It’s Me, 1,2,3 Week 3: Lesson 5: Positional Language
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16 resources · All year groups · It’s me 1,2,3 · of 184
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- Have a deep understanding of numbers to 10, including the composition of each number43
- Compare numbers.26
- Explore the composition of numbers to 10.20
- Subitise (recognise quantities without counting) up to 520
- Compare length, weight and capacity.18
- Automatically recall number bonds for numbers 0–5 and some to 10.15
- Count beyond ten.15
- Verbally count beyond 20, recognising the pattern of the counting system15
- Talk about and explore 2D and 3D shapes (for example, circles, rectangles, triangles and cuboids) using informal and mathematical language: ‘sides’, ‘corners’; ‘straight’, ‘flat’, ‘round’.14
- Continue, copy and create repeating patterns.13
- Automatically recall (without reference to rhymes, counting or other aids) number bonds up to 5 (including subtraction facts) and some number bonds to 10, including double facts12
- Explore and represent patterns within numbers up to 10, including evens and odds, double facts and how quantities can be distributed equally11
- Compose and decompose shapes so that children recognise a shape can have other shapes within it, just as numbers can.10
- Select, rotate and manipulate shapes to develop spatial reasoning skills.10
- Extend and create ABAB patterns – stick, leaf, stick, leaf.9
- Talk about and identify the patterns around them.9
- Know that the last number reached when counting a small set of objects tells you how many there are in total (‘cardinal principle’).8
- Notice and correct an error in a repeating pattern.7
- Begin to describe a sequence of events, real or fictional, using words such as ‘first’, ‘then...’6
- Combine shapes to make new ones – an arch, a bigger triangle, etc.6
- Compare quantities up to 10 in different contexts, recognising when one quantity is greater than, less than or the same as the other quantity6
- Link numerals and amounts: for example, showing the right number of objects to match the numeral, up to 5.6
- Make comparisons between objects relating to size, length, weight and capacity.6
- Select shapes appropriately: flat surfaces for building, a triangular prism for a roof, etc.6
- Understand the ‘one more than/one less than’ relationship between consecutive numbers.6
- Discuss routes and locations, using words like ‘in front of’ and ‘behind’.5
- Link the number symbol (numeral) with its cardinal number value.4
- Notice patterns and arrange things in patterns.4
- Understand position through words alone – for example, “The bag is under the table,” – with no pointing.4
- Count objects, actions and sounds.3
- Maths Vocabulary3
Same strand, other year groupsfor support and stretch
It’s Me, 1,2,3 Week 3: Lesson 4: Positional Language
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It’s Me, 1,2,3 Week 3: Lesson 3: Real-life objects
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It’s Me, 1,2,3 Week 3: Lesson 2: Circles and Triangles
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It’s Me, 1,2,3 Week 3: Lesson 1 Sorting Shapes
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It’s me 1, 2, 3 Week 2 Lesson 5 – three in different ways and comparing
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It’s me 1, 2, 3 Week 2 Lesson 4 – One more and One less
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It’s me 1, 2, 3 Week 2 Lesson 3
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It’s me 1, 2, 3 Week 2 Lesson 2
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It’s me 1, 2, 3 Week 2 Lesson 1
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Reception Vocabulary Cards: It’s Me, 1,2,3
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It’s Me, 1,2,3: Lesson 5: Matching / subitising 1,2 and 3
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It’s Me, 1,2,3: Lesson 4: Sorting 1,2 and 3
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It’s Me, 1,2,3: Lesson 3: The Number 3
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It’s Me, 1,2,3: Lesson 2: The Number 2
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It’s Me, 1,2,3: Lesson 1: The Number 1
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