National Numeracy Framework for Wales 2013
Which numeracy skills are covered in each Abacus Evolve week?
Abacus Evolve Foundation (2012)
Strand and Element abbreviations (please note that only the numeracy skills are covered in this chart, and not the literacy skills)
Reasoning
= Developing numerical reasoning
Number
= Using number skills
Measuring
= Using measuring skills
Data
= Using data skills
Identify
Represent
Review
Number facts
Fractions, etc.
Calculate
Estimate
Money
Length, etc.
Time
Temperature
Area etc.
Data
= Identify processes and connections
= Represent and communicate
= Review
= Use number facts and relationships
= Fractions, decimals, percentages and ratio
= Calculate using mental and written methods
= Estimate and check
= Manage money
= Length, weight/mass, capacity
= Time
= Temperature
= Area and volume / Angle and position
= Collect and record data / Present and analyse data / Interpret results
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.
Last updated: 6th August 2013
Page 1 of 8
National Numeracy Framework for Wales 2013
Which numeracy skills are covered in each Abacus Evolve week?
Abacus Evolve Foundation (2012)
Abacus Evolve
Week
1
2
Area
Maths
Maths
Aspects


Shape, space
and measures
Numbers
Goals
Maths


Numbers
Shape, space
and measures
Maths

Numbers

Shape, space
and measures
Time

demonstrate a developing sense of how long tasks and
everyday events take
R
Measuring
Time

use the concept of time in terms of their daily activities


Count reliably with numbers from 1 to 20
Select the correct numeral to represent 1 to 5, then 1
to 10 objects
Recognise numerals 1 to 5
Count objects to 10, and beginning to count beyond
10
R
Number
Number facts

count reliably up to 10 objects
R
Number
Number facts

read [and write] numbers to at least 10
Count reliably with numbers from 1 to 20
Use ordinal numbers in different contexts
Recognise, create and describe patterns
Say the number that is one more than a given
number
Place numbers in order and say which number is
one more or one less than a given number
R
Number
Number facts

count reliably up to 10 objects
R
Number
Number facts

compare and order numbers to at least 10
In practical activities and discussion, begin to use the R
vocabulary involved in adding and subtracting
R
Place numbers in order and say which number is
one more or one less than a given number
Say the number that is one more than a given
number
Number
Number facts

compare and order numbers to at least 10
Number
Calculate

combine two groups of objects to find ‘how many
altogether?’









Last updated: 6th August 2013
Skill
Measuring

Maths
Element
R

5
Strand
Use everyday language related to time
Recognise, create and describe patterns
Order and sequence familiar events

4
Year





3
Numeracy Framework for Wales
Begin to use mathematical names for ‘solid’ 3D
shapes and ‘flat’ 2D shapes, and mathematical terms
to describe shapes
Explore characteristics of everyday objects and
shapes and use mathematical language to
describe them
Use familiar objects and common shapes to create
and recreate patterns and build models
Recognise, create and describe patterns
No matching skills
Page 2 of 8
National Numeracy Framework for Wales 2013
Which numeracy skills are covered in each Abacus Evolve week?
Abacus Evolve Foundation (2012)
Abacus Evolve
Week
6
Area
Maths
Aspects


Numbers
Shape, space
and measures
Goals









7
Maths

Shape, space
and measures


8
Maths

Numbers







9
Maths

Numbers





Last updated: 6th August 2013
Numeracy Framework for Wales
Year
Strand
Element
Skill
R
Number
Number facts

count reliably up to 10 objects
R
Number
Number facts

read [and write] numbers to at least 10
R
Number
Number facts

compare and order numbers to at least 10
1
Number
Estimate

make a sensible estimate of a number of objects that
can be checked by counting
Measuring
Length, etc.

