Maths+Rubrics+K 6+Finalised

7/30/2019 Maths+Rubrics+K 6+Finalised

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Use the term is the same as to describeequality of groups

Uses the term isthe same as to

describeequality of 2

simple groups

with teacher assistance


describeequality of 2groups with

teacher assistance


describeequality of 2

groups

Can make 2equal groupsand record.

Uses the = signto record the

equality ofnumber

relationships

Data key ideas Collect Data about students and their environment

Collects Dataabout students

and their

environment.Can sortobjects into

groupsaccording tovery easy to

seecharacteristics.


and their


groupsaccording to

characteristicswith teacher assistance.


and their


groupsaccording to

characteristics.

Gathers dataabout

concrete

materials andbegins to usetally marks to

represent them.

Gathers andrecords data

using tally

marks.

Organise actual objects or pictures of objects intodata displays

Organisesactual objectsor pictures ofobjects into

rows or columnswhen workingin groups with

teacher

assistance


rows or columnswith teacher

assistance


rows or columns

Organises rowsor columns

usinginformationfrom a tallysheet with

teacher assistance.

Organises rowsor columns

usinginformationfrom a tally

sheet.

DES1.1 Represents &interprets datadisplays made fromobjects & pictures.

Interpret data displays made from objects andpictures

Can not answer simple

questionsabout data

displays madefrom objectsand pictureswith teacher assistance.

Interprets datadisplays madefrom objectsand pictureswith teacher assistance.

Interprets datadisplays madefrom objectsand pictures.

Interprets bar graphs without

objects andpictures with

teacher assistance.

Interprets bar graphs without

objects andpictures.


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Measurement key ideasIdentify & describe the attribute oflength

Identifies & anobvious

difference oflength with

teacher assistance

Identifies &describes an

obviousdifference of

length

Identifies &describes

longer andshorter.

Identifies anddescribes thelength of anobject usingformal units

Identifies anddescribes thelength of anobject usingformal units

Compare lengths directly by placingobjects side by side and aligning ends

Compareslengths directly

by placingobjects side by

side andaligning ends ofobviouslydifferent

objects withteacher

assistance.



side andaligning ends ofobviouslydifferentobjects.



side andaligning ends

Compares andorders 2 or

more lengths or distances using

informal units ofmeasurement.

Compares andorders 2 lengths

or distancesusing formal

units ofmeasurement.

Length MES1.1 Describes length &distance usingeveryday language &compares lengthsusing directcomparison.

Record comparisons informally Recordscomparisonsinformally by

drawing,tracing or

cutting andpasting in small

groups withteacher

assistance.

Recordscomparisonsinformally by

drawing,tracing or

cutting andpasting with

teacher assistance.

Recordscomparisonsinformally by

drawing,tracing or

cutting andpasting.

Records lengthsand distancesusing informal

units ofmeasurement

Records lengthsand distances

using theabbreviation m

for metre.

Area MES1.2 Describes area usingeveryday language &compares areas usingdirect comparison.

Identify and describe the attribute ofarea

Can answer simple

questionsabout whicharea is bigger or smaller with

teacher assistance. With

obviouslydifferent sizes.

Can answer simple

questionsabout whicharea is bigger

or smaller. Withobviously

different sizes.

Identifies anddescribe theattribute of

area bycovering the

surfacecompletelywith smaller

shapes.

Compares thesurfaces of 2

areas andanswers

questions onwhich is bigger

or smaller.

Uses informalunits to

measure andrecord the area

of a surface.


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Estimate the larger of 2 areas &compare using direct comparison

Can order 2areas into

bigger andsmaller with

teacher

assistance.

Can order 2areas into

bigger andsmaller.

Estimates thelarger of 2

areas &compares using

direct

comparison .

Demonstratesunderstanding

by usingcomparativelanguage to

describe thedifferencebetween 2

areas.

Estimates,compares and

orders 2 or more areas

using informal

units ofmeasurement.

Record comparisons informally Recordscomparisonsinformally as

bigger or smaller with

teacher assistance.

Recordscomparisonsinformally as

bigger or smaller

Recordscomparisonsinformally assmall, bigger,

biggest.

Records areasinformally and

makes their own drawing or

cutting andpasting an areathat is bigger or

smaller.

Records thearea of a

surface byreferring to thenumber or type

of units usedEg the area ofthe surface is 20

tiles.Volume & CapacityMES1.3 Comparescapacities ofcontainers and thevolumes of objects or

substances usingdirect comparison.

Identify and describe the attributes ofvolume & capacity

Begins toidentify that V isthe amount of

space an

objectoccupies and

that C is theamount that an

object canhold withteacher

assistance andwhile workingwith concrete

materials

Can identifythat V is theamount ofspace an

objectoccupies and


object canhold withteacher

assistance andwhile workingwith concrete

materials

Can identifythat V is theamount ofspace an

objectoccupies and


object canhold . Uses

appropriatelanguage egfull, half full,

empty.

Estimates V or C using

appropriateinformal units.

Knows theformal units

that are usedfor V and C


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Compare the capacities of 2 containersusing direct comparison

Compares thecapacities of 2

containersusing directcomparison

and uses simplecomparativelanguage. Eglots, little with

teacher assistance.



and uses simplecomparativelanguage. Eg

lots, little



and usescomparative

language.

Compares thecapacities ofmore than 2containers

using direct

comparisonand uses

comparativelanguage


measure andcompare the

capacities of 2

containers.

Compare the volumes of 2 objects usingdirect comparison

Compares thevolumes of 2containersusing directcomparison

and uses simplecomparativelanguage. Egbig, small with

teacher

assistance

Compares thevolumes of 2containers

using directcomparison

and uses simplecomparativelanguage. Eg

big, small

Compares thevolumes of 2objects using

directcomparison

and usescomparative

language.

Compares andorders the

volumes of 2 or more objectsby packing

and stacking.


measure andcompare thevolume of 2containers.

Record comparisons informally Uses simpledrawings, to

compare V & Cwith teacher assistance.

Uses simpledrawings, to

compare V & C

Uses drawings,numbers and or

words tocompare V & C

Recordscomparisons of

2 or moreobjects using

simple informalunits.

Recordsmeasurements

of 2 or moreobjects by

referring to thetype and

number of

informal units.


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Identify and describe the attribute ofmass

Begins to useinformal

language suchas heavy, light.

Understandsand usesinformal

language suchas heavy, light.

Identifies anddescribe theattribute ofmass as theamount of

matter in anobject

Begins to useterms such askilo and gram

Uses terms suchas kilo and

gram

Compare the masses of 2 objects bypushing, pulling, or hefting or using anequal arm balance

Identifies simplemasses bypushing,

pulling, or hefting or using

an equal armbalance whileworking in

groups withteacher

assistance.

Identifies simplemasses bypushing,

pulling, or hefting or using

an equal armbalance

Compares themasses of 2objects by

pushing,pulling, or

hefting or usingan equal armbalance

Balances anequal armbalance.

Comparingand orderingmasses then

checking usinga balance.

Mass MES1.4Compares the massesof 2 objects anddescribes mass usingeveryday language.

Record comparisons informally Recordscomparisons

informally usingdrawings torecord masscomparisonsinformally ingroups with

teacher assistance.

Recordscomparisons

informally usingdrawings torecord masscomparisons

informally.

Recordscomparisons

informally usingdrawings and

words to recordmass

comparisonsinformally.

Begins to useformal units

such as kilo andgram.

Records massmeasurements

using formalunits such as

kilo and gram.

Describe the duration of events using

everyday language

Uses s terms to

describe day /night/

Uses simple

terms todescribe day /night/

Lunch / dinner

Describes the

duration ofevents usingeverydaylanguage

Estimates and

measures theduration of anevent

long timeShort time.

Uses informal

units tomeasure andcompare theduration of an

event.

Time MES1.5Sequences events &uses everydaylanguage to describethe duration ofactivities.

Sequence events in time Sequences 2events in time

DayNight withteacher

assistance

Sequences 2events in time

Daynight


Firstnext


FirstNext

After that

Uses a time lineto record 3

events in a day.


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Name days of the week and seasons Names, recallsand orders the

days of theweek with

teacher

assistance

Names, recallsand orders the

days of theweek


days of theweek and

seasons


days of theweek, seasons

and months


days of theweek, seasonsand months.

