*Develop fast recognition of up to 3 objects, without having to count them individually (‘subitising’).

*Recite numbers past 5.

*Say one number for each item in order: 1,2,3,4,5.

*Know that the last number reached when counting a small set of objects tells you how many there are in total (‘cardinal principle’).

*Show ‘finger numbers’ up to 5.

*Link numerals and amounts: for example, showing the right number of objects to match the numeral, up to 5.

*Experiment with their own symbols and marks as well as numerals.

*Solve real world mathematical problems with numbers up to 5.

*Compare quantities using language: ‘more than’, ‘fewer than’.

*Talk about and explore 2D and 3D shapes (for example, circles, rectangles, triangles and cuboids) using informal and mathematical language: ‘sides’, ‘corners’; ‘straight’, ‘flat’, ‘round’.

*Understand position through words alone – for example, “The bag is under the table,” – with no pointing.

*Describe a familiar route.

*Discuss routes and locations, using words like ‘in front of’ and ‘behind’.

*Make comparisons between objects relating to size, length, weight and capacity.

*Select shapes appropriately: flat surfaces for building, a triangular prism for a roof, etc.

*Combine shapes to make new ones – an arch, a bigger triangle, etc.

*Talk about and identifies the patterns around them. For example: stripes on clothes, designs on rugs and wallpaper. Use informal language like ‘pointy’, ‘spotty’, ‘blobs’, etc.

*Extend and create ABAB patterns – stick, leaf, stick, leaf.

*Notice and correct an error in a repeating pattern.

*Begin to describe a sequence of events, real or fictional, using words such as ‘first’, ‘then...’