Weeks 1 and 2

Counting, partitioning and calculating.

·        Children count on and back from any two-digit number in steps of 1, 2, 5 and 10.

·        Children count a large set of objects efficiently, for example grouping them into twos, fives or tens. They understand that it is more reliable, and can be quicker, to group the objects rather than count them in ones. They solve problems involving counting such as:

How many 2p coins are needed to make 12p?

·        Count on in tens from the number 27. Will the number 85 be in the count? How do you know?
Children explain their reasoning and use equipment or images such as a 100-square to support their explanations.

·        Children read and write two-digit numbers, recognising the difference between, for example, 'fifty' and 'fifteen'. They know what each digit in a two-digit number represents.

·        Children order numbers and know that when they order two-digit numbers the tens digit is more significant than the units digit.

·        Children partition two-digit numbers and use this to solve problems. For example, they show that 53 50 3 or 40 13 or 30 23, and so on.

·        Children add or subtract a one-digit number to or from any two-digit number by counting in ones, taking particular care when counting over a tens boundary

 Click here for a good game on place value (remember to press 'back' and set your numbers up)

Weeks 3, 4 and 5

Securing number facts and understanding shape.

·        Children know addition and subtraction facts for each number up to 10 and are learning which pairs of numbers make 20.

·        Children explore properties of shapes. For example, they sort a set of 3-D solids according to whether or not each solid possesses a given property, such as whether or not it has a rectangular face.

·        Children extend their understanding of properties of a range of 2-D shapes including pentagons, hexagons and octagons, both regular and irregular. They use mathematical vocabulary to name, classify and describe some features of shapes, such as the number of sides and whether the shape has a right angle.

Weeks 6 and 7

Handling data and measures

·        Children process, present and interpret data to answer questions and follow lines of enquiry. They use various contexts, including measurement, to generate data which will allow them to make comparisons and draw conclusions.

·        They sort objects and numbers into groups according to one criterion. They choose different criteria for sorting the same set of objects and explain their criteria to others.

·          Children solve problems and respond to questions such as:

Are names with five letters the most common?
How could we find out?
What information should we collect?
How shall we organise the information?

·        Children use standard units of measure as they follow an enquiry. For example, they sort a set of containers according to whether they will hold a litre of water, less than a litre of water or more than a litre of water. They place the containers appropriately in a large diagram.

Weeks 8 and 9

Calculating, measuring and understanding shape

·        Children continue to count in ones, twos, fives and tens. They use these skills to help them to tot up a mixed set of 10p, 5p, 2p and 1p coins . They learn to count up the 10p coins first, then the 5p coins, then the 2p coins and finally the 1p coins.

·        Children use mental strategies to add or subtract one-digit numbers to or from two-digit numbers , bridging through a multiple of 10 where appropriate. They first practise adding on a number to reach the next multiple of 10; for example, they find the missing number in 47 50.

·        Children undertake practical measurement activities, estimating first. For example, they use a balance to find how many pencils or counters weigh the same as a 100g weight.

·        Children become familiar with minutes and seconds .

·        They consolidate reading the time to the hour and half hour on a clock with hands.

·        Children follow and give instructions involving position and movement.

·          Children apply their calculation skills to solving word problems involving money and measures . For example: I have 72p in my purse. I add another 5p. How much do I have now?

Weeks 10 and 11

Securing number facts, relationships and calculating

·        Children extend their understanding of counting on and back in steps of 1, 2, 5 and 10 from various start numbers. They record sequences and describe patterns in the numbers, including recognising odd and even numbers.

·        Using practical equipment or objects as a starting point, children understand that repeated addition can be represented using the multiplication symbol.

·        Children experience division as grouping. They use practical equipment or objects to answer questions such as: How many 2s make 12?

·        Children find halves and doubles