Tolerate and show reflex responses to a range of sensory experiences. |
Turn head to a sound making toy or light source. |
Track sound making auditory objects. |
Respond to sound by looking in the correct direction. |
Observe objects of the same color. |
Match objects. |
Put similar objects together with assistance. |
Begin to place objects in groups with assistance. |
Attend to adult performing actions which are invisible to the performer – patting own head / sticking tongue out. |
Relate 2 objects correctly unaided e.g. drum/stick, cup/spoon. |
Anticipate routine events through photos and symbols. |
Combine two activities. |
Begin to recognize familiar sounds. |
Begin to recognize familiar places. |
Indicate "the same" object/picture as one shown. |
Select an object/picture from a small set and find another to match it. |
Match a photograph to a person/object. |
Group or sort sets of objects for a single attribute i.e. colour, size, shape e.g., coins & money notes or function. |
Select an object from a range to match a given category or function. |
Order objects in rows so that they can be compared/quantified. |
Solve functional problems of quantity by making a small number of sets equal in size. |
Sort objects/pictures by given categories. |
Sort objects randomly into a group from one larger group and identify/name the criteria chosen. |
Match one object to one picture to record simple sets to the value of 5. |
Record simple sorting activities or data e.g. circle sets, charts. |
Collect information through purposeful enquiries that can be recorded (with adult support). |
Identify when an object is different and does not belong i.e. identify a coin does not belong to the group of buttons. |
Respond to information that is clearly recorded (pictorial information) by answering simple questions. |
Organise/record pictorial data on simple charts/tables where one symbol represents one unit e.g. pictograms, block graphs. |
Record simple sorting activities using pictorial representation on simple diagrams e.g. Venn, Carroll. |
Understand the use of lists (pictorial) within practical contexts e.g. use money to shop in the supermarket. |
Use the collecting and organising of information to solve simple problems. |
Respond to the information they have collected by answering simple questions. |
IB Phase 1 |
Conceptual Understandings IB1 |
Understand that information can be collected in different ways |
Discuss familiar events involving chance using everyday language such as, will happen, won't happen, might happen |
IB Phase 1 |
Conceptual Understandings IB1 |
Collect, organize and represent data (including pictograms, tally marks) |
Answer direct/closed questions to interpret data, for example how many people celebrate their birthday in January? |
Discuss familiar events involving chance using everyday language such as, will happen, won't happen, might happen |
IB Phase 1 |
Conceptual Understandings IB1 |
Collect, organize and represent data (including pictograms, tally marks and living graphs using real objects and people) |
Interpret data where one object or drawing represents one value |
Interpret data by comparing quantities for example, more, fewer, less than, greater than |
Identify familiar events involving chance and describe them using everyday language such as ‘will happen', ‘won't happen' or ‘might happen' |
IB Phase 2 |
Conceptual Understandings IB2 |
Collect, organize and represent data (including pictograms, tally marks and living graphs using real objects and people) |
Interpret data where one object or drawing represents one value |
Interpret data by comparing quantities for example, more, fewer, less than, greater than |
Identify familiar events involving chance and describe them using everyday language such as ‘will happen', ‘won't happen' or ‘might happen' |
IB Phase 2 |
Conceptual Understandings IB2 |
Collect, organize and represent data (including pictograms, bar graphs, Venn Diagrams, tally charts and living graphs using real objects and people) |
Interpret data and draw conclusions where one object or symbol can represent many data values for example, one dot equals 10 votes |
Identify activities and familiar events that involve chance and describe them using appropriate vocabulary for example ‘likely' or ‘unlikely' |
IB Phase 2 |
Conceptual Understandings IB2 |
Collect, organize and represent data (including bar graphs, pictograms, Venn diagrams and tally charts) |
Interpret and draw conclusions by comparing more than one data representation |
Describe likelihood of activities and events using appropriate vocabulary for example ‘likely', ‘unlikely', ‘certain', ‘impossible' |
