Hunters Hall Maths Planning Guidance
Counting and ordering
Count reliably to 20. (R)
Refer to the document Numbers and Patterns: Laying the Foundation in Mathematics for guidance regarding prior
objectives and teaching and learning approaches
I can count up to 20 objects
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How many 10-pence coins are in the purse?
How do you know you have that number?
How do you know you have counted every coin?
How could you check your answer?
I know that the number of objects does not change even if I move the objects around
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Spread out these ten counters that you put in a line. How many counters are there? How do you know?
Can you count the cubes (up to five) I have tipped out of the pot without touching them?
Make an estimate of the number of cubes in the jar. Is it near 10 or 20?
I can count at least 20 objects and know that the last number I say is how many there are altogether
I can check the number by counting
I can find out how long a room is by counting the paces I take to cross it
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Guess how many cubes are in the jar. Now check by counting. Why did you think it was that number of cubes?
How many cubes will balance the parcel on the scales?
How many glasses will fill the jug?
How many jumbo bricks do you need to make a tower that is as tall as you are?
I can estimate the number in a group of up to 20 objects
 How many crayons do you think there are in the tub? Now count them carefully. Are there more or fewer than
you thought?
 How could you check the number of crayons?
 How do you know you have counted every crayon just once?
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Would you rather have 9 pence or 15 pence? Why?
Look at these numbers: 3 12
Which number is bigger? Can you use objects/a number track to show how you know? What other numbers
are bigger than 3 but not as big as 12?
Count to & across 100, forwards & backwards from any number. (Y1)
I can count forwards and backwards within the number sequence 0 to 30
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Continue and complete the number sequences:
22, 21, 20, 19, _ , _
17, 18, _, 20, 21, _
I can identify and explain simple patterns in the number sequence
 16, 14, 12, 10,
The rule is ___________________
What are the next three numbers in the sequence? _____ _____ _____
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Hunters Hall Maths Planning Guidance
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I can count forwards and backwards within the number sequence 0 to 100
I can count forwards and backwards across 100
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Continue and complete the number sequences:
67, 68, 69, __, ___
96, 97, 98, __, ___, ___
Count backwards through zero to include negative numbers. (Y4)
I can recognise negative numbers
I can count backwards through zero to include negative numbers.
 2, 1, 0, -1, -2, __ , ___, ___
 6, 4, 2, 0, -2, __, __, __,
 3, 1, -1, __, ___, ___,
I can compare negative numbers
 What number can you put in the box to make this statement true? < –2
Count forwards & backward with positive & negative numbers through zero. (Y5)
I can find missing numbers in a sequence that includes negative numbers
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Create a sequence that includes the number –5. Describe your sequence to the class.
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Here is part of a sequence: , –9, –5, –1, . Explain how to find the missing numbers.
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Explain how you would find the missing numbers in this sequence:
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10, , 4, 1,, –5, 
What is the ‘rule’ for the sequence?
I can order negative numbers in context
 Order the following places from coldest to warmest:
Moscow, Russia: 4°C
Oymyakou, Russia: -96°C
Vostok, Antarctica: -129°C
Rogers Pass, Montana, USA: -70°C
Fort Selkirk, Yukon, Canada: -74°C
Northice, Greenland: -87°C
Reykjavik, Iceland: 5°C
 Tell me two temperatures that lie between 0 degrees and –10 degrees. Which of the two temperatures is the
warmer?
 I measured the temperature in the morning. By the evening it had fallen by 8 degrees and was below freezing
point. What could the morning and evening temperatures be?
Count forwards/backwards in steps of powers of 10 for any given number up to 1000000. (Y5)
I can explain how the digits in a number change when I count in tens…hundreds… thousands… ten thousands…
hundred thousands… millions
Use of counting sticks, dropping marbles into a pot, mini-whiteboard games, chanting to rehearse the following
counting patterns. To be rehearsed regularly during oral mental starters.