Can identifyday and dateon a calendar

Tell time on the hour on digital & analogclocks

Tells o clock time on analog

clocks withteacher

assistance

Tells o clock time on analog

clocks

Tells o clock time on digital

& analogclocks

Tells o clock time on digital

& analogclocks and

begins to tell1/2 past

Tells andrecords o

clock and 1/2past time on

digital &analog clocks

Space & Geometry key ideasManipulate & sort 3D objects in theenvironment

Manipulates3D objects in

theenvironment

Manipulates &sorts 3D objects

in theenvironmentwith teacher

support

Manipulates &sorts 3D objects

in theenvironment

Manipulates,sorts andclassifies

familiar 3Dobjects in the

environment

Manipulates,sorts and

classifies 3Dobjects in theenvironment

Describe features of 3D objects usingeveryday language

Describes 1feature of a 3D

object usingeverydaylanguage

Describes 1-2features of a 3D

object usingeverydaylanguage

Describes 3features of 3Dobjects using

everydaylanguage


everydaylanguage


everydaylanguage

Three Dimensionalspace SGES1.1 Manipulates, sorts &represents 3D objects& describes themusing everydaylanguage.

Use informal names for 3D objects Yes/No

Two dimensionalspace SGES1.2 Manipulates, sortsdescribesrepresentations of 2Dshapes usingeveryday language.

Manipulate, sort & describe 2D shapes Manipulates 2Dshapes

Manipulatesand sorts 2D

shapes

Manipulates,sorts &

describes 2Dshapes

Manipulates,sorts, classifies &

describes 2Dshapes with

teacher support

Manipulates,sorts, classifies &

describes 2Dshapes


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Identify & name circles, squares,triangles and rectangles in pictures &the environment, & presented indifferent orientations

Identifies andnames one

shape inpictures and

the

environment

Identifies &names circles,

squares,triangles andrectangles in

pictures & theenvironment, &presented in

differentorientations

with teacher support


squares,triangles andrectangles in

pictures & theenvironment, &presented in



squares,triangles,

rectangles and

hexagons inpictures & theenvironment, &

presented indifferent

orientations


squares,triangles,

rectangles,

rhombuses andhexagons inpictures & the

environment, &presented in


Represent 2D shapes using a variety ofmaterials

Yes/No

Identify & draw straight and curved lines Yes/No

Give & follow simple directions Gives or followssimple

directions withsignificantteacher support

Gives or followssimple

directions withteacher support

Gives & followssimple

directions

Represent theposition ofobjects usingmodels or withsome teacher assistance

Represent theposition ofobjects usingmodels anddrawings withteacher assistance

Position SGES1.3 Useseveryday language todescribe position &give & follow simpledirections.

Use everyday language to describeposition

Yes/No


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MathematicsMathematicsMathematicsMathematics MidMidMidMid Stage 1Stage 1Stage 1Stage 1 (Year 1)(Year 1)(Year 1)(Year 1)Mid Stage 1 Number key ideas Limited Basic Sound High Outstanding

Count Forwards & backwards by ones,twos & fives

Count forwardsby ones, twosand fives 0-20

Count forwardsand backwardsby ones twosand fives 0-20

Count forwardsand backwardsby ones, twosand fivesbeyond 20using visualaides

Count forwardsand backwardsby ones, twosand fivesindependently

Count forwardsand backwardsby ones, twosand fives fromany givennumber to 100

Count forwards & backwards by tens,on and off the decade

Count forwardsby tens on thedecade

Count forwardsand backwardsby tens on the

decade usingvisual aides

Count forwardsand backwardsby tens, on and

off the decadeusing visualaides

Count forwardsand backwardsby tens, on and

off the decadeindependently

Count forwardsand backwardsby tens on and

off the decadefrom any givennumber to 100

Read, order & represent two & threedigit numbers

Read andrepresent twodigit numberswith teacher assistance

Read, order and representtwo digitnumbers

Read, order and representtwo and threedigit numberswith someteacher assistance

Read, order and representtwo and threedigit numbersindependently

Read andrepresent two,three and four digit numberswith someteacher assistance

Read & use the ordinal names to atleast thirty-first

Read and usethe ordinalnames to tenth

Read and usethe ordinalnames totwentieth withsome teacher assistance

Read and usethe ordinalnames to thirty-first withteacher assistance

Independentlyread and usethe ordinalnames to thirty-first

Read and usethe ordinalnames beyondthirty-first withteacher assistance

Whole Number NS1.1 Counts, orders reads &

represents 2 and 3digit numbers.

Sort, order & count money using face

value

Recognises

some coin andnotedenominations

Begins to sort,

order andcount moneyusing facevalue.Recognisessome coin andnotedenominations

Sort, order and

count moneyusing facevalue withteacher assistance.Recognisesmost coin andnotedenominations

Independently

sort, order andcount moneyusing facevalue.Recognises allcoin and notedenominations.

Sort, order and

count moneyusing facevalue.Determinewhether there isenough moneyto buy aparticular item


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Data key ideas Gather & record data using tally marks,words or symbols

Yes/No

Display the data using concrete

materials & pictorial representations

Display data

using concretematerials withteacher assistance

Display data

using concretematerials andpictorialrepresentationswith significantteacher assistance

Display data

using concretematerials andpictorialrepresentationswith someteacher assistance

Independently

display datausing concretematerials andpictorialrepresentations

Independently

display data inpictorial form

Use objects or pictures as symbols torepresent other objects, using one-to-one correspondence

Yes/No

DS1.1 Gathers &organizes data,displays data usingcolumns & picturegraphs, & interpretsthe results.

Interpret information presented inpicture graphs & column graphs

Interpretinformationpresented inpicture graphswith teacher assistance

Interpretinformationpresented inpicture graphs

Interpretinformationpresented inpicture graphsand columngraphs withsome teacher

assistance

Independentlyinterpretinformationpresented inpicture graphsand columngraphs

Independentlyinterpretinformationpresented incolumn graphs.Begin tointerpret data

presented in asimple table

Measurement key ideas Length MS1.1 Estimates, measures,compares & records

lengths & distancesusing informal units,metres & centimetres.

Use informal units to estimate & measurelength & distance by placing informalunits end-to-end without gaps or overlaps

Needs significantteacher assistanceto select

appropriateinformal units toestimate andmeasurelength/distanceand to place them for accuratemeasuring.

Sometimes selectsappropriateinformal units to

estimate andmeasure lengthand distance.Needs teacher assistance tocorrectly placeunits to measurelength anddistance

Consistently selectsappropriateinformal units to

estimate andmeasure lengthand distances.Needs someteacher assistanceto correctly placeunits to measurelength anddistanceaccurately

Consistently selectsappropriateinformal units to

estimate andmeasure lengthsand distances.Correctly placesunits to measurelength anddistanceAccurately.

Consistently givesreasonableestimates of

distance andlength.Consistently selectsappropriateinformal units tomeasure lengthand distance andcorrectly placesthem.


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MathematicsMathematicsMathematicsMathematics MidMidMidMid Stage 1Stage 1Stage 1Stage 1 (Year 1)(Year 1)(Year 1)(Year 1)

Recognise the need for metres &centimeters, & use them to estimate &measure length & distance

Needs significantteacher assistance

to estimate andmeasure lengthand distance usingmetres and cm

Needs teacher assistance to

estimate andmeasure lengthand distance usingmetres and cm

Describes the needfor metres and cm.

Needs someteacher assistanceto accuratelyestimate andmeasure lengthand distance

Describes the needfor metres and cm.

Accuratelyuses metres andcm to estimate andmeasure lengthand distance

Describes the needfor metres and cm

and recognises theneed for a smaller unit.Accuratelymeasures distanceusing metres andcm

Record measurements by referring tothe number & type of informal or formal

units used

Yes/No

Mid Stage 1 Measurement key ideas continued Limited Basic Sound High OutstandingUse appropriate informal units toestimate & measure area

Yes/No

Compare & order two or more areas Compare thearea of 2 similar shapes withteacher assistance

Compare andorder the areaof 2 similar shapes withsome teacher assistance

Compare andorder the areaof 2-3 similar shapes withlittle teacher assistance

Independentlycompare andorder the areaof 2 or moresimilar shapes

Independentlycompare andorder the areaof a variety ofdifferentshapes

Area MS1.2 Estimates, measures,compares & recordsareas using informalunits.

Record measurements by referring tothe number & type of informal unitsused

Yes/No

Use appropriate informal units toestimate & measure volume & capacity

Yes/NoVolume & CapacityMS1.3 - Estimates,measures, compares& records volumes &capacities usinginformal units.

Compare & order the capacities of twoor more containers & the volumes oftwo or more models or objects

Compare thecapacities andvolumes of 2similar shapedcontainers

Compare andorder thecapacities andvolumes of 2similar shapedcontainers withsome teacher

assistance

Compare andorder thecapacities andvolumes of 2-3similar shapedcontainers withlittle teacher

assistance

Independentlycompare andorder thecapacities andvolumes of 2 or more similar shaped

containers

Independentlycompare andorder thecapacities andvolumes of avariety ofdifferent

shapedcontainers.


