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| Objectives Children's learning outcomes are emphasised |
Assessment for learning |
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Look at this puzzle (or problem). What do you have to find out or do? What does your drawing tell us? I have three green grapes and two red grapes. How many grapes do I have altogether? Show me how you worked it out. If I wanted ten grapes altogether, how many more grapes would I need? Look at the grapes on your plate and on mine. How many more grapes do you have than me? Make up another problem using grapes. Now tell me how to work it out. There are six people on the bus. Three more get on. How many people are on the bus now? Use these cubes. Show me how to work out the answer. |
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How would you show someone else an easy way to find three more than a number? What about three less? Is there another way? How many are there altogether? What is the sum/total of these two numbers? What is the difference between these two numbers? Make up a 'take away' question and show me how to do it. |
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How far can you count in fives? 20, 30, 40, ... Count on to 70. I know a secret sequence. It has these numbers in it: 30, 40, 50, 60. What numbers come next in the sequence? What if I say the numbers backward: 60, 50, 40, 30 - what comes next? I will clap where a number is missing: 10 20 30 [one clap] 50 60 Tell me the missing number. |
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Roll this dice and double your number. What score do you get? Look at these domino doubles. How many spots are there altogether? |
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Show me half a page, half a ribbon, half of these six eggs. Give me half of the pencils in the pot. |
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Tell me how you solved this problem. What did you do first? And then what did you do? |
Children extend their understanding of 'one more' and 'one less' to finding the number that is two or three more or less than a given number. They associate finding numbers that are, say, 'three more' with addition and finding numbers that are, say, 'two less' with subtraction. They record the practical situation on a number track and by using addition and subtraction statements such as 5 + 3 = 8, 9 – 2 = 7. They are given a number sentence such as 5 + 6 = 11 and are asked to think of a story to describe it, for example: 'In a field, there are 5 brown cows and 6 black cows. There are 11 cows altogether.' They solve 'missing-number' problems using objects to help them, such as: There are four horses in a field. How many more horses are needed to make nine horses altogether?
In practical contexts throughout this unit, children describe and extend number sequences by counting on or back in repeated steps of the same size, including 2, 5 and 10. Children count on in tens from zero and then back to zero. They use practical equipment such as 10p coins or straws bundled into tens, or a number line or 100-square, to consolidate the count. These help them to form mental images, to recognise the numbers in the count, and to identify patterns. They learn to recognise the difference between 'ty' and 'teen' numbers.
Children count on from zero in twos, and then back to zero, using objects such as pairs of socks to answer questions such as: I have three pairs of socks in the bag. How many socks is this? They check the answer by counting the socks in ones and then in twos. They count 2p coins, for example by tapping the coin twice on the table to remember that it is worth 2p. They listen as 2p coins are dropped into a tin one by one, keeping a count and saying how much money is in the tin. They mark repeated hops of 2 or 3 or 5 on a number track to at least 20, saying the numbers they land on. They use patterns in the numbers to identify missing numbers in the sequence, for example identifying the missing number when they hear a clap: 28, 27, 26, [one clap], 24, 23, or 5, 10, 15, [one clap], 25, [one clap].
Children develop their understanding of doubling. They make two identical sets of objects and find the total. For example, they place an equal number of bug counters onto two leaves. They record this in the number sentence 3 + 3 = 6. They understand that they are finding the sum of two threes, or 'doubling three', and that double 3 is 6 because 3 + 3 = 6.
Throughout the unit, children use halves and quarters in context. For example, they cut objects such as apples or balls of Plasticine in half to make two identical pieces. They find half the length of pieces of string or ribbon, or half a piece of paper by folding one half on top of the other. They count half the number of eggs in a box of six eggs, and put half of the eight cubes on their table into a box. Practical experiences, such as folding and cutting shapes and pictures in half, help to consolidate their understanding.
| Activities | PDF 645KB |
| Activity 3 - Pick a pair | |
| Activity 9 - Sum up |
| Springboard unit |
| None currently available |
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Diagnostic focus |
Resource |
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Confuses numbers when counting in twos |
1 YR ×/÷ |
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Has difficulty with identifying doubles and adding a small number to itself |
2 YR ×/÷ |
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When halving makes two unequal groups or splits a single object unequally |
6 YR ×/÷ |
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