Listen for learners who confuse 'teen'/'ty'. When counting backwards focus particularly on errors when
counting through multiples of 10.
Count in ones to and from zero within a limited number range e.g. to 20
Count in ones forwards and backwards from a number within an increasing number range e.g. to 50.
Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number.
Count and read numbers to 20, including counting in twos.
Count and read numbers in an increasing number range e.g. to 50, including counting in twos and
tens.
Count and read numbers to 100 in numerals.
Count and write numbers to 20, including counting in twos.
Count and write numbers in an increasing number range e.g. to 50, including counting in twos and
tens.
Count and write numbers to 100 in numerals.
With increasing confidence, count in twos.
With increasing confidence, count in tens and begin to understand how this can help how to count in
fives.
Count in twos, fives and tens with confidence.
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Find one more or one less than a number to 20 and then beyond using support apparatus
e.g. number tracks, practical apparatus.
Find one more or one less than a number to 50 and then beyond using support apparatus
E.g. number tracks to support. Support apparatus not required for numbers to 20.
Given a number, identify one more and one less.
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EES for Schools is owned by Essex County Council
Find one more or one less than a number to 20 and then beyond using support apparatus
e.g. number tracks, practical apparatus.
Find one more or one less than a number to 50 and then beyond using support apparatus
e.g. number tracks to support. Support apparatus not required for numbers to 20.
Given a number, identify one more and one less.
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EES for Schools is owned by Essex County Council
Identify and represent numbers using physical representations and pictures.
Identify and represent numbers using physical representations and pictures, relating this to a number
track and then a marked number line.
Identify and represent numbers using objects and pictorial representations including the number line,
and use the language of: equal to, more than, less than (fewer), most, least.
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EES for Schools is owned by Essex County Council