This half term we are focusing on Place Value in maths.
- Counting in steps of 2, 3, and 5 from 0, and in tens from any number, forward and backward
- Recognising the place value of each digit in a two-digit number (tens, ones)
- Identifying, representing and estimating numbers using different representations, including the number line
- Comparing and ordering numbers from 0 up to 100; use <, > and = signs
- Reading and writing numbers to at least 100 in numerals and in words
- Using place value and number facts to solve problems
Have a look at some of the ways we have been learning these objectives.
So far, children have looked in detail at numbers to 100, with an explicit focus on making tens. They now build on this to organise their representations in a place value chart, placing pieces of equipment under the correct place value headings. Once children are comfortable with organising equipment into place value charts and understand the column headings, they begin to write numbers into place value charts with digits in the correct place and they will build on this throughout the block. Children will learn to recognise that they can only write the digits 0–9 in any single place value column, because if there were any more than this they would be able to make a ten.
In this small step, children use their understanding from earlier in the block and begin to partition numbers to 100. The focus here is on standard partitioning: flexible partitioning will be looked at later in the block. Counting objects to 100 with a focus on bundling tens, organising representations into place value charts and writing digits in place value charts are all essential prerequisite knowledge for this small step. Children understand that if, for example, 32 is made up of 3 whole tens and 2 ones, then the 3 represents 30 and the 2 represents 2 therefore, 32 can be partitioned into 3 tens and 2 ones or 30 and 2. Partitioning with representations should be looked at first, followed abstract numbers. At this point, all partitioning will be recorded in part-whole models rather than as an addition statement
In this small step, children combine all their learning so far from this block as they begin to compare objects to 100. Children identify which quantity is greater, explaining their reasoning. The language of “more than” and “fewer than” will be used in the context of quantity. When using objects as a representation of number, children should use the language of “greater than”, “less than” and “equal to” alongside the inequality symbols to compare.