Whole School Progression Planning
(with activities)
Year group
expectation
Pitch and expectation of overall aim.
Concept development
Children count reliably with numbers from one
to 20, place them in order and say which
number is one more or one less than a given
number
R
Using quantities and objects, they add and
subtract two single-digit numbers and count on
or back to find the answer
They solve problems, including doubling,
halving and sharing
(Number ELG p.34 (Development Matters)
Also reference Non-Negotiables
count to and across 100, forwards and
backwards, beginning with 0 or 1, or from any
given number
count, read and write numbers to 100 in
numerals; count in multiples of twos, fives and
tens
given a number, identify one more and one
less
use the language of: equal to, more than, less
than (fewer), most, least
1
identify and represent numbers using objects
and pictorial representations, including the
number line
read and write numbers from 1 to 20 in
numerals and words.
Part conceptions
Topic: Place Value
Useful activities including low
ceiling high threshold activities
Activity resource bank
Including mental & Oral
starters
Representations and models
Numicon
Not separating number names – creating
a string
Pot of objects moving physically
Dice games
Missing out number names
Number Rhymes
Foam hands/feet
Repeating number names
Digit cards
Splat square
Objects such as toys, buttons,
beads and counters, dotty dinosaurs
Using correct names, but in wrong order
Nursery rhymes
Bingo
Bibs/hats
Numicon
Finger puppets
Maths sticks/straws
Bead strips
Stories/books
Unifix
Abacus activities
Register order
Dienes
Using number names in the correct order
when starting from one or zero, but not
when starting from another point
Confusing ‘teen’ words and ‘ty’ words,
e.g. fifteen and fifty
Extending three and five to ‘threeteen’
and fiveteen’ rather than ‘thirteen’ and
‘fifteen’
Being confused by ‘teen’ numbers which
are not read in the order that they are
written, eg. 18 is read ‘eighteen’ not onety eight. Number names (as EYFS) ‘one
ten and three units’ called thirteen or as
ordinal numbers (thirteenth)
‘Units’ are ones…that’s what we call them
Counting back and finding a number that
is ‘one less than’
Pupils sometimes add digits e.g. 12 = 1+2
= 3 therefore 4 is larger than 12
When counting objects, confused by the
number named and the fact that only one
object is being pointed to
Number lines
Age-birthdays
Chanting using a number
stick
Tens and ones exists side by side
Failure to understand that numbers can
be expressed in different forms, eg. 36
may be 3 tens and 6 ones or 2 tens and
16 ones…
100 Squares
Door labels/numbers
1 is potentially worth different values.
For example: 1 one or 1 ten or 1 hundred
Each child has a number card and
orders themselves;
discussion/direction by peers.
Counters
Using large chalk, sand,
water bottles to form
numbers
Bundles of straws
Numicon
100 squares
Number lines
Songs x2, x5, x10
Objects such as toys, buttons,
beads and counters
Numicon:
Show value to ‘prove it’
Circle passing Numicon piece to
count in 2s, 5s and 10s
Bingo
Fizz-Buzz
Place value partitioning
cards
What number am I? Describing
how a number looks
Ordering number cards
Dienes
Class golden rules
Partition using straws and Dienes
We can do it p46 and
p54Dominoes
Talk it, Solve it p15
Storybook maths pp2629Human counters
Place value counters
Place value mats
ThHT1s mats
Cuisenaire rods
Maths boxes…
Whole School Progression Planning: P:\11. Curriculum\Planning\Year Group Planning\Maths\Whole school resources\St Stephens maths planning\Progression Plans
Vocabulary
Number names
Zero
Ordinal numbers
More than/greater than
Less than
Fewer
Count
How many?
Represents
Equivalent to/equals
Partition
Value
Ones
Tens
Hundreds
Thousands
Multiply
Times…
Backwards
Takeaway/minus
Exchange
Place value arrow cards
count in steps of 2, 3, and 5 from 0, and in
tens from any number, forward or backward
Coloured tennis balls;
throwing and catching
compare and order numbers from 0 up to 100;
use <, > and = signs
2
identify, represent and estimate numbers
using different representations, including the
number line
Counting up is ‘add’, not ‘and’
read and write numbers to at least 100 in
numerals and in words
Write numbers backwards
recognise the place value of each digit in a
two-digit number (tens, ones)
use place value and number facts to solve
problems
Numbers don’t stop at 100
Misunderstood vocabulary
Reversal of digits is a common
misconception eg. 03 for 30 or 31 for 13
Chn have cards related to 2, 3 5.
Order themselves (see Year 1)
Place value hats
Manipulating cups with ones,
tens, hundreds, thousands
Putting bundles of straws with
digit
Chanting and counting using
number lines
Playing cards…mental recall
Jumping up on number line
100 square pockets;
deconstructed No.Sq.
Straw bundles; bead strings
Digit Cards
Place value/position cards
Ordering numbers can be confusing
Challenge in pairs (create their
own)
Dienes
Numicon
Abacus
count from 0 in multiples of 4, 8, 50 and 100;
Fizz-Buzz
find 10 or 100 more or less than a given
number
Take your finger for a walk
around 100 square
Compare and order numbers up to 1000
Roll a dice, try to make
higher/lower number than
partner
Dice, counters, arrow cards
identify, represent and estimate numbers
using different representations
read and write numbers up to 1000 in
numerals and in words
3
recognise the place value of each digit in a
three-digit number (hundreds, tens, ones)
Solve number problems and practical
problems involving these ideas
Number stick
Human numbers
Number strings
Confusion about the place value of
numbers, eg. ordering numbers such as
212 and 221
Failure to understand that the position of
the digit gives it the value
Spellings numbers, songs,
Wordless
Bean bags/balls (keeping in
the air)
Make own 100 square and
number line
Place value cards
I wonder how many…?
