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Mathematics

Mathematics

 

Number

Children at the expected level of development will:

  • Have a deep understanding of number to 10, including the composition of each number;
  • Subitise (recognise quantities without counting) up to 5;
  • 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.

 

Numerical Patterns

Children at the expected level of development will:

  • Verbally count beyond 20, recognising the pattern of the counting system;
  • Compare quantities up to 10 in different contexts, recognising when one quantity is greater than, less than or the same as the other quantity;
  • Explore and represent patterns within numbers up to 10, including evens and odds, double facts and how quantities can be distributed equally.

 

In addition, it is important that the curriculum includes rich opportunities for children to develop their spatial reasoning skills across all areas of mathematics including shape, space and measures. It is important that children develop positive attitudes and interests in mathematics, look for patterns and relationships, spot connections, ‘have a go’, talk to adults and peers about what they notice and not be afraid to make mistakes.

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