Assessment of level

Where to
next?

Level

Counting sequences Forward number word sequence

Level 0 - Emergent

Level 1
Initial (10)

Level 2
Intermediate (10)

Level 3
Facile (10)

Level 4
Facile (100)

Level 5
Facile (beyond 100)

Counts to 10 but
cannot give the
number after

Counts to 10 and gives

the number after, but
counts from 1.

Counts to 10 and gives

the number after.

Counts to 30 and gives

the number after.

Counts to 100 and

gives the number after.

Counts to 1000 and

gives the number after.

Ask student to count to

10 starting at 1.

Ask student to count to

10 starting at 1.

Ask the student to

count to 30 starting
from 1.

Ask the student what

number comes after 10
Are they able to say
11, but counting from
1 again?

Then ask the student

what number comes
next after 10 - Are they
able to say 11 without
counting from 1 again?

Ask the student to

count starting from and
ending at the following
numbers:

Ask the student to

count starting from and
ending at the following
numbers:

Then ask the student to

count to 30 starting
from a number in the
teens.

21 32.
48 57.

268 276.
Then ask the student
what number comes
next after 30.

62 74.
88 93.
95 101.

134 143.

845 852.
996 1001.

Assessment of level

Where to
next?

Level

Counting sequences Backward number word sequence

Level 0 Emergent

Level 1
Initial (10)

Level 2
Intermediate (10)

Level 3
Facile (10)

Level 4
Facile 30)

Level 5
Facile (100)

Counts backwards
from 10-1

Counts backwards
from 10 and gives
the number
before, but counts
from 1.

Counts backwards
from 10 and gives the
number before without
dropping back.

Counts backwards from 30

and gives the number
before without dropping
back.

Counts backwards
from 100 and gives
the number before.

Counts backwards from a

given three digit number.

Ask student to
start at 10 and
count backwards
from 10.

Ask student to
start at 10 and
count backwards
from 10.

Ask students to tell

you the number before
the following
numbers:

Ask students to count

backwards starting from 30,
all the way to 1.

Then ask the

student to tell you
the number before
7.
- Observe if the
student starts
from 1 to find the
number before 7.

- Observe if the
student is able to say
the number without
dropping back or
counting from 1.

Then ask the students the

number before the
following numbers:

Ask the student to

count backwards
starting from and
ending at the
following numbers:
22

48

71

85

63

103

Ask the student to count

backwards starting from the
following numbers:
134
268

24

30

17

20

- Observe if the student

drops back and counts to
find the number before
those above. Student must
state the number without
needing to count to move
up in levels.

Then ask the student

to say the number
that comes before the
following numbers:
56

91

69

101

51

845
996
1002

Assessment of level

Where to
next?

Level

Numeral Identification
Level 0 - Emergent

Level 1 1-10

Level 2 1-20

Level 3 1-100

Level 4 1-1000

Level 5 1-10000

Identifies all the

numerals 1-10

Identifies all numerals

1-20

Identifies the numerals

1-100

Identifies the numerals

1-1000

Identifies the numerals

1-10000

Identifies numerals of
any size.

Ask the student to

identify all numerals
from 1-20 when
written on a
whiteboard/flashcards

Ask the student to

identify the following
numerals:
23

Ask the student to

identify the following
numerals:
113

Ask the student to

identify the following
numerals:
1247

38

124

2647

46

635

9982

59

998

3676

62

752

2031

77

666

10 000

84

1000

10 001

91

1001

100
101

Where to next?

Level

Counting sequences Counting by 10s and 100s

Level 0 Learning to
count by 10s and 100s

Level 1 Initial counts by 10s and

100s

Level 2 Off decade counting

Level 3 Off hundred

counting

Counts forwards and

backwards by 10s to 100.
Counts forwards and
backwards by 100s to
1000.

Counts forwards and backwards by 10s

and 5s off the decade to 100.

Counts forwards and

backwards by 10s and
100s off the decade or the
hundred to or from any
number.

Ask the student to count

by 10s to 100.

Ask the student to count forwards by

10s starting at 7, to 100 off the
decade.
(7, 17, 27, 37, 47, 57, 67 ....)

