Knowledge, skills and understanding
Using and applying number
KS1.Ma2.1 – Pupils should be taught to:
Problem solving
KS1.Ma2.1.a – Approach problems involving number, and data presented in a variety of forms, in order to identify what they need to do
Samples: Addition to 20. Subtract single digit numbers. Interpreting Column Graphs - 3.
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.
The number system
KS1.Ma2.2.c – Read and write numbers to 20 at first and then to 100 or beyond; understand and use the vocabulary of comparing and ordering these numbers; recognise that the position of a digit gives its value and know what each digit represents, including zero as a place-holder; order a set of one and two-digit numbers and position them on a number line and hundred-square; round any two-digit number to the nearest 10.
Samples: Counting to 100 on a number line: Activity 1. Ordinal numbers. Count on and back by 2 - numbers up to 30.
Number and place value
ACMNA012 – Develop confidence with number sequences to and from 100 by ones from any starting point. Skip count by twos, fives and tens starting from zero
Samples: Counting to 100 on a number line: Activity 1. 3343_Rowsof5. Groups of 10. One More Than.
ACMNA013 – Recognise, model, read, write and order numbers to at least 100. Locate these numbers on a number line
Samples: Ordinal numbers. Counting to 100 on a number line: Activity 1. Count on and back by 2 - numbers up to 30.
ACMNA014 – Count collections to 100 by partitioning numbers using place value
Samples: Counting to 100 on a number line: Activity 1. Counting to 100 on a number line: Activity 2.
Number and place value
ACMNA027 – Recognise, model, represent and order numbers to at least 1000
Samples: Counting to 100 on a number line: Activity 1. Counting to 100 on a number line: Activity 2.
2.NA.1 – Apply counting-on, counting-back, skip-counting, and simple grouping strategies to combine or partition whole numbers
Samples: Counting Backwards. One More Than. One Less Than. Count on 2 - numbers up to 10. Counting in Two's.
3.NA.1 – Apply basic addition facts and knowledge of place value and symmetry to:
3.NA.1.a – Combine or partition whole numbers
Samples: Add single digit numbers. Add on to 5. Addition to 20. Add on to 10. Counting to 100 on a number line: Activity 1.
4.NA.1 – Apply basic addition and subtraction facts, simple multiplication facts, and knowledge of place value and symmetry to:
4.NA.1.a – Combine or partition whole numbers
Samples: Counting to 100 on a number line: Activity 1. Make 10. Addition to 20. Add three numbers - each under 6.
Mathematics
1.NBT.1 – Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.
Samples: One More Than. One Less Than. Count on 2 - numbers up to 10. Counting to 100 on a number line: Activity 1.
Mathematics
1.NBT.2 – Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
1.NBT.2.a – 10 can be thought of as a bundle of ten ones — called a “ten.”
Samples: Counting to 100 on a number line: Activity 1. Counting to 100 on a number line: Activity 2.
1.NBT.2.b – The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
Samples: Counting to 100 on a number line: Activity 1. Counting to 100 on a number line: Activity 2.