National Numeracy Framework for Wales 2013: Which Numeracy Skills Are Covered in Each Abacus

Strandand Element abbreviations

Text omitted from skills

In some instances, only part of a skill will be covered in an Abacus Evolve week. For example, in Abacus Evolve Year 1 Week 8, learners subtract one 1-digit number from another. The skill that most closely matches this is Using number skills > Calculate using mental and written methods add and subtract numbers involving up to 10 objects. But since the addition part isn’t covered in this week, the skill is presented as follows:

• [add and] subtract numbers involving up to 10 objects

‘Begin to’ objectives

Abacus Evolve has lots of small objectives, and some are stepping stones on the way towards more ‘milestone’ objectives. In some weeks, learners are likely to be working towards a skill, rather than fully ‘mastering’ it. We have indicated these instances by prefacing the skill with [Begin to]. For example, in Abacus Evolve Year 3 Week 21, learners are beginning to round 3-digit numbers to the nearest 100 and 10. The equivalent skill from Year 4 is presented as follows:

• [Begin to] estimate by rounding to the nearest 10 or 100

Numerical reasoning skills

In Abacus Evolve, numerical reasoning is embedded throughout. (For example: whole-class investigations; extension suggestions on workbook pages; ‘Owls’ and ‘Explores’ on textbook pages; group activities; interactive problem solving and speaking and listening activities.) We don’t list ‘using and applying’-type objectives in the teaching plans, because we would run out of space! For the same reason, we haven’t included the Developing numerical reasoning skills in these charts.

Abacus Evolve weeks with no matching skills

There are some weeks of Abacus Evolve for which there are no relevant skills. However, this doesn’t mean that those weeks don’t need to be taught. Not every element of the National Curriculum mathematics programme of study is included in the LNF, but you will still need to cover the curriculum in full.

• Y1: Count on in 1s to 20 and on to 100
• Y1: Estimate a number of objects up to 30
• Y1: Count up to 30 objects
• Y1: Read numbers up to 20 in words and figures

• count reliably up to 20 objects

• read and write numbers to at least 20

• make a sensible estimate of a number of objects that can be checked by counting

• Y1: Count on and back in 10s from a multiple of 10
• Y1: Estimate a number of objects and count by grouping in 10s

• make a sensible estimate of a number of objects that can be checked by counting

• count sets of objects by grouping in [2s, 5s or] 10s

• Y1: Recognise the value of each digit in a 'teens' number

• compare and order numbers to at least 20

• Y1: Say which is more or less of two numbers

• compare and order numbers to at least 20

• Y1: Say the number that is 1 more than a given number
• Y1: Count on 1 from a given number

• add and subtract numbers involving up to 10 objects

• Y1: Count on 1, 2, 3 or 4 from a given number
• Y1: Begin to use the + and = signs to record addition sentences
• Y1: Relate counting on to addition and to addition sentences

• use ‘counting on’ strategies to add 2 collections, starting with the larger number, e.g. 8 + 5

• Y1: Know by heart addition facts for pairs of numbers that total up to 6
• Y1: Recognise a number of objects up to 6 without counting

• count reliably up to 20 objects

• use number facts within 10, i.e.:

• Y1: Begin to know by heart addition facts for pairs of numbers that total up to 7
• Y1: Relate addition facts for pairs of numbers to an understanding of addition, including use of + and =

• use number facts within 10, i.e.:

• add [and subtract] numbers involving up to 10 objects

• Y1: Compare two or more lengths or heights by direct comparison

• use direct comparisons with:

• Y1: Estimate then measure lengths, recording estimates
• Y1: Measure lengths using uniform non-standard units (whole, half and quarter)

• find halves in practical situations

• use non-standard units to measure:

• Y1: Order familiar events in time
• Y1: Know the days of the week

• use the concept of time in terms of their daily and weekly activities and the seasons of the year

• Y1: Begin to know and order the months of the year
• Y1: Know the seasons of the year

• use the concept of time in terms of their daily and weekly activities and the seasons of the year

• Y1: Begin to use the names of common 2D shapes: circle, square, rectangle, triangle

• Y1: Describe features of familiar 2D shapes: number of sides and corners, types of sides