use direct comparisons with:
– length, height and distance, e.g. longer/shorter than
Data
Data

record collections using marks, numbers or pictures
R
Number
Number facts

count reliably up to 10 objects
R
Number
Number facts

read [and write] numbers to at least 10
1
Number
Estimate

make a sensible estimate of a number of objects that
can be checked by counting
Place numbers in order and say which number is R
one more or one less than a given number
R
Count an irregular arrangement of up to ten objects
Say the number that is one more than a given
R
number
In practical activities and discussion, begin to use the
vocabulary involved in adding and subtracting
Count reliably with numbers from 1 to 20
Number
Number facts

count reliably up to 10 objects
Number
Number facts

compare and order numbers to at least 10
Number
Calculate

combine two groups of objects to find ‘how many
altogether?’
Count reliably with numbers from 1 to 20
Count an irregular arrangement of up to ten objects
Estimate how many objects they can see and check
by counting them
Recognise, create and describe patterns
Explore characteristics of everyday objects and
shapes and use mathematical language to
describe them
Solve problems, including doubling, halving and
sharing
Select the correct numeral to represent 1 to 5, then 1
to 10 objects
Recognise numerals 1 to 5
Place numbers in order and say which number is
one more or one less than a given number
Use everyday language to talk about size, weight, R
capacity, position, distance, time and money to
compare quantities and objects and solve
R
problems
Order two or three items by length or height
Count reliably with numbers from 1 to 20
Count actions or objects which cannot be moved
Recognise numerals 1 to 5
Count out up to six objects from a larger group
Count an irregular arrangement of up to ten objects
Solve problems, including doubling, halving and
sharing
Estimate how many objects they can see and check
by counting them
Page 3 of 8
National Numeracy Framework for Wales 2013
Which numeracy skills are covered in each Abacus Evolve week?
Abacus Evolve Foundation (2012)
Abacus Evolve
Week
10
Area
Maths
Aspects

Shape, space
and measures
Goals




11
Maths

Shape, space
and measures



12
Maths

Numbers






13
Maths

Numbers



Last updated: 6th August 2013
Numeracy Framework for Wales
Year
Strand
Element
Skill
No matching skills
Explore characteristics of everyday objects and
shapes and use mathematical language to
describe them
Begin to use mathematical names for ‘solid’ 3D
shapes and ‘flat’ 2D shapes, and mathematical terms
to describe shapes
Recognise, create and describe patterns
Use everyday language to talk about size, weight,
capacity, position, distance, time and money to
compare quantities and objects and solve
problems
Measuring
Length, etc.

use direct comparisons with:
– length, height and distance, e.g. longer/shorter than
R
Number
Number facts

count reliably up to 10 objects
R
Number
Number facts

read [and write] numbers to at least 10
1
Number
Estimate

make a sensible estimate of a number of objects that
can be checked by counting
Place numbers in order and say which number is R
one more or one less than a given number
R
Using quantities and objects, add and subtract
two single-digit numbers and count on or back to
find the answer
In practical activities and discussion, begin to use the
vocabulary involved in adding and subtracting
Number
Number facts

compare and order numbers to at least 10
Number
Calculate

take away objects to find ‘how many are left?’
R
Explore characteristics of everyday objects and
shapes and use mathematical language to
describe them
Order two or three items by length or height
Use everyday language to talk about size, weight,
capacity, position, distance, time and money to
compare quantities and objects and solve
problems
Count reliably with numbers from 1 to 20
Estimate how many objects they can see and check
by counting them
Solve problems, including doubling, halving and
sharing
Count an irregular arrangement of up to ten objects
Use ordinal numbers in different contexts
Recognise numerals 1 to 5
Page 4 of 8
National Numeracy Framework for Wales 2013
Which numeracy skills are covered in each Abacus Evolve week?
Abacus Evolve Foundation (2012)
Abacus Evolve
Week
14
Area
Maths
Aspects

