1. Progression in Mathematics WM1 Number (Incomplete)

The number system is used to represent and compare
relationships between numbers and quantities.

Numbers are the symbol system for describing and comparing quantities. This will be the first abstract concept that learners
meet in mathematics, and it helps to establish the principles of logical reasoning. In mathematics the number system provides
learners with a basis for algebraic, statistical, probabilistic and geometrical reasoning, as well as for financial calculation and
decision-making.
Knowledge of, and competence in, number and quantities are fundamental to learners’ confident participation in the world, and
provide a foundation for further study and for employment. Computational fluency is essential for problem-solving and
progressing in all areas of learning and experience. Fluency is developed through using the four basic arithmetic operations and
acquiring an understanding of the relationship between them. This leads to preparing the way for using algebraic symbolisation
successfully.
The number system
Descriptions of learning – Number – The number system 1 – Place value
P • I have experienced and explored numbers, including cardinal, ordinal and nominal numbers, in number-
S rich indoor and outdoor environments.
1
P • I can understand that the value of a number can be determined by the position of the digits.
S
2 • I can use a range of representations to develop and secure my understanding that the value of a digit is
P related to its position. I can read, record and interpret numbers, using figures and words up to at least
S one million.
3
P • I can use standard index form to represent large and small numbers, performing calculations in context.
S I can use appropriate rounding methods, including significant figures, to estimate values.
4
P • I can use my knowledge that measurements are not always accurate, and are subject to tolerance and
S margins of error, to solve problems involving upper and lower bounds.
5
Number – The Number System 1 – Place value
Progression Step 1 Progression Step 2 Progression Step 3 Progression Step 4 Progression Step 5
I have experienced and explored numbers, I can understand that the I can use a range of I can use standard index I can use my knowledge t
including cardinal, ordinal and nominal value of a number can be representations to develop form to represent large and measurements are not
numbers, in number-rich indoor and determined by the position and secure my small numbers, performing always accurate, and are
outdoor environments. of the digits. understanding that the value calculations in context. I can subject to tolerance and
of a digit is related to its use appropriate rounding margins of error, to solve
position. I can read, record methods, including problems involving uppe
and interpret numbers, using significant figures, to and lower bounds.
figures and words up to at estimate values.
least one million.
Prerequisites Prerequisites Prerequisites Prerequisites Prerequisites
Awareness of number in the environment Experience of reading and Difference between digits / See PS3 content Understanding of roundin
Finding numbers - buses, doors, when writing numerals to 10 (20 if numerals / numbers Also… estimation
playing readiness shown). Use the Counting Powers of ten See Geometry PS3/4:
Exploring tactile numbers terms tens and ones/units. Counting in different steps Rules of indices Use of measures and
Moving, touching items to show awareness Compare and order numbers Exchange when bridging 10 Addition, Subtraction, compound measure. Con
of 'counting' - not necessarily accurately within 10 (20 if readiness Exchange when bridging 100 Multiplication and Division - between standard metric
Saying numbers aloud (not necessarily shown) Base 10 whole numbers and decimals imperial units
accurately) Use comparison language to Partitioning Use of formulae to calcula
compare numbers within 10 Modelling with base 10 perimeter, area and volum
(20 if readiness shown), for equipment Use of Pythagoras /
example; more than, less Use of place value cards Trigonometry to calculate
than, equal to length and/or size of angl
See Algebra PS4:
Manipulate and write
algebraic expressions flue
Knowledge & skills What knowledge is needed? What knowledge is needed? What knowledge is needed? What knowledge is needed? What knowledge is need
Count forwards to 10 and back Names of different digits; Names of the values in base Understand what significant Knowledge / Skills /
Count forwards and back from 10 to 20 hundreds, tens, units (or 10 figures are and their Vocabulary
Name numbers ones) Read numbers to at least 1 relationship to estimation /
Primary numbers (number e.g. if there are 5 Know one ten = ten ones million accuracy What knowledge is need
blocks) Ordinal numbers to compare Write numbers to at least 1 Understand that rounding to Understand the meaning
Ordinals (numbers that give rank - 1st, 2nd, values million in words and digits significant figures is a form of tolerance within
3rd) Nominal (numbers in the Order and compare numbers How to exchange units for estimation mathematics i.e. an allow
environment / is used as a name only e.g. to 50 tens and units, tens for Understand Standard Form amount of variation of a
telephone number; number 8 on the back Count forwards and hundreds, hundreds for and why/where it is used specified quantity
of a football player) backwards within 50 thousands, thousands for Identify the limitation of Understand margins of er
Number conservation - (numbers in a group Ability to represent 50 using tens of thousands ... to 1 Decimal Form e.g. understand that varia
Descriptions of learning – Number - The Number System 2 – Reading, writing and representing numbers
P • I can notice, recognise and write numbers in a range of media, through a multisensory approach, from 0
S to 10 and beyond.
1
P • I can read, write and interpret larger numbers, up to at least 1000, using digits and words.
S
2
• I can use a range of representations to extend my understanding of the number system to include
P negative values, decimals and fractions. I can accurately place integers, decimals and fractional
S quantities on a number line. I can apply my understanding of number value to round and approximate
3 appropriately.
P
S
4
P
S
5
Number – The Number System 2 – Reading, writing and representing numbers
I can notice, recognise and write numbers I can read, write and I can use a range of
in a range of media, through a multisensory interpret larger numbers, up representations to extend
approach, from 0 to 10 and beyond. to at least 1000, using digits my understanding of the
and words. number system to include
negative values, decimals
and fractions. I can
accurately place integers,
decimals and fractional
quantities on a number line.
I can apply my
understanding of number
value to round and
approximate appropriately.
Awareness of number in the environment Experience of reading and Use of number lines for
Exploring numbers writing numerals to 10, 20 if rounding and estimating of
readiness shown whole numbers
Counting forwards and
Begin to read and write backwards in different steps
numbers in words (schools Awareness of negative
may need to check that numbers in real life - Strand
words align with reading within PS3
expectations too) Understand '0'
Use of bead strings and
representations of bead
strings to count accurately
and represent numbers
Knowledge & skills What knowledge is needed? What knowledge is needed? What knowledge is needed? What knowledge is needed? What knowledge is neede
Explore tactile number shapes - how they What is an integer
look Read and write numbers to What is a fraction including
Recognise that 2 comes after 1 20 in words and numerals improper fraction and mixed
Identify and recognise 0-3; 0-5; 0-10 (consider phonics / spelling numbers
Recognise numbers 0-10 initially, then to 20 when words are used) What is a decimal
if readiness shown Explore the meaning of ‘teen' Understand that numbers
Recognise numbers of significance to them continue below 0
in the environment Read and write two-digit What is estimation and
Understand 0 = no objects = zero numbers to 50, then 100 in when/why it is used -
Descriptions of learning – Number - The Number System 3 – Estimating and rounding
P • I can use mathematical language to describe quantities, and to make estimates and comparisons such
S as ‘more than’, ‘less than’ and ‘equal to’.
1
P • I have engaged in practical tasks to estimate and round numbers to the nearest 10 and 100.
S
2
P
S
3
P
S
4
P
S
5
Number – The Number System 3 – Estimating and rounding
I can use mathematical language to I have engaged in practical