Identify and describe possible outcomes and recognise variation in results of chance experiments |
IB Phase 3 |
Conceptual Understandings IB3 |
Collect, organize and represent data (including bar graphs, pictograms, Venn diagrams and tally charts) |
Interpret and draw conclusions by comparing more than one data representation |
Describe likelihood of activities and events using appropriate vocabulary for example ‘likely', ‘unlikely', ‘certain', ‘impossible' |
Identify and describe possible outcomes and recognise variation in results of chance experiments |
IB Phase 3 |
Conceptual Understandings IB3 |
Collect, organize and represent data (including bar and line graphs, 3 ring Venn diagrams and Carroll diagrams) where one object or symbol can represent many data values |
Describe and order likelihood of activities and events using appropriate vocabulary for example ‘likely', ‘unlikely', ‘certain', ‘impossible' |
Identify familiar events that are dependent and independent of the occurrence of the other |
IB Phase 3 |
Conceptual Understandings IB3 |
IB Phase 4 |
Conceptual Understandings IB4 |
Collect, organize and represent data (including bar and line graphs, 3 ring Venn diagrams, pie charts, Carroll diagrams and tree diagrams) where one object or symbol can represent many data values |
Describe the advantages and disadvantages of data representation from answering and suggesting questions that can be answered |
Represent probabilities ranging from 0-1 using fractions |
Identify outcomes of chance experiments including equally likely outcomes |
Identify situations that are mathematically fair or unfair |
IB Phase 4 |
Conceptual Understandings IB4 |
Collect, organize and represent statistical data (including bar, pie, line graphs and tree diagrams) |
Interpret and draw conclusions from statistical data using range, mode, median and mean and scale on graphs |
Identify potentially misleading data representations with consideration of purpose |
Describe and order probability using fractions, decimals and percentages |
Explain why the theoretical probability of an event might differ from experimental probability through conducting a chance experiment |
Understands that a situation with limited options will result in a finite number of possible outcomes (possible combinations, tree diagram) |
Collect, organize and represent data (including bar and line graphs, 3 ring Venn diagrams, pie charts, Carroll diagrams and tree diagrams) where one object or symbol can represent many data values |
Interpret and draw conclusions from data using range, scale and mode on graphs |
Describe the advantages and disadvantages of data representation from answering and suggesting questions that can be answered |
Represent probabilities ranging from 0-1 using fractions |
Identify outcomes of chance experiments including equally likely outcomes |
Identify situations that are mathematically fair or unfair |
Encounter objects that require an adult to activate e.g. pull cord /wind-up toy. |
Respond to objects / adults / actions by intensifying movements. |
Respond to noise from others. |
Move body / limb placed on different materials to cause effect. |
Relate 2 objects together simply e.g. bangs together, puts 1 inside other. |
Release objects and mediums independently. |
Repeat an action in order to gain a response. |
Search for objects that are totally hidden with adult help. |
Begin to reach out for and explore objects. |
Select and shake objects deliberatively to make sounds. |
Search following more complex hiding. |
Use hands in a variety of ways in order to produce a response. |
Obtain objects that are out of reach by pulling item on a string / pulling cloth to get item placed on it. |
Remember what has disappeared prior to it reappearing. |
Explore the use of objects in water play. |
Demonstrate an understanding of cause and effect through interacting with objects in the environment e.g. press switches to operate objects. |
Anticipate the next action in a number rhyme/song. |
Aware of the use of objects e.g., draw with a pencil, look for spoon and fork when given a meal. |
Select appropriate tools for the task i.e. money for shopping. |
Relate familiar objects e.g., gloves for hands, shoes for feet. |
Complete simple inset puzzles. |
Complete a sequence of actions/activities that creates a pattern. |
Copy a simple pattern/sequence of two elements using one criterion e.g. colour, shape, rhythm. |
Recognise a sequence/pattern in a familiar situation and use object or items to respond appropriately. |
