Download Numbers Count Progression Chart

1
Numbers Count
Progression Chart
Count accurately backwards
from 100 and beyond, using
both memorised names and an
understanding of patterns.
Distinguish accurately between
the ‘teen’ and ‘ty’ numbers.
Can say the
number before a
given number in
the range 20-1
without dropping
back to 1 or 20
Recognises the
patterns in the
number
sequence from
1 to 100 & uses
this to say them
Can say the
number
sequence
from 20-1
Within the range
1-100, can count
backwards from
a given number
to another given
number
Count back
crossing
10s
boundaries
Can say the
number
sequence
from 100 to
1
Within the range
1-20, can count
backwards from
a given number
to another given
number
Within the range
1-10, can count
backwards from
a given number
to another given
number
Can say the
number after a
given number in
the range 1-20
without dropping
back to 1
Can say the
number
sequence
from 1 to 20
Within the range
1-100, can count
forwards from a
given number to
another given
number
Can say the
number before a
given number in
the range 10-1,
without dropping
back to 1 or 10
Can say the
number
sequence
from 10-1
Count back
to 0 in
multiples of
2, 3, 5, 10
Within the range
1-20, can count
forwards from a
given number to
another given
number
Count forwards accurately to
100 and beyond, using both
memorised names and an
understanding of patterns.
Distinguish accurately between
the ‘teen’ and ‘ty’ numbers.
Within the range
1-10, can count
forwards from a
given number to
another given
number
Can find
ten less
than any
number
Can find
one more
than any
number
Can say 1
less than a
multiple of 10
Count in
multiples of
3 from 0 to
30
Can use
pattern to
identify odd &
even number
to 20
Can say the
number after a
given number in
the range 1-10 ,
without dropping
back to 1
Begin to
count in
multiples of
5 from 0
COUNTING
COUNTING
AND
UNDERSTANDI
June 2015
name
NGChild’s
NUMBER
Can say the
number
sequence
from 1 to 10
Recognises the
patterns in the
number
sequence from
1 to 20 & uses
this to say them
Count
groups of up
to 10
2p coins
5p coins
10p coins
Make a
reasonable
estimate
within
1 10
Recognises
iconic, regular
images of small
numbers (e.g.
the dice patterns)
Count in steps of, 2, 3 and 5 from
0, and in 1s or 10s from any
number. Forward and backwards.
Can find
ten more
than any
number
Can continue a
simple number
sequence
forwards or
backwards and
describe the
sequence
Can say
whether any
number from 1
to 100 is odd or
even and can
explain why
Say
counting
sequence
in 10s
0 to100
Can count
accurately in
multiples of
two from 0 to
20
Can find
one less
than any
number
Count a
larger no. of
objects by
grouping in
5s
Begin to
represent
groups
including
using pictures,
beads &
numberline
Make an amount
of money in
different ways
using different
coin values.
Count a
larger number
of objects by
groupimg in
10s
Subitise
small
numbers to 7
(irregular
patterns)
Can explain
how
s/he made
an estimate
Can find
ten less
than a
multiple of
ten
Count in 10s
from any
number, forward
& backwards
Make a
reasonable
estimate
within 20
Can count
accurately
up to 10
objects
Make a
reasonable
estimate
within 100
Can find
one more
than a small
number
Can find
one less
than a small
number
………………………
Child’s name
………………….
………………………
Count on
from 10
representing
10 and ones
pictorially &
apparatus.
Can say the
sequence of
odd numbers
accurately
from 1 to 19
Can count
accurately
up to 20
objects
Can find ten
more than a
multiple of
ten
Points to or
moves
objects when
counting
Know that the
number of
objects does not
change even if
moved around
Shows an
awareness
Count
of a1:1larger
number
of objects
correspondenc
e
by grouping
in
2s
Count accurately up to 100 objects
by grouping them and counting in
2s, 5s or 10s. Estimate a number
of objects.
Numbers Count
2
Progression
Chart
Recognise the place value of each
digit in a 2 digit number.
Use place value and number facts
to solve problems.
Partition numbers in different
ways.
