
FFoundation Stage Standards
Top Mathematicians

Shape and Space

F.GMD.1.1
Shape and Space
â€¢ Pupils should be able to:
 explore and talk about shapes in the environment;
 build and make models with 3D shapes; create pictures and patterns with 2D shapes;
 investigate and talk about the properties of shapes;
 sort collections of shapes in several ways; describe the arrangements;
 describe and name common 3D and 2D shapes;
 explore body space through different types of movement;
 explore movement through space during indoor and outdoor play activities;
 understand and use a range of positional words;
 explore movement using programmable devices;
 follow/give directions from/to a partner for simple movements. 

F.835

F.845

F.855

F.865

F.875

F.885

F.895

F.905

F.915

F.925

F.935

F.945

F.955

F.965

F.975

F.985

F.995

F.1005

F.1015

F.1025

F.1035

F.1045

F.1055

F.1065

F.1075

F.1085

F.1095

F.1105


F.GMD.1.1

Number

F.N.1.1
Measures
â€¢ Pupils should be able to:
 compare two objects of different length/weight/capacity/area; understand and use the language of comparison;
 order three objects of different length, weight, capacity, area; talk about the ordering using appropriate language;
 find an object of similar length, weight, capacity, area; talk about their findings in terms of 'just about the same' length, weight, capacity, area;
 begin to explore the notion of conservation of length, weight, capacity in practical situations; engage in discussion about their observations;
 choose and use, with guidance, nonstandard units to measure length/capacity/weight; talk about their work;
 sequence two or three familiar events;
 talk about significant times on the clock;
 compare two intervals of time; talk about their observations in terms of took longer/shorter time;
 explore time patterns;
 choose and use, with guidance, nonstandard units to measure time; talk about their work. 

F.785

F.795

F.805

F.815

F.825

F.675


F.N.1.1

Number

F.NS.1.1
Understanding Number
â€¢ Pupils should be able to:
 count a variety of objects;
 develop an understanding of onetoone correspondence and come to appreciate that the size of a set is given by the last number in the count;
 investigate different ways of making sets for a given number within 5/10;
 match numerals to sets;
 order numerals and sets within 5/10;
 develop an understanding of conservation of number within 5/10;
 understand in counting activities that 'none' is represented by zero;
 explore ordinal number;
 explore the number that comes after, before, between a given number;
 carry out simple mental calculations;
 extend, when appropriate, understanding of number beyond 10. 

F.210

F.35

F.45

F.510

F.610

F.75

F.910

F.105

F.115

F.125

F.1310

F.1410

F.1520

F.1615

F.1715

F.1810

F.1910

F.205

F.2110

F.2210

F.2320

F.2410

F.265

F.2710

F.3010

F.3110

F.3215

F.3315

F.345

F.355

F.365

F.3710

F.3815

F.405

F.415

F.4215

F.4310

F.445

F.455

F.4610

F.4710

F.4810

F.4910

F.5020

F.5210

F.5320

F.5420

F.555

F.5615

F.5720

F.5820

F.5920

F.6010

F.615

F.625

F.6320

F.645

F.655


F.NS.1.2
Counting and Number Recognition
â€¢ Pupils should be able to:
 count in the context of number rhymes, jingles and stories;
 count forwards in ones within 5/10 from different starting points;
 count backwards in ones within 5/10 from different starting points;
 recognise numerals up to 5/10;
 state, without counting, quantities within 5;
 make a sensible guess of quantities within 10;
 explore numbers relevant to their every day lives;
 extend, when appropriate, counting in ones and recognition of numbers beyond 10;
 extend activities to include counting in 2s, 5s and 10s. 

F.35

F.510

F.610

F.75

F.910

F.345

F.365

F.3710

F.3815

F.4710

F.4810

F.4910

F.5020

F.5210

F.5320

F.615

F.625

F.6320

F.645

F.655

F.6610

F.675

F.6815

F.6920

F.7010

F.7110

F.7220


F.NS.1.3
Understanding Money
â€¢ Pupils should be able to:
 use money in various contexts;
 talk about things that they want to spend money on;
 understand the need to pay for goods;
 become familiar with coins in everyday use;
 talk about different ways we can pay for goods;
 use their number skills in shopping activities. 