• sort and classify objects using one criterion

• sort and classify objects using more than one criterion

• Y1: Say the number that is 1 less than a given number
• Y1: Count back 1 from a given number

• [add and] subtract numbers involving up to 10 objects

• Y1: Subtract a 1-digit number from a 'teens' number by counting back, not crossing 10
• Y1: Subtract one 1-digit number from another

• [add and] subtract numbers involving up to 10 objects

• Y1: Recognise doubling as the addition of two equal amounts
• Y1: Begin to know by heart doubles for numbers up to at least 10
• Y1: Know by heart doubles for numbers up to at least 5

• use number facts within 10, i.e.:

• Y1: Add by identifying near doubles for numbers up to 10

• use number facts within 10, i.e.:

• Y1: Recognise coins of different values
• Y1: Order coins according to their value

• use 1p, 2p, 5p and 10p coins to pay for items

• Y1: Exchange coins for equivalent in 10p and 1p coins
• Y1: Find totals of sets of coins
• Y1: Pay an exact sum using smaller coins up to 50p

• use different combinations of money to pay for items up to 20p

• find totals [and give change from 10p]

• Y1: Recognise zero
• Y1: Count on and back in 1s to 100
• Y1: Begin to read numbers up to 100 in words and figures
• Y1: Write numbers up to 10 in words and up to 11 in figures

• read [and write] numbers to at least 20

• Y1: Count a large number of objects by grouping in 10s
• Y1: Count on and back in 10s from a 1-digit number

• count sets of objects by grouping in [2s, 5s or] 10s

• Y1: Understand and use ordinal numbers up to at least 20th

• Y1: Order numbers up to at least 20
• Y1: Begin to say a number lying between two numbers

• compare and order numbers to at least 20

• Y1: Begin to recognise that addition can be done in any order
• Y1: Know by heart addition facts for pairs of numbers that total up to 7
• Y1: Relate number bonds to an understanding of addition, including use of +, -, =

• use number facts within 10, i.e.:

• use checking strategies:

• Y1: Know by heart addition and subtraction facts for pairs of numbers that total up to 8
• Y1: Relate addition facts for pairs of numbers to an understanding of addition, including use of +, -, = and missing numbers
• Y1: Begin to use patterns of similar calculations (e.g. 10 – 0 = 10, 10 – 1 = 9, 10 – 2 = 8, …)

• use number facts within 10, i.e.:

• Y1: Describe position: above, below, beside, left, right

• Y1: Describe direction and movement: forwards, backwards, up, down, left, right
• Y1: Make whole turns, half turns and quarter turns
• Y1: Talk about things that turn

• make whole turns and half turns

• Y1: Compare two or more weights by direct comparison

• use direct comparisons with:

• Y1: Measure weights using uniform non-standard units (whole and half)
• Y1: Estimate then measure weights, recording estimates

• use non-standard units to measure:

• Y1: Read the time to the hour on analogue clocks

• use standard units of time to read ‘o’clock’ using both analogue and 12-hour digital clocks

• Y1: Organise information in simple lists, tables, pictograms or block graphs
• Y1: Interpret information from simple lists, tables, pictograms or block graphs
• Y1: Sort and organise information using objects or pictures

• collect information by voting or sorting and represent it in pictures, objects or drawings

• make lists and tables based on data collected

• extract and interpret information from lists, tables, diagrams and graphs

• Y1: Begin to relate solid shapes to pictures of them
• Y1: Begin to use the names of common 3D shapes: cube, cuboid, cylinder, sphere, cone, pyramid

• Y1: Describe features of familiar 3D shapes: number, shapes and types of faces

• sort and classify objects using one criterion

• sort and classify objects using more than one criterion

• Y1: Add by counting on, not bridging a multiple of 10 other than 10 or 20

• use ‘counting on’ strategies to add 2 collections, starting with the larger number, e.g. 8 + 5

• Y1: Add two multiples of 10 by counting on in 10s

• use ‘counting on’ strategies to add 2 collections, starting with the larger number, e.g. 8 + 5

• Y1: Count on and back in 10s from any number up to 100

• use ‘counting on’ strategies to add 2 collections, starting with the larger number, e.g. 8 + 5

• Y1: Count on and back in 1s or 10s up to 100
• Y1: Say the number that is 1 or 10 more or less than a given number