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456342, 456352, 456362, 456372, ……..etc … and back again
Hunters Hall Maths Planning Guidance
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456342, 456442, 456542, 456642, ……..etc … and back again
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456342, 457342, 458342, 459342, ……..etc … and back again
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476342, 486342, 496342, 506342, ……. etc … and back again
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456342, 556342, 656342, 756342 …. etc … and back again
Comparing and Ordering Numbers
Order numbers 1 – 20. (R)
Refer to the document Numbers and Patterns: Laying the Foundation in Mathematics for guidance regarding prior
objectives and teaching and learning approaches
I can order numbers to 10
I can compare numbers up to 20 and say which number is bigger
 Look at these numbers: 8 3 12 20
 Which of the numbers is largest? Are any of the numbers larger than 10? Which number is smallest? Put the
numbers in order, starting with the smallest. How can you check the order?
I can put numbers up to 20 or more in order
 What is the number before 5? And after 5?
 Before 10? What is the number between 3 and 5?
 What numbers are between 7 and 10?
 7, 4, 9, 1 Can you order these numbers?
 How did you know which went first/last?
 What number is missing from this list: 5, 6, 7, 9 ?
 (Given an arrangement of four shapes in a row) which shape is second?
I know the order of numbers up to 20 and more
 Give me a number between 15 and 21. Is it closer to 15 or 21? Show me why on a blank number line. What
number is half-way between 15 and 21? How did you work it out?
Compare & order numbers up to 100. (Y2)
I can write numbers in order and position them on a number line
 Look at these numbers:
24 42 46 64 43 34
Which of the numbers lie between 30 and 40 on the number line?
I can use the greater than and less than symbols to show that one number is larger or smaller than another
 Which of the numbers could you use to make this correct?  < 24
 Which of the numbers could you use to make this correct?  > 43
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Give the children six digit cards, including 0 and at least one digit repeated twice, for example:
Hunters Hall Maths Planning Guidance
0
4
5
5
7
8
Make three 2-digit numbers using these cards. Where would they go on a number line?
Now make three different numbers using the same cards. Position these on a number line.
 Look at this number sentence:  +  = 20
What could the missing numbers be?
 What is different about this number sentence?  +  < 20
How would you choose numbers to make it correct?
 Can you choose numbers to make this correct? 30 >  – 
 Write the same digit in each box to make the number sentence true:  1 > 6 Now do the same for this
number sentence: 1 < 6
Compare & order numbers up to 1000. (Y3)
I can read and write numbers to 1000 and put them in order
 Give the children nine digit cards, including 0 and at least one digit repeated twice, for example:
0 2 4 4 5 5 7 8 9
Make three 3-digit numbers using these cards. Where would they go on a number line?
Now make three different numbers using the same cards. Position these 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
 Look at this number sentence:  +  = 350
What could the missing numbers be?
What is different about this number sentence?  +  < 350
How would you choose numbers to make it correct?
Can you choose numbers to make this correct? 750 >  – 
 Write the same digit in each box to make the number sentence true: 1 > 6 Now do the same for this
number sentence: 1 < 6
Compare & order numbers beyond 1000. (Y4)
I can order a set of whole numbers less than 10 000.
 Order the following from least to greatest: 3401, 3041, 4310, 4301, 4130, 4103
I can give one or more numbers lying between two given numbers
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A melon weighs between 1090 grams and 1110 grams. How heavy might it be?
I can use the greater than and less than symbols to compare numbers beyond 1000
 Look at this number sentence:  + = 34740
What could the missing numbers be?
What is different about this number sentence?  + < 34740
How would you choose numbers to make it correct?
 Can you choose numbers to make this correct? 75602 > – 
Compare & order numbers with 2 decimal places. (Y4)
I can count in decimal steps to create a sequence
Hunters Hall Maths Planning Guidance
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What is the next number in this sequence: 0, 0.2, 0.4, 0.6, 0.8?
