Without a good knowledge of number facts then progress in these areas is always going to be slow. Areas where it has little direct influence on progress include classifying shape and symmetry. Reception Count reliably at least 10 objects. Use and to compare two numbers. ‘more’ ‘less’ Count reliably at least 10 objects. Estimate number of objects and check by counting. Recognise written numerals 1 to 9. Say one more/less (to 10). Add two small groups of objects (to 10) 1 Pupils should be taught to: to and across 100, forwards and backwards, beginning with 0 or count 1, or from any given number read and write numbers to 100 in numerals; count in multiples of count, twos, fives and tens a number, identify one more and one less given and represent numbers using objects and pictorial identify representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least and write numbers from 1 to 20 in numerals and words. read Pupils should be taught to: 2 in steps of 2, 3, and 5 from 0, and in tens from any number, count forward and backward the place value of each digit in a two-digit number (tens, recognise ones) represent and estimate numbers using different identify, representations, including the number line and order numbers from 0 up to 100; use <, > and = signs compare and write numbers to at least 100 in numerals and in words read place value and number facts to solve problems. use 3 Pupils should be taught to: from 0 in multiples of 4, 8, 50 and 100; find 10 or 100 more or count less than a given number the place value of each digit in a three-digit number recognise (hundreds, tens, ones) and order numbers up to 1000 compare represent and estimate numbers using different identify, representations and write numbers up to 1000 in numerals and in words read number problems and practical problems involving these ideas. solve 4 Pupils should be taught to
Without a good knowledge of number facts then progress in these areas is always going to be slow. Areas where it has little direct influence on progress include classifying shape and symmetry. Reception Count reliably at least 10 objects. Use ‘more’ and ‘less’ to compare two numbers. Count reliably at least 10 objects. Estimate number of objects and check by counting. Recognise written numerals 1 to 9. Say one more/less (to 10). Add two small groups of objects (to 10) 1 Pupils should be taught to: count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number count, read and write numbers to 100 in numerals; count in multiples of twos, fives and tens given a number, identify one more and one less identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least read and write numbers from 1 to 20 in numerals and words. 2 Pupils should be taught to: count in steps of 2, 3, and 5 from 0, and in tens from any number, forward and backward recognise the place value of each digit in a two-digit number (tens, ones) identify, represent and estimate numbers using different representations, including the number line compare and order numbers from 0 up to 100; use <, > and = signs read and write numbers to at least 100 in numerals and in words use place value and number facts to solve problems. 3 Pupils should be taught to: count from 0 in multiples of 4, 8, 50 and 100; find 10 or 100 more or less than a given number recognise the place value of each digit in a three-digit number (hundreds, tens, ones) compare and order numbers up to 1000 identify, represent and estimate numbers using different representations read and write numbers up to 1000 in numerals and in words solve number problems and practical problems involving these ideas. 4 Pupils should be taught to