Teachers should use every relevant subject to develop pupils’ mathematical fluency. Confidence in numeracy and other mathematical skills is a precondition of success across the national curriculum.
(National Curriculum in England Framework Document, September 2013, p10)
Connections within Mathematics
Making connections to other topics within this year group
There are many opportunities to link work on number and place value with other areas of the mathematics curriculum.
E.g. when teaching is focused on measurement, children will be recording lengths, heights, mass, amounts of money, capacity and time – all requiring a good understanding of number structure and place value.
Making connections to this topic in adjacent year groups
Early Years Foundation Stage statutory framework
Early learning goal
Numbers: children count reliably with numbers from 1 to 20, place them in order and say which number is one more or one less than a given number.
Pupils should be taught to:
count in steps of 2,3,and5 from 0,and in tens from any number, forward or backward
recognise the place value of each digit in a two-digit number (tens, ones)
identify, represent and estimate numbers using different representations, including the number line
compare and order numbers from 0 up to 100; use <, > and = signs
read and write numbers to at least 100 in numerals and in words
use place value and number facts to solve problems
Non Statutory guidance
Using materials and a range of representations, pupils practise counting, reading, writing and comparing numbers to at least 100 and solving a variety of related problems to develop fluency. They count in multiples of three to support their later understanding of a third.
As they become more confident with numbers up to 100, pupils are introduced to larger numbers to develop further their recognition of patterns within the number system and represent them in different ways, including spatial representations.
Pupils should partition numbers in different ways (e.g. 23 = 20 + 3 and 23 = 10 + 13) to support subtraction. They become fluent and apply their knowledge of numbers to reason with, discuss and solve problems that emphasise the value of each digit in two-digit numbers. They begin to understand zero as a place holder.
Cross-curricular and real life connections
Learners will encounter numbers and place value in many contexts:
Ages of family members and friends. Teenagers are of particular interest!
Numerals as labels on buses, car etc., telephone numbers
Page numbers in books and magazines (ordinal)
Games of all kinds, e.g. board games, computer games, football scores
Preparing for parties, planning activities and events, counting supplies
Measuring, money and time