Reason about the location of numbers to 20 within the linear number system (7)

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.”