Why is ‘nought point ten’ not correct?
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What is the rule for this sequence: 3, 2.7, 2.4, …?
Suggest some other numbers that will be in the sequence.
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Write the next number in this counting sequence: 8.7, 8.8, 8.9, …
Create a sequence that includes the number 1.6. Describe your sequence.
I can find missing numbers in a sequence that contains decimals
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Here is part of a sequence: 3, 2.7, 2.4, , 1.8, 1.5, .
How can you find the missing numbers?
I can put numbers written in decimal notation in the correct places on a number line
I can order decimals on a number line
 Write in the missing number on this number line.
I know how to use decimal notation to write numbers such as one and one tenth, two and three tenths, three
hundredths
I can say what any digit in a decimal is worth
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What does the digit 7 represent in each of these numbers:
3.7, 7.3, 0.37, 3.07?
What if I put a pound sign in front of each of these numbers?
What if they are all lengths given in metres?
I can use decimals when I work with money and measurement
I can use decimal notation in contexts such as money
I can write lengths like 5 metres and 62 centimetres using decimal points
I can write two pounds forty and three pounds seven pence using decimal points
 Write these lengths in order: 47 cm, 1.14 m, 3.6 m, 250 cm, 0.85 m. Which is the shortest? How do you know?
Which is the longest? How do you know?
 Enter 5.3 on to your calculator display. How can you change this to 5.9 in one step (operation)?
 A CD costs between £5.50 and £5.65. How much could it cost?
 I am nearly 1.65 m tall. How tall could I be?
 Tell me what the digit 4 represents in each of these amounts:
4.3 l, 0.4 l.
 Which is larger: 300 ml or 0.25 l? How do you know?
 What is 0.1 litres in millilitres?
 Place these long jump results in order, starting with the shortest: 2.07 m, 1.89 m, 2.65 m, 2.30 m
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Which is larger: 239 cm or 2.93 m? Why?
Put these in order: 0.56 m, 125 cm, 3.6 m. Which is the smallest? How do you know? Which is the largest? How
do you know?
What length comes next: 1.76 m, 1.86 m, 1.96 m, …?
Which is larger: 239p or £2.93? Why?
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Put these in order: £0.56, 125p, £3.60, 250p, 7p, £5, 205p. Which is the smallest? How do you know? Which is
the largest? How do you know?
 What amount of money comes next: £1.76, £1.86, £1.96, …?
Compare & order numbers with 3 decimal places. (Y5)
I can use decimals with up to three places and order them on a number line
 What did you look for first when you ordered these numbers? Which part of each number did you look at to
help you? What do you do when numbers have the same digit in the same place?
Can you explain this to me using a number line?
Which numbers did you think were the hardest to put in order? Why?
Tell me a number that lies between 3.12 and 3.17. Which of the two numbers is it closer to? How do you
know?
 Put these in order, smallest first: 7.745, 7.675, 6.765, 7.756, 6.776
I can order decimals with a mixture of 1-3 decimal places
 Put these in order, largest/smallest first: 1.5, 1.375, 1.4, 1.3, 1.35, 1.425
 Show me (use of mini-whiteboards/number fans):
 a number to three decimal places
 a number to three decimal places i) greater than 0.2 ii) less than 0.25
 a number between 0.12 and 0.17.
 Convince me:
 how to order decimals to three decimal places.
 that 0.35 is greater than 0.035.
 that 0.36 is greater than 0.351.
Compare & order numbers up to 10000000. (Y6)
I can give one or more number lying between two given numbers
5660000
5670000
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What number is halfway between 27 400 and 27 500, and 45 670 and 45 680?
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The distance to the crossroads is about 1 km, give or take 100 metres. How long could the journey be?
I can order a set of whole numbers less than 10000000
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Order the following from least to greatest: 6002302, 6023020, 6232000, 6230200, 6320002
I can use the greater than and less than symbols to compare whole numbers up to 10000000
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Look at this number sentence:  +  = 3506755
What could the missing numbers be?