Counts forwards and backwards by

10s off the decade in the range of 1100.
Counts forwards and backwards by
100s, off the 100, on or off the decade
to 10 000.
Ask the student to count forwards by
10s starting at 367 off the decade.
(367, 377, 387, 397, 407, 417....)

Assessment of level

Ask the student to count

by 10s backwards from
100.
Ask the student to count
by 100s to 1000.
Ask the student to count
backwards by 100s from
1000.

Ask the student to count backwards by

10s starting at 92 off the decade.
(92, 82, 72, 62, 52, 42, 32 ....)
Ask the student to count forwards by
5s starting at 12, to 100 off the
decade.
(12, 17, 22, 27, 32, 37, 42 ....)
Ask the student to count backwards by
5s starting at 27 off the decade.
(27, 22, 17, 12, 7, 2)

Ask the student to count backwards by

10s starting at 367 off the decade.
(367, 357, 347, 337, 327, 317, 297 ....)
Ask the student to count forwards by
100s starting at 1340.
(1340, 1440, 1540, 1640 ....)
Ask the student to count backwards by
100s starting at 931.
(931, 831, 731, 631, 531 .....)

Where to
next?

Level

Pattern and number structure

Level 0 Emergent
(Subitises 2)
Level 1 - Instant
Recognises, describes, and
continues a repeated pattern of
two.
Using counters/blocks create a
repeated pattern of two ask the
student to:

assessment of level

Continue the pattern.

Describe the pattern.
Recognise that the pattern is a
repeating pattern.
Write a counting pattern increasing
by 2...
(2, 4, 6, 8, 10, 12....) Ask the
student the same questions as
above.

Level 2 repeated

Level 3 - Multiple

Level 4 Part-whole to 10

Level 5 Part-whole to 20

Creates a pattern of repeated

units of a specified size.

Creates a pattern of repeated

units and supplies the missing
elements of a pattern.

Knows number
combinations to 20 and how
many more are needed to
make 20.

Uses mental strategies to

determine how many more
are needed to make 100.

Using counters/blocks ask the

student to create a pattern supply
the student with blocks/shapes that
only allow for a pattern of two to
be created is the student able to
successfully create a pattern?

Provide the student with some

assorted shapes/blocks and ask them
to create a pattern of their choice
Can the student create a pattern of
repeated units?
Create a pattern using blocks/shapes
and ask the student continue it.

Ask the student to write on a

whiteboard the following patterns
and say them aloud.
counting by 2s.
counting by 5s.
counting by 10s.
Ask the student to describe what is
happening in each pattern once said
aloud.

Ask the student to write a known

counting pattern on the whiteboard.
Write the following counting patterns
onto a whiteboard leaving a gap for
some numbers, asking the student to
supply the missing elements/
numbers...
8 10 12 14 16
40 50

60 70

80

3 6 9

12

15 18

12 16

20

24

28

Discuss with the student how they

knew the missing elements.

Ask the student to write 5

combinations that make 20.
Ask the student how many
more you will need to get to 20
from the following numbers:
15

Ask the student how many

more are needed to make 100
from the following numbers:
60
42

95

18

1
13

Observe and discuss how/if the

student used mental strategies
to find the answer.

assessment of level

Where to next?

Level

Place Value

Level 0 Ten as a
count

Level 1 Ten as a
unit

Level 2 Tens and

ones

Can coordinate
counting by tens and
ones from the middle
of the decade to find
the total or difference
of two 2 digit
numbers.

Can solve addition and

subtraction problems
mentally using the
structure of tens and
ones without a need to
reconstruct the written
algorithm.

Can mentally add and

subtract reasonable
combinations of
numbers to 1000.

Level 3
Hundreds, tens
and ones
Uses and
understands simple
decimals (to two
places). Eg: 0.8 is
larger than 0.75

Level 4 Decimal
Place Value
Recognises that
numbers can be
extended
indefinitely in two
directions to the
left and right of the
decimal point.

assessment of level

Where to next?

Level

Multiplication and division

Level 0 Learning to
make equal groups

Level 1 forming
equal groups

Level 2 perceptual
multiples

Level 3
Figurative units

Level 4 Repeated
abstract units

Uses perceptual counting by

ones and sharing to form
groups. Counts each item in
the group by ones.

Uses groups or multiples in

perceptual counting and
sharing e.g. rhythmic or skip
counting. Cannot deal with
concealed items.

