FOUNDATION STAGE NUMBERS LIST
OBJECTIVES and CHILD SPEAK TARGETS

Band	Objective	Child Speak Target	
Birth-11	Notices changes in number of objects or images or sounds in group of up to 3.	I am aware of when a small number of things in a group change.	
8-20	Develops an awareness of number names through their enjoyment of action rhymes and songs that relate to their experience of numbers.	I am beginning to recognise number names through songs and rhymes.	
8-20	Has some understanding that things exist, even when out of sight.	I am beginning to realise that things are there, even if I can't see them.	
16-26	Knows that things exist, even when out of sight.	I know that things are there, even if I can't see them.	
16-26	Beginning to organise and categorise objects, e.g. putting all the teddy bears together or teddies and cars in separate piles.	I am beginning to be able to put objects in groups or piles of similar things.	
16-26	Says some counting words randomly.	I am able to say some counting words.	
22-36	Selects a small number of objects from a group when asked, for example, 'please give me one', 'please give me two'.	I can pick out small number of things from a group when someone asks me to.	
22-36	Recites some number names in sequence.	I am now able to say some number words in the right order.	
22-36	Creates and experiments with symbols and marks representing ideas of number.	I like to play with different markings that can mean numbers.	
22-36	Begins to make comparisons between quantities.	I recognise that there are differences, in number, between two or more piles of things.	
22-36	Uses some language of quantities, such as 'more' and 'a lot'.	I am starting to use describing words for groups of things.	
22-36	Knows that a group of things changes in quantity when something is added or taken away.	I realise that numbers of thing change when I add or take things away.	
30-50	Uses some number names and number language spontaneously.	I am able to say some words for numbers without being asked.	
30-50	Uses some number names accurately in play.	I am sometimes able to use the right words for numbers when I play.	
30-50	Recites numbers in order to 10.	I can say the numbers from 1 to 10 in order.	
30-50	Knows that numbers identify how many objects are in a set.	I know that I can use numbers to tell how many things are in a group.	
30-50	Beginning to represent numbers using fingers, marks on paper or pictures.	I am starting to use different things to help count.	
30-50	Sometimes matches numeral and quantity correctly.	I can sometimes match a number with an amount correctly.	
30-50	Shows curiosity about numbers by offering comments or asking questions.	I like to ask questions about numbers.	
30-50	Compares two groups of objects, saying when they have the same number.	I can tell when two piles of things have the same number of things in them.	
30-50	Shows an interest in number problems.	I like to try and answer number questions.	
30-50	Separates a group of three or four objects in different ways, beginning to recognise that the total is still the same.	I am starting to realise that a group can be split into various smaller groups, but still add up to the same number.	
30-50	Shows an interest in numerals in the environment.	I like to look for different numbers in the world around me.	
30-50	Shows an interest in representing numbers.	I am beginning to enjoy drawing numbers in different ways.	
30-50	Realises not only objects, but anything can be counted, including steps, claps or jumps.	I have learnt that I can use numbers to count anything.	
40-60	Recognise some numerals of personal significance.	I know some numbers that are important to me.	
40-60	Recognises numerals 1 to 5.	I know numbers 1 to 5.	
40-60	Counts up to three or four objects by saying one number name for each item.	I can count a few things and say the number as I count them.	
40-60	Counts actions or objects which cannot be moved.	I can count things I do or large things that I see around me.	
40-60	Counts objects to 10, and beginning to count beyond 10.	I know how to count to 10 and sometimes more.	
40-60	Counts out up to six objects from a larger group.	I can count as I separate up to six things from a larger group.	
40-60	Selects the correct numeral to represent 1 to 5, then 1 to 10objects.	I can choose the correct number to show either 1 to 5, then 1 to 10 objects.	
40-60	Counts an irregular arrangement of up to ten objects.	I am able to count up to 10 things that are spread out.	
40-60	Estimates how many objects they can see and checks by counting them.	I can guess how many things are in a group and then check them by counting.	
40-60	Uses the language of 'more' and 'fewer' to compare two sets of objects.	I know when to use words like 'more' and' fewer' when comparing two groups of things.	
40-60	Finds the total number of items in two groups by counting all of them.	I can count the number of things in two groups to find the total number.	
40-60	Says the number that is one more than a given number.	I know which number follows on from another number.	
40-60	Finds one more or one less from a group of up to five objects, then ten objects.	I am able to find one more or one fewer from a group of up to five things,, and then do the same from a group of ten things.	
40-60	In practical activities and discussion, beginning to use the vocabulary involved in adding and subtracting.	I am starting to talk about adding and subtracting during activities and discussions.	
40-60	Records, using marks that they can interpret and explain.	I can record things with marks and talk about them later.	
40-60	Begins to identify own mathematical problems based on own interests and fascinations.	I am beginning to notice number issues in my own environment.	
40-60	Children count reliably with numbers from one to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing.	I am reliable when I count numbers from one to twenty, placing them in order, using mathematical terms accurately and can also solve some number problems.