Children count reliably with Children estimate a number of to climb to inspire children’s Number is taught through song ELG 11 Numbers: numbers from 1 to 20, objects and check quantities by number skills. Lots of estimating (number raps, counting in 10’s). place them in order and counting up to 20. They solve many bricks tall”, Lots of we have covered “How “How say which number is one practical problems that involve many sweets in a jar?” many number at a much higher level “How more or one less than a combining groups of 2, 5 or 10, altogether?” due to children’s curiosities and given number. Using or sharing into equal groups. emphasis on number in every interests sentences “number quantities and objects, they (This descriptor has been contests, people, register, are very long!” instead of 2+2+2 add and subtract two amended to reflect the lunches, snack, coats etc. we can make them shorter single-digit numbers and increased level of challenge Children know the value of using sign. Lots of my ‘X’ count on or back to find the applied to the expected addressing number exceeding mathematicians can answer. They solve descriptor following the Tickell misconceptions I can do this with arrays. “Although problems, including review.) count to 20 it is trickier” when Heavy use of questioning to doubling, halving and learning about place value. Use of elicit children’s understanding sharing. the Whole Model’ to explore the same, what’s ‘Part “What’s number relationships and different, convince me, if I know Numicon to develop children’s this what else do I know, what number sense and place value. All do you notice, true or false”. learning is practical and Children can now confidently encourages children to create their give reasons rather than just own investigations. Number providing an answer. Place rhymes consolidate number value exploration. Children formation and creative use of create their own number resources e.g. wet foot prints investigations. Number area. enables children to explore Number hunts (time, exceeding descriptors e.g. measuring, ten frames, counting in twos as activities are patterns, games, register, class low threshold and high ceiling votes, snack, money role play). providing achievement for all. Range of problem solving ‘real’ opportunities.
ELG 11 Numbers: Children count reliably with numbers from 1 to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing. Children estimate a number of objects and check quantities by counting up to 20. They solve practical problems that involve combining groups of 2, 5 or 10, or sharing into equal groups. (This descriptor has been amended to reflect the increased level of challenge applied to the expected descriptor following the Tickell review.) to climb to inspire children’s number skills. Lots of estimating “How many bricks tall”, “How many sweets in a jar?” “How many altogether?” emphasis on number in every contests, people, register, lunches, snack, coats etc. Children know the value of addressing number misconceptions “Although I can count to 20 it is trickier” when learning about place value. Use of the ‘Part Whole Model’ to explore number relationships and Numicon to develop children’s number sense and place value. All learning is practical and encourages children to create their own investigations. Number rhymes consolidate number formation and creative use of resources e.g. wet foot prints enables children to explore exceeding descriptors e.g. counting in twos as activities are low threshold and high ceiling providing achievement for all. Number is taught through song (number raps, counting in 10’s). Lots of we have covered number at a much higher level due to children’s curiosities and interests “number sentences are very long!” instead of 2+2+2 we can make them shorter using ‘X’ sign. Lots of my exceeding mathematicians can do this with arrays. Heavy use of questioning to elicit children’s understanding “What’s the same, what’s different, convince me, if I know this what else do I know, what do you notice, true or false”. Children can now confidently give reasons rather than just providing an answer. Place value exploration. Children create their own number investigations. Number area. Number hunts (time, measuring, ten frames, patterns, games, register, class votes, snack, money role play). Range of ‘real’ problem solving opportunities.
Crossing%20the%20exceeding%20threshold%20ELGs%201-17%202017%20example.docx