Curriculum Prioritisation for Primary Maths

A term-by-term framework to support planning and teaching

Year 1, Unit 1

Previous Reception
experiences and
counting within 100

Summer 2021
Year 1, Unit 1

This unit provides the opportunity to ensure that children have suitable previous experiences to
build upon, before starting year 1 content.
This unit supports teachers to create a mathematical environment and learning opportunities that
address these experiences.

The level of development children should be

expected to have attained by the end of the EYFS
is defined by the early learning goals (ELGs) as
set out within the
statutory framework for the early years foundation
stage DfE publication
(pages13-14 are specific to maths).
Additional guidance to help teachers
meet these requirements can be found
within the
DfE Development Matters Guidance 202
0
(pages 51-59 are specific to maths).
Curriculum Prioritisation for Primary Maths
Year 1, Unit 1

For support with creating mathematical environments and learning

opportunities that address the previous experience required from
early years, refer to:
• The Early Years section on the NCETM website including
information on each of the six key areas of early mathematics
learning:
• Cardinality and Counting
• Comparison
• Composition
• Pattern
• Shape and Space
• Measures

• additional planning resources or high-quality textbooks used by

your school.

Curriculum Prioritisation for Primary Maths

 Year 1, Unit 1

These materials heavily reflect the prioritisation approach of the ready-to-progress criteria in the
DfE Primary Mathematics Guidance 2020 and on the PPTs that exemplify them on the NCETM
website. They also include other relevant National Curriculum content. Related sections of the
NCETM Primary Mastery Professional Development Materials provide small-step teaching
guidance.
Ready-to-progress criteria addressed by this unit
Teaching of this unit supports the following criteria from the ‘DfE Mathematics Guidance: key stages 1 & 2’ (the 335-page
document available as a download)
• 1NPV-1 Page 18

Previous Experience
If the children have the following previous experience, contained in the same DfE guidance document as above, they will
be ready to start this unit.
• Previous experience prior to 1NPV-1 Page 16

Learning Outcomes
This unit has a single Learning Outcome: Pupils count within 100 in different ways

Curriculum Prioritisation for Primary Maths

Year 1, Unit 1, Learning Outcome 1

Learning Outcome 1

Pupils count within 100 in different ways

The following slides have been collated to support the teaching of this learning outcome.

Curriculum Prioritisation for Primary Maths

Year 1, Unit 1, Learning Outcome 1

Additional teacher guidance for this outcome should be

read first and can be found in this segment of the NCETM
Primary Mastery Professional Development Materials:
1.9 Composition of numbers: 20-100
The spine materials are divided into ‘teaching points’ and
‘steps in learning’.

Teaching point Steps in learning Pages

1 1:1 4-5

Curriculum Prioritisation for Primary Maths

 1.9 Composition: 20–100 – step 1:1

www.ncetm.org.uk/masterypd Spring 2018 pilot © Crown Copyright 2018

 1.9 Composition: 20–100 – step 1:1

100 200 300 400 500 600 700 800 900

0 0 0 0 0 0 0 0 0
100 200 300 400 500 600 700 800 900
10 20 30 40 50 60 70 80 90
1 2 3 4 5 6 7 8 9

www.ncetm.org.uk/masterypd Spring 2018 pilot © Crown Copyright 2018

 1NPV-1 Count forwards and backwards within 100

• Can you count in ones

between 1 and 100, both
forwards and backwards?

• Can you start your count

from different numbers?

• Can you say the number of

straws each time a bundle
is tied up? Louder!

