Home Page


Unit 1 Numbers to 100 

This unit focuses on children’s ability to read and understand numbers to 100. They will use their growing understanding of place value to help them sort, compare and order numbers. Within this unit, children will revise their understanding of different representations of numbers and also meet other representations for the first time. They will use these representations to show a number’s ‘tens’ and ‘ones’ and use this to help them compare and order. Children will use part-whole models and place value grids to show their partitioning of numbers and use these to support their reasoning when comparing and ordering. Moving on from partitioning and ordering numbers, the children will begin to develop their ability to count forwards and backwards efficiently in steps of 2, 3, 5, and 10.


Unit 2 Addition and Subtraction (1) 

In this unit, children will build upon the number bonds to 10 that they will have learned in Year 1. Children consolidate this understanding and apply it to number bonds within 20 and to 20 in this unit. Children are introduced to writing fact families of equations, and to relating addition and subtraction operations. As a result, children learn to use the inverse of one operation to check calculations using the other operation. Children will also be introduced to the concept of ‘make 10’ to aid mental calculations. Once this key learning is understood, children are introduced to the column method which they will use throughout their time at school, applying the mental strategies appropriately. This method is introduced alongside a variety of different visual representations to ensure a strong conceptual and procedural understanding.


Unit 3 Addition and Subtraction (2) 

This unit directly builds upon what children have learnt in Unit 2 and provides an opportunity for what they have understood to be applied to larger numbers. Children must understand this progression and see the importance of applying this learning, rather than seeing larger numbers as a di­fferent area of maths and therefore using inefficient methods as a result. Within this unit children will progress to addition and subtraction involving two 2-digit numbers, again representing the steps within these calculations visually with di­fferent resources. Children will use the column method as a way to represent the mental calculation steps, but not see this as the only method for calculation. Children continue to use known number facts within mental calculations and use their understanding of the inverse as a way to check their calculations. The final stage of children’s learning allows the bar model to be used to represent a word problem, to allow children to self-identify the operation needed to complete the calculation.