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Yes/No

Estimate & measure the mass of anobject using an equal arm balance &appropriate informal units

Yes/No

Compare & order two or more objectsaccording to mass

Needssignificantteacher assistance tocompare themass of 2 similar sized objectswhere thedifference inmass is obvious.Uses the wordsheavier, lighter

Needs someteacher assistance tocompare themass of 2 similar sized objectswhere thedifference inmass is obvious.Uses the words

heavier, lighter

Compares andorders the massof 2-3 similar sized objectswhere thedifference inmass is obviouswith littleteacher assistance.Use the wordsheavier,heaviest,

lighter, lightest

Independentlycompares andorders the massof 2-3 objectswhere thedifference inmass is notobvious.Usesappropriateterminology

Independentlycompares andorders the massof more than 3objects whichmay vary in sizeand shape andwhere thedifference inmass is notobvious.Usesappropriate

terminology

Mass MS1.4 -Estimates, measures,compares & recordsthe masses of 2 ormore objects usinginformal units.

Record measurements by referring tothe number and type of informal unitsused

Yes/No

Time MS1.5 Compares theduration of eventsusing informalmethods & reads

clocks on the halfhour.

Use informal units to measure andcompare the duration of events

Describesfamiliar activities astaking a short

time or a longtime to becompletedEg- brushingteeth

Selectsappropriateinformalrepeated units

to estimate andmeasure theduration of anevent withteacher assistance

Estimates andmeasures theduration of anevent using

repeatedinformal unitswith littleteacher assistance

Independentlyuses repeatedinformal units tomeasure and

compare theduration ofevents

Independentlyuses repeatedinformal units tomeasure and

compare theduration ofevents.Recognises theneed for formalunits tomeasure time


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Name and order the months andseasons of the year

Name some ofthe months andseasons of theyear withteacher assistance

Name most ofthe months andseasons withteacher assistance

Name andorder themonths andseasons of theyear withteacher assistance

Independentlyname andorder themonths andseasons of theyear.Recall thenumber of daysin each monthusing visualaides

Independentlyname andorder themonths andseasons.Name themonths of eachseason.Recall thenumber of daysin each month

Identify the day and date on acalendar

Yes/No

Tell time on the hour and half-hour ondigital and analog clocks

Tell time on thehour on ananalog clock

Tell time on thehour and halfhour on ananalog clock

Tell time on thehour andhalf-hour ondigital andanalog clock with some

teacher assistance.Use the termshour, minuteand second

Independentlytell time on thehour andhalf-hour ondigital andanalog clock.

Use the termshour, minuteand second

Independentlytell time on thehour and half-hour on digitaland analogclock.

Begin to discussrelationshipbetweenseconds,minutes andhours

Mid Stage 1 Space & Geometry key ideas Limited Basic Sound High OutstandingThree DimensionalSpace SGS1.1 Sorts,

describes & represents3D objects includingcones, cylinders,spheres & prisms, &recognizes them inpictures & in theenvironment.

Name, describe, sort & model cones,cubes, cylinders, spheres & prisms

Recognise 1-2 3Dshapes and use

everyday languageto describe them

Name and sorttwo 3D shapes with

teacher assistance.Use everydaylanguage todescribe 3D shapes

Name, sort andmodel at least

three 3D shapes.Use terms edges,faces and cornerswhen describing 3Dshapes

Independentlyname, sort and

model cones,spheres, prisms andcylinders.Use the termsedges, faces andcorners whendescribing 3Dshapes

Independentlyname, sort and

model cones,spheres, prisms,cylinders andpyramids.Describe 3D shapesusing termsedges,faces and corners.Begin to identifygroups of 3Dshapes


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Recognise 3D objects in pictures & theenvironment, & presented in differentorientations

Recognise 1-2 3Dobjects in pictures& the environmentwith teacher assistance

Recognises two 3Dobjects in pictures& the environment

Recognise at leastthree 3D objects inpictures & theenvironment &presented indifferentorientations withteacher assistance

Independentlyrecognize four 3Dobjects in pictures& the environment& presented indifferentorientations

Independentlyrecognize morethan four 3Dobjects in pictures& the environment& presented indifferentorientations.

Recognise that 3D objects look differentfrom different views

Yes/No

Identify, name, compare & representhexagons, rhombuses and trapeziumspresented in different orientations

Identify andname some 2Dshapes withteacher assistance

Identify andname some 2Dshapes

Identify, name,compare andrepresenthexagons,rhombuses andtrapeziums

Independentlyidentify, name,compare &representhexagons,rhombuses andtrapeziums indifferentorientations

Independentlyidentify, name,compare andrepresenthexagons,rhombuses andtrapeziums indifferentorientations.

Identify andnamepentagons andoctagons

Make tessellating designs using flips,slides & turns

Identifytessellatingshapes withteacher assistance

Identifytessellatingshapes

Maketessellatingshapes usingflips, slides andturns with someteacher assistance

Maketessellatingdesigns usingflips, slides andturns

Independentlymaketessellatingdesigns usingflips, slides andturns.Experiment withreflecting,translating or rotating shapesto maketessellatingdesigns.

Two DimensionalSpace SGS1.2 Manipulates, sorts,represents, describes& explores various 2 Dshapes.

Identify a line of symmetry Yes/No


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Identify & name parallel, vertical &horizontal lines

Identify parallel,vertical or horizontal lineswith teacher assistance

Identify parallel,vertical or horizontal lines

Identify &name parallel,vertical &horizontal lineswith teacher assistance

Independentlyidentify & nameparallel, vertical& horizontallines

Identify corners as angles Yes/No

Compare angles by placing one angle

on top of another

Yes/No

Represent the position of objects usingmodels & drawings

Represent theposition ofobjects usingmodels or drawings withsignificantteacher assistance

Represent theposition ofobjects usingmodels or withsome teacher assistance

Represent theposition ofobjects usingmodels anddrawings withteacher assistance

Independentlyrepresent theposition ofobjects usingmodels anddrawings

Independentlyrepresent theposition ofobjects usingmodels anddrawings.Begin to usesimple mapsand grids torepresentposition withteacher assistance

Position SGS1.3Represents theposition of objectsusing models &drawings & describesusing everydaylanguage.

Describe the position of objects usingeveryday language, including left &

right

Yes/No


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MMMMathematicsathematicsathematicsathematics LaterLaterLaterLater Stage 1Stage 1Stage 1Stage 1 (Year 2)(Year 2)(Year 2)(Year 2)

Model addition and subtraction usingconcrete materials

Model additionand subtractionusing concretematerials withnumbers to 10.


Model additionand subtractionusing concretematerials withnumbersbeyond 20.


Model additionand subtractionwith trading,with numbers to100.

Develop a range of mental strategiesand informal recording methods for addition & subtraction

Uses onemental strategyand informalrecordingmethod for

addition &subtraction.

Uses a limitedrange ofmentalstrategies andinformal

recordingmethods for addition &subtraction.

Develops arange ofmentalstrategies andinformal

recordingmethods for addition &subtraction.

Develops anddescribes arange ofmentalstrategies and

informalrecordingmethods for addition &subtraction

Develops arange ofmentalstrategies andinformal

recordingmethods for addition &subtraction,and adaptsthem to other mathematicalareas. Eg,fractions.

Addition andSubtraction NS1.2 Uses a range ofmental strategies &informal recordingmethods for addition &subtraction involving 1and 2 digit numbers.

Record number sentences usingdrawings, numerals, symbols & words

Record number sentences usingdrawings,numerals andsymbols withteacher assistance.

Record number sentences usingdrawings,numerals andsymbolsindependently.

Record number sentences usingdrawings,numerals,symbols &wordsindependently.

Record number sentences andalgorithmsusing drawings,numerals,symbols &words withsome teacher

assistance.

Record number sentences andalgorithmsusing drawings,numerals,symbols &wordsindependently.

Multiplication &Division NS1.3 Uses arange of mentalstrategies & concretematerials formultiplication &division.

Rhythmic & skip count by ones, twos,fives & tens

Rhythmic & skipcount by ones,twos & tens.

Rhythmic & skipcount by ones,twos, fives &tens with someteacher assistance.

Rhythmic & skipcount by ones,twos, fives &tensindependently.

Rhythmic & skipcount by ones,twos, fives, tens& threesindependently.

Rhythmic & skipcount by ones,twos, fives, tensand threes, andapplies skipcounting tomultiplicationand additionproblems.


