Numbers and Place Value
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It’s very important!
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• Knowledge of numbers and place value is
the building blocks of all mathematical
understanding.
• Without this understanding
children will struggle to add,
subtract, multiply and divide.
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What does it mean?
0011 0010 1010 1101 0001 0100 1011
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Reading numbers in numerals and words
Writing numbers
Counting – including counting in 2, 5 and 10
Ordering numbers
Sequencing numbers
More/less than – 1 more/less, 10 more/less
Comparing numbers – which is the largest/smallest
numbers?
• Place value – how many units/tens/hundreds?
• Odd and even numbers
• Rounding numbers
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Year R Curriculum
In year R children are given opportunities to:
• Recognise
numerals
of personal
0011
0010 1010some
1101
0001 0100
1011 significance
• Recognise numerals 1 to 5
• Count up to three or four objects by saying one number name for each item
• Count actions or objects which cannot be moved
• Count objects to 10, and beginning to count beyond 10
• Count out up to 6 objects from a larger group
• Select the correct numeral to represent 1 to 5, then 1 to 10 objects
• Count an irregular arrangement of up to ten objects
• Estimate how many objects they can see and check by counting them
• Use the language of ‘more’ and ‘fewer’ to compare
two sets of objects
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By the end of Year R children must (the Early
Learning Goal)
0011 0010
1010 1101
0001 0100with
1011 numbers from 1 to 20,
• Count
reliably
place them in order and say which number
is one more or one less than a given number
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Year 1 expectations
In year 1 children are expected to
• Count
to and
across
100, 1011
forwards and
0011
0010 1010
1101
0001 0100
backwards, beginning with 0 or 1, or from
any given number.
• Count, read and write numbers to 100 in numerals
• Count in multiples of twos, fives and tens
• Given a number, identify one more and one less
• Identify and represent numbers using objects and pictorial
representations including the number line
• Use the language equal to, more than, less than (fewer), most and
least.
• Read and write numbers from 1 to 20 in numerals and words
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Year 2 expectations
In year 2 children should be able to
0011
0010 in
1010
1101
010051011
• Count
steps
of 0001
2, 3 and
from 0.
• Count in tens from any number, forward and backward.
• Recognise the place value of each digit in a two-digit number.
• Compare and order from 0-100 – including use of the < > and =
signs
• Read and write numbers to at least 100 in numerals and in
words
• Use place value and number facts to solve
problems
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How to help at home
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• Counting. Counting how many toys they have.
Counting the stairs on the way to bed? Counting
the sheep in the field. Try counting from any given
number rather than starting from 1. Counting in 2,
5, 10 forwards and backwards.
• Weighing objects and then ordering them in size.
• Ordering the family according to age/height
• Writing numbers correctly – can do it in the air, on
each backs, in sand, in bubbles whilst in the bath.
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Fractions
By the end of Year R children are expected to:
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• Solve problems including doubling and
halving.
E.g. In a bag, there are 2 sweets. Can we share
them so we have half each?
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Fractions
In Year 1 children are expected to:
0011
0010 1010 1101
1011
- recognise,
find0001
and0100
name
a half as one of two equal
parts of an object, shape or quantity.
- recognise, find and name a quarter as one of four
equal parts of an object, shape or quantity.
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Understanding a quarter is a new requirement
for Year 1 in the new primary curriculum.
Fractions – continued
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In Year 2 children are expected to:
- recognise, find, name and write fractions 1/3, 1/4 , 2/4
and ¾ of a length, shape, set of objects or quantity.
- Write simple fractions for example, ½ of 6 = 3 and
recognise the equivalence of 2/4 = ½
Understanding 1/3 and knowing
that 2/4 = ½ is a new requirement
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in the new primary curriculum.
How to support at home
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• Using the language – half, quarter, third
• Using pictures to show e.g. pizzas, cakes
• Using things your child likes e.g. sweets,
footballs, toys to practically share into half
and quarters
• Using pictures of fractions. Cut them up and
place on top to show equivalent fractions
for Year 2.
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