Shape, space
and measures
Goals



15
Maths

Numbers




16
Maths

Numbers




17
Maths

Shape, space
and measures


18
Maths

Numbers



Last updated: 6th August 2013
Numeracy Framework for Wales
Year
Strand
Element
Begin to use mathematical names for ‘solid’ 3D
shapes and ‘flat’ 2D shapes, and mathematical terms
to describe shapes
Explore characteristics of everyday objects and
shapes and use mathematical language to
describe them
Use familiar objects and common shapes to create
and recreate patterns and build models
Skill
No matching skills
R
Using quantities and objects, add and subtract
two single-digit numbers and count on or back to
find the answer
1
In practical activities and discussion, begin to use the
vocabulary involved in adding and subtracting
Solve problems, including doubling, halving and 1
sharing
Find the total number of items in two groups by
counting all of them
Number
Calculate

combine two groups of objects to find ‘how many
altogether?’
Number
Number facts

[Begin to] use number facts within 10, i.e.:
– bonds of 10, e.g. 6 + 4
Number
Calculate

use ‘counting on’ strategies to add 2 collections,
starting with the larger number, e.g. 8 + 5
R
Number
Number facts

count reliably up to 10 objects
R
Number
Number facts

read [and write] numbers to at least 10
1
Number
Number facts

[Begin to] count reliably up to 20 objects
Measuring
Area, etc.

move in given directions
R
Number
Number facts

read [and write] numbers to at least 10
R
Number
Number facts

compare and order numbers to at least 10
R
Number
Calculate

combine two groups of objects to find ‘how many
altogether?’
1
Number
Number facts

count reliably up to 20 objects
Count reliably with numbers from 1 to 20
Recognise numerals 1 to 5
Select the correct numeral to represent 1 to 5, then 1
to 10 objects
Count objects to 10, and begin to count beyond 10
Use everyday language to talk about size, weight, R
capacity, position, distance, time and money to
compare quantities and objects and solve
problems
Can describe their relative position such as ‘behind’
or 'next' to
Using quantities and objects, add and subtract
two single-digit numbers and count on or back to
find the answer
Find the total number of items in two groups by
counting all of them
Use the language of ‘more’ and ‘fewer’ to compare
two sets of objects
Page 5 of 8
National Numeracy Framework for Wales 2013
Which numeracy skills are covered in each Abacus Evolve week?
Abacus Evolve Foundation (2012)
Abacus Evolve
Week
19
20
21
Area
Maths
Maths
Maths
Aspects



Shape, space
and measures
Shape, space
and measures
Numbers
Goals

Maths

Shape, space
and measures

Numbers
Skill
 use direct comparisons with:
– weight/mass, e.g. heavier/lighter than
– capacity, e.g. holds more/less than




Use everyday language related to time
Order and sequence familiar events
Measure short periods of time in simple ways
R
Measuring
Time

demonstrate a developing sense of how long tasks and
everyday events take
R
Measuring
Time

use the concept of time in terms of their daily activities
R
Data
Data

sort and classify objects using one criterion
R
Number
Number facts

read [and write] numbers to at least 10
R
Number
Number facts

compare and order numbers to at least 10






Count reliably with numbers from 1 to 20
Solve problems, including doubling, halving and
sharing
Recognise numerals 1 to 5
Place numbers in order and say which number is
one more or one less than a given number
No matching skills
Explore characteristics of everyday objects and
shapes and use mathematical language to
describe them
Begin to use mathematical names for ‘solid’ 3D
shapes and ‘flat’ 2D shapes, and mathematical terms
to describe shapes
Recognise, create and describe patterns
R
Use the language of ‘more’ and ‘fewer’ to compare
two sets of objects
In practical activities and discussion, begin to use the R
vocabulary involved in adding and subtracting
Using quantities and objects, add and subtract
two single-digit numbers and count on or back to R
find the answer
R
R
Last updated: 6th August 2013
Element
Length, etc.

Maths
Strand
Measuring

23
Year
Use everyday language to talk about size, weight, R
capacity, position, distance, time and money to
compare quantities and objects and solve
problems
Order two items by weight or capacity


22
Numeracy Framework for Wales
Number
Number facts

compare and order numbers to at least 10
Number
Calculate

combine two groups of objects to find ‘how many
altogether?’
Number
Calculate

take away objects to find ‘how many are left?’
Measuring
Length, etc.
 use direct comparisons with:
– length, height and distance, e.g. longer/shorter than
Measuring
Time

demonstrate a developing sense of how long tasks and
everyday events take
Page 6 of 8
National Numeracy Framework for Wales 2013
Which numeracy skills are covered in each Abacus Evolve week?
Abacus Evolve Foundation (2012)
Abacus Evolve
Week
24
Area
Maths
Aspects