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MathematicsMathematicsMathematicsMathematics LaterLaterLaterLater Stage 1Stage 1Stage 1Stage 1 (Year 2)(Year 2)(Year 2)(Year 2)

Model & use strategies for multiplicationincluding arrays, equal groups &repeated addition

Model and useone of thefollowingstrategies for multiplicationincludingarrays, equalgroups &repeatedaddition.

Model & use alimited number of strategies for multiplicationincludingarrays, equalgroups &repeatedaddition.

Model & usestrategies for multiplicationincludingarrays, equalgroups &repeatedadditionindependently.

Begins to useinformal writtenand mentalstrategies for multiplicationof 2 digit by 1digit numbers.

Uses informalwritten andmentalstrategies for multiplicationof 2 digit by 1digit numbers.

Model & use strategies for division

including sharing, arrays & repeatedsubtraction

Model & use

one of thefollowingstrategies for divisionincludingsharing, arraysor repeatedsubtraction withteacher assistance.

Model & use a

limited number of strategies for divisionincludingsharing, arrays& repeatedsubtraction.

Model & use

strategies for divisionincludingsharing, arrays& repeatedsubtractionindependently.

Begins to use

informal writtenand mentalstrategies for division andmodels anduses sharing,arrays &repeatedsubtractionindependently.

Uses informal

written andmentalstrategies for division andmodels anduses sharing,arrays &repeatedsubtractionindependently.

Record using drawings, numerals,symbols & words

Record usingeither drawings,numerals,symbols or words withteacher assistance.

Record usingdrawings,numerals,symbols &words withteacher assistance.

Record usingdrawings,numerals,symbols &wordsindependently.

Record usingdrawings,numerals,symbols &words andformalalgorithm.

Record usingformalalgorithm.

Fractions & DecimalsNS1.4 Describes &models halves &quarters, of objects &collections, occurringin everyday situations.

Model & describe a half or a quarter ofa whole object Model &describe a halfor a quarter ofa whole objectusing concretematerialsand/or teacher assistance.

Model &describe a halfor a quarter ofa whole objectusing concretematerials.

Model &describe a halfor a quarter ofa whole objectindependently.

Model &describe a halfor, a quarter ofand eighths ofa whole objectwith someteacher assistance.

Model &describe a halfor, a quarter ofand eighths ofa whole objectindependently.


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Build number relationships by relatingaddition & subtraction facts to at least20

Build number relationships byrelatingaddition &subtractionfacts to at least10.

Build number relationships byrelatingaddition &subtractionfacts to at least20 with teacher assistance.

IndependentlyBuild number relationships byrelatingaddition &subtractionfacts to at least20.



Make generalizations about number relationships

Make somewhole number combinations

for individualnumbers to 10and begin tomakegeneralisations:Eg-adding zerodoesntchange thenumber withteacher assistance.


for individualnumbers to 20and begin tomakegeneralisations:Eg-adding zerodoesntchange thenumber


for individualnumbers to 20and makegeneralisations:Eg-adding zerodoesntchange thenumber

Independentlymake allpossible whole

number combinationsfor individualnumber to 50and makegeneralizations:Eg-adding zerodoesntchange thenumber

Independentlymake allpossible whole

number combinationsfor individualnumber to 100and makegeneralizations:Eg-adding zerodoesntchange thenumber

Use the equals sign to record equivalentnumber relationships

Yes/No

Data key ideas Gather & record data using tally marks Gathers data

using tallymarks with

teacher assistance.

Gathers andrecords datausing tally

marks withteacher assistance.

Independentlygathers andrecords data

using tallymarks.


using tallymarks, andbegins toanalyse thedata.


using tallymarks, analysesdata andtransfersinformation intograph form.

DS1.1 Gathers &organizes data,displays data usingcolumns & picture

graphs, & interpretsthe results.

Display the data using concretematerials & pictorial representations

Yes/No


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Use objects or pictures as symbols torepresent other objects, using one-to-one correspondence

Yes/No

Interpret information presented inpicture graphs & column graphs

Yes/No

Measurement key ideas Use informal units to estimate & measurelength & distance by placing informalunits end-to-end without gaps or overlaps

Yes/No `

Recognise the need for metres &

centimeters, & use them to estimate &measure length & distance

Uses cm or m

to estimate &measure length& distance withteacher assistance.

Independently

uses cm or m toestimate &measure length& distance.

Independently

uses cm and mto estimate &measure length& distance.

Independently

uses cm and mto estimate,measure andcomparelength &distance.

Independently

uses cm and mto estimate,measure, sort,order andcomparelength &distance.

Length MS1.1 Estimates, measures,compares & recordslengths & distancesusing informal units,metres & centimetres.

Record measurements by referring tothe number & type of informal or formalunits used

Yes/No

Later Stage 1 Measurement key ideas continued Limited Basic Sound High OutstandingUse appropriate informal units toestimate & measure area

Yes/No

Compare & order two or more areas Compares andorders twoareas withteacher assistance.

Compares andorders twoareas.

Independentlycompare andorder two or more areas.

Independentlycompare, order and sort two or more areas.

Independentlycompare, order and sort two or more areasusing formalunits.

Area MS1.2 Estimates, measures,compares & recordsareas using informalunits.


Yes/ No


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Use appropriate informal units toestimate & measure volume & capacity

Yes/ No

Compare & order the capacities of twoor more containers & the volumes of

two or more models or objects

Compare &order the

capacities oftwo containers& the volumesof two modelsor objects withteacher assistance.

Compare &order the

capacities oftwo containers& the volumesof two modelsor objects.

Independentlycompare &

order thecapacities ofthreecontainers &the volumes ofthree models or objects


order thecapacities offour containers& the volumesof four modelsor objects


order thecapacities offive containers& the volumesof five modelsor objects

Volume & CapacityMS1.3 - Estimates,measures, compares& records volumes &capacities usinginformal units.


Yes/No

Estimate & measure the mass of anobject using an equal arm balance &appropriate informal units

Yes/No

Compare & order two or more objectsaccording to mass

Compare &order twoobjectsaccording tomass withteacher assistance.

Compare &order twoobjectsaccording tomass

Compare &order threeobjectsaccording tomass

Compare &order four objectsaccording tomass

Compare &order fiveobjectsaccording tomass

Mass MS1.4 -Estimates, measures,compares & recordsthe masses of 2 ormore objects usinginformal units.

Record measurements by referring tothe number and type of informal unitsused

Yes/No

Use informal units to measure andcompare the duration of events

Yes/No

Name and order the months andseasons of the year

Yes/No

Identify the day and date on acalendar

Yes/No

Time MS1.5 Compares the

duration of eventsusing informalmethods & readsclocks on the halfhour.

Tell time on the hour and half-hour ondigital and analog clocks

Tell time on thehour on digitaland analogclocks withteacher assistance.

Tell time on thehour on digitaland analogclocks

Independentlytell time on thehour and half-hour on digitaland analogclocks

Tell time on thehour, half-hour,quarter to andquarter past ondigital andanalog clocks.

Tell time to theminute ondigital andanalog clocks.


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Later Stage 1 Space & Geometry key ideas Limited Basic Sound High OutstandingName, describe, sort & model cones,cubes, cylinders, spheres & prisms

Name, sort &model cones,cubes,cylinders,spheres &prisms withsignificantteacher assistance.

Independentlyname, sort &model cones,cubes,cylinders,spheres &prisms.

Independentlyname,describe, sort &model cones,cubes,cylinders,spheres &prisms.

Independentlyname,describe, sort,model & sketchcones, cubes,cylinders,spheres &prisms.

Independentlyname,describe, sort,sketch & modelcones, cubes,cylinders,spheres, prisms& pyramids.

Recognise 3D objects in pictures & the

environment, & presented in differentorientations

Yes/No

Three DimensionalSpace SGS1.1 Sorts,

describes & represents3D objects includingcones, cylinders,spheres & prisms, &recognizes them inpictures & in theenvironment.

Recognise that 3D objects look differentfrom different views

Yes/No

Identify, name, compare & representhexagons, rhombuses and trapeziumspresented in different orientations

Identify, name& comparehexagons,rhombuses andtrapeziumspresented indifferentorientationswith teacher assistance.

Identify, name& comparehexagons,rhombuses andtrapeziumspresented indifferentorientations

Independentlyidentify, name,compare &representhexagons,rhombuses andtrapeziumspresented indifferentorientations

Independentlyidentify, name,compare &representhexagons,rhombuses,trapeziums &parallelogramspresented indifferentorientations

Independentlyidentify, name,compare &representhexagons,rhombuses,trapeziums,parallelograms,pentagons &octagonspresented in

differentorientations Make tessellating designs using flips,slides & turns

Yes/No

Identify a line of symmetry Yes/No

Two DimensionalSpace SGS1.2 Manipulates, sorts,represents, describes& explores various 2 Dshapes.

