Little Counters

Content Name

Little Counters

Content Type

Partner Content

Description

Little Counters explores partitioning of a number using the Part/Whole model.

Curricula

• Country

  England

  Key Stage:

  EYFS, Key Stage 1

  Years:

  Reception, Year 1

  Subjects:

  • Mathematics

  Topics:

  • ELG: Number
  • Number - number and place value

  Programmes of Study:

  • 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 facts
  • Have a deep understanding of number to 10, including the composition of each number
  • 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

• Country

  Northern Ireland

  Key Stage:

  Foundation Stage, Key Stage 1

  Years:

  P2, P3

  Subjects:

  • Mathematics and Numeracy

  Topics:

  • Number: Patterns, Relationships and Sequences in Number

  Programmes of Study:

  • Understand the commutative property of addition (turnarounds, e.g., if 2+8=10, then 8+2=10).

• Country

  Scotland

  Level:

  Early, First

  Years:

  Age 3-4, P1, P2

  Subjects:

  • Numeracy and Maths

  Topics:

  • Number, Money and Measure

  Programmes of Study:

  • I can compare, describe and show number relationships, using appropriate vocabulary and the symbols for equals, not equal to, less than and greater than.

• Country

  Wales

  Step:

  PS 1, PS 2

  Years:

  Reception, Year 1

  Subjects:

  • Mathematics and Numeracy

  Topics:

  • Algebra uses symbol systems to express the structure of mathematical relationships.
  • The number system is used to represent and compare relationships between numbers and quantities.

  Programmes of Study:

  • I am beginning to demonstrate, using objects, an understanding of the concepts of ‘equal’ and ‘not equal’.
  • I can use mathematical language to describe quantities, and to make estimates and comparisons such as ‘more than’, ‘less than’ and ‘equal to’.
  • I have explored forming a quantity in different ways, using combinations of objects or quantities.

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