What is different about this number sentence?  +  < 3506755
How would you choose numbers to make it correct?
Can you choose numbers to make this correct? 7505834 >  – 
Numbers &
more/less
Reading and Writing Numbers
Read & write numbers to 20 in digits & words. (Y1)
Hunters Hall Maths Planning Guidance
I know how to write numbers up to 20
 Show me (find/write) the number that is the same as e.g. spots on a dice, my fingers, this group of objects
 Can you think of a number that has a straight line in it? Write it in the air. Do you know any more? Which
numbers less than 20 are formed from only straight lines?
I can read numbers on a number track
I know where numbers up to 20 or more belong on a number track
 Look at the number grid:
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Write the number 14 in the correct place. How did you know? What will the largest number on this grid be?
How do you write that?
What is the number before 20?
What numbers are between 15 and 20?
What number on the track is hidden?
I can read and write numbers up to 20 and more
I can find them on a number line/100-square
 Look at these numbers: 13 14 15  18
 Which numbers are covered? How do you know?
 As these numbers get bigger, which digits are changing and which digits stay the same? Which other numbers
to do you know that have 1 as the first digit?
 Where are the numbers that start with ‘twenty’ on the 100-square?
 Look at these number cards:
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Pick up 21. How do you know it is 21? How do you tell the difference between 12 and 21?
Read & write numbers to 100 in digits. (Y1)
I can write numbers to 100 in digits
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What number am I holding up? Can you tell your partner what number this is?
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Can you write the number sixty seven on your whiteboard?
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Match the numerals to the written numbers.
Read & write all numbers to 100 in digits & words. (Y2)
 Give the children three digit cards, including 0, for example: 3
6
0
What numbers can you make using two or three of these digits?
Write down each number you make. Read those numbers to me. Can you write the largest of the numbers in
words?
Which of your numbers are odd and which are even? How do you know?
 Look at these numbers:
6
thirteen
36 thirty 40 51
How many numbers are between 30 and 50? How do you know?
Read & write all numbers to 1000 in digits & words. (Y3)
What is the largest number you know how to write in figures?
Here is a number: 472. Read it to me. Write another three digit number and read it to me. Is it bigger than or smaller
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than 472?
What is the biggest whole number that you can make with these four digits: 3, 0, 6, 5? What is the smallest whole
number that you can make with the digits?
More/Less than
Say 1 more/1 less to 20. (R)
Refer to the document Numbers and Patterns: Laying the Foundation in Mathematics for guidance
regarding prior objectives and teaching and learning approaches
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I can say some number names in sequence
I can use some number names and number language accurately
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Encourage children to rehearse number names and order using songs, games, books and rhymes
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Give children experience of counting from different starting points, both forwards and backwards
I can recognise and continue repeating patterns
I can count forwards and backwards within the number sequence1 to 5
I can count forwards and backwards within the number sequence 1 to 10
I can count forwards and backwards within the number sequence1 to 20
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Encourage children to spot the mistakes a puppet makes when counting and to teach the puppet how to
count correctly
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Ensure that children have frequent opportunities to cross tens boundaries in counting activities, rhymes and
games
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Use a large number track on the floor, which children can jump along while counting forwards and backwards
I can work out the number that is one more or one less than numbers up to 20
I know the number that is one more or one less than any number up to 20 or more
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One, two, buckle my shoe, three, four knock at the door’,what two numbers come next?
‘10, 9, 8, 7. . .’ carry on until blast off!
If we count round the circle starting at Sam with 3, who will say 5?
What comes after 6? Before 9? After 17? Before 15?
15, 16, 17, what are the next three numbers?
If we count round the circle in ones starting at Chris with 10, who will say 14? Now count backwards starting
at Suna with 13, who will say 5?
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There are seven beads in this pot. I am putting one more bead in the pot. How many are in there now? How
did you know? How can you check?