Copy a simple sequence/pattern of two elements using one criterion i.e. colour, shape, size, and rhythm. |
Continue a simple ABAB pattern. |
Use a range of construction material. |
Use a range of tools appropriately e.g., use money to buy from tuck shop. |
Create a simple pattern using a range of given resources. |
Continue 3 step sequence pattern. |
Play games using dice with spots. |
Complete a 10 piece puzzle. |
Name objects as same or different. |
Use number labels to the value of 10 to count objects/actions within everyday situations. |
Estimate that they need more/less of an object/material in order to match a given quantity. |
Identify if 1 object costs more than another using and recognising simple coins Describe orally how a problem was solved using practical exemplars of addition and subtraction for instance. |
Identify the common elements of patterns, for instance all flat. |
Begin to use comparative language. |
Use ordinal numbers in a range of activities. |
Use mathematical vocabulary in role play. |
Find different ways to tackle a task. |
Use drawing to represent information. |
IB Phase 1 |
Conceptual Understandings IB1 |
IB Phase 1 |
Conceptual Understandings IB1 |
IB Phase 1 |
Conceptual Understandings IB1 |
Sort and classify familiar objects and explain the basis for these classification. |
Investigate and describe number patterns formed by skip counting |
IB Phase 2 |
Conceptual Understandings IB2 |
Sort and classify familiar objects and explain the basis for these classification. |
Copy, extend, create and describe patterns with objects and drawings |
Recognise patterns in the number system |
Investigate and describe number patterns formed by skip counting |
IB Phase 2 |
Conceptual Understandings IB2 |
Identify and describe the inverse relationship between addition and subtraction |
Identify and describe patterns in odd and even numbers |
IB Phase 2 |
Conceptual Understandings IB2 |
Identify missing elements in patterns |
Identify and describe the inverse relationship between addition and subtraction |
Identify and describe patterns in odd and even numbers (including even + even = even) |
IB Phase 3 |
Conceptual Understandings IB3 |
Investigate, describe and represent patterns with numbers and other symbols |
Identify missing elements in patterns |
Explore and describe number patterns in multiplication facts |
Identify and describe the inverse relationship between addition and subtraction |
Identify and describe patterns in odd and even numbers (including even + even = even) |
IB Phase 3 |
Conceptual Understandings IB3 |
Explore and describe patterns in multiplication and division facts including their inverse relationship |
Identify and describe properties of prime and composite numbers |
Solve equivalent number sentences involving addition and subtraction to find unknown quantities |
IB Phase 3 |
Conceptual Understandings IB3 |
Solve equivalent number sentences involving multiplication and division to find unknown quantities |
IB Phase 4 |
Conceptual Understandings IB4 |
Investigate and represent patterns using words, symbols, numbers, tables and graphs |
Identify rules for patterns to predict future terms |
Identify and describe factors and multiples of whole numbers |
Solve equivalent number sentences involving multiplication and division to find unknown quantities |
IB Phase 4 |
Conceptual Understandings IB4 |
Continue and create sequences involving whole numbers, fractions and decimals |
Encounter objects that have visual / tactile interest placed on their body. |
Bring closed hand up to object. |
Take a given object. |
Reach for and grasp object. |
Use several strategies to explore objects e.g. look, mouth, feel, bang, smell. |
Place and remove objects into/out of container with help. |
Approximate stacking one object on top of another. |
Experience 2-D shapes in a range of practical situations. |
Experience 3-D shapes in a range of practical situations. |
Experience movements up, down, forward. |
Begin to search for objects that have gone out of sight, hearing or touch. |
Handle a range of objects of different shapes. |
Match 2-D shapes in a range of practical situations i.e. coins. |
Match -3D shapes in a range of practical situations. |
Match objects by size. |
Place objects into containers and takes them out independently. |
Post items according to their shape by trial and error. |
Put large round pegs in pegboard. |
Line up objects. |
Aware of objects normal place. |
Place objects where asked e.g., in/out. |
Build / stacks at least 2 objects. |
Assemble simple construction materials. |
Search for objects not found in their usual place. |
