Block A: Counting, Partitioning and Calculating

The National Strategies | Primary

Key

- Italic text signifies objectives which do not appear in the single-age version of this unit but have been added to create a coherent mixed-age unit

- Smaller font indicates objectives which do appear in the single-age version of this unit, but which are addressed elsewhere within the mixed-age units

- Bold font indicates ‘End-of-year’ objectives and Early Learning Goals

I can… statements: red are MA1 Using and Applying, greenare MA2, MA3 or MA4

Block A: Counting, partitioning and calculating
Unit 1 – 10 days
Foundation (Suggested objectives tracked back from Year 1) / Year 1 / Year 2
Describe solutions to practical problems, drawing on experience, talking about their own ideas, methods and choices / Describe ways of solving puzzles and problems, explaining choices and decisions orally or using pictures
I can talk about how I solve problems using counting / Present solutions to puzzles and problems in an organised way; explain decisions, methods and results in pictorial, spoken or written form, using mathematical language and number sentences
I can explain to others how I solved a problem
Say and use number names in order in familiar contexts
Recognise numerals 1 to 9
Use language such as ‘more’ or ‘less’ to compare two numbers
Know that numbers identify how many objects are in a set
Count reliably up to 10 everyday objects
Estimate how many objects they can see and check by counting / Read and write numerals from 0 to 20, then beyond; use knowledge of place value to position these numbers on a number track and number line
I know how to write numbers up to 20 (A1 and from B1)
I can read numbers on a number track (A1 and from B1)
I can order numbers up to 20 (from B1)
Compare and order numbers, using the related vocabulary; use the equals () sign
I can compare numbers up to 20 and say which number is bigger
Count reliably at least 20 objects, recognising that when rearranged the number of objects stays the same; estimate a number of objects that can be checked by counting
I can count up to/ at least 20 objects. I know that the number of objects does not change even if I move the objects around (A/B1)
I know that the last number I say is how many there are altogether (from B1)
Say the number that is 1 more or less than any given number and 10 more or less for multiples of 10
I can work out the number that is one more or one less than numbers up to 20 / Read and write two-digit and three-digit numbers in figures and words; describe and extend number sequences and recognise odd and even numbers
I can read and write two-digit numbers
I know which numbers are odd and which are even
Order two-digit numbers and position them on a number line; use the greater than and less than signs
I can write numbers in order and position them on a number line
I can use the greater than and less than symbols to show that one number is larger or smaller than another
Count up to 100 objects by grouping them and counting in tens, fives or twos; explain what each digit in a two-digit number represents, including numbers where 0 is a place holder; partition two-digit numbers in different ways, including into multiples of 10 and 1
I can count objects by putting them into groups
I can partition numbers
Estimate a number of objects; round two-digit numbers to the nearest 10
I can round numbers to the nearest 10
Begin to relate addition to combining two groups of objects and subtraction to ‘taking away’
In practical activities and discussion begin to use the vocabulary involved in adding and subtracting / Relate addition to counting on; recognise that addition can be done in any order; use practical and informal written methods to support the addition of a one-digit number or a multiple of 10 to a one-digit or two-digit number
I can add two one-digit numbers
Understand subtraction as ‘take away’ and find a ‘difference’ by counting up; use practical and informal written methods to support the subtraction of a one-digit number from one-digit or two-digit number and a multiple of 10 from a two-digit number
I can use objects to take away a small number from any number up to 20
Use the vocabulary related to addition and subtraction and symbols to describe and record addition and subtraction number sentences
I can talk about adding/ subtracting
I can record additions/ subtractions / Add or subtract mentally a one-digit number or a multiple of 10 to or from any two-digit number; use practical and informal written methods to add and subtract two-digit numbers
I can add and subtract some numbers in my head
Understand that subtraction is the inverse of addition and vice versa; use this to derive and record related addition and subtraction number sentences
I know that addition and subtraction ‘undo’ each other
I can write three other related number sentences for 6 + 3 = 9
Block A: Counting, partitioning and calculating
Unit 2 – 10 days
Foundation Stage (Suggested objectives tracked back from Year 1) / Year 1 / Year 2
Describe solutions to practical problems, drawing on experience, talking about their own ideas, methods and choices / Describe ways of solving puzzles and problems, explaining choices and decisions orally or using pictures
I can talk about how I so0lve problems using adding/ subtracting
Solve problems involving counting, adding, subtracting, doubling or halving in the context of numbers, measures or money; for example to ‘pay’ and ‘give change’
(combined with B2) / Present solutions to puzzles and problems in an organised way; explain decisions, methods and results in pictorial, spoken or written form, using mathematical language and number sentences
I can explain how I solved a problem and say why I did it that way
Recognise numerals 1 to 9
Say and use number names in order in familiar contexts
Count reliably up to 10 everyday objects
Estimate how many objects they can see and check by counting
Know that numbers identify how many objects are in a set
Use ordinal numbers in different contexts
Use language such as 'more' or 'less' to compare two numbers / Read and write numerals from 0 to 20, then beyond; use knowledge of place value to position these numbers on a number track and number line
I know how to write numbers up to 20
I know where numbers up to 20 or more belong on a number track
Count reliably at least 20 objects, recognising that when rearranged the number of objects stays the same; estimate a number of objects that can be checked by counting
I can estimate the number in a group of up to 20 objects
I can check the number by counting
Say the number that is 1 more or less than any given number, and 10 more or less for multiples of 10
I know the number that is one more or one less than any number up to 20
Compare and order numbers, using the related vocabulary; use the equals () sign
I can put numbers up to 20 or more in order / Read and write two-digit and three-digit numbers in figures and words; describe and extend number sequences and recognise odd and even numbers
I can read and write numbers up to 1000 in figures and in words
I know which numbers are odd and which are even