Can use
knowledge of
place value and
representation
to order 2 digit
numbers
Begin to use a
variety of structured
apparatus, bundled
straws etc to
demonstrate and
explain place value
Can explain what
each digit in a 2
digit number
represents
understanding the
position of a digit
determines its
value
Represent
Begin to
represent
nos. 100
to 200
Begin to
use P.V to
compare
two 2 digit
numbers
Can explain
that numbers
can have
more than 1
digit
11, 12 and
Repesent teen nos.
multiples of 10
with a group
with apparatus
and beads. of 10 & 1s
Represent
TSolve
U
 problems
numbers to 20
then 30 using
involving
pictures and
place value
number lines.
Represent
nos. 10 to 20
as 10s and 1s
Can partition
using
and recombine
apparatus and
2 digit
beads.
numbers into
10s and 1s
Begin to
read and
write 2
digit nos.
Begin to
read and
write 100 to
200 in
figures
Read and write
numbers to at least
100 in numerals and in
words.
Write
numerals
from 0-20
Write
all numerals
1-9
Read and
write ty and
teen nos.
accurately
Can represent
numbers using
fingers, marks
on paper or
use £ 50p 20p
pictures
10p 5p 2p 1p
worth
representation
Can partition 2
digit numbers
systematically
in different
ways
Begin to
understand
that the value
of a digit in
the 10s place
times its value
in the ones
place.place.
of
Use all the language of
ordinal number and
ordinality correctly
understand
of 0 as a
place
holder
Can show some
understanding of
ordinality by using
words such as ‘front‘
or ‘back’ when
talking about queues
etc
Can point to the
first, second,
third and last
object in a row
or queue
Can point to
the first and
last object in a
row or queue
THE NUMBER
COUNTING
AND
UNDERSTANDI
SYSTEM
NG
NUMBER
June
2015
Child’s name
Child’s name
………………………
………………………
………………….
Understand
worth of 2p
5p 10p
coins.
Read
numerals
from 020
Use a variety
of structured
apparatus to
demonstrate
and explain
place value
Write
numbers to
20 in words
Recognise
all numerals
1-9
Read and
write halves
and quarters
in figures
Read and write
2 digit numbers
in figures and
words
2
Position 2 digit
numbers on a
number line
given multiple
of 10
Use
apparatus
and objects
to order 2
digit nos.
Can order
small sets
of objects
or pictures
Can say two
numbers are
‘close
together’ or
‘far apart’
Can order the
numbers 0-9.
Can using some
vocabulary of
comparison
Find and
position a
number
between 2
2digit
numbers
Estimate
position of 2
digit numbers
on a blank
numberline
Can accurately
use the
language of
ordinality up to
‘tenth’
Can accurately
use the
language of
ordinality up to
‘hundredth’
Can use
language such as
‘more’ or ‘less’ to
compare two sets
of objects or
numbers
Can order the
numbers 0-20.
Can using the
vocabulary of
comparison
Use language of
‘most’, ‘least’
‘equals to’ (the
same as)
Can use the
greater than (>)
and less than
(<) signs
Use value of
10s digit to
compare 2
digit
numbers
Can
accurately use
the language
of ordinality up
to ‘twentieth’
Estimate
position of
nos. to 20 on
a number line
Compare and order numbers
from 0 to 100. Use ˂ ˃ =.
Identify, represent and
estimate numbers using
different representations,
including the numberline.
Numbers Count
Progression
Chart
3
Can use
counting in tens to
Can count on back
Recall multiplication
derive multiplication
From a given tens
Relate
halving a quantity to 2x and sharing into
2 groups
facts for ten2)
up to
facts and
the related
number
and stop at (between
10x10 and
another to use for + or
division facts for the 2, 5
recognise multiples
- 10.
and 10 times tables.
of 10
Count 2 on or
back from
Recognise multiples of 2,
multiple of 2 in
Count 5 on
Can recite
5 and 10, including odd
order to + or –
or back from
the backward
2in a calculation.
multiple
of
5
and even numbers.