Put shapes in shape sorter. |
Traces large shapes. |
Begin to explore the properties of 2-D and 3-D shapes eg. corners, straight, flat, curved, solid with adult prompts. |
Begin to pick out named shapes from a collection. |
Begin to understand words, signs and symbols that describe positions e.g. between, in front of, in the middle, next to, on, under, off, bottom. |
Begin to respond to instructions containing direction and movement words, signs, symbols |
Name the 2-D shapes square, circle, triangle, rectangle. |
Begin to describe the properties of shapes e.g. flat, curved, solid. |
Identify shapes in the environment / real life activities e.g. my plate is round, the one dollar coin is a circle. |
Create pattern / pictures using 2-D shapes |
Construct with 3-D shapes |
Sort 3-D objects. |
Sort shapes according to properties e.g. has more than 3 corners. |
Make shapes from pliable material. |
Identify and describe 3D shapes in the environment e.g. "The washing machine is a cuboid with circle door". |
Use vocabulary "between, in front of, in the middle, next to" to describe position. |
IB Phase 1 |
Conceptual Understandings IB1 |
Develop an understanding and begin to use simple vocabulary to describe postion, for example, in, out, on under, up, down |
IB Phase 1 |
Conceptual Understandings IB1 |
Develop an understanding and begin to use simple vocabulary to describe position, direction and movement, for example, inside, outside, above, below, next to. |
IB Phase 1 |
Conceptual Understandings IB1 |
Describe position and direction in a practical context for example, inside, outside, above, below, next to, behind, in front of, up, down |
IB Phase 2 |
Conceptual Understandings IB2 |
Sort, describe and name familiar two-dimensional shapes and three-dimensional objects in the environment using appropriate vocabulary |
Describe position and direction in a practical context for example, inside, outside, above, below, next to, behind, in front of, up, down |
IB Phase 2 |
Conceptual Understandings IB2 |
Sort, describe, construct and label familiar two-dimensional shapes and three-dimensional objects in the environment using appropriate vocabulary |
Identify and record examples of symmetry in the environment |
Describe position and direction using mathematical vocabulary for example, left, right, forwards, backwards |
IB Phase 2 |
Conceptual Understandings IB2 |
Sort, describe, compare and label regular and irregular two-dimensional shapes and three-dimensional objects using appropriate vocabulary |
Construct three-dimensional objects and recognize them in different orientations |
Create and describe symmetrical patterns, pictures and shapes |
Identify and draw lines of reflective symmetry in patterns, pictures and shapes |
Describe direction and position using mathematical language for example describing rotations: whole turn; half turn; quarter turn; clockwise and anti-clockwise |
Create and interpret simple grid references to show position and pathways (e.g. A4) |
IB Phase 3 |
Conceptual Understandings IB3 |
Sort, describe, compare and label regular and irregular two-dimensional shapes and three-dimensional objects using appropriate vocabulary |
Construct three-dimensional objects and recognize them in different orientations |
Create and describe symmetrical patterns, pictures and shapes |
Identify and draw lines of reflective symmetry in patterns, pictures and shapes |
Describe direction and position using mathematical language for example describing rotations: whole turn; half turn; quarter turn; clockwise and anti-clockwise |
Create and interpret simple grid references to show position and pathways (e.g. A4) |
IB Phase 3 |
Conceptual Understandings IB3 |
Sort, draw, describe and classify regular and irregular two-dimensional shapes and three-dimensional objects using appropriate vocabulary |
Connect three-dimensional objects with their nets and other two-dimensional representations |
Identify and record order of rotational symmetry |
Describe translations, reflections and rotations of two-dimensional shapes |
Describe direction using the four compass points |
Locate and record features on a grid using coordinates in the first quadrant |
IB Phase 3 |
Conceptual Understandings IB3 |
Identify, describe, classify and visualize properties of triangles, quadrilaterals and polyhedrons using mathematical vocabulary |
Transform, reduce and enlarge two-dimensional shapes |
Describe and model congruency and similarity in two-dimensional shapes |
Describe direction using the eight compass points |
Locate and record features on a grid using coordinates in two quadrants |
