Reason about the location of numbers to 20 within the linear number system (6)

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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.”

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