A plan or method to achieve a specific goal.

Smaller in size referring to abstract or continuous number. E.g. less water, fewer drops.

Counting and comparing

Maths

In this unit pupils will consolidate their knowledge of the value of different denominations of coins. They will solve simple problems practically involving addition and subtraction of money of the same unit. In the future unit pupils will recognise and use symbols for pounds and pence combining amounts to make particular values. They will solve simple problems including giving change.

In prior learning, pupils will have learnt to count confidently and have developed a deep understanding of the numbers to 10, the relationships between them and the patterns within those numbers. In this unit pupils will consolidate their knowledge of the value of different coins. They will solve simple problems practically involving addition and subtraction of money in the same unit.

Solving problems in a range of contexts

What number will come next when you complete the count?

Aisha used the strategy of counting leaves in twos. How many leaves altogether?

Sam used the strategy of counting leaves in fives. She has two groups of 5 and one more leaf. How many leaves altogether?

Match the statement to the correct number.

The children compared their scores from a running race. Andeep scored 14   Jun scored 12
Which statements are correct?

Laura and Alex timed their race. Which is the correct symbol to use when comparing their scores?

Lucas is counting forwards. What is the last number he will say in his count?

What does each symbol represent when comparing numbers?

True or false. When counting from 35 to 54, I will say the number 45

This lesson will soon be taken down.

Counting and comparing

Lesson outcome