Class number square
Play your cards right
Straws
Lotto/Bingo
Dienes
Badger Year 3
Maths Zone.co.uk
NNS Problem Solving…open
challenges for extension
Target Boards
count backwards through zero to include
negative numbers
100 squares
Fizz-Buzz
4
count in multiples of 6, 7, 9, 25 and
1000
find 1000 more or less than a given number
order and compare numbers beyond 1000
Remembering that > means ‘less than’, <
means ‘greater than’ and = means ‘the
same as’
Number line (as Year 3)
Roll a dice/digit cards. Make
smaller/larger by 10/place
Maths Zone.co.uk
Badger Year 4 (great for open
Whole School Progression Planning: P:\11. Curriculum\Planning\Year Group Planning\Maths\Whole school resources\St Stephens maths planning\Progression Plans
challenges)
identify, represent and estimate numbers
using different representations
For decimals:
Dienes
Bead strings
Random number generator
Number lines
read Roman numerals to 100 (I to C) and
know that over time, the numeral system
changed to include the concept of zero and
place value
recognise the place value of each digit in a
four-digit number (thousands, hundreds, tens,
and ones)
round any number to the nearest 10, 100 or 1
000
solve number and practical problems that
involve all of the above and with increasingly
large positive numbers
interpret negative numbers in context, count
forwards and backwards with positive and
negative whole numbers, including through
zero
Dbl sided counters…’Show me
12; 24; 36’ explain how number
has been represented.
Oral starter with place value
chart and digit cards
count forwards or backwards in steps of
powers of 10 for any given number up to 1000
000
read, write, order and compare numbers to at
least 1 000 000 and determine the value of
each digit
5
read, write, order and compare numbers to at
least 1 000 000 and determine the value of
each digit
read Roman numerals to 1000 (M) and
recognise years written in Roman numerals
read, write, order and compare numbers to at
least 1 000 000 and determine the value of
each digit
Understanding zero (does it exist?)
Understanding quantities less than zero
Ordering numbers…the concept of 0
being greater than –1 can be difficult for
children to understand
solve number problems and practical
problems that involve all of the above
use negative numbers in context, and
calculate intervals across zero
6
read, write, order and compare numbers up to
10 000 000 and determine the value of each
digit
LN
Calculator key in 3 digit number
eg.324. Teacher describes
ones/tens/hundreds…’guess my
number’
NB
Dice generate 4 digit number.
Chn place each digit one at a
time to make largest / smallest /
largest even number etc. Use
generated numbers to focus on
place value.
Recognise and use thousandths and relate
them to tenths, hundredths and decimal
equivalents
round any number up to 1 000 000 to the
nearest 10, 100, 1 000, 10 000 and 100 000
read, write, order and compare numbers up to
10 000000 and determine the value of each
digit
JP
A4 paper folded into 8 or 16;
write digits in squares; challenge
chn to make diff numbers / order
/ find difference / multiples /
primes etc.
AT
Crosswords with number
problems
Numbers with more digits are larger e.g.
23.456 is larger than 123.5
Whiteboard – make up a 5-digit
number. Order them within
tables
Beat the teacher with dice. Using
0-9 cards, make largest/smallest
Fluency Fitness 5.1 and 5.2
Maths Out Loud Lesson 2,
p.26 Numbers to a million
Lessons 1-4
Abacus Y5 A1 Wk1 iPlanner
Hamilton
We can do it!
Strand Challenges 1-6
Abacus bk1 p.4-8 (5 digit
numbers); p.4-8 (rounding)
Abacus bk2 p.10-12
(decimals)
Collins 1 p.4-7 and 8-9 (+/numbers)
Maths Out Loud…lesson 1-4
Talk it Solve it (Yrs 5-6)
p.10-18 and 38-51
We can do it! Yr6
Challenge 1, 2, 3 and 15
Collins pupil book 6+ pp 4-8
Whole School Progression Planning: P:\11. Curriculum\Planning\Year Group Planning\Maths\Whole school resources\St Stephens maths planning\Progression Plans
read, write, order and compare numbers up to
10 000 000 and determine the value of each
digit
identify the value of each digit to three decimal
places and multiply and divide numbers by 10,
100 and 1000 where the answers are up to
three decimal places (copied from Fractions)
round any whole number to a required degree
of accuracy
solve problems which require answers to be
rounded to specified degrees of accuracy
(copied from Fractions)
number. Chn need to be strategic
KR
How many 10p pieces/ £10 notes
do you ned to make £1m?
NB
Ken Ken puzzles (kenken.com)
Abacus
Text book 1 Yr6 pp 4-11
Text book 2 Yr6 pp 4-10
Text book 3 Yr6 pp 4-8
Cambridge 6 Plus
pp 7-11
Collins Pupil
Bk 1 pp 4-9
Bk 2 pp 4-7
Bk 3 pp 4-9
solve number and practical problems that
involve all of the above
Online Resources:
NCETM
Rich maths tasks: https://www.ncetm.org.uk/resources/35813
EYFS: https://www.ncetm.org.uk/resources/35811
Misconceptions: https://www.ncetm.org.uk/resources/30033#Section_3:1
Mathematical links with other subjects: https://www.ncetm.org.uk/resources/44874
Mathematical Vocabulary: http://webarchive.nationalarchives.gov.uk/20110202093118/http://nationalstrategies.standards.dcsf.gov.uk/node/84996
Glossary: P:\11. Curriculum\Planning\Year Group Planning\Maths\Whole school resources\St Stephens maths planning\Progression Plans
Whole School Progression Planning: P:\11. Curriculum\Planning\Year Group Planning\Maths\Whole school resources\St Stephens maths planning\Progression Plans