Knowledge, skills and understanding
Numbers and the number system
KS1.Ma2.2 – Pupils should be taught to:
Counting
KS1.Ma2.2.a – Count reliably up to 20 objects at first and recognise that if the objects are rearranged the number stays the same; be familiar with the numbers 11 to 20; gradually extend counting to 100 and beyond
Samples: Ordering groups of objects to 10. Place Value Teens - Can you see a Pattern?. Subitising - dots. Counting Backwards.
Number and place value
ACMNA001 – Establish understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20, moving from any starting point
Samples: Number recognition to 10. Number Flash Card. Counting sheep - to 10. Number line.
ACMNA002 – Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond
Samples: Number line. Place Value Teens - Can you see a Pattern?. Ordering groups of objects to 10. Subitising - dots.
ACMNA003 – Subitise small collections of objects
Samples: Ordering groups of objects to 10. Subitising - dots. 3343_Rowsof5. Subitising - objects: Activity 1.
ACMNA289 – Compare, order and make correspondences between collections, initially to 20, and explain reasoning
Samples: Ordering groups of objects to 10. Connecting number names to 10: Activity 1.
1.NA.1 – Apply counting-all strategies
Samples: Poster Numbers 1 and 2. Number recognition to 10. Number Flash Card. Counting sheep - to 10. Number line.
Mathematics
K.CC.1 – Count to 100 by ones and by tens.
Samples: Number line. Counting sheep - to 10. Ordering groups of objects to 10. Poster Numbers 1 and 2.
K.CC.3 – Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).
Samples: Place Value Teens - Can you see a Pattern?. Ordering groups of objects to 10. Subitising - dots. Count to 20.
Mathematics
K.CC.5 – Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects.
Samples: Counting sheep - to 10. Ordering groups of objects to 10. Place Value Teens - Can you see a Pattern?.
K.CC.4 – Understand the relationship between numbers and quantities; connect counting to cardinality.
K.CC.4.a – When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
Samples: Subitising - dots. Ordering groups of objects to 10. Recognizing a dot pattern.
K.CC.4.b – Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
Samples: Ordering groups of objects to 10. Place Value Teens - Can you see a Pattern?.
Mathematics
K.CC.6 – Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. (Include groups with up to ten objects).
Samples: Ordering groups of objects to 10. Subitising - objects: Activity 1. Share 12 equally. 3343_Rowsof5.
Mathematics
K.MD.3 – Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. (Limit category counts to be less than or equal to 10).
Samples: Ordering groups of objects to 10. Sorting shapes according to colour and shape.