Sequence one
to + or - 5
Can use
counting in fives to
derive multiplication
facts for five up to
5x10 and recognise
multiples of 5
Can use
counting in twos
to derive
multiplication facts
for two up to 2x10
and recognise
multiples of 2
Use counting
in steps from
0 to answer x
division
problems.
Relate x facts
to division
facts using
step counting
Make estimates
and predictions
solving practical
problems
Can develop
and recognise
patterns such as
5+3=8
15 + 3 = 18
25 + 3 = 28
Can repeat
an addition in a
different order to
check an answer
Can do an
equivalent
calculation to
check an answer
Can use
practical equipment
to copy and continue
simple repeating
patterns
Can use
practical
equipment to
make own
repeating
patterns
hundred,
ninety, eighty…
ten, zero
Can understand
and use halving
as the inverse of
doubling
Relate find a
quarter of a
quantity to 4x
Can
explain
and sharing
÷4 how to
into
half4an
groups
odd number
(between 4)
Can develop
and recognise
patterns such as
5+0=5
4+1=5
3+2=5
Recognise find &
name a half as two
equal parts of an
object, shape or
quantity
Solve
double and
half
problems to
20
Can recall
confidently
doubles from
1+1 to 10+10
Recognise find
& name a
quarter as 1 of
4 equal parts of
an object,
Canshape
derive half
or of
quantity
even numbersRecognise
Can recall
halves of even
numbers to 20
to 20
NUMBER
COUNTING AND
FACTS
UNDERSTANDI
NG
NUMBER
June
2015
Child’s name
Can
develop and
recognise
patterns such as
4+3=7
40 + 30 = 70
400 + 300 = 700
Relate halving
a quantity to 2x
and ÷2 sharing
into 2 groups
(between 2)
Recognise, find, name and write
fractions ½ ¼ 2/4 and ¾ of a length,
shape set of objects or quantity.
Write simple fraction statements .
Recognise the equivalence of 2/4
and ½.
Child’s name
…………………………………
………………………
…………...………………
………..…………….
Round
numbers to
the nearest
10. Use to
check
calculations
Use inverse
+ / - to check
calculations
Use number facts to 20 to derive
and use related facts up to 100,
Recognise and use the inverse
relationship between + and – and
use this to check calculations.
3
Demonstrate that
+ can be done in
any order but
– cannot.
Recognise,
name and find
2/4 and 3/4 of
length shape
or quantity.
Can derive and
recall pairs of
numbers that
make 5, 6, 7, 8
and 9
Can derive
and recall
pairs of nos.
that make
10
Use models to
represent
fraction
problems
equivalence
of ½ and 2/4
Can select two
groups of objects or
structured
apparatus to make
a given total
Can derive and
recall multiples
of 10 with totals
to 100
Recognise when
to use number
facts within 20
Solve problems
where any no.
in a + or sentence is
replaced by 
Represent
related
inverse
addition and
subtraction
facts within 20
Can separate a
given number of
objects into two
groups
Use known
number bonds to
answer near +orCan derive and
recall addition
pairs to within
20
Recall and use addition and
subtraction facts to 20
fluently.
Numbers
Count
4
Progression Chart
Use practical and
informal written
methods to
support multiplication and
division including
calculations with
remainders.
Use the symbols +, -, x, ÷ and =
and interpret number sentences
involving all four operations.
Can use the
vocabulary
and symbols to describe
and record multiplication
and division number
sentences
Can use counting to
solve repeated addition
problems such as How
many shoes do we need
for these three dolls?
Can counting,
objects
and structured
apparatus to solve
grouping & sharing
problems
Can use the
symbols x, ÷
and =
to record and
interpret no.
sentences
Use = in
different
positions in a
number
sentence
Can use the
vocabulary
and symbols to
describe & record
addition & subtraction number
sentences
Use £ and p
notation for
money
Can find totals
by counting
on from the
first number
Use objects seen
or heard to count
on as more
objects are
added.
Use bonds of 10
and other no.
bonds to add
bridging 10 or
multiple of 10
Can relate
addition to
combining 2 groups
of objects. Can
relate subtraction to
‘taking away’
Can add a multiple
of ten to any two
digit number by
counting in tens
add 1 digit &
2 digit
numbers to
20 including
0
Represent
using objects,
pictures,
apparatus
numberline &
jottings..