• use ‘counting on’ strategies to add 2 collections, starting with the larger number, e.g. 8 + 5

• Y1: Begin to subtract a 1-digit number from a 2-digit number by counting back, not crossing 10

• [Begin to]use mental recall of number facts to 10 and place value to add or subtract larger numbers, e.g. 24 + 4, 30 + 5, 34 + 10

• Y1: Subtract by counting back to a multiple of 10

• use mental recall of number facts to 10 and place value to add or subtract larger numbers, e.g. 24 + 4, 30 + 5, 34 +10

• Y1: Count a number of objects by grouping in 5s or 10s

• count sets of objects by grouping in [2s,] 5s or 10s

• Y1: Say the number that is 10 more or less than a given number
• Y1: Begin to add a multiple of 10 to a 2-digit number by counting on in 10s

• use mental recall of number facts to 10 and place value to add or subtract larger numbers, e.g. 24 + 4, 30 + 5, 34 +10

• Y1: Begin to partition 2-digit numbers into T and U

• Y1: Order numbers up to at least 30
• Y1: Say a number lying between two numbers up to at least 50

• compare and order numbers to at least 20

• compare and order 2-digit numbers

• Y1: Know by heart addition and subtraction facts for pairs of numbers that total up to 9
• Y1: Record addition and subtraction facts for pairs of numbers that total up to 9, using +, - and = in number sentences

• use number facts within 10, i.e.:

• add and subtract numbers involving up to 10 objects

• Y1: Know by heart addition and subtraction facts for pairs of numbers that total 10
• Y1: Record addition and subtraction facts for pairs of numbers that total 10, using +, - and = in number sentences

• use number facts within 10, i.e.:

• add and subtract numbers involving up to 10 objects

• Y1: Add a 1-digit number to a 2-digit number, not crossing a multiple of 10
• Y1: Add a 1-digit number to a 2-digit number, crossing a multiple of 10

• use mental recall of number facts to 10 and place value to add or subtract larger numbers, e.g. 24 + 4, 30 + 5, 34 +10

• Y1: Find a small difference between two numbers by counting on

• find small differences within 20 by using ‘counting on’ strategies

• Y1: Compare two or more capacities by direct comparison: pouring

• use direct comparisons with:

• Y1: Measure capacities using uniform non-standard units (whole and half)
• Y1: Begin to estimate then measure capacities, recording estimates

• use non-standard units to measure:

• Y1: Read the time to the hour and half hour on analogue clocks

• use standard units of time to read ‘o’clock’ using [both] analogue [and 12-hour digital] clocks

• read ‘half past’, [‘quarter past’ and ‘quarter to’] on an analogue clock

• Y1: Begin to use units to measure time: minutes

• Y1: Subtract a 1-digit number from a 2-digit number by counting back, not crossing 10
• Y1: Subtract a 1-digit number from a 2-digit number by counting back, crossing 10

• [add and] subtract numbers involving up to 10 objects

• Y1: Subtract one multiple of 10 from another

• use mental recall of number facts to 10 and place value to add or subtract larger numbers, e.g. 24 + 4, 30 + 5, 34 + 10

• Y1: Begin to add two 'teens' numbers, not crossing a multiple of 10

• use mental recall of number facts to 10 and place value to add or subtract larger numbers, e.g. 24 + 4, 30 + 5, 34 + 10

• Y1: Add and subtract 9 by adding and subtracting 10
• Y1: Solve ‘real-life’ problems involving money (change)

• find totals and give change from 10p

• use mental recall of number facts to 10 and place value to add or subtract larger numbers, e.g. 24 + 4, 30 + 5, 34 + 10

• Y1: Count on in 2s or 5s up to 100
• Y1: Begin to count on in 3s from zero

• count sets of objects by grouping in 2s, 5s
  [or 10s]

• Y1: Begin to recognise odd and even numbers up to at least 20

• Y1: Exchange coins up to 10p for equivalent in smaller coins

• use different combinations of money to pay for items up to 20p

• Y1: Find totals of sets of coins and give change
• Y1: Begin to recognise that more than two numbers can be added together

• find totals and give change from 10p

Last updated: 6th August 2013Page 1 of 8