Select Page

# Year 1

### We know how to say and write numbers up to and beyond 20.

#### What we are learning:

We are now exploring numbers bigger than 20 to see the patterns they follow.

Recognising written numbers is essential, but children also need to understand what the written form represents

Whilst they are learning to say the numbers, talking about them and using practical objects to count, add and subtract they are learning the concept of number

Counting beyond 20 is important. Count forwards and backwards. Make sure that your child says the numbers clearly and correctly so that you can clearly hear the difference between 14 (fourteen) and 40 (forty) and
other numbers that sound very similar, e.g. 13 and 30, 15 and 50, 16 and 60, 17 and 70, 18 and 80, 19 and 90.

#### Activities you can do at home:

Try some ‘Bounce Counting’ – you say a number, then your child says the next number, then you say the next number and so on. See how far you can get – record where you get to and try to get further next time. Also do
this counting backwards.

When you child is getting confident with this make ‘deliberate mistakes’ so that your child can ‘correct’ you – this will encourage them and make it fun.

Write numbers on post it notes or card – position these as if they were on a number line. Ask, Where does this number go? How do you know? What number would go before/after this one?

Identify ‘missing’ numbers on a line.

Money – Count on in pence – 1p, 2p, 3p, 4p, 5p … When you say one that is a coin put up your hand, (i.e. 1p and 2p are actual coins but there is no 3p coin)

What is the highest number you can count to?
Which number is bigger, 14 or 40?
Which number is smaller, 17 or 70?

Gets stuck when moving through a multiple of 10, e.g. is unsure what comes after 29 (some children will say ‘twenty ten)
Look at a number line together and count out loud to reinforce the sequence of number. Regularly practice any sequences that they find difficult.
Is counting over 20 confidently and sees the patterns
Play with numbers to 99 counting forwards and backwards in ones
Try giving your child random numbers up to 99 and asking them for the number above or below (at speed!)

##### Extension Activity

Please use this activity when you think your child understands the unit of work. It will deepen and extend your child’s understanding of this unit.