The Tens Frame Song

Content Name

The Tens Frame Song

Content Type

Partner Content

Description

The Tens Frame explores the properties of number through the interpretation of an arrangement of cubes within a tens frame.

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
  • given a number, identify 1 more and 1 less
  • Have a deep understanding of number to 10, including the composition of each number
  • Subitise (recognise quantities without counting) up to 5

• Country

  Northern Ireland

  Key Stage:

  Foundation Stage, Key Stage 1

  Years:

  P2, P3

  Subjects:

  • Mathematics and Numeracy

  Topics:

  • Counting and Number Recognition

  Programmes of Study:

  • Count forwards and backwards in steps of one within 5/10, from different starting points.
  • Count in the form and context of number rhymes, jingles and stories.
  • Estimate quantities within 10 sensibly.

• Country

  Scotland

  Level:

  First, Early

  Years:

  Age 3-4, P1

  Subjects:

  • Numeracy and Maths

  Topics:

  • Number, Money and Measure

  Programmes of Study:

  • I am developing a sense of size and amount by observing, exploring, using and communicating with others about things in the world around me
  • I can share out a group of items by making smaller groups and can split a whole object into smaller parts.

• Country

  Wales

  Step:

  PS 1

  Years:

  Reception

  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 and explored numbers, including cardinal, ordinal and nominal numbers, in number-rich indoor and outdoor environments.
  • I have explored forming a quantity in different ways, using combinations of objects or quantities.

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