Pupils need to be able to connect the way two-digit numbers are written in numerals to their value. They should demonstrate their reasoning using full sentences.
Language focus “This is the number 42. The 4 shows we have 4 groups of ten. The 2 shows we have 2 extra ones.”
Pupils should recognise that 42, for example, can be composed either of 42 ones, or of 4 tens and 2 ones. They should be able to group objects into tens, with some left over ones, to count efficiently and to demonstrate an understanding of the number. Pupils need to be capable of identifying the total quantity in different representations of groups of ten and additional ones. Within these representations the relative positions of the tens and the ones should be varied.
It is also important for pupils to be able to think flexibly about number, learning to:
- partition into a multiple of ten and another two-digit number, in different ways (for example, 68 can be partitioned into 50 and 18, into 40 and 28, and so on)
- partition into a two-digit number and a one-digit number, in different ways (for example, 68 can be partitioned into 67 and 1, 66 and 2, and so on).