describe quantities, and to make estimates tasks to estimate and round
and comparisons such as ‘more than’, ‘less numbers to the nearest 10
than’ and ‘equal to’. and 100.
Subitising Progression Step 1:
Count groups of objects Read and write numerals to
Understand more / less / more than / less 10 (20 if readiness shown)
than Use the terms tens and
ones/units.
Compare and order numbers
within 10 (20 if readiness
shown)
Use comparison language to
compare numbers within 10
for example; more than, less
than, equal to
Accurately subitise to at least
10
Progression Step 2:
Place value of numbers to
1000
Ordering and comparing
numbers to 100
Comparative language and
vocabulary; more than, less
than, greater than
Being able to estimate
numbers using visual
representations e.g. base 10
blocks
Counting in different steps
forwards and backwards e.g.
1s, 10s, 100s
Working with multiples such
as 2,5, 10
Halving two and three digit
Descriptions of learning – Number - The Number System 4 – Counting, estimating and checking
P
S
1
P • I am beginning to estimate and check the accuracy of my answers, using inverse operations when
S appropriate.
2
P
S
3
P
S
4
P
S
5
Number – The Number System 4 – Counting, estimating and checking
I am beginning to estimate
and check the accuracy of
my answers, using inverse
operations when
appropriate.
Accurate touch and counting
Know number names
Read and write numbers to
10 (20 if readiness shown)
Progression step 2 calculation
and algebra strands:
Doubling and halving using a
range of practical and written
methods
Addition and subtraction
using written and mental
methods
Multiplication and division
(linked to x2, x3, x4, x5 and
x10) using grouping, sharing,
array methods and
mental/written methods
Estimating and rounding
numbers and using these
skills in calculations.
Know and understand the
term inverse
Know the relationships
between; halving and
doubling, subtraction and
addition, multiplication and
division
Add, subtract, multiply and
divide at progression step 2
level (see calculation
Descriptions of learning – Number - The Number System 5 – Counting
P • I can use my experience of the counting sequence of numbers and of one-to-one correspondence to
S count sets reliably. I can count objects that I can touch, and ones that I cannot.
1
P
S
2
P
S
3
P
S
4
P
S
5
Number – The Number System 5 – Counting
I can use my experience of the .

