Selected teaching resources

Students strengthen the link between spoken number words, written numerals, and quantities they can see, count, and check.

Use quick routines that ask students to count collections, match numerals to quantities, and explain how they know the quantity is correct.

Students build fluency deciding which number is more, less, or the same, moving from visible quantities to numerals.

Show two numerals, ask for the comparison sentence, then use a representation to prove the comparison.

Students practise the ordered structure of the counting sequence and learn to locate numbers before, after, and between.

Use number tracks, oral counting, and short missing-number tasks that require students to justify the number that belongs in the gap.

Students learn that numbers can be made and remade in parts, supporting later addition, subtraction, and flexible calculation.

Use ten-frames, counters, fingers, and part-part-whole language to practise making the same total in more than one way.

Students connect number names and numerals to approximate positions, supporting a more continuous sense of quantity.

Practise locating numbers on short bounded number lines, discussing endpoints, midpoints, and relative distance.

Students extend comparison to two-digit numbers, using place-value reasoning rather than surface features of numerals.

Compare pairs of two-digit numerals, say the more/less comparison sentence, and prove the answer with tens-and-ones representations.

Students consolidate the counting sequence to 100 and use place-value patterns to identify numbers before, after, and between.

Use hundreds charts, number tracks, and short sequence tasks that require students to explain the tens-and-ones pattern.

Students develop approximate number sense across 0–100, including relative position and distance between numbers.

Use bounded number-line routines with endpoints and midpoint anchors, then ask students to justify placements with comparison language.

Students build accurate, flexible addition facts and connect counting-on, part-part-whole, and place-value strategies.

Model addition strategies explicitly, use worked examples, and provide short practice that asks students to explain the strategy used.

Students strengthen subtraction as take-away, difference, and missing-addend thinking, linked to known addition facts.

Use explicit routines with representations and equations, then move to supported practice that compares subtraction strategies.