IB Phase 4 |
Conceptual Understandings IB4 |
Identify, describe, classify and visualize properties of triangles, quadrilaterals and polyhedrons using mathematical vocabulary |
Construct three-dimensional objects from given dimensions |
Transform, reduce and enlarge two-dimensional shapes |
Describe and model congruency and similarity in two-dimensional shapes |
Describe direction using the eight compass points |
Locate and record features on a grid using coordinates in two quadrants |
IB Phase 4 |
Conceptual Understandings IB4 |
Visualise, describe, draw and model two-dimensional representations of three-dimensional objects and vice versa |
Describe position using the language and notation of bearing |
Locate and record features on a grid using coordinates in all four quadrants |
Experience the weight of objects that have been placed on their body. |
Place objects in a specific place. |
Place and remove objects into/out of container with help. |
Explore objects with marked difference in overall size. |
Expose to objects bigger or smaller than oneself. |
Show an awareness of events related to times of the day. |
Recognize familiar routine. |
Respond if routine is changed. |
Experience working with an adult filling and emptying a variety of containers with a range of materials. |
Experience working with an adult lifting a range of objects / materials with clear contrast in weight/length/volume |
Experience working with an adult to explore a variety of lengths/weight/volume. |
Experience working with adult carrying out activities/ performing actions quickly and slowly and starting and stopping abruptly. |
Experience carrying out activities according to simple time vocabulary 'fast / slow, go / stop / wait', with adult |
Fill and empty a variety of containers with a range of materials e.g., fill a piggy bank with coins. |
Demonstrate early understanding of volume when there is a clear contrast e.g. chooses full glass of preferred drink. |
Lift a range of objects / materials with clear contrast in weight. |
Demonstrate early understanding of weight e.g. braces self to lift a heavy item. |
Match objects with a clear contrast in size/length/volume. |
Select a requested object from 2 where there is a clear contrast in size/length/volume. |
Begin to carry out activities/ performing actions quickly and slowly and starting and stopping abruptly. |
Begin to carry out activities according to simple time vocabulary 'fast / slow, go / stop / wait', with adult |
Compare 2 different weights using balance scales with adult support. |
Select a requested object from 2 where there is a clear contrast in weight. |
Begin to use non-standard measures of volume with adult support - scoopfuls, spoonfuls, cupfuls etc. |
Begin to use non-standard units to measure length and height. |
Begin to use non-standard measures of time e.g. hand claps. |
Compare contrasting volumes and describes as "full / empty / the same". |
Select bigger and smaller of two objects where the difference is not great e.g., 10 cents coin and one dollar coins. |
Make an object longer, and shorter on request. |
Carry out activities for a length of time measured by non-standard measures. |
Join in sequencing symbols / photos in time order. |
Choose the appropriate word to compare sizes/weights/lengths e.g. heavy, light, long, short. |
Use a range of apparatus to measure weight with adult support. |
Begin to use standard measures of volume with adult support e.g. ounces, liters, cups. |
Begin to use standard units to measure length and height. |
Begin to use standard measures of time e.g. digital and analog clocks. |
Use familiar words in practical situations when comparing sizes/weights/lengths e.g. heavy, light, long, short. |
Compare the capacity of two containers using the vocabulary of volume – more, less, the same. |
Compare two everyday objects by size i.e. uses vocabulary bigger, smaller, the same. |
Begin to order objects by height using direct comparison. |
Use simple time vocabulary e.g. playtime, dinner time, home time. |
Use simple money vocabulary e.g. how much, coin and note names, pay, buy, cheaper, expensive. |
Order events in their day on a visual daily timetable. |
Understand and use names of the days of the week. |
IB Phase 1 |
Conceptual Understandings IB1 |
Identify, describe and sequence events in their daily routine, for example, before, after, bedtime, storytime, today, tomorrow |
IB Phase 1 |
Conceptual Understandings IB1 |
Identify, describe and sequence events in their daily routine, for example, before, after, bedtime, storytime, today, tomorrow |
