

General Comments 
is quite receptive to new mathematical concepts 
can be overconfident with his/her maths and liable to make careless errors 
needs to remember to check his/her work 
enjoys all areas of mathematics 
lacks confidence in his/her ability and can sometimes be tempted to 'borrow' answers from elsewhere 
requires a lot of consolidation before he/she becomes confident with a mathematical concept 
needs to remember to ask for help if he/she is having difficulties with his/her mathematical work 
is able to identify and use a wide range of mathematical symbols 
is able to use a range of mathematical symbols, words and diagrams appropriately when recording his/her work 
perseveres with mathematical problems that he/she finds difficult 
lacks perseverance when faced with a mathematical problem that he/she finds difficult 
is able to check the results of his/her calculations and know whether his/her answers are sensible 
needs to check his/her work carefully, ensuring that his/her answers are sensible 
seeks constant approval. He/she needs to develop more confidence and independence with his/her mathematical work 
lacks/is gaining the confidence to take part in wholeclass mental arithmetic sessions 
enjoys taking part in our wholeclass mental arithmetic games and activities 
will not voluntarily take in with wholeclass mental arithmetic games and activities 
tends to keep a low profile when working within a group 
produces his/her best mathematical work in small group or onetoone situations 
has benefited from the support of a Classroom Assistant for most of his/her individual and groupbased work 
Using and Applying Mathematics 
is able to spot patterns in mathematical data and use them to form generalisations 
is able to explain clearly the method he/she used to solve a problem 
tends to solve problems through trial and improvement. He/she needs to become more systematic in his/her approach to this type of work 
is becoming quite systematic in his/her approach to problem solving 
I have been particularly impressed with some of his/her problem solving work 
sometimes has difficulty selecting the skill required to solve questions worded in unfamiliar ways 
is able to break down complex mathematical problems into simpler steps 
needs to give more attention to what he/she is being asked before he/she attempts to solve a mathematical problem 
can be quite logical in his/her approach to mathematical problem solving 
is able to choose the correct operation when solving word problems 
tries different approaches when solving problems 
Numbers and the Number System 
is able to count reliably up to 10/20 objects 
is able to count on or back in 1s from any small number 
knows the number names to 100 and is able to say them in order 
is able to count reliably 100 objects or more 
is able to read, write and order numbers to ..... 
sometimes reverses the orientation of his/her numerals 
sometimes reverses the digit of 2digit numbers 
is able to identify and continue simple repeating patterns of shapes or numbers 
sometimes muddles teen numbers with multiples of 10 
recognises teen numbers as a ten and some units 
is able to continue simple number sequences 
is able to count forwards (and backwards) in 2s, 5s and 10s 
is able to recognise odd and even numbers 
is able to round 2digit/3digit numbers to the nearest 10/100 
is able to recognise and use simple fractions 
is able to recognise when two simple fractions are equivalent 
is beginning to understand decimals 
has a limited/growing/good understanding or percentages 
is beginning to work with negative numbers 
has a good understanding of place value 
understands that the position of a digit within a number indicates its value 
Calculations 
recognises that addition can be done in any order but sometimes incorrectly applies this rule to subtraction 
is able to perform simple additions and subtractions using his/her fingers, cubes or other counting apparatus 
understands that subtraction is the inverse of addition and is able to use this knowledge in his/her problem solving 
understands that division is the inverse of multiplication and is able to use this knowledge in his/her problem solving 
is able to mentally add or subtract numbers to 10/20/100 
is able to use cubes or other counting apparatus to perform simple multiplications/divisions 
is able to solve multiplication problems involving .... by counting in ... on their fingers 
is able to use a written strategy to add/subtract 2digit numbers 
is able to add/subtract 2digit numbers mentally 
knows, by heart, addition/subtraction facts to 10/20 
knows, by heart, facts for the .... times table 
understands that half is the inverse of double and is able to use this knowledge to halve numbers up to 20 
is able to use a written strategy to add/subtract 3digit numbers 
is able to use his/her knowledge of place value to multiply any number by 10 
has developed a good bank of remembered mathematical facts 
his/her written calculation strategies can be somewhat longwinded but he/she usually perseveres with them until he/she arrives at the correct answer 
Shape and Space 
is able to identify some regular 2D/3D shapes 
recognises that 2D/3D shapes can irregular 
is able to use simple geometrical terminology to describe the properties of 2D and 3D shapes 
sometimes confuses 2D and 3D shapes 
is able to identify some regular 2D shapes although he/she sometimes gets muddled with pentagons, hexagons and octagons 
is beginning to understand/understands that a change to the size or rotation of an object does not necessarily change its shape 
is able to identify right angles 
is able to identify whether a corner is acute, obtuse or rightangled 
understands the terms face, edge and vertex in relation to 2D and 3D shapes 
is able to identify reflective symmetry within shapes 
is able to visualise 3D shapes from 2D drawings 
Measure 
is able to use simple terminology associated with measure 
is able to make direct comparisons between two lengths/mass/capacities 
is becoming more accurate in his/her estimations of length/mass/capacity 
is able to use nonstandard/standard units to measure length/mass/capacity 
is able to read a simple scale 
is able to read scales on which not all of the divisions are not labelled 
knows the relationship between familiar units of length/mass/capacity 
is beginning to understand the concept of area 
has used squared paper to find the approximate area of a shape 
is beginning to understand the concept of volume 
is able to calculate the perimeter of various simple shapes 
is able to use a range of simple measuring instruments accurately 
is beginning to know the relationships between units of time 
recognises o'clock, half past, quarter past and quarter to on an analogue clock 
is able to use analogue clocks to tell the time to the nearest five minutes 
is able to tell the time using both analogue and digital clocks 
Data Handling 
is able to sort shapes or other objects according to simple criteria 
is able to identify the criteria used for sorting a group of objects 
is able to collect data in a variety of ways and record it using simple lists/tally charts/tables/block graphs/Venn diagrams/pictograms 
is able to interpret tables/bar charts and answer questions based upon the data they contain 
find it difficult/is able to interpret pictograms where the symbol represents a group of units 
Last updated: 3rd October 2006
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