This time there are ten beads in the pot. I take out one bead. How many beads are left in the pot? How did you
know? How can you check?
Start with a different number of beads in the pot. Ask your partner to put another bead in or take one out
and then say how many there are in the pot. How will you know if your partner is right?
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Use the numbers 15 to 20. Choose a pair of numbers to make this sentence true:
 is one more than 
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How many different pairs can you find that make the sentence true? Can you make the sentence true with
other numbers?
Say 1 more/1 less to 100 (Y1)
Show me 69 on the bead string. How many tens, how many ones? How many tens and ones if we add on
one?
Say 10 more/less than any number to 100. (Y2)
I can explain how the digits in a number change when I count in 10s
 10, 20, 30, what’s the next number?
 70, 60, 50, what are the next three numbers?
 I’m going to drop 10p coins one at a time into a tin. Put up your hand when I’ve dropped 70p into the tin.
 Count round the circle in tens starting at Margaret with 50, who will say 80?
 Count back in tens starting at Anil with 50, who will say 30?
 3, 13, 23, what are the next two numbers?
 54, 44, 34, what are the next two numbers?
 There are 25 beads at this end of the string, how many will there be if I slide 10 more along to join them?
What will they look like? And 10 more? And 10 back again?
 Starting at 94 what is one less, now ten less, now one less ... keep going, when will we stop?
 If we count round the circle starting at Julia with 23, who will say 53? If we count backwards starting at Li
with 71, who will say 31?
 There is 43p in the purse, how much will there be if we add another 10p?
 If we start with 67p and take 10p how much will there be?
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Find 10 or 100 more/less than a given number. (Y3)
I can add/subtract 1,10,100 to/from any integer
I can count on or back in tens and hundreds from any whole number up to 10 000.
I can count on or back in repeated steps of 1, 10 or 100.
 70, 80, 90, what are the next three numbers? 140,130,120, what are the next three numbers?
 150, 250, 350, what are the next two numbers?
 570, 470, 370, what are the next three numbers?
 What is 20 more than 170? 30 less than 250?
 73, 83, 93, what are the next three numbers?
 872, 772, 672, what are the next three numbers?
 What is 10 more than 292? 10 less than 403?
 463, 473, 483, what are the next three numbers? 733, 723,713, what are the next three numbers?
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From 35 count in hundreds, and back. From 35 count in tens, and back. What digits change when we count
in tens, hundreds, ones?
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Change one digit to make 476 into 976. Which digit did you change? What was the 4 worth? What is the 9
worth? By how much have we increased 476?
 What is 1 more than 3449? I less? 10 more? 100 less?
 What is 60 more than 743? 50 less than 743?
 What is 1 more/less than 3485, 4599, 6000?
 What is 10 ml more than 3250 ml?
 What is 100 m less than 5000 m?
Find 1000 more/less than a given number. (Y4)
I can add/subtract 1,10,100 or 1000 to/from any integer
I can count on or back in tens, hundreds or thousands from any whole number
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What is 1000 more than 23
What is 1000 less than 23,904
What is 1000 more than 9,874
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56, 964, 57,964, 58,964 what are the next 3 numbers?
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5 865, 4865, 3865, what are the next 3 numbers?
Children to use digit cards to make the following number sentences correct:
is one thousand more than 
is one thousand more than 
is one thousand more than 
Place value & rounding
Place value
Recognise PV of any 2-digit number. (Y2)
I can count objects by putting them into groups
I can partition numbers
 Show 12 beads. What number is this? Use place value cards to show me the same number. Now show me
17, 19, 11 etc.
How can I count these shells most easily?
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8 ■7
8 ■6
8 ■5 etc.
1 7 ■
2 6 ■
3 5 ■etc.
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How many hands do you need to show me 12? Can you draw it?
Tell me how many counters are in this pile. Can you find a quicker way than counting in ones?