IB Phase 1 |
Conceptual Understandings IB1 |
Name and order the days of the week |
Compare and order the duration of events using the every day language of time |
Connect days of the week to familiar events and actions |
IB Phase 2 |
Conceptual Understandings IB2 |
Compare, describe and measure the length, mass and capacity of objects using nonstandard units |
Read and write the time to the hour |
Name and order the days of the week |
Compare and order the duration of events using the every day language of time |
Connect days of the week to familiar events and actions |
IB Phase 2 |
Conceptual Understandings IB2 |
Estimate, compare and measure mass, capacity and volume of objects using nonstandard units |
Read and write the time to the hour and half hour |
Name and order the months of the year and seasons |
Describe duration using months, weeks, days, hours and minutes |
Identify and record dates of events on a calendar |
IB Phase 2 |
Conceptual Understandings IB2 |
Estimate, compare and measure objects using standard units of measurement: length, mass, volume and capacity |
Identify and describe relationships between units of measure (eg: 10mm is the same as 1cm) |
Estimate and compare lengths of time: second, minute, hour, day, week, months and years |
Connect times to events in a day |
Identify angles as measures of turn and compare angle sizes in everyday situations |
IB Phase 3 |
Conceptual Understandings IB3 |
Estimate, compare and measure objects using standard units of measurement: length, mass, volume and capacity |
Estimate, compare and measure area of objects nonstandard units |
Identify and describe relationships between units of measure (eg: 10mm is the same as 1cm) |
Read and write the time to the quarter-hour and 5 minute intervals (past, to) |
Estimate and compare lengths of time: second, minute, hour, day, week, months and years |
Connect times to events in a day |
Identify angles as measures of turn and compare angle sizes in everyday situations |
IB Phase 3 |
Conceptual Understandings IB3 |
Convert between units of time |
Describe time and duration using am and pm |
IB Phase 3 |
Conceptual Understandings IB3 |
Estimate, compare and measure objects using standard units of measurement:length, perimeter, mass, capacity, area, volume and temperature |
Identify and describe the relationships between area and perimeter |
Convert between units using decimals to at least one place (e.g. change 2.6 kg to 2600 g) |
Connect 12 and 24 hour time to timetables |
Estimate, compare, classify, measure and construct angles |
IB Phase 4 |
Conceptual Understandings IB4 |
Estimate, compare and measure objects using standard units of measurement:length, perimeter, mass, capacity, area, volume and temperature |
Calculate and develop rules for determining area and perimeter of rectangles |
Identify and describe the relationships between area and perimeter |
Convert between units using decimals to at least one place (e.g. change 2.6 kg to 2600 g) |
Read, write and compare 12 and 24 hour time systems and convert between them |
Connect 12 and 24 hour time to timetables |
Solve problems involving difference in time |
Estimate, compare, classify, measure and construct angles |
IB Phase 4 |
Conceptual Understandings IB4 |
Estimate, compare and measure objects using standard units of measurement:length, perimeter, mass, capacity, area, volume and temperature |
Calculate and develop rules for determining area and perimeter of triangles |
Convert between units using decimals to at least two places )e.g. change 2.75 litres to 2750 ml, or vice versa) |
Calculate time across time zones |
Solve problems involving difference in time |
Encounter vision being drawn between 2 visually presented objects. |
Briefly touch an object with adult support. |
Locate an attractive object visually & touch then grasp with adult help. |
Track moving objects. |
Begin to participate with adult in reciprocal games using familiar actions or own sounds. |
Take part in action rhymes. |
Opportunity to hear numbers and counting. |
Show an interests in hand tapped numbers. |
Find an object they have watched being hidden in 2 identical places e.g. under cups. |
Communicate gone or all gone appropriately. |
Enjoy helping to count objects. |
Follow counting sequence. |
Join in with number rhymes. |
Ask for more. |
Respond to "give me more". |
Take 'one' in learned situations – e.g. a biscuit. |
Demonstrate understanding the concept of 'many' and 'few' i.e. chooses many crisps rather than one or two. |
Experience 1:1 correspondence in everyday situations. |
Indicate one object on request. |
