About cookies

The NCETM site uses cookies. Read more about our privacy policy

Please agree to accept our cookies. If you continue to use the site, we'll assume you're happy to accept them.

 

Personal Learning Login






Sign Up | Forgotten password?
 
Register with the NCETM

National Curriculum: Number and Place Value - Year 1 - Making Connections


Created on 11 October 2013 by ncetm_administrator
Updated on 03 February 2014 by ncetm_administrator
 

Making Connections

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.

Year 2

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
 

Comment on this item  
 
Add to your NCETM favourites
Remove from your NCETM favourites
Add a note on this item
Recommend to a friend
Comment on this item
Send to printer
Request a reminder of this item
Cancel a reminder of this item

Comments

 


There are no comments for this item yet...
Only registered users may comment. Log in to comment