Identify & name parallel, vertical &horizontal lines

Yes/No


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Identify corners as angles Yes/No

Compare angles by placing one angleon top of another

Yes/No

Represent the position of objects usingmodels & drawings

Yes/NoPosition SGS1.3Represents theposition of objectsusing models &drawings & describesusing everydaylanguage.

Describe the position of objects usingeveryday language, including left &right

Yes/No


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Recognise percentages in everydaysituations. Relate a common percentage toa fraction or decimal

Recognisespercentages ineverydaysituations withteacher assistance

Recognisespercentages ineverydaysituations.Beginning torelate commonpercentages to afraction or decimal withteacher assistance.

Recognisespercentages ineverydaysituations. Relatesa commonpercentage to afraction or decimal withteacher assistance(recognises 25%means 25/100 or

0.25)

Recognisespercentages ineverydaysituations. Relatesa commonpercentage to afraction or decimalindependently(recognises 25%means 25/100 or 0.25)

Representscommonpercentages withdecimals andfractions

Perform calculations with money Performs simplecalculations ofmoney usingconcretematerials andteacher assistance

Limited + Usesa formal writtenalgorithm for addition &subtraction withmoney withsignificantteacher assistance

Uses a formalwritten algorithmfor addition &subtraction withmoney someteacher assistance

Uses a formalwritten algorithmfor addition &subtraction withmoneyindependently

Uses a formalwritten algorithmfor addition,subtraction &multiplication ofmoneyindependently

Explore all possible outcomes in a simplechance situation

YES / NO

Conduct simple chance experiments YES / NO

Chance NS2.5 Describes & compareschance events in social& experimental contexts.

Collect data & compare likelihood of eventsin different contexts

Collects data &compares thelikelihood offamiliar eventswith significantteacher assistance.

Collects data &compares thelikelihood offamiliar events.Begins todistinguishbetween certainand uncertainwith teacher assistance.

Collects data &compares thelikelihood offamiliar events.Distinguishesbetween certainand uncertain.

Collects data &comparelikelihood ofevents indifferent contextsindependently.

Collects data &begin to order the likelihood ofevents indifferent contexts


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Patterns & Algebra key ideas Limited Basic Sound High OutstandingGenerate, describe & record number

patterns using a variety of strategies

Generates,

describes &records number patterns usingone strategy withteacher assistance

Generates,

describes &records number patterns usingminimal (2-3)strategies withteacher assistance

Generates,

describes &records number patterns using avariety ofstrategies withteacher assistance.

Generate,

describe &record number patterns using avariety ofstrategiesindependently.

Generates and

begins todescribe &record a patternin words. (It lookslike the threetimes table)

Build number relationships by relatingmultiplication & division facts to at least10 x 10

Builds number relationships byrelatingmultiplication &division facts for 0, 1, 2 timestables withsignificant teacher assistance

Builds number relationships byrelatingmultiplication &division facts for 0, 1, 2, 5, 10 timestables with someteacher assistance

Builds number relationships byrelatingmultiplication &division facts for 0, 1, 2, 3, 4 , 5, 6,10 times tableswith someteacher assistance.

Builds number relationships byrelatingmultiplication &division facts to10 x 10independently.(6x4=4x6) (6x4=24so 24: 4 = 6)

Begins to useabstractrelationships inmultiplication &division facts toat least 10 x 10

PAS2.1 Generates,

describes & recordsnumber patterns using avariety of strategies &completes simplenumber sentences bycalculating missingvalues.

Complete simple number sentences bycalculating the value of a missing number

Attempts number sentences involving oneoperation bycalculatingmissing valuese.g.5+ =13 withsignificantteacher support.

Completesnumber sentencesinvolving oneoperation bycalculatingmissing valuese.g.5+ =13 withsignificantteacher support.

Completesnumber sentencesinvolving oneoperation bycalculatingmissing valuese.g.5+ =13

Completessimple number sentencesinvolving one totwo operationsby calculatingthe value of amissing number independently.

Completesnumber sentences thatinvolve morethan twooperations.5+ =12-4


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Data key ideas Conduct surveys, classify & organize datausing tables

Conducts surveyswith teacher assistance.

Conduct surveysand attempts toorganize datausing tables with

teacher assistance.

Conduct surveys,classify & beginto organize datausing tables with

some teacher assistance.

Conduct surveys,classify &organize datausing tables

independently.

Construct vertical & horizontal columngraphs & picture graphs

Constructs onetype of graphwith significantteacher assistance.

Constructs onetype of graphwith teacher assistance.

Constructsvertical &horizontalcolumn graphs &picture graphswith someteacher

assistance.

Constructsvertical &horizontalcolumn graphs &picture graphsindependently.

Constructsvertical &horizontalcolumn graphs &picture graphsindependently.Begins to

construct basicline graphs.

DS2.1 Gathers &organsies data,displaysdata using tables &graphs, & interpretsresults.

Interpret data presented in tables, columngraphs & picture graphs

Interprets datapresented in atable or graphwith significantteacher assistance.

Interprets datapresented in atable or graphwith teacher assistance.

Interpret datapresented intables, columngraphs & picturegraphs with someteacher assistance.

Interpret datapresented intables, columngraphs & picturegraphsindependently.

Interpret datapresented intables, columngraphs, picturegraphs& beginsto interpret datain line graphs.

Measurement key ideasLength MS2.1 Estimates, measures,compares & recordslengths, distance &perimeters in metre,centimetres andmillimetres.

Estimate, measure, compare & recordlengths & distances using metres,centimeters and/or millimetres

Attempts toestimate &measure lengths& distances usingmetres and/or centimetres withsignificantteacher support.

Begins toestimate,measure &record lengths &distances usingmetres &centimetres withteacher support.

Begins toestimate,measure,compare &record lengths &distances usingmetres &centimetresand/or

millimetres withsome teacher assistance.

Estimates,measures,compares &records lengths &distances usingmetres,centimetresand/or millimetres

independently.

Estimates,measurescompares &records lengths &distances usingmetres,centimetres,millimetres andrecognizes that a

unit larger than ametre is needed.

Convert between metres & centimetres, & Convert Convert Convert Convert Convert


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centimetres & millimetres between metres& centimeterswith significantteacher assistance.

between metres& centimeterswith someteacher assistance.

between metres& centimetres, &centimetres &millimetres withsome teacher assistance.

between metres& centimetres, &centimetres &millimetresindependently.

between metres& centimetres, &centimetres &millimetres andbeginning toconvert betweenmetres &kilometres.

Estimate & measure the perimeter of 2Dshapes

Attempts toestimate &measure theperimeter of 2Dshapes withsignificantteacher assistance.

Attempts toestimate &measure theperimeter of 2Dshapes with someteacher assistance.

Estimate &measure theperimeter of 2Dshapes withteacher assistance.

Estimate &measure theperimeter of 2Dshapesindependently.

Estimate &measure theperimeter of 2Dshapes andbegins tomeasure larger areas (schoolgrounds)

Record lengths & distances using decimalnotation of two places

Record lengths &distances usingwhole numbers

with someteacher assistance.

Record lengths &distances usingdecimal notation

of one place withsome teacher assistance.


of one-twoplaces withteacher assistance.


of two placesindependently.


of more than twoplacesindependently.

Early Stage 2 Measurement key ideas continued Limited Basic Sound High Outstanding


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Recognise the need for square centimetres& square metres to measure area YES / NO

Area MS2.2 - Estimates,measures, compares &records the areas ofsurfaces in squarecentimetres and squaremetres.

Estimate, measure, compare & record areasin square cm & square metres

Estimates,measures andrecords areas insquare cm &square metreswith significantteacher support

Estimates,measures andrecords areas insquare cm &square metreswith someteacher support

Estimates,measures,records andbegins tocompare areasin square cm &square metres

Estimate,measure,compare &record areas insquare cm &square metresindependently

Beginning to usedecimal notationin recordingarea. Useskilometre units.

Recognise the need for a formal unit tomeasure volume & capacity

YES / NO

Estimate, measure, compare & recordvolumes and capacities using litres & milliltres

Estimates,measures andrecords volumesand capacities inlitres withsignificantteacher support

Estimates,measures andrecords volumesand capacities inlitres with someteacher support

Estimates,measures,records andbegins tocomparevolumes andcapacities in litresand millilitres

Estimates,measures,compares andrecords volumesand capacities inlitres and millilitresindependently

Beginning to usedecimal notationin recordingvolume andcapacity

Measure the volume of models in cubiccentimetres

YES / NO

Volume & Capacity MS2.3Estimates, measures,compares & recordsvolumes and capacitiesusing litres, millilitres andcubic centimetres.

