Jumper Monster

Content Name

Jumper Monster

Content Type

Partner Content

Description

Jumper Monster is an ordinal number song. A boy called Tom loves dressing up in jumpers and by the time he's got his tenth jumper on, he is definitely a Jumper Monster!

Curricula

• Country

  England

  Key Stage:

  EYFS, Key Stage 1

  Years:

  Age 3-4, Reception, Year 1

  Subjects:

  • Mathematics

  Topics:

  • ELG: Number
  • Number - number and place value

  Programmes of Study:

  • 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
  • given a number, identify 1 more and 1 less

• Country

  Northern Ireland

  Key Stage:

  Foundation Stage

  Years:

  P2, P1

  Subjects:

  • Mathematics and Numeracy

  Topics:

  • Counting and Number Recognition
  • Understanding Number

  Programmes of Study:

  • Count in the form and context of number rhymes, jingles and stories.
  • Investigate ordinal number through practical experiences.
  • Count a range of objects.

• Country

  Scotland

  Level:

  Early

  Years:

  Age 3-4, P1

  Subjects:

  • Numeracy and Maths

  Topics:

  • Number, Money and Measure

  Programmes of Study:

  • I have explored numbers, understanding that they represent quantities and I can use them to count, create sequences and describe order.

• Country

  Wales

  Step:

  PS 1

  Years:

  Reception, Nursery

  Subjects:

  • Mathematics and Numeracy

  Topics:

  • The number system is used to represent and compare relationships between numbers and quantities.

  Programmes of Study:

  • I can notice, recognise and write numbers in a range of media, through a multisensory approach, from 0 to 10 and beyond.
  • I can use my experience of the counting sequence of numbers and of one-to-one correspondence to count sets reliably. I can count objects that I can touch, and ones that I cannot.
  • I have experienced the counting sequence of numbers in different ways, reciting forwards and backwards, and starting at different points.
  • I have experienced and explored numbers, including cardinal, ordinal and nominal numbers, in number-rich indoor and outdoor environments.

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