There are more than 20 counters here. Find out how many there are. Is there a better way than counting in
twos? Why is this better than counting in ones or twos?
I can explain what each digit in a two-digit number stands for
 What number needs to go in the box? 14 ■4
12 ■2 etc.
 What number is the same as one ten and four units?
 There are 4 tens in 40. How many tens are there in 47?
 What makes 40 and 47 different?
 Make 47p in 10p and 1p coins.
 I have 6 10p coins and 5 1p coins. How much money do I have?
 What is the value of the 5 in 53?
 Show me 69 on the bead string. How many tens, how many ones? How many tens and ones if we add on
Hunters Hall Maths Planning Guidance
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one?
Show me 10, 50, 90. Why is there only one card if it is a two-digit number?
I’m thinking of the number 34. Hold up 30. Can you show me with your cards what is missing?
I’m thinking of the number 48. Hold up 8. Can you show me with your cards what is missing?
I can partition numbers in different ways
 How many ways can you make 75? e.g. 70 + 5.
 [Show number cards for 19 and 91.] Which of these numbers is nineteen? How do you know? What does the
other one say? How are they the same/different?
 How many tens are there in 60? Use this to partition the number 67. Show me two other ways you might
partition this number.
I can use partitioning to help me to carry out calculations
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What number goes in the box: 5 ■6?
What number if we want the answer to be 7, 15?
What numbers go in each box?
54 ■4,
3 20 ■
42 40 ■,
60 7 ■
42 2 ■,
63 ■60
19 10 ■,
■10 3
Progressing to:
53 = 30 + 
67 – 30 = 
 Can you find two different ways to work out the answer to each of these calculations?
27 + 40 23 – 18
 I have 68p, how much will I have if I am given two 10p coins, and three 1p coins? What if I spend four 10p
coins?
Recognise PV of any 3-digit number. (Y3)
I can split a number into hundreds, tens and ones
 768 = 700 + 60 + 8
 504 = 500 + 4
 990 = 900 + 90
 Use these digit cards. Make the number 346 for me. What does the 3 represent? And the 4? [Remove the 6.]
What number do you have now? What does the 3 represent now? And the 4?
 Partition 502 and 430.What does the zero do?
I can explain how the digits in a number change when I count in 10s or 100s
 Start at 93 and count back in tens. What will be the smallest number that you reach on a 100-square? Will 54
be one of the numbers you would say? Why not?
 What do you look for when finding a number 100 less than (or 100 more than) a given number?
 Count on in tens from 312. Which digits change? Why does the ones (units) digit not change? When does the
hundreds digit change, and what happens to the tens digit in this case? What happens when you count back?
 If we count in 100s from 1, what is the pattern? Is this the same or different when we count from 11 or 111?
I can partition numbers in different ways
 A number is partitioned like this: 200 + 50 + 13. What is the number? Show me how you to partition it in other
ways.
 How could you partition 408? Show me another way to do it.
 Here are some ways of partitioning 346.
 346 = 300 + 46
346 = 300 + 40 + 6
Hunters Hall Maths Planning Guidance


346 = 300 + 30 + 16
346 = 200 + 120 + 26
Write four more ways of partitioning 346.
What number is equal to 200 + 110 + 7? Partition the number in a different way.
I can use partitioning to help me to carry out calculations
 To work out half of 34, Winston partitions it into 20 and 14 then halves each part. What answer does he get?
Why do you think he partitioned 34 like this?
 In one step make 478 into 978, 263 to 203 etc.
Recognise PV of any 4-digit number. (Y4)
I can split a number into thousands, hundreds, tens and ones
 7654 = 7000 + 600 + 50 + 4
5034 = 5000 + 30 + 4
2001 = 2001 + 1
8300 = 800 + 300
 Partition 5062 and 4003 .What do the zeroes do?
 Use these digit cards. Make the number 346 for me. What does the 3 represent? And the 4? [Remove the 6.]
What number do you have now? What does the 3 represent now? And the 4?
