Finger Doubles, Finger Halves

Content Name

Finger Doubles, Finger Halves

Content Type

Partner Content

Description

Finger Doubles, Finger Halves helps children understand the concept of doubling and halving, whilst helping them remember simple doubling and halving facts.

Curricula

• Country

  England

  Key Stage:

  EYFS, Key Stage 1

  Years:

  Reception, Year 1

  Subjects:

  • Mathematics

  Topics:

  • ELG: Number
  • Number - multiplication and division

  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
  • solve one-step problems involving multiplication and division, by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher

• Country

  Northern Ireland

  Key Stage:

  Foundation Stage

  Years:

  P1, P2

  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.
  • Carry out simple mental calculations.

• Country

  Scotland

  Level:

  Early, First

  Years:

  P1, P2

  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 use addition, subtraction, multiplication and division when solving problems, making best use of the mental strategies and written skills I have developed.

• Country

  Wales

  Step:

  PS 1, PS 2

  Years:

  Reception, Year 1

  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 have experienced and explored numbers, including cardinal, ordinal and nominal numbers, in number-rich indoor and outdoor environments.

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