Rhif Descriptions of Learning Focus

Progression Step 1	Progression Step 2	Progression Step 3
I have experienced and explored numbers, including cardinal, ordinal and nominal numbers, in number-rich indoor and outdoor environments.		I can use a range of representations to extend my understanding of the number system to include negative values, decimals and fractions.
I can notice, recognise and write numbers in a range of media, through a multisensory approach, from 0 to 10 and beyond.	I can read, write and interpret larger numbers, up to at least 1000, using digits and words.	I can read, record and interpret numbers, using figures and words up to at least one million.
	I can understand that the value of a number can be determined by the position of the digits.	I can use a range of representations to develop and secure my understanding that the value of a digit is related to its position.
I have experienced the counting sequence of numbers in different ways, reciting forwards and backwards, and starting at different points. 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.	I can order and sequence numbers, including odd and even numbers, and I can count on and back in step sizes of any whole number and simple unit fractions.	I can accurately place integers, decimals and fractional quantities on a number line.
	I have engaged in practical tasks to estimate and round numbers to the nearest 10 and 100.	I can apply my understanding of number value to round and approximate appropriately. I can use appropriate rounding methods, including significant figures, to estimate
I can use mathematical language to describe quantities, and to make estimates and comparisons such as ‘more than’, ‘less than’ and ‘equal to’.		I have experienced and explored simple multiplicative relationships that allow me to discuss the properties of number, including factors, multiples, prime and square numbers.
I am beginning to recognise, copy, extend and generalise patterns and sequences around me.	I have explored patterns of numbers and shape. I can recognise, copy and generate sequences of numbers and visual patterns.	I can explore and create patterns of numbers and shapes. I can explain numerical sequences and spatial patterns in words and by generalising them.
I have explored forming a quantity in different ways, using combinations of objects or quantities.	I can find missing numbers when number bonds and multiplication facts are not complete.