A number made of a ten (a group of 10 ones) and some additional ones.

Explain that the digits in the numbers 11 to 19 express quantity

Maths

In this unit pupils will explain 11-19 as cardinal and ordinal numbers. They will double and halve numbers 6-9 and use addition and subtraction facts to add and subtract within 20. In the future unit pupils will explore the counting sequence for counting to 100 and beyond and represent the numbers from 20-99 in different ways, including marking the position on a number line. 

In prior learning, pupils will have looked for patterns and relationships in number, spotting connections and talking about what they notice. In this unit pupils will explain 11 to 19 as cardinal and ordinal numbers. They will double and halve the numbers 6 to 9 and use known facts to add and subtract within 20.

Composition of numbers 11 to 19

Which of these statements about teen numbers is correct?

Which place value chart represents the oranges?

Which place value chart represents the pencils?

What number comes next in the count? 6, 7, 8, 9 {{ }}.

What number is missing in this sequence? 6, 7, 8, 9, 10, {{ }}, 12

Sofia says, "I think there are fewer than 10 pencils."

Jun says, "I think there are more than 10 pencils."

Jun and Sofia are counting the pencils. Who is correct?

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