F.7315

F.745

F.755

F.7615

F.775


F.NS.1.1

Patterns and Relationships

F.RP.1.1
Patterns and Relationships
â€¢ Pupils should be able to:
 investigate and talk about pattern in the environment;
 copy a simple pattern;
 continue a simple pattern;
 create patterns;
 explore pattern in number;
 discover the components of numbers within 5/10 by investigating different ways of partitioning sets into subsets practically; talk abut the outcomes;
 understand the concept of addition by combining sets of objects to find 'how many';
 match objects in real contexts;
 compare sets by matching objects/counting objects to understand the terms 'more than' less than' 'the same';
 investigate the relationship between addition and subtraction in practical situations. 

F.75

F.115

F.125

F.1310

F.1410

F.1520

F.1615

F.1715

F.1810

F.2110

F.2210

F.2320

F.2410

F.3010

F.3110

F.3215

F.3315

F.405

F.415

F.4215

F.4310

F.445

F.5320

F.7220

F.1125

F.11320

F.11415

F.1155

F.1165

F.1175

F.1185

F.1195

F.12010

F.12110

F.975

F.1025

F.1035


F.RP.1.1

Sorting

F.SO.1.1
SORTING
Pupils should be enabled to:
• explore freely properties of a range of materials and one/two/three property collections; respond to questions about the arrangements;
• sort collections of random materials;
• sort for one criterion using oneproperty materials; talk about the arrangement;
• sort for one criterion using twoproperty collections; resort for the second criterion; explain their work;
• sort for one criterion using three/fourproperty collections; find the various possibilities; explain their work;
• partition sets into subsets in preparation for exploring components of number. 

F.975


F.SO.3
sort for one criterion using oneproperty materials; talk about the arrangement;
• Pupils should be able to:
 sort for one criterion using twoproperty collections; resort for the second criterion; explain their work;
 sort for one criterion using three/fourproperty collections; find the various possibilities; explain their work;
 partition sets into subsets in preparation for exploring components of number. 

F.75

F.1310

F.1520

F.1615

F.1715

F.2210

F.2320

F.3110

F.3315

F.11115

F.985


F.SO.1.1

Progression

F.PRO.1.2
Progression
â€¢ Pupils should be able to:
 use appropriate mathematical language and symbols;
 sort and resort materials, recording the outcomes in a variety of ways;
 talk about data represented in simple block graphs, tables and diagrams;
 understand the conservation of number;
 count forwards and backwards from different starting points;
 recognise numbers to at least 20;
 carry out mental calculations such as 1 more/less than up to 20, doubles up to 10 and mentally add and subtract within 10;
 understand that 'teen' numbers are made up of 10 plus another number;
 begin to measure using nonstandard units;
 talk about the properties of 3D and 2D shapes using appropriate mathematical language;
 be involved in solving practical problems. 

F.815

F.75

F.910

F.1310

F.1410

F.1520

F.1615

F.1715

F.2110

F.2210

F.2320

F.345

F.355

F.365

F.3710

F.4810

F.4910

F.5210

F.5420

F.555

F.6010

F.6610

F.675

F.7010

F.7110

F.7315

F.12010

F.1225

F.12320

F.12420

F.12520

F.12720

F.12820

F.12920

F.1305

F.13110

F.13210

F.1335

F.13410

F.13550

F.13650

F.13710

F.13810

F.13915

F.14055

F.14115

F.1425

F.14310

F.1445

F.14510

F.14610

F.14710

F.14815

F.14910

F.15010

F.1515

F.15215

F.1535

F.1545

F.15510

F.1565

F.855

F.865

F.875

F.885

F.895

F.905

F.915

F.925

F.935

F.945

F.955

F.965


F.PRO.1.2