These are bounded opportunities, not learner attainment. Partial and blocked source requirements remain so.

• partial: Use mathematical words carefully when counting, comparing, and describing shapes and positions

  Bounded objective: Use comparison, shape and position words precisely. Small supplied arrangements only; wider spontaneous vocabulary use remains unobserved.

• partial: Use 'more than', 'fewer than', and 'the same as' correctly when comparing groups

  More/fewer/same applied to small provided groups.

• partial: Name shapes correctly and describe their features using words like 'sides' and 'corners'

  Triangle/square features explained; selected shapes only.

• partial: Use positional words (above, below, next to) precisely to describe where objects are

  Two-by-two textual layouts support above/below/next-to language.

• partial: When {{name}} talks about maths — like comparing numbers or describing shapes — do they use the right words, like "larger than", "fewer", "beside", or "corner"?

  Try offers new-arrangement-application for the bounded objective; it does not establish every part of the source assessment. Small supplied arrangements only; wider spontaneous vocabulary use remains unobserved.

• Small supplied arrangements only; wider spontaneous vocabulary use remains unobserved.