I can partition numbers in different ways
 A number is partitioned like this: 8000 + 200 + 50 + 13. What is the number? Show me how you to partition it in
other ways.
 How could you partition 408? Show me another way to do it.
 Here are some ways of partitioning 346.
346 = 300 + 46
346 = 300 + 40 + 6
346 = 300 + 30 + 16
346 = 200 + 120 + 26
Write four more ways of partitioning 346.
 What number is equal to 200 + 110 + 7? Partition the number in a different way.
I can use partitioning to help me to carry out calculations
 To work out half of 34, Winston partitions it into 20 and 14 then halves each part. What answer does he get?
Why do you think he partitioned 34 like this?
In one step make 478 into 978, 263 to 203 etc.
Recognise PV of any number up to 1000000. (Y5)
I can say what any digit represents in a number with up to seven digits
 What is the value of the 7 in 3 274 105?
 Write in figures forty thousand and twenty.
 A number is partitioned like this:
4 000 000 + 200 000 + 60 000 + 300 + 50 + 8
Write the number. Now read it to me.
 A car costs more than £8600 but less than £9100. Tick the prices that the car could cost.
£8569 
£9090 
£9130 
£8999 
Rounding
Round any number to the nearest 10, 100 or 1000. (Y4)
I can round any digit to the nearest 10, 100, or 1000
 I started with a number and rounded it to the nearest integer. The answer was 42. What number could I have
started with?
 Are there any other numbers that it could have been? What is the largest/smallest number that I could have
started with? How do you know?
Hunters Hall Maths Planning Guidance
Round decimals with 1dp to nearest whole number. (Y4)
I can round decimals to the nearest whole number or the nearest tenth
 On the number line, which of these numbers is closest to 1?
0.1
0.9
1.2
1.9
 I started with a number and rounded it to the nearest whole number. The answer was 13. What number could
I have started with?
 Some children run a 100 metres race on Sports Day. Here are their times in seconds.

What is the winner’s time?
Who has the time nearest to 16 seconds?

The distance to the park is 5 km when rounded to the nearest kilometre. What is the greatest/least distance it
could be? How would you give somebody instructions to round distances to the nearest kilometre?
Round any number up to 1000000 to the nearest 10, 100, 1000, 10,000 or 100,000.(Y5)
 Round 456,543 to the nearest 10, 100, 1000, 10,000, and 100,000
 Show me a number that rounds to 60,000 when rounded to the nearest 10,000. Show me another...
 Show me a number that rounds to 500,000 when rounded to the nearest 100,000. Show me another...
 Show me a number that rounds up to 80,000 when rounded to the nearest 10,000. Show me another...
 Show me a number that rounds down to 300,000 when rounded to the nearest 100,000. Show me
another...
 Convince me that 567,645 when rounded to nearest 1000 is 568,000
Round decimals with 2dp to the nearest whole number & 1dp. (Y5)
I can partition decimals with three places
 Write a number in the box to make this correct:
0.627 = 0.6 + 0.02 + 
I can use decimals with up to two places and order them on a number line
 What number is exactly halfway between 1.1 and 1.2?
I can round decimals to the nearest whole number or the nearest tenth
 Which of these numbers is closest in value to 0.1?
 0.01 0.05 0.11 0.2 0.9
 How can you tell?
 Tell me a number with two/three decimal places that rounds to 5.0 when rounded to the nearest tenth.
 Tell me a number that lies between 3.12 and 3.17. Which of the two numbers is it closer to? How do you
know?
Round any whole number to a required degree of accuracy. (Y6)
Round, e.g.
 2.75037 to 1 decimal place
 176.05 to 1 decimal place
 24.9316 to 2 decimal places
 137.4996 to 3 decimal places

The distance to the park is 5 km when rounded to the nearest kilometre. What is the greatest/least distance
it could be? How would you give somebody instructions to round distances to the nearest kilometre?