Makes sets with one and with lots of objects. |
Begin to match two equal sets. |
Indicate two items s on request. |
Recognize number names in everyday situations i.e. value on coins and notes. |
Demonstrate an understanding of 1:1 correspondence in everyday situations. |
Aware there are too few/many for complete 1:1 matching. |
Join in rote count to 5. |
Count 3 objects correctly. |
Count five objects by touching one at a time, arranged in a line and randomly. |
Match numerals to 5. |
Put out objects to 3. |
Use counting in play situations e.g., counting coins and notes in shopping game. |
Join in rote count to 10. |
Put out objects to 5. |
Recognize numerals to 5 |
order numerals to 5. |
Match numerals to quantities. |
Point out numbers in the environment. |
Begin to count objects when asked "how many". |
Add one more object and count how many to 5. |
Take away one object and count how many to 5. |
Compare two sets of objects to 5 and point to the set that is bigger/smaller. |
Join in rote counting to 15. |
Count objects reliably to 10 including objects placed |
randomly e.g., coins, sweets. |
Recognise 0 as "none". |
Recognise numbers 0-10 1-9. |
Order numerals to 10. |
Put out objects to 10. |
Write numbers to 5. |
Estimate objects with a degree of accuracy. |
Combine two small sets and count the total with adult prompts. |
Take away a number of objects from a set and count the remainder with adult prompts. |
Begin to use ordinal numbers e.g. 1st 2nd 3rd. |
From a given number to 5, find the number before/after. |
Begin to record numbers 0 - 10. |
Begin to use the vocabulary "add" and "take away" in practical situations. |
Compare two sets of objects to 10 and point to the set that is bigger/smaller. |
Join in rote counting to 20. |
Recognise that the number of objects in a set is not affected by their size or position. |
Use objects to do addition and subtraction to 10. |
IB Phase 1 |
Conceptual Understandings IB1 |
Subiitise ordered patterns in real life situations e.g. dots on a dice |
IB Phase 1 |
Conceptual Understandings IB1 |
IB Phase 1 |
Conceptual Understandings IB1 |
Estimate and subitise groups of up to ten objects |
IB Phase 2 |
Conceptual Understandings IB2 |
Count by naming numbers in sequences, initially to and from 10. |
Apply place value to partition and rename two-digit numbers |
Skip count in tens starting from zero |
Recognise, model, read, and order numbers to at least 10 |
Use the language of mathematics to compare quantities, for example, more, less. |
Estimate and subitise groups of up to ten objects |
Recall addition facts for single-digit numbers and related subtraction facts |
Solve simple addition and subtraction problems using concrete material |
Solve simple addition and subtraction problems using part/whole strategies |
Share collections into equal parts |
Divide objects into equal parts |
IB Phase 2 |
Conceptual Understandings IB2 |
Count by naming numbers in sequences, to and back from 1000, moving from any starting point |
Apply place value to partition and rename three-digit numbers |
Recognise, model, read, write and order three-digit numbers |
Round numbers to the nearest 10 |
Estimate up to 20 objects |
Represent and solve addition problems (including real life and word) involving 2 digit numbers, using appropriate strategies |
Represent and solve subtraction problems (including real life and word) involving 2 digit numbers, using appropriate strategies |
Recognise and represent division as grouping into equal sets and solve simple problems using these representations |
IB Phase 2 |
IB Phase 3 |
Skip count by twos, fives, tens and hundreds starting from a number other than zero |
Round numbers to the nearest 10 or 100 |
Recall addition facts of multiples of ten to at least 100 and related subtraction facts |
Model addition and subtraction of whole numbers |
Solve addition problems (including real life and word) using appropriate written and mental strategies |
Solve subtraction problems (including real life and word) using appropriate written and mental strategies |
Solve multiplication problems (including real life and word) using appropriate written and mental strategies |
Solve division problems (including real life and word) using written and mental strategies for division without remainders |
Use estimation and rounding to check the reasonableness of answers to calculations |
Conceptual Understandings IB2 |
Conceptual Understandings IB3 |
Apply place value to partition and rename four-digit numbers |
Skip count by twos, fives, tens and hundreds starting from a number other than zero |
