Math Games

Properties of 2D shapes and 3D objects
• I enjoy investigating objects and shapes and can sort, describe and be creative with them.
• Recognises, describes and sorts common 2D shapes and 3D objects according to various criteria, for example, straight, round, flat and curved.

Angle, symmetry and transformation
• In movement, games, and using technology I can use simple directions and describe positions.
• I have had fun creating a range of symmetrical pictures and patterns using a range of media.
• Understands and correctly uses the language of position and direction, including in front, behind, above, below, left, right, forwards and backwards, to solve simple problems in movement games.
• Identifies, describes and creates symmetrical pictures with one line of symmetry.

Data and analysis
• I can collect objects and ask questions to gather information, organising and displaying my findings in different ways.
• I can match objects, and sort using my own and others' criteria, sharing my ideas with others.
• I can use the signs and charts around me for information, helping me plan and make choices and decisions in my daily life.
• Asks simple questions to collect data for a specific purpose.
• Collects and organises objects for a specific purpose.
• Applies counting skills to ask and answer questions and makes relevant choices and decisions based on the data.
• Contributes to concrete or pictorial displays where one object or drawing represents one data value, using digital technologies as appropriate.
• Uses knowledge of colour, shape, size and other properties to match and sort items in a variety of different ways.
• Interprets simple graphs, charts and signs and demonstrates how they support planning, choices and decision making.

Ideas of chance and uncertainty

Estimation and rounding
• I am developing a sense of size and amount by observing, exploring, using and communicating with others about things in the world around me.
• Recognises the number of objects in a group, without counting (subitising) and uses this information to estimate the number of objects in other groups.
• Checks estimates by counting.
• Demonstrates skills of estimation in the contexts of number and measure using relevant vocabulary, including less than, longer than, more than and the same.

Number and number processes
• I have explored numbers, understanding that they represent quantities, and I can use them to count, create sequences and describe order.
• I use practical materials and can 'count on and back' to help me understand addition and subtraction, recording my ideas and solutions in different ways.
• Explains that zero means there is none of a particular quantity and is represented by the numeral 0.
• Recalls the number sequence forwards within the range 0 - 30, from any given number.
• Recalls the number sequence backwards from 20.
• Identifies and recognises numbers from 0 to 20.
• Orders all numbers forwards and backwards within the range 0 - 20.
• Identifies the number before, the number after and missing numbers in a sequence within 20.
• Uses one-to-one correspondence to count a given number of objects to 20.
• Identifies 'how many?' in regular dot patterns, for example, arrays, five frames, ten frames, dice and irregular dot patterns, without having to count (subitising).
• Groups items recognising that the appearance of the group has no effect on the overall total (conservation of number).
• Uses ordinal numbers in real life contexts, for example, 'I am third in the line'.
• Uses the language of before, after and in-between.
• Counts on and back in ones to add and subtract.
• Doubles numbers to a total of 10 mentally.
• When counting objects, understands that the number name of the last object counted is the name given to the total number of objects in the group.
• Partitions quantities to 10 into two or more parts and recognises that this does not affect the total.
• Adds and subtracts mentally to 10.
• Uses appropriately the mathematical symbols +, - and =.
• Solves simple missing number problems.

Money
• I am developing my awareness of how money is used and can recognise and use a range of coins.
• Identifies all coins to £2.
• Applies addition and subtraction skills and uses 1p, 2p, 5p and 10p coins to pay the exact value for items to 10p.

Fractions, decimal fractions and percentages
• I can share out a group of items by making smaller groups and can split a whole object into smaller parts.
• Splits a whole into smaller parts and explains that equal parts are the same size.
• Uses appropriate vocabulary to describe halves.
• Shares out a group of items equally into smaller groups.

Time
• I am aware of how routines and events in my world link with times and seasons, and have explored ways to record and display these using clocks, calendars and other methods.
• Links daily routines and personal events to time sequences.
• Names the days of the week in sequence, knows the months of the year and talks about features of the four seasons in relevant contexts.
• Recognises, talks about and where appropriate, engages with everyday devices used to measure or display time, including clocks, calendars, sand timers and visual timetables.
• Reads analogue and digital o'clock times (12 hour only) and represents this on a digital display or clock face.
• Uses appropriate language when discussing time, including before, after, o'clock, hour hand and minute hand.

Measurement
• I have experimented with everyday items as units of measure to investigate and compare sizes and amounts in my environment, sharing my findings with others.
• Shares relevant experiences in which measurements of lengths, heights, mass and capacities are used, for example, in baking.
• Describes common objects using appropriate measurement language, including tall, heavy and empty.
• Compares and describes lengths, heights, mass and capacities using everyday language, including longer, shorter, taller, heavier, lighter, more and less.
• Estimates, then measures, the length, height, mass and capacity of familiar objects using a range of appropriate non-standard units.

Patterns and relationships
• I have spotted and explored patterns in my own and the wider environment and can copy and continue these and create my own patterns.
• Copies, continues and creates simple patterns involving objects, shapes and numbers.
• Explores, recognises and continues simple number patterns.
• Finds missing numbers on a number line within the range 0 - 20.