• Are you saying the ‘teen

numbers’ clearly?

x • Can you say the count in

• Begin by using real straws to count and bundle together in groups of 10.
two ways?
Seven, eight, nine, ten, eleven, twelve… twenty, twenty-one, twenty-two…
Seven, eight, nine, ten, one-ten, one-ten-one, one-ten-two… two-tens, two-tens-
ncetm.org.uk
one, two-tens-two…
 1NPV-1 Count forwards and backwards within 100

1 2 3 4 5 6 7 8 9 10 • Can you count forwards and backwards

11 12 13 14 15 16 17 18 19 20 between 1 and 100, starting in different
places on the 100 square?
21 22 23 24 25 26 27 28 29 30
• Can you say the ‘teen’ part of these numbers
31 32 33 34 35 36 37 38 39 40
a little louder? Thirteen, fourteen, fifteen…
41 42 42 44 45 46 47 48 49 50
• Can you say the numbers which come after
51 52 53 54 55 56 57 58 59 60 these numbers: 19…, 29…, 39…, 99…? Say
61 62 63 64 65 66 67 68 69 70 them loudly and clearly: twenty, thirty,
forty…
71 72 73 74 75 76 77 78 79 80
• Can you say the numbers which come before
81 82 83 84 85 86 87 88 89 90
these numbers: 30, 50, 70, 100?
91 92 93 94 95 96 97 98 99 100
• Where on the 100 square can you see the
ncetm.org.uk
counting numbers which come before 21, 31,
41…?
 1NPV-1 Count forwards and backwards within 100

• Can you join in saying the numbers in the count?

• Are you saying these numbers very clearly: 14/

100
91
81
71
61
51
41
31
21
92
82
72
62
52
32
22
12
93
83
73
63
53
42
33
23
13
94
84
74
64
54
44
34
24
14
95
85
75
65
55
45
35
25
15
96
86
76
66
56
46
36
26
16
97
87
77
67
57
47
37
27
17
98
88
78
68
58
48
38
28
18
90
80
70
60
50
40
30
20
10
99
89
79
69
59
49
39
29
19
11
1
2
3
4
5
6
7
8
9
40, 15/50, 16/60 etc?

• Watch the ‘ones digit’ as it changes - what do

you notice?

• Now watch the ‘tens digit’ - what do you notice?

• Pause at some numbers and think about what

comes next.

• Can you count backwards, especially from these

numbers: 20, 30, 40, 50, 60…?

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 1NPV-1 Count forwards and backwards within 100

0 10 20 30 40 50 60 70 80 90 100

• Can you read the numbers shown on the number line between zero and one hundred?

• What do you notice about these numbers?

• Can you join in with the count as the arrow moves along the line? Say the numbers shown on the
number line a little louder!

• Move the arrow to different places on the number line - can you work out the number which the
arrow has stopped at by counting on or back from the numbers shown on the line? Use a large
class number line if possible where children can touch a point and identify the number.

ncetm.org.uk
 1NPV-1 Count forwards and backwards within 100

• What do you notice about the numbers written below the number line?

• What do you notice about these numbers written above the number line?

• Why might it be tricky to remember what comes before these numbers: 20,
30, 40, 50 etc?

ncetm.org.uk
 1NPV-1 Count forwards and backwards within 100

• Before we count, can you say the numbers which come before the numbers shown
on the number line?
• Starting from 100, can you join in with the count? Are we counting forwards or
backwards?
• Pause at the numbers shown. Can you remember what number we will say next?

ncetm.org.uk
 1NPV-1 Count forwards and backwards within 100

1,000 2,000 3,000 4,000 5,000 6,000 7,000 8,000 9,000

100 200 300 400 500 600 700 800 900

10 20 30 40 50 60 70 80 90

1 2 3 4 5 6 7 8 9

• Let’s use the chart to tap out the numbers in our count between one and one hundred!
Remember to get the order right, for the teen numbers tap the ten first and then the ones.

• Let’s start at 20… we can tap 20 and 1 for twenty-one, 20 and 2 for twenty-two… How can I
tap twenty-three? What do we tap after twenty-nine?

• How can we tap out the teen numbers? Do we say ‘tenty-one, tenty-two’? What do you notice
about how we say the number fourteen when I tap the chart?
ncetm.org.uk
Curriculum Prioritisation for Primary Maths
A term-by-term framework to support planning and teaching

ncetm.org.uk

Summer 2021