In a Row

Content Name

In a Row

Content Type

Partner Content

Description

In a Row explores the conservation of number when moving 3, 4, 5 and 6 blocks around and placing them in different arrangements.

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
  • Subitise (recognise quantities without counting) up to 5

• Country

  Northern Ireland

  Key Stage:

  Foundation Stage

  Years:

  P2

  Subjects:

  • Mathematics and Numeracy

  Topics:

  • Counting and Number Recognition
  • Understanding Number

  Programmes of Study:

  • Count a range of objects.
  • Develop an understanding of one-to-one correspondence and an awareness that the size of a set correlates to the last number in the count.

• Country

  Scotland

  Level:

  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 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

  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 have explored forming a quantity in different ways, using combinations of objects or quantities.

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