M/O Facts Addition Subtraction Multiplication Division Recognise numbers Children are encouraged to develop a Children are encouraged to Children will experience equal Children will understand equal 0-5, then 0-10, to 20 mental picture of the number system develop a mental picture of the groups of objects. groups and share items out in play in their heads to use for calculation. number system in their heads to and problem solving. Count with and use for calculation. In songs and rhymes, they will order numbers to 20 Children should count with and be count in 2s and 10s and begin to They solve problems, including able to order nos to 20 They develop ways of recording count in 5s. halving and sharing. Find 1 more and 1 calculations using pictures, The cardinality of numbers must be less than numbers objects etc. They solve problems, including made explicit. to 5, then 10, to 20 Use Numicon covers to ‘hide’ doubling Overlaying Numicon e.g. The ‘eightness’ of 8 parts e.g. Some number Using quantities and objects, they bonds add two single-digit numbers and 6-2=4 Overlaying Numicon count on to find the answer. Record marks They will work on practical they can interpret They develop ways of recording Say the number that is 1 less problem solving activities and explain calculations using images, pictures, than a number to 20 involving equal sets or groups. objects etc. Recognise odd and In practical activities begin to even numbers + = use the vocabulary involved in using apparatus Say the number that is 1 more than a subtraction number to 20 Doubles and Bead strings or bead bars can be halves in context In practical activities begin to use used to illustrate subtraction. and using the apparatus vocabulary involved in addition 6-2=4 Teachers model the use of the number line .
M/O Facts Addition Subtraction Multiplication Division Recognise numbers 0-5, then 0-10, to 20 Count with and order numbers to 20 Find 1 more and 1 less than numbers to 5, then 10, to 20 Some number bonds Record marks they can interpret and explain Recognise odd and even numbers using apparatus Doubles and halves in context and using apparatus Children are encouraged to develop a mental picture of the number system in their heads to use for calculation. Children should count with and be able to order nos to 20 The cardinality of numbers must be made explicit. e.g. The ‘eightness’ of 8 Using quantities and objects, they add two single-digit numbers and count on to find the answer. They develop ways of recording calculations using images, pictures, objects etc. + = Say the number that is 1 more than a number to 20 In practical activities begin to use the vocabulary involved in addition Teachers model the use of the number line Children are encouraged to develop a mental picture of the number system in their heads to use for calculation. They develop ways of recording calculations using pictures, objects etc. Use Numicon covers to ‘hide’ parts e.g. 6-2=4 Say the number that is 1 less than a number to 20 In practical activities begin to use the vocabulary involved in subtraction Bead strings or bead bars can be used to illustrate subtraction. 6-2=4 . Children will experience equal groups of objects. In songs and rhymes, they will count in 2s and 10s and begin to count in 5s. They solve problems, including doubling Overlaying Numicon They will work on practical problem solving activities involving equal sets or groups. Children will understand equal groups and share items out in play and problem solving. They solve problems, including halving and sharing. Overlaying Numicon