent &

order

number up to

five digits

Early Stage 2Whole Number NS2.1 -Counts, orders, reads &records numbers up to

4digits.

Addition and

SubtractionNS2.2 - Uses mental &

written strategies foraddition & subtraction

Money concepts are deveIoped further in

Fractions & DecimaIs

Use a range of mentaI strategies for addition Uses one

mentaI

& subtraction invoIving two, three & four digit strategy onIy

for

numbers addition andsubtraction of

two digit

numbers with

Uses one mentaI

strategy for

addition and

subtraction with

some assistance(or two

strategies

for either add or

subtract onIy)

for

two digitnumber

ExpIains and

records informaImethods for

adding andsubtracting one

& two digitnumbers with

some assistance

Uses formaI

written

aIgorithm

ExpIain and record methods for adding & ExpIains and

subtracting records simpIe

sums using

concrete

materiaIs with

assistance

Use a formaI written aIgorithm for addition & ReIies whoIIy

on

subtraction teacher

assistance to

use

written

aIgorithm

for two or more

digits


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Multiplication & Division

NS2.3 - Uses mental &

written strategies for

multiplication & division.

DeveIop mentaI faciIity for number facts up

to 10 x 10

RecaIIs number

facts for up to 0x,

1x and 10x tabIes

Limited 2xand 5x tabIes

Basic 3x, 4 xand 6x tabIes

Demonstrates

mentaI faciIity for

aII number facts

up to 10 x 10

independentIy

Demonstrates

mentaI faciIity for

number facts

beyond 10 x 10

Find muItipIes & squares of numbers YES / NO

Interpret remainders in division probIems YES / NO

Determine factors for a given number YES / NO

Use mentaI and informaI written strategies

for muItipIying or dividing a two digit

number

by a one digit operator

ModeIs and uses

most Stage 1

strategies formuItipIying and

dividing (arrays,

equaI groups,

repeated

addition, sharing,

repeated

subtraction)

ModeIs and uses

Stage 1 strategies

for muItipIyingand dividing

independentIy.

Beginning to use

mentaI and

informaI

strategies.

Uses mentaI and

informaI written

strategies formuItipIication or

division of a 2

digit number by

a 1 digit number

with some

assistance

Uses mentaI and

informaI written

strategies formuItipIication or

division of a 2

digit number by

a one digit

number

independentIy

Uses formaI

written strategies

for muItipIying a 2digit number by

a 2 digit

operator, and

dividing a 2 digit

number by a 1

digit operator

independentIyFractions & Decimals

NS2.4 - Models,compares & represents

commonly usedfractions & decimals,

adds & subtractsdecimals to 2 decimal

places & interpretseveryday percentages.

ModeI, compare & represent fractions with

denominators 2, 4, & 8, foIIowed byfractions

with denominators 5, 10 & 100

ModeIs &

describes a haIfor, a quarter of

and eighths of a

whoIe object

with some

teacher

assistance.

ModeIs,

compares andrepresents

fractions with

denominators 2,

4 & 8 with

assistance

ModeIs,


fractions with

denominators 2,

4 & 8

independentIy

ModeIs,


fractions with

denominators 2,

4, 8 5, 10 &

100

independentIy

ModeIs,


fractions with

denominators 2,

4, 8 5, 10 & 1003 & 6

independentIy

Find equivaIence between haIves, quarters

& eighths; fifths & tenths; tenths &

hundredths

ModeIs &

describes a haIf

or a quarter or

eighths of a

coIIection of

objects with

some teacher

assistance.

Finds

equivaIence

between haIves,

quarters &

eighths; fifths &

tenths with

teacher

assistance

Finds

equivaIence

between haIves,

quarters &

eighths; fifths &

tenths

independentIy

Finds

equivaIence

between haIves,

quarters &

eighths; fifths &

tenths; tenths &

hundredths

independentIy

Finds

equivaIence

between haIves,

quarters &

eighths; fifths &

tenths; tenths &

hundredths;

thirds

& sixths

ModeI, compare & represent decimaIs to 2

decimaI pIaces

YES / NO

Add and subtract decimaIs with the same

number of decimaI pIaces (to 2 decimaI

pIaces)

YES / NO


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2007


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& experimental contexts.


Recognise percentages in everyday

situations. ReIate a common percentage to

a fraction or decimaI

Recognises

percentages in

everyday

situations with

teacher

assistance

Recognises

percentages in

everyday

situations.Beginning to

reIate common

percentages to a

fraction or

decimaI with

teacher

assistance.

Recognises

percentages in

everyday

situations. ReIates

a common

percentage to a

fraction or

decimaI with

teacher

assistance

(recognises 25%

means 25/100 or

0.25)

Recognises

percentages in

everyday

situations. ReIates

a common

percentage to a

fraction or

decimaI

independentIy

(recognises 25%

means 25/100 or

0.25)

Represents

common

percentages with

decimaIs and

fractions

Perform caIcuIations with money Performs simpIecaIcuIations of

money using

concrete

materiaIs and

teacher

assistance

Limited Usesa formaI writtenaIgorithm for

addition &

subtraction with

money with

significant

teacherassistance

Uses a formaIwritten aIgorithm

for addition &

subtraction with

money some

teacher

assistance


for addition &

subtraction with

money

independentIy


for addition,

subtraction &

muItipIication of

money

independentIy

Chance NS2.5 -

Describes & compares

chance events in social

ExpIore aII possibIe outcomes in a simpIe

chance situation

YES / NO

Conduct simpIe chance experiments YES / NO

CoIIect data & compare IikeIihood of events

in different contexts

CoIIects data &

compares theIikeIihood of

famiIiar events

with significant

teacher

assistance.

CoIIects data &


famiIiar events.

Begins to

distinguish

between certainand uncertain

with teacherassistance.

CoIIects data &


famiIiar events.

Distinguishes

between certain

and uncertain.

CoIIects data &

compareIikeIihood of

events in

different contexts

independentIy.

CoIIects data &

begin to orderthe IikeIihood of

events in

different contexts


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Sound High Outstanding

Generates, Generate, Generates and

describes & describe & begins to

records number record number describe &

patterns using a patterns using a record a

pattern

variety of variety of in words. (ItIooks

strategies with strategies Iike the three

teacher independentIy. times tabIe)

assistance.

BuiIds number BuiIds number Begins to use

reIationships by reIationships by abstract

reIating reIating reIationships in

muItipIication & muItipIication & muItipIication

&

division facts for division facts to division factsto

0, 1, 2, 3, 4 , 5, 6, 10 x 10 at Ieast 10 x

10

10 times tabIes independentIy.

with

maths rubrics k-6

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