I can quickly recognise up to 3 objects, without having to count them individually (‘subitising’). I can recite numbers past 5. I can say one number for each item in order: 1,2,3,4,5 and I know that the last number reached when counting a small set of objects tells you how many there are in total (‘cardinal principle’). I can show ‘finger numbers’ up to 5 and link numerals and amounts: for example, showing the right number of objects to match the numeral, up to 5. I can experiment with my own symbols and marks as well as numerals and solve real world mathematical problems with numbers up to 5. I can compare quantities using language: ‘more than’, ‘fewer than’. I talk about and explore 2D and 3D shapes (for example, circles, rectangles, triangles and cuboids) using mathematical language: ‘sides’, ‘corners’; ‘straight’, ‘flat’, ‘round’. I understand position and can describe a familiar route. I can discuss routes and locations, using words like ‘in front of’ and ‘behind’. I make comparisons between objects relating to size, length, weight and capacity. I select shapes appropriately: flat surfaces for building, a triangular prism for a roof, etc and combine shapes to make new ones – an arch, a bigger triangle, etc. I can talk about and identify the patterns around me and use informal language like ‘pointy’, ‘spotty’, ‘blobs’, etc. I can extend and create ABAB patterns – stick, leaf, stick, leaf. and notice and correct an error in a repeating pattern. I am beginning to describe a sequence of events using words such as ‘first’, ‘then…’
I count objects, actions and sounds and can subitise. I link the number symbol (numeral) with its cardinal number value. I count beyond ten and can compare numbers. I understand the ‘one more than/one less than’ relationship between consecutive numbers. I can explore the composition of numbers to 10 and automatically recall number bonds for numbers 0–5 and some to 10. I can select, rotate and manipulate shapes to develop spatial reasoning skills and compose and decompose shapes recognising a shape can have other shapes within it, just as numbers can. I can continue, copy and create repeating patterns. I compare length, weight and capacity.