Count reliably at least 20 objects. Count on and back in ones from any small number, and How many do you have? in tens from and back to zero. How do you know you have that number? What comes next? How could you check your answer? 25, 26, 27, … How do you know you have counted every object? 22, 21, 20, … Can you count 15 of these objects without touching them? 90, 80, 70, … Count these silently. What was the last number when you Ask the children to make up some more for others to counted? How many objects are there? How do you know? solve. Which really made you think? Read, write and order numbers from 0 to at least 20; Understand the operation of addition, and of subtraction (as understand and use the vocabulary of comparing and ‘take away’ or ‘difference’), and use the related vocabulary. ordering these numbers. How many ways can you show me that 3 add 5 is 8? What Can you think of a number that has a straight line in it? Write it about 9 subtract 3 is 6? in the air. How did you decide what numbers can be put in the boxes to Ask the children to make up some additions and subtraction for a given answer. Encourage them to express the questions in make them true? different ways, e.g. The difference between 2 and 11 is 9. Is there a quick way of finding a number that is 10 more Using a number line, show me two numbers that have than a given number? What about 10 less than? a difference of 2. How might you write that? Compare two lengths, masses or capacities by direct comparison. Know by heart all pairs of numbers with a total of 10. Which of these: containers holds the most water? ribbons is the longest? packages is the heaviest? How many different pairs of numbers can you How do you know? How could you check? remember that have a total of 10? How can you be sure Use statements like: The taller the container, the more water it you have got them all? holds. The larger the package, the heavier it is. Ask the children if they agree. Can you find an example that shows the statement is wrong? Suggest suitable standard or uniform non-standard Use everyday language to describe features of familiar units and measuring equipment to estimate, then 3-D and 2-D shapes. measure, a length, mass or capacity. How do you know this shape is a square (etc.)? Which of these are sensible to use for measuring? What is special about it? Why? What sort of measuring could you use them for? Show the children two familiar 2-D shapes. Would it be fair to measure with…? Why? Ask: What is the same about these two shapes? What is Before you measure, what are the important things to different? remember about measuring? Do the same with a cube and cylinder, etc. Within the range 0 – 30, say the number that is 1 or 10 more or less than any given number. Within the range 0 – 30, say the number that is 1 or 10 Ask the children to tell you numbers to put in the boxes more or less than any given number cont. to make these statements true: How did you decide what numbers can be put in the is 1 more than boxes to make them true? is 1 less than Is there a quick way of finding a number that is 10 is 10 more than more than a given number? What about 10 less than? is 10 less than Use mental strategies to solve simple problems using counting, addition, subtraction, doubling and halving, explaining methods and reasoning orally. What do you need to find out? How do you know you need to add/subtract/double/halve? What clues are there? How did you work it out? What did you do in your head first?
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