Convert between litres and millilitres YES / NO

Recognise the need for a formal unit tomeasure mass

YES / NOMass MS2.4 Estimates,measures, compares &records masses usingkilograms and grams. Estimate, measure, compare & record

masses using kilograms & gramsEstimates,measures andrecords masses inkilograms withsignificantteacher support

Estimates,measures andrecords masses inkilograms withsome teacher support

Estimates,measures,records andbegins tocompare massesin kilograms andgrams

Estimates,measures,compares andrecords masses inkilograms andgramsindependently

Beginning to usedecimal notationin recording mass


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Early Stage 2 Space & Geometry key ideasi d

Limited Basic Sound High Outstanding


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continuedIdentify & name pentagons, octagons &parallelograms presented in differentorientations

Identifiespentagons andoctagons in oneorientation only

with teacher assistance

Begins to identifyand namepentagons &octagons

presented indifferentorientations withsignificantteacher assistance

Identifies andnamespentagons &octagons and

begins to identifyparallelogramspresented indifferentorientations withsome teacher assistance

Identifies andnamespentagons,octagons &

parallelogramspresented indifferentorientationsindependently

Identifies andnamespentagons,octagons &

parallelogramspresented indifferentorientations.Identifies andnames trianglesindependently

Compare & describe special groups ofquadrilaterals

YES / NO

Make tessellating designs by reflecting,translating & rotating

YES / NO

Two Dimensional SpaceSGS2.2a Manipulates,compares, sketches &names 2 dimensionalshapes & describes theirfeatures.

Find all lines of symmetry for a 2D shape Finds one line ofsymmetry for a2D shape withteacher assistance

Finds only oneline of symmetryfor a 2D shape

Finds two lines ofsymmetry for a2D shape plusmore withteacher assistance

Finds all lines ofsymmetry for a2D shapeindependently

Recognise openings, slopes & turns as angles YES / NO

Describe angles using everyday language &the term right

YES / NO

SGS2.2b Identifies,

compares & describesangles in practicalsituations.

Compare angles using informal means Can onlycompare anglesby placing oneangle on top ofthe other

Begins tocompare anglesusing informalmeans (simpleangle tester) with

significantteacher assistance

Begins tocompare anglesusing informalmeans (simpleangle tester) with

some teacher assistance

Compares anglesusing informalmeansindependently

High + beginsto recognize theneed for a formalunit to measureangles


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Use simple maps & grids to represent position& follow routes

Uses simple maps& grids to followroutes with

significantteacher assistance

Uses simple maps& grids to followroutes with some

teacher assistance

Uses simple maps& grids to followroutes and

representsposition withsome assistance

Uses simple maps& grids torepresent position

& follow routesindependently

Representsposition & followsroutes using more

complicatedmaps e.g. streetdirectory

Determine the directions N, S, E & W; NE, NW,SE & SW, given one of the directions

Recognises thedirections N, S, E& W on a map

Recognises thedirections N,S,E &W, NE,NW,SE &SW on a map.Determines thedirections N,S,E &W, given one ofthe directions,with teacher assistance

Determines thedirections N,S,E &W independentlygiven one of thedirections andNE,NW,SE &SWwith teacher assistance

Determines thedirections N,S,E &W, NE,NW,SE &SWindependently,given one of thedirections

High + candetermine morecomplicateddirections e.g.NNW, ESE etc.

Position SGS2.3 Usessimple maps & grids torepresent position & followroutes.

Describe the location of an object on asimple map using coordinates or directions

Describes thelocation of anobject usingsimple directionswith teacher assistance

Describes thelocation of anobject usingsimple directionsonlyindependently

Describes thelocation of anobject usingdirectionsindependentlyand coordinates

with someassistance

Describes thelocation of anobject on asimple map usingcoordinates or directions

independently

Uses directionsand coordinatesto describe thelocation ofobjects on morecomplex maps


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Recognise percentages in everydaysituations Relate a common percentage to

Recognisepercentages in



Representscommon

Represents andcalculates


41/69

a fraction or decimal everydaysituations,beginning torelate commonpercentages to afraction or decimal withteacher assistance.

everydaysituations. Relatea commonpercentage to afraction or decimal withteacher assistance.(recognise 25%means 25/100 or 0.25)

everydaysituations. Relatea commonpercentage to afraction or decimalindependently.(recognise 25%means 25/100 or 0.25)

percentages withdecimals andfractions.

commonpercentages withdecimals andfractions.

Perform calculations with money Use a formalwritten algorithmfor addition &

subtraction withmoney withsignificantteacher assistance.

Use a formalwritten algorithmfor addition &

subtraction withmoney withteacher assistance.


subtraction withmoneyindependently.

Use a formalwritten algorithmfor addition,

subtraction &multiplication.


subtraction,multiplicationand simpledivision.

Later Stage 2 Number key ideas continued Limited Basic Sound High OutstandingExplore all possible outcomes in a simple Yes/NoChance NS2.5


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p p pchance situationConduct simple chance experiments Yes/NO

Describes & compareschance events in social& experimental contexts.

Collect data & compare likelihood ofevents in different contexts

Collect data &compares thelikelihood offamiliar events.Begins todistinguishbetweencertain anduncertain withteacher

assistance.

Collect data &compares thelikelihood offamiliar events.Begins todistinguishbetweencertain anduncertain.

Collect data &comparelikelihood ofevents indifferentcontextsindependently.

Collect data &begin to order the likelihood ofevents indifferentcontexts

Collect data &begin to order the likelihood ofevents indifferentcontexts onnumber linefrom zero toone.

Patterns & Algebra key ideas PAS2.1 Generates,describes & recordsnumber patterns using avariety of strategies &completes simplenumber sentences bycalculating missingvalues.

Generate, describe & record number patterns using a variety of strategies

Generate,describe &record number patterns using avariety ofstrategies withsignificantteacher assistance.

Generate,describe &record number patterns using avariety ofstrategies withteacher assistance.

Generate,describe &record number patterns using avariety ofstrategiesindependently.

Generates andbegins todescribe &record apattern inwords. (It lookslike the threetimes table)

Generates,describes &recordspatterns inwords morethan way.

Build number relationships by relatingmultiplication & division facts to at least

Build number relationships by



Begins to useabstract

Uses abstractrelationships in


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10 x 10 relatingmultiplication &division facts toat least0,1,2,5,10xtables withsignificantteacher assistance.

relatingmultiplication &division facts toat least1,2,3,4,5,6,10xwith someteacher assistance.

relatingmultiplication &division facts to10 x 10independently.(6x4=4x6)(6x4=24 so 24: 4= 6)

relationships inmultiplication &division facts toat least 10 x 10

multiplication &division facts toat least 10x10.

Complete simple number sentences bycalculating the value of a missingnumber

Begin tocompletenumber

sentencesinvolving oneoperation bycalculatingmissing valueswith significantteacher assistance.

Completenumber sentences

involving oneoperation bycalculatingmissing valueswith someteacher assistance.5+ =13

Completesimple number sentences

involving one totwo operationsby calculatingthe value of amissing number independently.

Completenumber sentences that

involve morethan twooperations.5+ =12-4

Complete andconstructnumber

sentences thatinvolve morethan two -threeoperations.Begin to check solutions bysubstituting thesolution into thequestion.

Data key ideas Conduct surveys, classify & organize Conduct Conduct ConductDS2.1 Gathers &

g i d t di l


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data using tables surveys, beginto classify andorganize datausing tableswith someteacher assistance.

surveys, classify& begin toorganize datausing tableswith someteacher assistance.

surveys, classify& organizedata usingtablesindependently.

Construct vertical & horizontal columngraphs & picture graphs

Begins toconstruct vertical& horizontalcolumn graphs &picture graphswith significant

teacher assistance.

Construct vertical& horizontalcolumn graphs &picture graphswith someteacher

assistance.

Construct vertical& horizontalcolumn graphs &picture graphsindependently.

Construct vertical& horizontalcolumn graphs &picture graphsindependently.Begin to

construct basicline graphs.

Construct vertical& horizontalcolumn graphs &picture graphsindependently.Begin to

construct basicline graphs anddivided bar graphs (pie).

organsies data,displaysdata using tables &graphs, & interpretsresults.

Interpret data presented in tables,column graphs & picture graphs

Begins tointerpret datapresented intables, columngraphs & picture

graphs withsignificantteacher assistance.

Interpret datapresented intables, columngraphs & picturegraphs with some

teacher assistance.