Shape, space
and measures
Goals



25
Maths

Numbers


26
Maths

Shape, space
and measures


27
Maths


Numbers
Shape, space
and measures






28
Maths

Shape, space
and measures



Last updated: 6th August 2013
Numeracy Framework for Wales
Year
Strand
Element
Skill
R
Explore characteristics of everyday objects and
shapes and use mathematical language to
describe them
R
Begin to use mathematical names for ‘solid’ 3D
shapes and ‘flat’ 2D shapes, and mathematical terms
to describe shapes
Use everyday language to talk about size, weight,
capacity, position, distance, time and money to
compare quantities and objects and solve
problems
Measuring
Time

demonstrate a developing sense of how long tasks and
everyday events take
Data
Data

sort and classify objects using one criterion
R
Using quantities and objects, add and subtract
two single-digit numbers and count on or back to
find the answer
In practical activities and discussion, begin to use the
vocabulary involved in adding and subtracting
Number
Calculate

take away objects to find ‘how many are left?’
No matching skills
Explore characteristics of everyday objects and
shapes and use mathematical language to
describe them
Begin to use mathematical names for ‘solid’ 3D
shapes and ‘flat’ 2D shapes, and mathematical terms
to describe shapes
Count objects to 10, and begin to count beyond 10
Estimate how many objects they can see and check
by counting them
Use the language of ‘more’ and ‘fewer’ to compare
two sets of objects
Begin to use everyday language related to money
Count reliably with numbers from 1 to 20
Recognise numerals 1 to 5
R
Number
Number facts

count reliably up to 10 objects
R
Number
Number facts

read and write numbers to at least 10
1
Number
Number facts

count reliably up to 20 objects
1
Number
Estimate

make a sensible estimate of a number of objects that
can be checked by counting
Measuring
Length, etc.
 use direct comparisons with:
– length, height and distance, e.g. longer/shorter than
Measuring
Length, etc.

Use everyday language to talk about size, weight, R
capacity, position, distance, time and money to
compare quantities and objects and solve
1
problems
Explore characteristics of everyday objects and
shapes and use mathematical language to
describe them
Order two or three items by length or height
[Begin to] use non-standard units to measure:
– length [, height and distance]
Page 7 of 8
National Numeracy Framework for Wales 2013
Which numeracy skills are covered in each Abacus Evolve week?
Abacus Evolve Foundation (2012)
Abacus Evolve
Week
29
Area
Maths
Aspects

Numbers
Goals





30
Maths

Numbers




Last updated: 6th August 2013
Numeracy Framework for Wales
Year
Strand
Element
Skill
Place numbers in order and say which number is R
one more or one less than a given number
Estimate how many objects they can see and check
1
by counting them
Using quantities and objects, add and subtract
two single-digit numbers and count on or back to 1
find the answer
In practical activities and discussion, begin to use the
vocabulary involved in adding and subtracting
Use the language of ‘more’ and ‘fewer’ to compare
two sets of objects
Number
Calculate

combine two groups of objects to find ‘how many
altogether?’
Number
Calculate

use ‘counting on’ strategies to add 2 collections,
starting with the larger number, e.g. 8 + 5
Number
Estimate

make a sensible estimate of a number of objects that
can be checked by counting
R
Number
Calculate

combine two groups of objects to find ‘how many
altogether?’
R
Data
Data

sort and classify objects using one criterion
1
Number
Number facts

use number facts within 10, i.e.:
– bonds of 10, e.g. 6 + 4
1
Number
Estimate

make a sensible estimate of a number of objects that
can be checked by counting
Using quantities and objects, add and subtract
two single-digit numbers and count on or back to
find the answer
Estimate how many objects they can see and check
by counting them
In practical activities and discussion, begin to use the
vocabulary involved in adding and subtracting
Solve problems, including doubling, halving and
sharing
Page 8 of 8