counting sequence of numbers
and of one-to-one correspondence
to count sets reliably. I can count
objects that I can touch, and ones
that I cannot.
Move, touch items to show

awareness of 'counting' - not
necessarily accurately
Informal 'counting' of objects

during play
Saying numbers aloud (not

necessarily accurately)
Develop 'number talk' in informal

play situations
Read counting books, sing counting

songs/rhymes etc.
Link to snack time, register and

daily routines etc.
Knowledge & What knowledge is needed? What knowledge is What knowledge is What knowledge is What knowledge is needed?
skills needed? needed? needed?
UP TO 5 TO START, THEN 10
Know that the last number recited

is the total of the group
Know number names
Know to put objects in a line to

Descriptions of learning – Number - The Number System 6 – Counting, ordering and sequencing
P • I have experienced the counting sequence of numbers in different ways, reciting forwards and
S backwards, and starting at different points.
1
P • I can order and sequence numbers, including odd and even numbers, and I can count on and back in
S step sizes of any whole number and simple unit fractions.
2
P
S
3
P
S
4
P
S
5
Number – The Number System 6– Counting, ordering and sequencing
I have experienced the counting I can order and

sequence of numbers in different sequence numbers,
ways, reciting forwards and including odd and
backwards, and starting at even numbers, and I
different points. can count on and back
in step sizes of any
whole number and
simple unit fractions.
Informal 'counting' of objects Counting forwards and
during play backwards in different
Chanting numbers steps to 10 (20 if
Saying numbers aloud (not readiness shown)
necessarily accurate) Previous work within
Choral counting progression step 2:
Join an adult to count out loud Place value to 1000
during stories and rhymes - telling Counting forwards and
the numbers to others backwards in different
sized steps
Finding and solving
multiples of numbers
for x2, x3, x4, x5 and
x10
Exploring unit fractions
Knowledge & What knowledge is needed? What knowledge is What knowledge is What knowledge is What knowledge is needed?
skills needed? needed? needed?
Names of numbers Odd and even numbers
(originally to 100, then
Recite numbers forwards and 1000)
backwards in various steps Counting forwards and
backwards in steps of
Counting past a boundary e.g. smaller whole numbers
9,10,11 originally; for example
steps of 2, 5 and 10
Count to and across
100 forwards and What skills are needed?
What skills are needed? backwards to and from What skills are What skills are
Relationships within the
number system
Descriptions of learning – Number – Relationships within the number system 1
P
S
1 • I am beginning to understand that unit fractions represent equal parts of a whole and are a way of
P describing quantities and relationships.
S • I have experienced fractions in practical situations, using a variety of representations.
2
P • I can demonstrate my understanding that non-integer quantities can be represented using fractions (including
S fractions greater than 1), decimals and percentages.
3
P • I have derived and can apply the rules of indices, using integer exponents
S
4
P • I have explored the relationship between powers, roots and fractional indices and can use it to solve
S problems.
5
Number – Relationships within the number system 1
I am beginning to I can demonstrate my I have derived and can apply I have explored the
understand that unit understanding that non- the rules of indices, using relationship between
fractions represent equal integer quantities can be integer exponents powers, roots and fractio
parts of a whole and are a represented using fractions indices and can use it to
way of describing quantities (including fractions greater solve problems.
and relationships. than 1), decimals and
percentages.
I have experienced fractions

