Framework for teaching mathematics

Reception 

Counting and recognising numbers

Yearly teaching programmes, shown below, are taken from the relevant section of the Framework for teaching mathematics: Reception to Year 6. The numbers, in brackets, are page references to the relevant supplement of examples in the Framework which you can download by clicking on an icon in the 'Downloads' box on the left of this page.

Counting (p.2-8)

• Say and use the number names in order In familiar contexts such as number rhymes, songs, stories, counting games and activities (first to five, then ten, then twenty and beyond). (p.2)

• Recite the number names in order, continuing the count forwards or backwards from a given number. (p.2,3)

• Count reliably up to 10 everyday objects (first to 5, then 10, then beyond), giving just one number name to each object.
  Recognise small numbers without counting. (p.4,5)

• Begin to recognise 'none' and 'zero' in stories, rhymes and when counting. (p.5)

• Count reliably in other contexts, such as clapping sounds or hopping movements. (p.6)

• Count in tens. (p.7)

• Count in twos. (p.7)

• Estimate a number in the range that can be counted reliably, then check by counting. (p.8)

Reading and writing numbers (p.9-10)

• Recognise numerals 1 to 9, then 0 and 10, then beyond 10. (p.9)

• Begin to record numbers, initially by making marks, progressing to simple tallying and writing numerals. (p.10)

Comparing and ordering numbers (p.11-13)

• Use language such as more or less, greater or smaller, to compare two numbers and say which is more or less, and say a number which lies between two given numbers. (p11, 12)
• Order a given set of numbers: for example, the set of numbers 1 to 6 given in random order. (p.12)
• Order a given set of selected numbers:
  for example, the set 2, 5, 1, 8, 4. (p.12)
• Begin to understand and use ordinal numbers in different contexts. (p.13)

NOTE
Key objectives are highlighted in bold type.