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!!!!!5558m<T5G111FFFFFFF$IV@VUh0hAK,CJaJh0hR-CJaJh0h@CJaJhdBhH B*CJaJph#hdBhH 5B*CJ\aJphh0h03 5B*\phh0hH 5B*\phh0hNsQ5B*\phh0hu5B*\phh71e5\hdB5\ jhC5U\mHnHuh0h5CJ\aJ/h0h5B*CJOJQJ\^JaJphThey practise counting as reciting numbers and counting as enumerating objects, and counting in twos, fives and tens from different multiples to develop their recognition of patterns in the number system (for example, odd and even numbers), including varied and frequent practice through increasingly complex questions.
They recognise and create repeating patterns with objects and with shapes.
Addition and subtraction
Pupils memorise and reason with number bonds to 10 and 20 in several forms (for example, 9 + 7 = 16; 16 - 7 = 9; 7 = 16 - 9). They should realise the effect of adding or subtracting zero. This establishes addition and subtraction as related operations.
Pupils combine and increase numbers, counting forwards and backwards.
They discuss and solve problems in familiar practical contexts, including using quantities. Problems should include the terms: put together, add, altogether, total, take away, distance between, difference between, more than and less than, so that pupils develop the concept of addition and subtraction and are enabled to use these operations flexibly.
Multiplication and division
Through grouping and sharing small quantities, pupils begin to understand: multiplication and division; doubling numbers and quantities; and finding simple fractions of objects, numbers and quantities.
They make connections between arrays, number patterns, and counting in twos, fives and tens.Fractions
Pupils are taught half and quarter as fractions of discrete and continuous quantities by solving problems using shapes, objects and quantities.
For example, they could recognise and find half a length, quantity, set of objects or shape.
Pupils connect halves and quarters to the equal sharing and grouping of sets of objects and to measures, as well as recognising and combining halves and quarters as parts of a whole.
Measurement
The pairs of terms: mass and weight, volume and capacity, are used interchangeably at this stage.
Pupils move from using and comparing different types of quantities and measures using non-standard units, including discrete (for example, counting) and continuous (for example, liquid) measurement, to using manageable common standard units.
In order to become familiar with standard measures, pupils begin to use measuring tools such as a ruler, weighing scales and containers.
Pupils use the language of time, including telling the time throughout the day, first using o clock and then half past.Geometry: properties of shapes
Pupils handle common 2-D and 3-D shapes, naming these and related everyday objects fluently. They recognise these shapes in different orientations and sizes, and know that rectangles, triangles, cuboids and pyramids are not always similar to each other.
Geometry: position and direction
Pupils use the language of position, direction and motion, including: left and right, top, middle and bottom, on top of, in front of, above, between, around, near, close and far, up and down, forwards and backwards, inside and outside.
Pupils make whole, half, quarter and three-quarter turns in both directions and connect turning clockwise with movement on a clock face.
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