Records, using marks that they can interpret and explain.
Observe whether the child: records, using marks that they can interpret and explain.
What it looks like
Three ways this behaviour shows up as a child grows. Each level includes everyday moments to watch for.
Emerging
Just starting
Attempts to record a quantity using marks when prompted, but explanations are vague or inconsistent (meaning changes). Needs adult interpretation or heavy prompting to connect marks to the counted set.
What you might see
After counting items, scribbles on paper and cannot say what the marks mean when asked.
When asked to “write down how many”, refuses or draws unrelated pictures without linking to the number task.
Makes some marks after counting but gives an inconsistent explanation (e.g., first says “these are the cars”, then says “it’s my name”).
Draws a few dots for a larger set but cannot say whether each dot stands for one item.
Expected
On track
Uses simple marks (dots, tallies, circles, or emerging numerals) to record quantities in familiar contexts and can explain what the marks mean with some prompting. Recording may be accurate for small numbers but can include omissions/extra marks.
What you might see
Draws five marks after counting five objects and, when asked, says “these are the five” (may still miscount the marks without help).
Uses a single numeral (sometimes reversed) or a mix of dots and lines to represent a small number and can explain the intended meaning.
Exceeding
Going further
Independently chooses a recording method and accurately records a count/result, then clearly explains how the marks relate to the quantity. Uses recording within play and routines to support remembering and communicating a number.
What you might see
Uses tallies/dots/numerals to record a quantity and then checks their recorded marks by recounting them.
Creates a simple score/list in play (e.g., “3” for points or three tallies) and explains what each mark stands for.
Notices an error in their recording (too many/too few marks) and corrects it by adding/removing marks after recounting the set.
Explains to someone else how to read their marks (e.g., “Each line is one, so there are six altogether”).
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
Mealtime: After setting the table, ask your child to “record how many plates we used” using any marks—notice if they can explain what their marks mean.
Play: During a simple game, invite your child to keep score using marks—see whether they can read back the score later and explain it.
Tidy-up: Ask your child to count a group of toys and then “write down the number” using dots/lines/numerals—observe if the marks match the count.
Storytime: After counting objects on a page, ask your child to record the number on paper and explain their recording.
Outdoor: Collect a small set of stones/leaves, count them, and ask your child to make a “note” (marks) so they can remember the number later—see if they can interpret it afterwards.
Connected behaviours
Behaviours that scaffold, follow, or co-emerge with this one.
The framework source and supporting developmental research.
Framework source
Development Matters in the EYFS (DfE, 2012) — Mathematics: Numbers (40–60+ months).
Specifies interpretable mark-making as an observable way children communicate and reason about number.
Developmental research
Clements, D. H., & Sarama, J. (2014). Learning and Teaching Early Math: The Learning Trajectories Approach (2nd ed.). Routledge.
Describes how external representations (marks, numerals, recordings) support young children’s mathematical thinking and progression.
Five-level rubric (detailed)ShowHide
The full progression underlying the three levels above. Used by the platform’s reasoning agent when planning activities and observations.
Not Yet
Makes marks but does not connect them to quantity/number meaning; cannot explain what marks represent. Marks may be purely decorative or unrelated to the task asked.
After counting items, scribbles on paper and cannot say what the marks mean when asked.
When asked to “write down how many”, refuses or draws unrelated pictures without linking to the number task.
Emerging
Attempts to record a quantity using marks when prompted, but explanations are vague or inconsistent (meaning changes). Needs adult interpretation or heavy prompting to connect marks to the counted set.
Makes some marks after counting but gives an inconsistent explanation (e.g., first says “these are the cars”, then says “it’s my name”).
Draws a few dots for a larger set but cannot say whether each dot stands for one item.
Developing
Uses simple marks (dots, tallies, circles, or emerging numerals) to record quantities in familiar contexts and can explain what the marks mean with some prompting. Recording may be accurate for small numbers but can include omissions/extra marks.
Draws five marks after counting five objects and, when asked, says “these are the five” (may still miscount the marks without help).
Uses a single numeral (sometimes reversed) or a mix of dots and lines to represent a small number and can explain the intended meaning.
Secure
Independently chooses a recording method and accurately records a count/result, then clearly explains how the marks relate to the quantity. Uses recording within play and routines to support remembering and communicating a number.
Uses tallies/dots/numerals to record a quantity and then checks their recorded marks by recounting them.
Creates a simple score/list in play (e.g., “3” for points or three tallies) and explains what each mark stands for.
Reflexive
Flexibly uses recording to organise thinking (tracking, checking, revising) and can translate between marks and numerals. Explains their recording method to others and adapts it to different tasks (lists, scores, totals).
Notices an error in their recording (too many/too few marks) and corrects it by adding/removing marks after recounting the set.
Explains to someone else how to read their marks (e.g., “Each line is one, so there are six altogether”).
