Here are some math comments for your maths school reports.

^ was able to describe ~ own ways of solving puzzles and problems. ^ has been able to explain ~ choices and decisions orally or by using pictures. |

^ can solve problems involving addition, subtraction, multiplication or division in contexts of numbers, measures or pounds and pence. |

^ has identified and recorded the information or calculation needed to solve a puzzle or problem. |

^ is able to carry out the steps or calculations and check the solution in the context of the problem. |

^ has followed a line of enquiry. |

^ has answered questions by choosing and using suitable equipment and selecting, organising and presenting ~ information in lists, tables and simple diagrams. |

^ can describe patterns and relationships involving numbers or shapes. |

^ has made predictions and tested these with ~ own examples. |

^ can present solutions to puzzles and problems in an organised way. |

^ is able to explain ~ decisions, methods and results in pictorial, spoken or written form, using the correct mathematical language and number sentences. |

^ can solve one-step and two-step problems involving numbers, money or measures, including time. In these activities, ^ has demonstrated ~ skills by choosing and carrying out the appropriate calculations. |

^ can represent the information in a puzzle or problem using numbers, images or diagrams. |

^ has used ~ own diagrams to find a solution to a problem and present it in context, where appropriate using ·.p notation, Ã and cent or units of measure. |

^ has followed a line of enquiry by deciding what information is important. |

^ has made use of ~ own lists, tables and graphs to organise and interpret the information. |

^ is able to identify patterns and relationships involving numbers or shapes, and use these to solve ~ problems. |

^ has described and explained ~ methods, ~ choices and ~ solutions to puzzles and problems, orally and in writing, using a range of pictures and diagrams. |

^ was able to count reliably at least 20 objects, recognising that when rearranged the number of objects stayed the same. ^ knows that an estimate of a number of objects that can be checked by counting. |

^ can compare and order numbers, using the related vocabulary. ^ also knows how to use the equals (=) sign. |

^ is able to read and write numerals from 0 to 20, then beyond. ^ can use ~ knowledge of place value to position these numbers on a number track and number line . |

^ has used the vocabulary of halves and quarters in an appropriate context. |

^ can read and write two-digit and three-digit numbers in figures and words. ^ can describe and extend number sequences and recognise odd and even numbers. |

^ is able to count up to 100 objects by grouping them and counting in tens, fives or twos. |

^ knows and can explain what each digit in a two-digit number represents, including numbers where 0 is a place holder. |

^ has shown evidence ^ can partition two-digit numbers in different ways, including into multiples of 10 and 1. |

^ can order two-digit numbers and position them on a number line; use the greater than (>) and less than (<) signs. |

^ can estimate a number of objects and has rounded two-digit numbers to the nearest 10. |

^ can find one half of shapes and sets of objects. |

^ can find one half, one quarter of shapes and sets of objects. |

^ can find one half, one quarter and three quarters of shapes and sets of objects. |

^ can read, write and order whole numbers to at least 1000 and position them on a number line. |

^ is able to count on from and back to zero in single-digit steps or multiples of 10. |

^ is able to partition three-digit numbers into multiples of 100, 10 and 1 in different ways. |

^ has experience of rounding two-digit or three-digit numbers to the nearest 10 or 100 and giving estimates for their sums and their differences. |

^ can read and write proper fractions (e.g. three sevenths, nine tenths), interpreting the denominator as the parts of a whole and the numerator as the number of parts. |

In addition, ^ is able to identify and estimate fractions of shapes; use diagrams to compare fractions and establish equivalents. |

^ can derive and recall all the pairs of numbers with a total of 10 and addition facts for totals to at least 5. ^ is able to also work out the corresponding subtraction facts. |

^ is able to count on or back in ones, twos, fives and tens and use this knowledge to derive the multiples of 2, 5 and 10 to the tenth multiple. |

^ recalls the doubles of all numbers to at least 10. |

# derives and recalls all addition and subtraction facts for each number to at least 10, all pairs with totals to 20 and all pairs of multiples of 10 with totals up to 100. |

# understands that halving is the inverse of doubling and ^ can derive and recall doubles of all numbers to 20, and the corresponding halves. |

# derives and recalls multiplication facts for the 2, 5 and 10 times-tables and the related division facts. ^ recognises multiples of 2, 5 and 10. |

# uses ~ knowledge of number facts and operations to estimate and check ~ answers to ~ calculations. |

# derives and recalls all addition and subtraction facts for each number to 20, sums and differences of multiples of 10 and number pairs that total 100. |

# derives and recalls multiplication facts for the 2, 3, 4, 5, 6 and 10 times-tables and the corresponding division facts; recognise multiples of 2, 5 or 10 up to 1000. |

# uses ~ knowledge of number operations and their corresponding inverses, including doubling and halving, to estimate and check ~ calculations. |