in practical situations, using
a variety of representations.
What skills are needed? What skills are needed? What skills are needed? What skills are needed? What skills are needed?
Descriptions of learning – Number – Relationships within the number system 2
P
S
P
1 • I have explored equivalent fractions and understand equivalent fraction relationships.
S
2 • I can demonstrate my understanding that a fraction can be used as an operator or to represent division. I
can understand the inverse relation between the denominator of a fraction and its value.
P • I can use my knowledge of equivalence to compare the size of simple fractions, decimals and
S percentages and I can convert between representations.
3
P • I can use my knowledge of the equivalence of fractions, decimals and percentages to understand that
S numbers or proportions may be represented in different ways.
4 • I can recognise the difference between rational and irrational numbers, and I have derived rules and
P applied them to simplify and decompose surds. I can extend my knowledge of the equivalence of
S fractions, decimals and percentages to understand that recurring decimals may be represented in
5 different ways.
Number – Relationships within the number system 2 -
I have experienced fractions I can demonstrate my I can use my knowledge of I can recognise the
in practical situations, using understanding that a the equivalence of fractions, difference between ration
a variety of representations. fraction can be used as an decimals and percentages to and irrational numbers, a
operator or to represent understand that numbers or have derived rules and
division. I can understand proportions may be applied them to simplify
the inverse relation between represented in different decompose surds. I can
the denominator of a ways. extend my knowledge of
fraction and its value. equivalence of fractions,
decimals and percentage
I can use my knowledge of understand that recurring
equivalence to compare the decimals may be
size of simple fractions, represented in different
decimals and percentages ways.
and I can convert between
representations.
Calculations
Descriptions of learning – Number – Calculations 1 – Addition and subtraction
P • I have explored forming a quantity in different ways, using combinations of objects or quantities.
S • I can communicate how sets change when objects are added to and taken away from them.
1
P • I have explored additive relationships, using a range of representations. I can add and subtract whole
S numbers, using a variety of written and mental methods.
2 • I can use the four arithmetic operations confidently, efficiently and accurately with integers and
P decimals, and I can combine these using distributive, associative and commutative laws where
S appropriate.
3
P • I can fluently and accurately apply the four arithmetic operations in the correct order with integers,
S decimals and fractions, consolidating my understanding of reciprocals when dividing fractions.
4
P • I have used proportional reasoning to compare two quantities, using direct or inverse proportion, and I
S can solve problems involving repeated and inverse proportional reasoning.
5
Number – Calculations 1- Addition and subtraction
I have explored forming a quantity in I have explored additive I can use the four arithmetic I can fluently and accurately I have used proportional
different ways, using combinations of relationships, using a range operations confidently, apply the four arithmetic reasoning to compare tw
objects or quantities. of representations. I can add efficiently and accurately operations in the correct quantities, using direct o
and subtract whole with integers and decimals, order with integers, decimals inverse proportion, and I
numbers, using a variety of and I can combine these and fractions, consolidating solve problems involving
I can communicate how sets change when written and mental using distributive, my understanding of repeated and inverse
objects are added to and taken away from methods. associative and commutative reciprocals when dividing proportional reasoning.
them. laws where appropriate. fractions.
Vocabulary
Descriptions of learning – Number – Calculations 2 – Times tables, multiples and factors
P
S
1
P • I can use my understanding of multiplication to recall some multiplication facts and tables starting with
S tables 2, 3, 4, 5 and 10 and I can use the term ‘multiples’.
2
• I can fluently recall multiplication facts up to at least 10 x 10 and use these to derive related facts.
P • I have experienced and explored simple multiplicative relationships that allow me to discuss the
S properties of number, including factors, multiples, prime and square numbers
3
P
S
4
P
S
5
Number – Calculations 2- Times tables, multiples and factors
I can use my understanding I can fluently recall

