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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 whole-class mental arithmetic sessions |
| enjoys taking part in our whole-class mental arithmetic games and activities |
| will not voluntarily take in with whole-class 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 one-to-one situations |
| has benefited from the support of a Classroom Assistant for most of his/her individual and group-based work |
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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 |
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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 2-digit 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 2-digit/3-digit 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 |
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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 2-digit numbers |
| is able to add/subtract 2-digit 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 3-digit 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 long-winded but he/she usually perseveres with them until he/she arrives at the correct answer |
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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 right-angled |
| 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 |
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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 non-standard/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 |
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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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