Grouping and Place Value Grouping and Place Value Grouping and Place Value Be able to see at a glance how many there are Subitising (‘seeing’ without counting) small Explain flashed domino patterns up to 6 and explain in a small collection and attach number names collections (e.g.... 1 - 5) using concrete materials. what they see and describe it in another way. yet may not be able to say the number names in order. This is called SUBITISING. Recognise quantities from domino/pair/irregular patterns (subitising). Start to recognise numbers up to 10 and beyond when combining two or more patterns. Count and copy a sequence of individual Count and copy a sequence of individual Count and copy a temporal sequence of claps, sounds, up to 3 claps, beats (this is known as a sounds, up to 5 claps, beats (temporal beats up to at least 10 - individual and groups of temporal sequence). sequences). claps. Use fingers and beats to represent numbers in Use finger patterns to keep track of temporal Use finger patterns to show patterns of 0-10, doubles stories and songs. sequences (like beats of a drum or jumps) e.g. Use your fingers to count how many beats are made on this drum. Make finger patterns up to 5 by looking at their Make finger patterns up to 5 and beyond in Make finger patterns up to 10 in different ways fingers. different ways by looking at their fingers. without looking at their fingers. e.g. e.g. make different combinations of ten. Put I finger up on one hand and 4 on the other, 2 fingers up on one hand and 3 on the other, 0 fingers up on one hand and 5 on the other.
Grouping and Place Value Grouping and Place Value Grouping and Place Value Be able to see at a glance how many there are in a small collection and attach number names yet may not be able to say the number names in order. This is called SUBITISING. Subitising (‘seeing’ without counting) small collections (e.g.... 1 - 5) using concrete materials. Explain flashed domino patterns up to 6 and explain what they see and describe it in another way. Recognise quantities from domino/pair/irregular patterns (subitising). Start to recognise numbers up to 10 and beyond when combining two or more patterns. Count and copy a sequence of individual sounds, up to 3 claps, beats (this is known as a temporal sequence). Count and copy a sequence of individual sounds, up to 5 claps, beats (temporal sequences). Count and copy a temporal sequence of claps, beats up to at least 10 - individual and groups of claps. Use fingers and beats to represent numbers in stories and songs. Use finger patterns to keep track of temporal sequences (like beats of a drum or jumps) e.g. Use your fingers to count how many beats are made on this drum. Use finger patterns to show patterns of 0-10, doubles Make finger patterns up to 5 by looking at their fingers. Make finger patterns up to 5 and beyond in different ways by looking at their fingers. e.g. Put I finger up on one hand and 4 on the other, 2 fingers up on one hand and 3 on the other, 0 fingers up on one hand and 5 on the other. Make finger patterns up to 10 in different ways without looking at their fingers. e.g. make different combinations of ten.
highland-numeracy-progression-update-2017.docx