of multiplication to recall multiplication facts up to at
some multiplication facts least 10 x 10 and use these
and tables starting with to derive related facts.
tables 2, 3, 4, 5 and 10 and I
can use the term ‘multiples’.
I have experienced and
explored simple
multiplicative relationships
that allow me to discuss the
properties of number,
including factors, multiples,
prime and square numbers.
Descriptions of learning – Number – Calculations 3 – Multiplication and division
P • I have experienced grouping and sharing with objects and quantities, and I can group or share small
S quantities into equal-sized groups.
1
P • I have explored and can use my understanding of multiplicative relationships to multiply and divide
S whole numbers, using a range of representations, including sharing, grouping and arrays.
2 • I have extended my understanding of multiplicative reasoning to include the concept and application of ratio,
P proportion and scale
S • I can use the four arithmetic operations confidently, efficiently and accurately with integers and decimals, and I can
combine these using distributive, associative and commutative laws where appropriate.
3
P • I can fluently and accurately apply the four arithmetic operations in the correct order with integers, decimals and
S fractions, consolidating my understanding of reciprocals when dividing fractions.
4
P • I have used proportional reasoning to compare two quantities, using direct or inverse proportion, and I
S can solve problems involving repeated and inverse proportional reasoning.
5
Number – Calculations 3- Multiplication and division
I have experienced grouping and sharing I have explored and can use I have extended my I can fluently and accurately I have used proportional
with objects and quantities, and I can my understanding of understanding of apply the four arithmetic reasoning to compare tw
group or share small quantities into equal- multiplicative relationships multiplicative reasoning to operations in the correct quantities, using direct o
sized groups. to multiply and divide whole include the concept and order with integers, decimals inverse proportion, and I
numbers, using a range of application of ratio, and fractions, consolidating solve problems involving
representations, including proportion and scale. my understanding of repeated and inverse
sharing, grouping and arrays. reciprocals when dividing proportional reasoning.
fractions.
I can use the four arithmetic
operations confidently,
efficiently and accurately
with integers and decimals,
and I can combine these
using distributive,
associative and commutative
laws where appropriate.
Financial Literacy
Descriptions of learning – Number – Financial literacy 1 - Money
P • I have used money, and the language of money, in play and real-life situations and I can understand
S that I need to exchange money for items.
1
P • I can understand the equivalence and value of coins and notes to make appropriate transactions in role
S play.
2
P • I can demonstrate an understanding of income and expenditure, and I can apply calculations to explore
S profit and loss.
3 • I can apply percentages and ratio to solve problems including simple and compound interest,
P appreciation and depreciation, calculating budgets, foreign currencies, and basic taxation on goods and
S services. I have developed my understanding of finance in personal, local and global contexts.
4
P • I have further developed my understanding of finance to include annual equivalent rate (AER) and
S annual percentage rate (APR) so that I can evaluate and compare financial products.
5
Number – Financial Literacy 1 - Money
I have used money, and the language of I can understand the I can demonstrate an I can apply percentages and I have further developed
money, in play and real-life situations and I equivalence and value of understanding of income ratio to solve problems understanding of finance
can understand that I need to exchange coins and notes to make and expenditure, and I can including simple and include annual equivalen
money for items. appropriate transactions in apply calculations to explore compound interest, rate (AER) and annual
role play. profit and loss. appreciation and percentage rate (APR) so
depreciation, calculating that I can evaluate and
budgets, foreign currencies, compare financial produc
and basic taxation on goods
and services. I have
developed my understanding
of finance in personal, local
and global contexts.
Descriptions of learning – Number – Financial literacy 2 - Tax
P
S
1
P
S
2
P
S
3
P
S
4
P • I can calculate income tax and understand the implications of taxation including using the Welsh rates
S of income tax and other taxes devolved to Wales.
5
Number – Financial Literacy 2 - Tax
I can calculate income tax

and understand the
implications of taxation
including using the Welsh
rates of income tax and
other taxes devolved to
Wales.
Vocabulary

1. Progression in Mathematics WM1 Number (Incomplete)

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

1. Progression in Mathematics WM1 Number (Incomplete)

Uploaded by

Copyright:

Available Formats

The number system is used to represent and compare

relationships between numbers and quantities.

I can use mathematical language to I have engaged in practical

I can use my experience of the .

Move, touch items to show

Informal 'counting' of objects

Saying numbers aloud (not

Develop 'number talk' in informal

Read counting books, sing counting

Link to snack time, register and

Know that the last number recited

Know number names

Know to put objects in a line to

I have experienced the counting I can order and

I have experienced fractions

I can use my understanding I can fluently recall

I can calculate income tax

You might also like