Programme of Study statements 
Activities 
A 
B 
C 
D 
E 
F 
G 
count to and across 100, forwards and 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, and use the language of: equal to, more than, less than (fewer), most, least








read and write numbers from 1 to 20 in numerals and words 







Activity A  Skipping: Counting and timing actions
See how many skips, catches, goals, circuits you can do without stopping. Can you beat yesterday’s score? How many seconds does it take you to get dressed/undressed, do a circuit, 20 skips? Can you do it quicker than last time? Time with a timer and record on a number line.
Activity B  Constant function
On a calculator one child keys in 80 + 1, then keeps pressing =. (or press 1===). Their friend has to predict the next number before = is pressed. Use this function to find how to write numbers crossing tens boundaries or to go over 100. Write numbers on an empty number line or fill in a 100 to 200 number square. Press + 2 = = to count in 2s.
Count fingers on lots of hands by counting in 5s or 10s. Can the children challenge themselves to find out the number of fingers and/or hands on each alien?
Playing number games, including board games like Snakes and Ladders, has been proven by research to increase children’s understanding of relative number size as well as counting. This ‘Incy Wincy’ document from Nrich is full of ideas and questions for the classroom.
Children count resources indoors and outdoors to check none have got lost. They can make labels for containers to show how many there should be, using numerals and words.
Children can make collections of everyday objects, count them in different ways, sort them and label them
Number rhymes encourage children to predict the result of taking one away, or more unusually of adding one, as with 10 currant buns. In year 1, number rhymes can be linked to staircase images and number lines to help children to see the ‘successor function’ (one more / less than) pattern.
Activity G  Pounds in the pig
Put 8 coins in a piggy bank so they cannot be seen –check the child knows how many there are, then take one out and ask how many there are. Children can play this in pairs. (You can obviously use plastic coins or any objects and any container, box, cloth or screen.) This activity allows you to see if children can apply their knowledge of one more or less to a practical problem.
Useful Resources
 Colour rods: eg Cuisenaire, Stern
 Interlocking cubes, with numerals to match and sticks of ten of the same colour: eg unifix, multilink
 Numicon, including number lines
 Bead strings, coloured in 5s or 10s
 Dice, dominoes
 Games: collecting objects or track games
 Calculators
 Props for number rhymes, including numerals
 Washing lines with numerals and bead strings for different numbers
 Jars filled with objects eg cotton reels, matchsticks
 Outdoor score boards and timers for PE activities
 Counters or matchsticks and pieces of card
 Place value cards (arrow cards)