Recognise, model, represent and order four-digit numbers |
Round numbers to the nearest 10 or 100 |
Recall addition facts of multiples of ten to at least 100 and related subtraction facts |
Model addition and subtraction of whole numbers |
Solve addition problems (including real life and word) using appropriate written and mental strategies |
Add and subtract fractions with the same denominator using concrete material and pictorial representations |
Solve subtraction problems (including real life and word) using appropriate written and mental strategies |
Model multiplication and division using groups and/or arrays |
Recall multiplication and division facts to at least two, five, three and ten times tables. |
Solve multiplication problems (including real life and word) using appropriate written and mental strategies |
Solve division problems (including real life and word) using written and mental strategies for division without remainders |
Use estimation and rounding to check the reasonableness of answers to calculations |
Model, represent, compare and order fractions in a practical context |
Use the language of fractions, for example, numerator, denominator |
Find fractions of shapes and quantities |
Model equivalent fractions |
IB Phase 3 |
Conceptual Understandings IB3 |
Apply place value to partition and rename five-digit numbers |
Recognise, represent and order five-digit numbers |
Round numbers to the nearest 10, 100, 1000 |
Solve addition problems (including real life and word) using a range of efficient mental and written strategies |
Solve subtraction problems (including real life and word) using appropriate efficient mental and written strategies |
Model multiplication and division using groups and/or arrays |
Solve multiplication problems (including real life and word) using efficient mental and written strategies |
Solve division problems (including real life and word) involving division by a one digit number, including those with remainders |
Use estimation and rounding to check the reasonableness of answers to calculations |
Use the language of fractions, for example, numerator, denominator |
Count in quarters halves and thirds, including mixed numbers |
IB Phase 2 |
Conceptual Understandings IB2 |
Recognise, model and order decimal fractions to hundredths or beyond. |
Round decimal fractions to the nearest whole number |
Solve problems (including real life and word) involving multiplication of large numbers by one- or two-digit numbers using efficient mental and written strategies |
Simplify fractions to the lowest common denominator |
Model and solve simple problems involving ratio and proportion |
IB Phase 3 |
Conceptual Understandings IB3 |
Apply place value to partition and rename numbers to tenths and hundredths. |
Recognise and order numbers to millions or beyond |
Recognise, model and order decimal fractions to hundredths or beyond. |
Round decimal fractions to the nearest whole number |
Model addition and subtraction of decimal fractions up to hundredths |
Solve addition problems including decimals in the form of money and measurement. |
Solve subtraction problems including decimals in the form of money and measurement. |
Uses known times tables facts to mentally multiply any 2 digit number by a 1 digit number |
Solve problems (including real life and word) involving multiplication of large numbers by one- or two-digit numbers using efficient mental and written strategies |
Use efficient mental and written strategies for division |
Use estimation and rounding to check the reasonableness of answers to calculations |
Read, write, compare and order common fractions and decimal fractions to hundredths or beyond |
Understand the relationship and convert between common fractions and decimal fractions |
Simplify fractions to the lowest common denominator |
Model, read, write and compare improper fractions and mixed numbers |
Model, read, write and compare percentages understanding them as the number of parts in every 100 |
Model and solve simple problems involving ratio and proportion |
Model and solve simple problems involving fractions |
IB Phase 4 |
Conceptual Understandings IB4 |
Apply place value to partition and rename numbers to thousandths |
Recognise, and order integers (including negative integers) |
Recognise, model and order decimal fractions to thousandths or beyond. |
Round decimal fractions to the nearest tenth or whole number |
Model multiplication and division of decimals by a single digit integer |
Solve problems involving addition and subtraction of common fractions with the same or related denominators |