Can add 3, 1
digit numbers
in different
orders and
use in context
Add mentally a one
digit number or a
multiple of 10 to any
two digit number.
Can select two
groups of objects
or two structured
images to make a
given total
Can find the total
number of items in two
groups by counting
them all
Can solve addition
problems by counting
on in ones from the
larger number
use for nos.
quantities and
measures
Can say how many
more and how many less
when comparing two sets of
objects or two structured
apparatus
Subtract mentally
a one digit
number or a
multiple of 10
from any two digit
number.
Can find the
subtract 1
Solve 1 step problems
digit & 2 digit
answer to a
using +/- using concrete
numbers
to
Can use
subtraction problem
& pictorial rep
Can use
20 incl ) 0
counting to solve
by
counting
out
and
grouping
Can find out
sharing problems
taking away
to solve division
such as Share 6
how many have
Can work out by
problems such as
sweets between 3
been removed
counting up or using
interpreting as How
children
from
a
set
by
many …make…
structured apparatus
Can relate
COUNTING AND
counting up
Can begin
how many more are
subtraction
Can describe an
to
describe
Can relate x and ÷
UNDERSTANDI
to the
needed to make a
array in two ways such as
Can subtract a
the groups
Can select two
using how many
difference
larger number

multiple of ten from any
NG NUMBER
of an array
Use arrays to
groups and grouping
groups of objects or
between 2

two digit number by
Child’s name
and sharing
understand x
two structured images
sets
2x4=8
counting back in tens
Can choose to
sentences can be
to
make
a
given
4x2=8
Child’s
name
solve subtraction
written in any order
…………………………………
difference
Show that x can be
………………………
problems by
but ÷ cannot
done in any order
…………………………………
Can remove
counting up or
but ÷ cannot.
Can separate a
a smaller number
……………………………..
Can
say
or
counting
back
Can calculate the value
group of three or four
from a larger
Solve
write four different + or of an unknown in a
objects in different
number by
□ problems
sentences relating 3
multiplication or division
Can add a pair
ways, beginning to
counting back
for
x
and
÷
given
numbers
such
as
Can
add
ten
calculation
of multiples of ten
recognise that the
2, 7 and 9
to a teen
such as
sentences
without then witht
total is still the
□÷ 2=6
number
crossing 100
Can use the
Can use
same
relationship between
Can use structured
structured apparatus to
Begin to
Can add a
addition and subtraction to
apparatus to explain
count back or on in
Can use
represent +
teens number to a
solve problems such as
inverses
multiples of ten and one to
structured
using column
teens number
If 12 + 4 = 16
Can say or write
subtract
two
digit
numbers
apparatus to count
notation
what is 16 - 4?
without crossing the
a subtraction fact
on in multiples of
tens boundary
corresponding to a given
ten and one to find
addition fact and vice
representing with
Can represent using
totals of two digit
Missing
versa
Can use
Use bonds,
apparatus
number lines to count
number
numbers
Solve
□
number lines
counting on or
back or on in multiples of
Use practical
problems
representation to count
back to find
problems
ten and one to subtract
Can explain why when
using
empty
on in multiples of ten and
change from a
and informal
for + and
two digit numbers
you add two objects to a
box 7= ? - 9
one to find totals of two
multiple of 10p
set and then take two
sentences
methods to
digit numbers
objects from it, the number
Can find out what
of objects in the set is
add two digit
Can subtract a
must be added to a pair of multiples of ten
unchanged
numbers.
multiple of ten to
without then with
Understand that subtraction is the inverse
make 100
crossing 100
Can use objects ,pictures
and arrays to solve
grouping problems such as
How many cars can we
make if we have 12
wheels?
understand
= as is the
same as
CALCULATING
June 2015
of addition and vice versa; use this to
devise and record related addition and
subtraction number sentences, answer □
problems and check subtraction by
adding.
4
Use practical
and informal
methods to
subtract two
digit numbers.