Year 1 – Use the language of equal to, more than, less than (fewer), most, least (5)
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Year 1 – Use the language of equal to, more than, less than (fewer), most, least (6)
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Year 1 – Use the language of equal to, more than, less than (fewer), most, least (7)
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Year 1 – Use the language of equal to, more than, less than (fewer), most, least (8)
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Year 2 – Read and write numbers to at least 100 in numerals and in words (4)
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Year 2 – Read and write numbers to at least 100 in numerals and in words (5)
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Year 2 – Read and write numbers to at least 100 in numerals and in words (6)
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Year 2 – To read and write numbers to at least 100 in numerals and words (2)
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Round any number up to 1,000,000 to the nearest 10, 100, and 1000 – 1
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Round any number up to 1,000,000 to the nearest 10, 100, and 1000 – 2
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Round any number up to 1,000,000 to the nearest 10, 100, and 1000 – 3
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Round any number up to 1,000,000 to the nearest 10, 100, and 1000 – 4
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Identify and Represent Numbers Using Objects and Pictorial Representations Including the Number Line & Use the Language
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Compare and order numbers from 0 up to 100; use less than, more than and = signs
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Spotlight Yr2 10s and 1s on a number line What numbers are the arrows pointing to
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Year 4: Find 1,000 More or Less than a Given Number – Fluency and Reasoning Booklet
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Year 1 Maths Free Resource – Use the language of equal to, more than and less than – 1
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Year 1 Maths Free Resource – Use the language of equal to, more than and less than – 2
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Year 1 Maths Free Resource – Use the language of equal to, more than and less than – 8
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Identify the previous and next multiple of 100 or 10 a given three-digit number is between (1)
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Identify the previous and next multiple of 100 or 10 a given three-digit number is between (2)
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Count forwards or backwards in steps of powers of 10 for any given number up to 1,000,000
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Identify and represent numbers using objects and pictorial representations including the number line, and use the language of equal to, more than, less than (fewer), most, least – year 1 reasoning
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Count in Steps (1) of 2, 3, and 5 From 0, and in Tens From Any Number, Forward and Backward.
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Count in Steps (2) of 2, 3, and 5 From 0, and in Tens From Any Number, Forward and Backward.
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Count in Steps (3) of 2, 3, and 5 From 0, and in Tens From Any Number, Forward and Backward.
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Count in Steps (4) of 2, 3, and 5 From 0, and in Tens From Any Number, Forward and Backward.
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Count in Steps (5) of 2, 3, and 5 From 0, and in Tens From Any Number, Forward and Backward.
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Count in steps of 2, 3, and 5 from 0, and in tens from any number, forward and backward – year 2 reasoning
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Partition any two-digit number into different combinations of tens and ones, explaining their thinking verbally, in pictures or using apparatus – 1
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Partition any two-digit number into different combinations of tens and ones, explaining their thinking verbally, in pictures or using apparatus – 2
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Partition any two-digit number into different combinations of tens and ones, explaining their thinking verbally, in pictures or using apparatus – 3
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Year 3: Identify the previous and next multiple of 100 or 10 a given three-digit number is between (3)
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Divide 1,000 into 2,4,5 and 10 equal parts, and read scales/number lines marked in multiples of 1,000 with 2,4,5 and 10 equal parts (1)
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Divide 1,000 into 2,4,5 and 10 equal parts, and read scales/number lines marked in multiples of 1,000 with 2,4,5 and 10 equal parts (2)
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Divide 1,000 into 2,4,5 and 10 equal parts, and read scales/number lines marked in multiples of 1,000 with 2,4,5 and 10 equal parts (3)
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Divide 1,000 into 2,4,5 and 10 equal parts, and read scales/number lines marked in multiples of 1,000 with 2,4,5 and 10 equal parts (4)
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Divide 1,000 into 2,4,5 and 10 equal parts, and read scales/number lines marked in multiples of 1,000 with 2,4,5 and 10 equal parts (5)
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Reason about the location of any four-digit number in the linear number system, including identifying the previous and next multiple of 1,000 and 100, and rounding to the nearest of each (1)
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Reason about the location of any four-digit number in the linear number system, including identifying the previous and next multiple of 1,000 and 100, and rounding to the nearest of each (2)
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Reason about the location of any four-digit number in the linear number system, including identifying the previous and next multiple of 1,000 and 100, and rounding to the nearest of each (3)
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Reason about the location of any four-digit number in the linear number system, including identifying the previous and next multiple of 1,000 and 100, and rounding to the nearest of each (4)
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Reason about the location of any four-digit number in the linear number system, including identifying the previous and next multiple of 1,000 and 100, and rounding to the nearest of each (5)
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Divide 1 into 2,4,5 and 10 equal parts, and read scales/number lines marked in units of 1 with 2,4,5 and 10 equal parts (1)
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Divide 1 into 2,4,5 and 10 equal parts, and read scales/number lines marked in units of 1 with 2,4,5 and 10 equal parts (2)
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Divide 1 into 2,4,5 and 10 equal parts, and read scales/number lines marked in units of 1 with 2,4,5 and 10 equal parts (3)
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Divide 1 into 2,4,5 and 10 equal parts, and read scales/number lines marked in units of 1 with 2,4,5 and 10 equal parts (4)
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Divide 1 into 2,4,5 and 10 equal parts, and read scales/number lines marked in units of 1 with 2,4,5 and 10 equal parts (5)
Included with membership
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