Strategy See the for Early level on the Highland Numeracy Blog Early addition and subtraction Early addition and subtraction Early addition and subtraction Find groups of the same theme within a Match objects in a collection to see which group Estimate the number of objects in a group of up to collection, e.g. pigs in farmyard toys, or from box has the most or the fewest. 20 objects and count to check. of plastic fruit find 5 bananas, 5 apples, 5 lemons. Use vocabulary such as bigger, smaller and ‘the Find and describe items that are the same and Count the different groups in a collection to same’ to compare groups of items. different within a collection, e.g. ‘horses’ and ‘not decide which has the most or fewest, within 20. horses’. Sort objects using familiar or given criteria, Sort objects into groups using simple given criteria Compare and order groups of numbers by e.g. colour, size, family, etc. and be able to explain how they did this, e.g. deciding the criteria for themselves and be able to colour, size, family, etc. articulate their criteria for sorting, e.g.... bigger than 5, less than 10 (within 20). Compare two groups of objects and identify which is the smallest/largest group. Compare two groups of objects to determine ‘how many more’ and use appropriate vocabulary: altogether (within 10). Show an awareness of counting a collection Count up to 10 visible items by touching each item Understand that ten ones can be bundled up and using some number names but not always in turn, count becoming more reliable/stable become one ten. Pupils can also connect symbols reliably. and words to recognise tens and ones e.g. understand that 17 sweets packaged into bags of (Staff model touching and moving an object to ten means one bag of sweets and 7 left over or count it). can be represented as below. Show an awareness of counting a collection Can count items in a collection and know that if Can combine two or more groups of objects to using some number names but not always items are added to a collection there will be a model and solve addition and use appropriate reliably. change in the size of the set. vocabulary; makes, join, altogether. (Staff model touching and moving an object to (They may start to count by counting both groups
Strategy See the for Early level on the Highland Numeracy Blog Early addition and subtraction Early addition and subtraction Early addition and subtraction Find groups of the same theme within a collection, e.g. pigs in farmyard toys, or from box of plastic fruit find 5 bananas, 5 apples, 5 lemons. Match objects in a collection to see which group has the most or the fewest. Estimate the number of objects in a group of up to 20 objects and count to check. Use vocabulary such as bigger, smaller and ‘the same’ to compare groups of items. Find and describe items that are the same and different within a collection, e.g. ‘horses’ and ‘not horses’. Count the different groups in a collection to decide which has the most or fewest, within 20. Sort objects using familiar or given criteria, e.g. colour, size, family, etc. Sort objects into groups using simple given criteria and be able to explain how they did this, e.g. colour, size, family, etc. Compare and order groups of numbers by deciding the criteria for themselves and be able to articulate their criteria for sorting, e.g.... bigger than 5, less than 10 (within 20). Compare two groups of objects and identify which is the smallest/largest group. Compare two groups of objects to determine ‘how many more’ and use appropriate vocabulary: altogether (within 10). Show an awareness of counting a collection using some number names but not always reliably. (Staff model touching and moving an object to count it). Count up to 10 visible items by touching each item in turn, count becoming more reliable/stable Understand that ten ones can be bundled up and become one ten. Pupils can also connect symbols and words to recognise tens and ones e.g. understand that 17 sweets packaged into bags of ten means one bag of sweets and 7 left over or can be represented as below. Show an awareness of counting a collection using some number names but not always reliably. (Staff model touching and moving an object to Can count items in a collection and know that if items are added to a collection there will be a change in the size of the set. Can combine two or more groups of objects to model and solve addition and use appropriate vocabulary; makes, join, altogether. (They may start to count by counting both groups
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