Reason about the location of numbers to 20 within the linear number system (3)

Description

Pupils should be introduced to the number line as a representation of the order and relative size of numbers.

Pupils should:

• begin to develop the ability to mentally visualise a number line, with consecutive whole numbers equally spaced along it
• draw number lines, with consecutive whole numbers equally spaced along them
• identify or place numbers up to 20 on marked and unmarked number lines

Pupils should use efficient strategies and appropriate reasoning, including working backwards from a multiple of 10, to identify or place numbers on marked number lines.

Language focus example:

“a is 5 because it is halfway between 0 and 10.” “b is 12 because it is 2 more than 10.” “c is 19 because it is one less than 20.”