Equal grouping and counting

without individual times
visible. Relies on perceptual
markers to represent each
group.

Can use composite units

in repeated addition and
subtraction using the unit
a specified number of
times. May use skip
counting or a double
count.

Can coordinate two

composite units as an
operation e.g. 3 sixes, 6
times 3 is 18. Uses
multiplication and
division as inverse
operations flexibly.

Give the student 8

counters and ask them to
share the counters equally
into 4 groups.

Show the student the

following groups using
visuals: (counters/blocks)
4 groups of 5.
3 groups of 10.
5 groups of 2.

Briefly display some

counters in the following
groups and cover them with
paper, then ask the student
how many counters there
were all together.
3 groups of 2
2 groups of 4
3 groups of 3

Ask the student to show

you the following using
counters/blocks:
2+2+2+2
3+3+3

Ask the student the

following questions by
recording them on a
whiteboard:

ask the student to show

you using counters
some groups that make
8, 12, 20.

What is...
2x5
3 x 10
6x2
10 divided by 2
6 divided by 3

Observe & make notes on

how the student performs
this counts by ones?
Skip counts? Shares by
ones until all counters are
gone, etc.

Ask the student to tell you

how many there is all
together for each set of
groups.
Observe if the student is
using rhythmic/skip
counting to find the total
in each group.

Observe & make notes on

how the student works out
the total. Are they
visualising and skip
counting?

assessment of level

Where to
next?

Level

Early Arithmetical strategies

Level 0 Emergent

Level 1 Perceptual

Counts visible items and

Counts concealed items
builds and subtracts
and visualises the items
numbers by using
that cannot be seen.
materials to represent each
Counts from one.
number to find the total
count.
Working towards
Ask student to line 10-15
counting, using 1:1 and
counters in a row.
ending with a total of
counters in a set.
Ask student to count them
and observe if they use 1:1
correspondance and end
with a total and state the
total of the counters.

Level 2 Figurative

Level 3 Counting
on and back

Level 4 Facile

Counts on or back to solve

problems. A number takes
the place of a completed
count

Uses known facts and

other non-count-by one
strategies, e.g.
compensation, to solve
problems.

Uses known facts and

other non-count-by one
strategies, e.g. doubles,
partitioning, to solve
problems.

Ask student to tell you

some friends of ten are
they able to do this using
mental strategies?
Ask the student to find the
total 4+3 and 8-3
Ask the student to explain
how they found the answer
if they do not show this.

Ask the student to find

the answer to 10+12
and 40-21
Ask them to explain
how they found the
answer.
Ask them for another
way to find the answer.

Observe ways the

Observe if the student is
students finds the
able to use mental strategies answers to the addition
counting on or back to
and subtraction sums.
find the total to an addition
or subtraction sum.

assessment of level

Where to next?

Level

Fractions

Level 0 Emergent
Partioning

Level 1
Halving

Level 2 Equal
Partitions

Forms halves and quarters

by repeated halving.

Investigates thirds and

fifths of a whole.

Recognises that fractional

parts can go beyond one
whole, e.g. 4 equal thirds
can be 1 whole and 1 third.

Level 3 Reforms
the whole

Level 4
Multiplicative
Partioning

Can make and

Compares fractional
recognise equivalent
parts and recognises the
fractions, e.g. 1/3 = 2/6. need for an equal whole
Can find sixths from
to do this. Uses
1/2 and 1/3.
fractions as numbers,
e.g. 1/3 is greater than
1/4.

Level 5 not included -

Level 0 Emergent
structure

Level 1 Direct
Alignment

Level 2 Transitive
Comparison

Level 3 Multiple
units

Level 4 Indirect
Comparison

Counts visible items and

builds and subtracts
numbers by using
materials to represent each
number to find the total
count.

Counts concealed items

and visualises the items
that cannot be seen.
Counts from one.

Counts on or back to solve

problems. A number takes
the place of a completed
count

Uses known facts and

other non-count-by one
strategies, e.g.
compensation, to solve
problems.

Uses known facts and

other non-count-by one
strategies, e.g. doubles,
partitioning, to solve
problems.

assessment of level

Where to
next?

Level

Measurement

Level 5-7 not

included ---