Interpret datapresented intables, columngraphs & picturegraphs

independently.

Interpret datapresented intables, columngraphs, picturegraphs& begins

to interpret datain line graphs.

Interpret datapresented intables, columngraphs, picturegraphs & line

graphsindependently


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Measurement key ideasEstimate, measure, compare & recordlengths & distances using metres,centimeters and/or millimetres

Begins toestimate,measure,

compare &record lengths &distances usingmetres &centimetres withsignificantteacher assistance.

Begins toestimate,measure,

compare &record lengths &distances usingmetres,&centimetresand/or millimetres withsome teacher assistance.

Estimate,measure,compare &

record lengths &distances usingmetres,centimetersand/or millimetersindependently.


record lengths &distances usingmetres,centimetres,millimetres andrecognize that aunit larger than ametre is needed.


record lengths &distances usingmetres,centimetres,millimetres andkilometres.

Convert between metres & centimetres,& centimetres & millimetres Begins to convertbetween metres& centimetres, &centimetres &millimetres withsignificantteacher assistance.

Convertbetween metres& centimetres, &centimetres &millimetres withsome teacher assistance.

Convertbetween metres& centimetres, &centimetres &millimetresindependently.

Convertbetween metres& centimetres, &centimetres &millimetres andbeginning toconvert betweenmetres &kilometres.

Convertbetween metres& centimetres, &centimetres &millimetres andmetres &kilometres.

Estimate & measure the perimeter of 2Dshapes

Begins toestimate &measure theperimeter of 2Dshapes withsignificantteacher assistance.

Estimate &measure theperimeter of 2Dshapes withsome teacher assistance.

Estimate &measure theperimeter of 2Dshapesindependently.

Estimate &measure theperimeter of 2Dshapes andbegins tomeasure larger areas (schoolgrounds)

Estimate &measure theperimeter of 2Dshapes andlarger areasBegins tocompareperimeters.

Length MS2.1 Estimates, measures,compares & records

lengths, distance &perimeters in metre,centimetres andmillimetres.

Record lengths & distances using

decimal notation of two places

Record lengths

& distancesusing decimalnotation of oneplace withteacher assistance.

Record lengths

& distancesusing decimalnotation ofone-two placeswith someteacher assistance.

Record lengths

& distancesusing decimalnotation of twoplacesindependently.

Record lengths

& distancesusing decimalnotation of twoto three placesindependently.

Record lengths

& distancesusing decimalnotation ofthree placesindependently.

Later Stage 2 Measurement key ideas continued Limited Basic Sound High Outstanding


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g y g gRecognise the need for squarecentimetres & square metres tomeasure area

Yes/NoArea MS2.2 - Estimates,measures, compares &records the areas ofsurfaces in squarecentimetres and squaremetres. Estimate, measure, compare & recordareas in square cm & square metres

Estimate,measure &record areas insquare cm &square metreswith teacher assistance.

Estimate,measure, recordand begins tocompare areasin square cm &square metres

Estimate,measure,compare &record areas insquare cm &square metresindependently.

Beginning to usedecimal notationin recordingareas. Useskilometre units.

Beginning to usedecimal notationin recordingareas. Useskilometre andhectare units.

Recognise the need for a formal unit tomeasure volume & capacity

Yes/No

Estimate, measure, compare & recordvolumes and capacities using litres &milliltres

Estimate,measure, &record volumesand capacitiesusing litres withteacher assistance.

Estimate,measure, record& begin tocomparevolumes andcapacities usinglitres & milliltres

Estimate,measure,compare &record volumesand capacitiesusing litres &milliltresindependently.

Estimate,measure,compare &record volumesand capacitiesusing litres &milliltres andbegins to recordusing decimal

notation inrecording.

Estimate,measure,compare &record volumesand capacitiesusing litres &milliltres and isable to usedecimal notation

in recording.

Measure the volume of models in cubiccentimetres

Yes/No

Volume & Capacity MS2.3Estimates, measures,compares & records

volumes and capacitiesusing litres, millilitres andcubic centimetres.

Convert between litres and millilitres Yes/No

Mass MS2.4 Estimates,measures, compares &records masses usingkilograms and grams

Recognise the need for a formal unit tomeasure mass

Yes/No


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kilograms and grams.

Estimate, measure, compare & recordmasses using kilograms & grams

Estimate,measure,

record massesusing kilograms& grams withsignificantteacher assistance.

Estimate,measure,

record massesusing kilograms& grams. Beginsto comparetwo masseswith limitedteacher assistance.

Estimate,measure,

compare &record massesusing kilograms& gramsindependently.

Estimate,measure,

compare &record massesusing kilograms& gramsindependently.Begins toconvertbetween gramsand kilograms.

Estimate,measure,

compare &record massesusing kilograms& gramsindependently.Begins toconvertbetween gramsand kilograms

and betweenkilograms andtones.

Time MS2.5 Reads andrecords time in 1 minuteintervals and makescomparisons betweentime units.

Recognise the coordinated movementsof the hands on a clock

Yes/No

Read & record time using digital &analog notation

Reads timeusing digitaland analogue

Reads andrecords timeusing digital



Reads andrecords timeusing digital and

l


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notationindependentlyin 30 minute

intervals andcompares timeunit withteacher assistance.

and analoguenotation in 15min intervals

(past and tothe hour) andmakescomparisonsbetween timeunits with someteacher assistance.

and analoguenotationindependently

in 5 minintervals (pastthe hour) andmakescomparisonsbetween timeunits.

and analoguenotationindependently

in 1min intervals(past and tothe hour) andmakescomparisonsbetween timeunits.

analoguenotationindependently in1min intervals

(past and to thehour) and makescomparisonsbetween timeunits.Begins to convertbetween am/pmnotation and 24hour time.

Read & interpret simple timetables,timelines & calendars

Read & beginto interpretsimple timelines& calendarswith significantteacher assistance.

Read & beginto interpretsimple timelines& calendarswith limitedteacher assistance.

Read &interpret simpletimetables,timelines &calendarsindependently.

Read &interpret simpletimetables,timelines &calendarsincluding thoseinvolving 24hr time.

Read &interpret simpletimetables,timelines &calendarsincluding thoseinvolving 24hr time. Begin todetermine a

suitable scalefor drawingandinterpreting atimeline.

Space & Geometry key ideasName, describe, sort, make & sketchprisms, pyramids, cylinders, cones &

Name,describe & sort

Name,describe, sort,

Name,describe, sort,

Begins to nameprisms &

Begins to nameprisms &

Three Dimensional SpaceSGS2.1 Makes,compares describes &


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spheres prisms,pyramids,cylinders, cones

& spheres withsignificantteacher assistance.

make &attempts tosketch prisms,

pyramids,cylinders, cones& spheres withlimited teacher assistance.

make & sketchprisms,pyramids,

cylinders, cones& spheresindependently

pyramidsaccording totheir base.

pyramidsaccording totheir base.

Begins tovisualize, sketch& construct 3Dshapes fromdifferent views.

Create nets from everyday packages Yes/No

compares, describes &names 3 dimensionalobjects includingpyramids, & representsthem in drawing.

Describe cross-sections of 3D objects Describes the

cross-section ofshapes of awider range of3D objects withteacher assistance.

Describes the

cross-section ofshapes of awider range of3D objects &recognizes thatthe cross-sections ofprisms have auniform shapeand size whenparallel tobase.

Describes the

cross-section ofshapes of a wider range of 3Dobjects &recognises thatthe cross-sectionsof prisms have auniform shapeand size whenparallel to base&that pyramids,cones andspheres do nothave a uniformcross-section

Describes the

cross-sectionsof 3D shapesthat are notparallel to thebase.


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Later Stage 2 Space & Geometry key ideascontinued

Limited Basic Sound High Outstanding

Identify & name pentagons, octagons &

parallelograms presented in differentorientations

Begins to

identify & namepentagons &octagonspresented indifferentorientationswith significantteacher assistance.

Identify &

namepentagons &octagons andbegins toidentifyparallelogramspresented indifferentorientationswith someteacher assistance

Identify &

namepentagons,octagons &parallelogramspresented indifferentorientationsindependently.

Identify &

namepentagons,octagons &parallelogramspresented indifferentorientations.Begins toidentify andname trianglesindependently.

Identify &

namepentagons,octagons &parallelogramspresented indifferentorientations.Identifies andnames trianglesindependently.

Compare & describe special groups ofquadrilaterals

Yes/No

Make tessellating designs by reflecting,translating & rotating

Yes/No

Two Dimensional Space

SGS2.2a Manipulates,compares, sketches &names 2 dimensionalshapes & describes theirfeatures.