Count up to 100 objects by grouping them and counting in tens, fives or twos; explain what each digit in a two-digit number represents, including numbers where 0 is a place holder; partition two-digit numbers in different ways, including into multiples of 10 and 1
I can explain what each digit in a two-digit number stands for
I can partition numbers in different ways
Order two-digit numbers and position them on a number line; use the greater than (>) and less than (<) signs
I can write numbers in order and position them on a number line
I can use the greater than and less than symbols to show that one number is larger or smaller than another
Begin to relate addition to combining two groups of objects and subtraction to 'taking away'
In practical activities and discussion begin to use the vocabulary involved in adding and subtracting / Relate addition to counting on; recognise that addition can be done in any order; use practical and informal written methods to support the addition of a one-digit number or a multiple of 10 to a one-digit or two-digit number
I can add 1, 2, 3, 4, 5, 6, 7, 8, or 9 to numbers up to 20 or more
Understand subtraction as 'take away' and find a 'difference' by counting up; use practical and informal written methods to support the subtraction of a one-digit number from a one-digit or two-digit number and a multiple of 10 from a two-digit number
I can work out the difference between two numbers
Use the vocabulary related to addition and subtraction and symbols to describe and record addition and subtraction number sentences
I can describe an addition or subtraction using mathematical words [in a practical context] (from E1)
I can use the signs +, - and = when I write addition and subtraction sentences (A2) / Add or subtract mentally a one-digit number or a multiple of 10 to or from any two-digit number; use practical and informal written methods to add and subtract two-digit numbers.
I can add and subtract some numbers in my head
I can add and subtract bigger numbers using practical equipment or by writing notes to help me
Use the symbols , -, , and to record and interpret number sentences involving all four operations; calculate the value of an unknown in a number sentence (e.g. 2 6, 30- 24)
I know how to write number sentences using the symbols +, -, x, ÷and =
I can explain what different number sentences mean
Block A: Counting, partitioning and calculating
Unit 3 – 10 days
Foundation Stage (Suggested objectives tracked back from Year 1) / Year 1 / Year 2
Describe solutions to practical problems, drawing on experience, talking about their own ideas, methods and choices
Use developing mathematical ideas and methods to solve practical problems / Describe ways of solving puzzles and problems, explaining choices and decisions orally or using pictures
I can explain how I solve problems
Solve problems involving counting, adding, subtracting, doubling or halving in the context of numbers, measures or money, for example to 'pay' and 'give change'
I can solve a problem or puzzle by using doubling and halving / Present solutions to puzzles and problems in an organised way; explain decisions, methods and results in pictorial, spoken or written form, using mathematical language and number sentences
I can show and explain clearly how I solve problems
Recognise numerals 1 to 9
Say and use number names in order in familiar contexts
Count reliably up to 10 everyday objects
Know that numbers identify how many objects are in a set
Estimate how many objects they can see and check by counting
Use ordinal numbers in different contexts
Use language such as 'more' or 'less' to compare two numbers. / Read and write numerals from 0 to 20, then beyond; use knowledge of place value to position these numbers on a number track and number line
I can write numbers up to 20 and more
I can find them on a number line/ 100square
Count reliably at least 20 objects, recognising that when rearranged the number of objects stays the same; estimate a number of objects that can be checked by counting
I can estimate the number in a group of up to 20 or more objects
I can check the number by counting
Compare and order numbers, using the related vocabulary; use the equals () sign
I know the order of numbers up to 20 and more
Say the number that is 1 more or less than any given number, and 10 more or less for multiples of 10
I can say the number that is ten more or ten less than 10, 20, 30, … / Read and write two-digit and three-digit numbers in figures and words; describe and extend number sequences and recognise odd and even numbers
I can read and write numbers up to 1000 in figures and in words
I can explain the pattern for a sequence of numbers and work out the next few numbers in the list
Count up to 100 objects by grouping them and counting in tens, fives or twos; explain what each digit in a two-digit number represents, including numbers where 0 is a place holder; partition two-digit numbers in different ways, including into multiples of 10 and 1
I can use partitioning to help me to carry out partitioning
Estimate a number of objects; round two-digit numbers to the nearest 10
I can say roughly how many there are in a group of objects
Order two-digit numbers and position them on a number line; use the greater than and less than signs
I can write numbers in order and position them on a number line
I can use the greater than and less than symbols to show that one number is larger or smaller than another
Begin to relate addition to combining two groups of objects and subtraction to ‘taking away’
In practical activities and discussion begin to use the vocabulary involved in adding and subtracting / Relate addition to counting on; recognise that addition can be done in any order; use practical and informal written methods to support the addition of a one-digit number or a multiple of 10 to a one-digit or two-digit number
I can add 10, 20, 30, … to any number up to 50
Understand subtraction as 'take away' and find a 'difference' by counting up; use practical and informal written methods to support the subtraction of a one-digit number from a one-digit or two-digit number and a multiple of 10 from a two-digit number
I can add or subtract 20 to a number and tell you the answer
Use the vocabulary related to addition and subtraction and symbols to describe and record addition and subtraction number sentences
I can ask addition and subtraction questions in different ways
I can use the signs +, - and = when I write addition and subtraction sentences / Add or subtract mentally a one-digit number or a multiple of 10 to or from any two-digit number; use practical and informal written methods to add and subtract two-digit numbers
I can add and subtract two digit numbers using practical equipment or written notes to help me
Understand that subtraction is the inverse of addition and vice versa; use this to derive and record related addition and subtraction number sentences
I know when it is easier to use addition to work out a subtraction
Use the symbols , -, , and to record and interpret number sentences involving all four operations; calculate the value of an unknown in a number sentence (e.g. 2 6, 30- 24)
I can work out the missing numbers in a number sentence such as
14 + Δ = 35