Number
Outcomes
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Number & Place Value
Using materials and a range of representations, pupils practise counting, reading, writing and comparing numbers to at least 100 and solving a variety of related problems to develop fluency. They count in multiples of three to support their later understanding of a third. As they become more confident with numbers up to 100, pupils are introduced to larger numbers to develop further their recognition of patterns within the number system and represent them in different ways, including spatial representations. Pupils should partition numbers in different ways (for example, 23 = 20 + 3 and 23 = 10 + 13) to support subtraction. They become fluent and apply their knowledge of numbers to reason with, discuss and solve problems that emphasise the value of each digit in two-digit numbers. They begin to understand zero as a place holder.
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Count in steps of 2, 3, and 5 from 0, and in tens from any number, forward and backward
Examples
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Recognise the place value of each digit in a two-digit number (tens, ones)
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Identify, represent and estimate numbers using different representations, including the number line
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Compare and order numbers from 0 up to 100; use <, > and = signs
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Read and write numbers to at least 100 in numerals and in words
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Use place value and number facts to solve problems
Examples
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Count in steps of 2, 3, and 5 from 0, and in tens from any number, forward and backward
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Addition & Subtraction
Pupils extend their understanding of the language of addition and subtraction to include sum and difference. Pupils practise addition and subtraction to 20 to become increasingly fluent in deriving facts such as using 3 + 7 = 10; 10 - 7 = 3 and 7 = 10 - 3 to calculate 30 + 70 = 100; 100 - 70 = 30 and 70 = 100 - 30. They check their calculations, including by adding to check subtraction and adding numbers in a different order to check addition (for example, 5 + 2 + 1 = 1 + 5 + 2 = 1 + 2 + 5). This establishes commutativity and associativity of addition. Recording addition and subtraction in columns supports place value and prepares for formal written methods with larger numbers.
- Solve problems with addition and subtraction:
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Recall and use addition and subtraction facts to 20 fluently, and derive and use related facts up to 100
Examples
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Add and subtract numbers using concrete objects, pictorial representations, and mentally, including:
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A two-digit number and ones
Play Activities 166Examples
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A two-digit number and tens
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Two two-digit numbers
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Adding three one-digit numbers
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A two-digit number and ones
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Show that addition of two numbers can be done in any order (commutative) and subtraction of one number from another cannot
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Recognise and use the inverse relationship between addition and subtraction and use this to check calculations and solve missing number problems
Play Activities 222Examples
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Multiplication & Division
Pupils use a variety of language to describe multiplication and division. Pupils are introduced to the multiplication tables. They practise to become fluent in the 2, 5 and 10 multiplication tables and connect them to each other. They connect the 10 multiplication table to place value, and the 5 multiplication table to the divisions on the clock face. They begin to use other multiplication tables and recall multiplication facts, including using related division facts to perform written and mental calculations. Pupils work with a range of materials and contexts in which multiplication and division relate to grouping and sharing discrete and continuous quantities, to arrays and to repeated addition. They begin to relate these to fractions and measures (for example, 40 ÷ 2 = 20, 20 is a half of 40). They use commutativity and inverse relations to develop multiplicative reasoning (for example, 4 x 5 = 20 and 20 ÷ 5 = 4).
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Recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables, including recognising odd and even numbers
Examples
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Show that multiplication of two numbers can be done in any order (commutative) and division of one number by another cannot
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Solve problems involving multiplication and division, using materials, arrays, repeated addition, mental methods, and multiplication and division facts, including problems in contexts
Examples
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Recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables, including recognising odd and even numbers
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Fractions
Pupils use fractions as 'fractions of' discrete and continuous quantities by solving problems using shapes, objects and quantities. They connect unit fractions to equal sharing and grouping, to numbers when they can be calculated, and to measures, finding fractions of lengths, quantities, sets of objects or shapes. They meet 3/4 as the first example of a non-unit fraction. Pupils should count in fractions up to 10, starting from any number and using the 1/2 and 2/4 equivalence on the number line (for example, 1 1/4, 1 2/4 (or 1 1/2), 1 3/4, 2). This reinforces the concept of fractions as numbers and that they can add up to more than one.