Find all lines of symmetry for a 2D shape Yes/No

Recognise openings, slopes & turns asangles

Yes/No

Describe angles using everydaylanguage & the term right

Yes/No

SGS2.2b Identifies,compares & describesangles in practicalsituations.

Compare angles using informal means Begins tocompare

angles usinginformal means(simple angletester) withsignificantteacher assistance.

Compareangles using

informal means(simple angletester) withlimited teacher assistance.

Compareangles using

informal meansindependently.

Compareangles using

informal meansindependently.Begins torecognise theneed for aformal unit tomeasureangles.

Begins toestimate and

measure anglesin degrees.

Use simple maps & grids to representposition & follow routes

Use simplemaps & grids torepresent



Begins to use agiven map toplan or find a

Begins to use agiven map toplan or find a

Position SGS2.3 Usessimple maps & grids torepresent position & followroutes.


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position &follow routeswith significant

teacher assistance.

position &follow routeswith limited

teacher assistance.

position &follow routesindependently.

route. route and isable to locatea place on a

map given itscoordinates.

Determine the directions N, S, E & W; NE,NW, SE & SW, given one of the directions

Determine thedirections N, S,E & W; givenone of thedirections withsignificantteacher assistance.

Determine thedirections N, S,E & W; NE, & SE,given one ofthe directionswith limitedteacher assistance.

Determine thedirections N, S,E & W; NE, NW,SE & SW, givenone of thedirectionsindependently.

routes.

Describe the location of an object on asimple map using coordinates or directions

Begins todescribe thelocation of anobject on asimple map using1-2 descriptors.Begins to use co-ordinates tolocate on objectson a map withsignificantteacher assistance.

Describe thelocation of anobject on asimple map using1-2 descriptors or directions. Beginsto use co-ordinates tolocate on objectson a map withteacher assistance.

Describe thelocation of anobject on asimple map using1-2 descriptor or directions. Usesco-ordinates tolocate on objectson a map.

Begins todescribe thelocation of aplace on a mapwhich is a givendirection from alandmark. (Southfrom the station).

Begins todescribe thelocation of aplace on a mapwhich is a givendirection from alandmark. (Southfrom the station).Begins to drawand label a gridon a map.

MathematicsMathematicsMathematicsMathematics Early Stage 3 (Year 5)Early Stage 3 (Year 5)Early Stage 3 (Year 5)Early Stage 3 (Year 5)


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Early Stage 3 Number key ideas Limited Basic Sound High OutstandingIdentify differences between Roman &Hindu-Arabic counting systems

Can operateonly up to ten

Converts romannumerals up to20.

Can convertHindu Arabicnumerals toroman numeralsup to 50.



Read, write & order numbers of any sizeusing place value

Can only readand writenumbers up to 3digits

Reads writes andorders 4 digitnumbers needsT/A for 5 places

Reads, writes andunderstands fivedigit numbers innumerals and

words.Applies anunderstanding ofplace value infive place digits.Orders inascending anddescendingorder.

Reads and writessix digit numbersin numerals andwords. Orders

and understandsto 6 digits

Reads, ordersand writes up toseven digitnumbers in

numerals andwords.Can use placevalue to buildseven digitnumbers.

Record numbers in expanded notation Expands numbersless than 10 000

Uses expandednotation up to 10000

Can useexpandednotation up to100 000s

Can useexpandednotation up to1 000 000

Can useexpandednotation up to10 000 000

Recognise the location of negativenumbers in relation to zero

YES / NO

Whole Number N3.1Orders, reads and writesnumbers of any size.

Money concepts are developed further in Fractions & Decimals

Addition and SubtractionNS3.2 Selects and appliesappropriate strategies foraddition & subtractionwith counting numbers ofany size.

Select & apply appropriate mental,written or calculator strategies for addition & subtraction with countingnumbers of any size

Can complete 1digit additionand subtractionwith teacher assistance

Can complete 1-3 digit additions& subtractionswith or withoutconcretematerials.

Can completeany addition or subtractionalgorithm andproblem with asound level ofaccuracy.

High degree ofaccuracy withmixedsubtraction andadditionalgorithms andproblems.

High degree ofaccuracy withverycomplicatedmixedsubtraction andadditionalgorithms andproblems.

Select & apply appropriate mental,written or calculator strategies for multiplication & division

Can complete 1 x1 digitmultiplication &division with

Can complete 1-3 x 1 digitmultiplication &division with or

Can complete 2 x 2 digitmultiplication &division algorithm

High degree ofaccuracy withmixedmultiplication &

High degree ofaccuracy withverycomplicated

Multiplication & DivisionNS3.3 Selects and appliesappropriate strategies formultiplication & division.


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division withteacher assistance

division with or without concretematerials.(Noassistance)

division algorithmand problemwith a soundlevel ofaccuracy.

multiplication &divisionalgorithms andproblems.

complicatedmixedsubtraction andadditionalgorithms andproblems.

Explore prime and composite numbers Can identifyprime numberswhen teacher assistance givenfor the rule

Can recogniseprime numbers toten

Can determinewhether a

number is primeor composite to

30 byfinding thenumber of

factors.

Can explore andrecognise primeand compositenumbers to 50

Can explore andrecognise primeand compositenumbers to 100

Use formal written algorithms for multiplication (limit operators to two-digit numbers) & division (limit operatorsto single digits)

Multiplies anddivides 2 digit by1 digit withteacher assistance.

Independentlymultiplies anddivides 2 digit by1 digit.

Multiplies 2 digitby 2 digitnumbersDividing 3 digit bya 1 digit number.

Multiplies 3 digitby 2 digitnumbersDividing 4 digit bya 1 digit number.

Multiplies 4+ digitby 3 digitnumbers &Divides 5+ digitby a 1 digitnumber.

Assign numerical values to the likelihood

of simple events occurring?? ??

Expresseslikelihood in termsof fractions.(Eg. 1 in 10chance)

Expresseslikelihood in termsof fractions &simple decimalsandpercentages.

Expresseslikelihood in termsof fractions &more complexdecimals andpercentages.

Chance NS3.5 Orders thelikelihood of simple eventson a number line fromzero to one.

Order the likelihood of simple events ona number line from 0 to 1

Can uselanguage todescribe aknown event

e.g., likely,certain. Candistinguishbetween possibleand impossible

Beginning toorder events andrepresent on anumber line 0-9

Use a number line 0-1 to order likelihood of anevent.

Matches thepossibility of anevent occurringon a number line

between 0-1.Can place anumber 0-1 to anevent that theyhave made up.

Expresses theprobability of anevent as afraction, decimal

or percentagebetween 0-1

Early Stage 3 Number key ideas continued Limited Basic Sound High OutstandingModel, compare & represent commonlyused fractions (those with denominators 2, 3,4 5 6 8 10 12 and 100)

Can model anddescribefractions with a

Can model andrepresent any 4of the commonly

Model, compare& represent allcommonly used

Shows evidenceof beginning tomodel or

Demonstrateequivalencebetween

Fractions & DecimalsNS3.4 Compares, orders& calculates with


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4, 5, 6, 8, 10, 12, and 100) fractions with adenom. of 2,10 &100 only.

of the commonlyused fractions.

commonly usedfractions (thosewithdenominators 2,3, 4, 5, 6, 8, 10, 12,and 100)

model or attempt tocompare morecomplexfractions that areunrelated. 1/3and 1/4

betweenfractions,decimals andpercentages.

Find equivalence between thirds, sixths &twelfths

Only understandsthat 2/4 = 1/2when shown withconcretematerials andteacher

guidance.

Can only work with simpleequivalence (Eg.1/2=2/4)

Can representrelatedequivalentfractions e.g. 1/3,2/6. 4/12.Can place thirds,

sixths andtwelfths on anumber line

Develops amental strategyfor findingequivalentfractions bymultiplying or

dividing thenumerator by thesame number.

Express a mixed numeral as an improper fraction & vice versa

YES / NO

Add & subtract simple fractions where onedenominator is a multiple of the other

YES / NO

Multiply simple fractions by whole numbers.Calculate unit fractions of a number

YES / NO

Add & subtract decimals to three decimalplaces

Can add &subtractdecimals to 1decimal placewith teacher assistance.

Can add decimals withthe same number of decimal places (to 2decimal places). Cansubtract decimals withthe same number of decimal place (to 2decimal places) withassistance.

Can add andsubtract numberswith the samenumber ofdecimal places(to 3 decimalplaces).

Can add andsubtract numbersto more than 3decimal places.

Can add andsubtract a set ofnumbers morethan 3 decimalplaces and withvarying

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Maths+Rubrics+K 6+Finalised