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Begin to develop a sense of the number system by verbally counting forward to and beyond 20, pausing at each multiple of 10.
2a Verbally count beyond 20, recognising the pattern of the counting system.
1NPV–1 Count within 100, forwards and backwards, starting with any number
Play games that involve moving along a numbered track and understand that larger numbers are further along the track.
2b Compare quantities up to 10 in different contexts, recognising when one quantity is greater than, less than or the same as the other quantity.
1NPV–2 Reason about the location of numbers to 20 within the linear
number system, including comparing using < > and =
Begin to experience partitioning and combining numbers within 10.
1a Have a deep understanding of number to 10, including the composition of each number.
1c Automatically recall number bonds up to 5 (including subtraction facts) and some number bonds to 10, including double facts.
1NF–1 Develop fluency in addition and subtraction facts within 10.
Distribute items fairly. For example, put 3 marbles in each bag.
Recognise when items are distributed unfairly.
2c Explore and represent patterns within numbers up to 10, including evens and odds, double facts and how quantities can be distributed equally.
1NF–2 Count forwards and backwards in multiples of 2, 5 and 10, up to 10 multiples, beginning with any multiple, and count forwards and backwards through the odd numbers.
Understand the cardinal value of number words, for example understanding that ‘four’ relates to 4 objects.
Subitise for up to 5 items.
Automatically show a given number using fingers.
Automatically show a given number using fingers.
1a Have a deep understanding of number to 10, including the composition of each number.
1b Subitise (recognise quantities without counting) up to 5.
1c Automatically recall number bonds up to 5 (including subtraction facts) and some number bonds to 10, including double facts.
1AS–1 Compose numbers to 10 from 2 parts, and partition numbers to 10 into parts, including recognising odd and even numbers.
Devise and record number stories, using pictures, numbers, and symbols (such as arrows).
Devise and record number stories, using pictures, numbers, and symbols (such as arrows).
1a Have a deep understanding of number to 10, including the composition of each number.
1AS–2 Read, write and interpret equations containing addition (+), subtraction (-) and equals (=) symbols, and relate additive expressions and equations to real-life contexts.
See, explore, and discuss models of common 2D and 3D shapes with varied dimensions and presented in different orientations (for example, triangles not always presented on their base).
See, explore, and discuss models of common 2D and 3D shapes with varied dimensions and presented in different orientations (for example, triangles not always presented on their base).
In addition, it is important that the curriculum includes rich opportunities for children to develop their spatial reasoning skills across all areas of mathematics including shape, space, and measures.
1G–1 Recognise common 2D and 3D shapes presented in different orientations, and know that rectangles, triangles, cuboids and pyramids are not always similar to one another.
Select, rotate, and manipulate shapes for a particular purpose, for example:
rotating a cylinder so it can be used to build a tower.
rotating a puzzle piece to fit in its place.
In addition, it is important that the curriculum includes rich opportunities for children to develop their spatial reasoning skills across all areas of mathematics including shape, space, and measures.
1G–2 Compose 2D and 3D shapes from smaller shapes to match an example, including manipulating shapes to place them in particular orientations.
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