# Counting Activities

At Parkfield a couple of minutes of every maths lesson is spent counting. Children practice and consolidate number facts they've been taught in a variety of interactive and engaging ways. The content covered each year is detailed below.

## Reception

Reception

### Autumn Term

Autumn Term

- Counting by rote to ten-forwards and backwards
- Careful 1:1 counting to 5 and beyond.
- Explore what numbers to 10 look like through counting objects and actions, pictures of items to count and the actual numerical digits.

### Spring Term

Spring Term

- Counting to 20-forwards and backwards.
- Careful 1:1 counting.
- Sequencing and ordering numbers to 20.
- One more/less
- Counting forwards and backwards to 100 in steps of 10.
- Finding answers by adding and subtracting using numbers to 10.

### Summer Term

Summer Term

- Counting in steps of 2 to 10.
- Splitting numbers into 2 or 3 components.
- Continue counting in steps of 10.
- Explore numbers beyond 20.
- Count on or back using numbers to 20 to find answers.

## Year 1

Year 1

### Counting Progression

Counting Progression

- Count within 0 to 20 forwards and backwards from any number - understanding that 0 represents the value of an empty set and the number that is before one in the counting sequence
- Count to at least 50 from 1 or 0 forwards and backwards (ensure that there is increased emphasis on the ability to count backwards)
- Count to 100 from 1 or 0 forwards and backwards (ensure that there is increased emphasis on the ability to count backwards)
- Count to 100 from any number forwards and backwards (ensure that there is increased emphasis on the ability to count backwards)
- Count across 100 forwards and backwards to develop familiarity with the patterning of the number system (there is no need to go beyond 130 as this exemplifies the pattern adequately)

### End of Year Objective:

End of Year Objective:

**Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number**

### Counting Progression

Counting Progression

- Recite and know the sequence of counting in tens from zero paying particular attention to twenty, thirty and fifty whose names do not follow the root number
- Recite and know the sequence of counting in fives from zero
- Recite and know the sequence of counting in twos from zero
- Count objects in twos (these will be more familiar numbers)
- Count objects in fives
- Count objects in tens

### End of Year Objective:

End of Year Objective:

**Count in multiples of twos, fives and tens**

## Year 2

Year 2

### Counting Progression

Counting Progression

- Count in steps of 10 forwards and backwards from any number using base 10 equipment
- Count in steps of 10 forwards and backwards from any number using a 100 square
- Identify and discuss patterns on a 100 square when counting in steps of 2 or 5 from 0 and tens from any number
- Count in steps of 3 from 0 using practical equipment such as counters / cubes arranged in an array
- Count in steps of 3 using a fully labelled number line
- Count in steps of 3 from 0

### End of Year Objective:

End of Year Objective:

**Count in steps of 2, 3, and 5 from 0, and in tens from any number, forward and backward**

### Counting Progression

Counting Progression

- Count on in steps of π/π in the form π/π
**,**π/π**,**π/π**,**π/π**,**π/π - Count back in steps of π/π in the form π/π
**,**π/π**,**π/π**,**π/π**,**π/π - Use concrete materials or pictorial representations to change the counting sequence from π/π
**,**π/π**,**π/π**,**π/π**,**π/π to π/π**,**1**,**1 π/π**,**2, 2 π/π - Count on in steps of π/π in the form π/π
**,**π/π**,**π/π**,**π/π**,**π/π - Count back in steps of π/π in the form π/π
**,**π/π**,**π/π**,**π/π**,**π/π - Use concrete materials or pictorial representations to change the counting sequence from π
**,**π/π**,**π/π**,**π/π**,**π/π**β¦**to π/π**,**π/π**,**π/π**,**1**,**1 π/π**β¦**

### End of Year Objective:

End of Year Objective:

**Count on and back in steps of**π/π**and**π/π

## Year 3

Year 3

### Counting Progression

Counting Progression

- Count in steps of 100 from 0 to 1000
- Count in steps of 50 from 0
- Count in steps of 4 from 0
- Count in steps of 8 from 0

### End of Year Objective:

End of Year Objective:

**Count from 0 in multiples of 4, 8, 50 and 100**

### Counting Progression

Counting Progression

- Count up in fractional tenths ( 1/10) including where boundaries are crossed, e.g. 8 /10, 9 /10, 10 /10, 1 1/10, 1 2/10, 1 3/10 etc.
- Count down in fractional tenths including where boundaries are crossed, e.g. 2 2/10, 2 1/10, 2, 1 9/10, 1 8/10 etc.
- Count up in decimal tenths including where boundaries are crossed, e.g. 3.6, 3.7, 3.8, 3.9 4, 4.1, 4.2 etc.
- Count down in decimal tenths including where boundaries are crossed, e.g. 5.3, 5.2, 5.1, 5, 4.9, 4.8 etc.

### End of Year Objective:

End of Year Objective:

**Count up and down in tenths**

### Counting Progression

Counting Progression

- Count on in steps of π/π in the form π/π
**,**π/π**,**π/π**,**π/π**,**π/π - Count back in steps of π/π in the form π/π
**,**π/π**,**π/π**,**π/π**,**π/π - Count on in steps of 1/3 in the form 1/3 , 2/3 , 1, 1 1/3 , 1 2/3 2, 2 1/3, 2 2/3,3
- Count back in steps of 1/3 in the form 2 2/3, 2 1/3, 2, 1 2/3,11/3 ,1, 2/3 , 1/3

### End of Year Objective:

End of Year Objective:

**Count on and back in steps of**π**,**π/π**and**π/π

## Year 4

Year 4

### Counting Progression

Counting Progression

- Count in multiples of 1000 from 0 or any multiple of 1000
- Count in multiples of 25 from 0 or any multiple of 25
- Count in multiples of 9 from 0 or any multiple of 9
- Count in multiples of 6 from 0 or any multiple of 6
- Count in multiples of 7 from 0 or any multiple of 7

### End of Year Objective:

End of Year Objective:

**Count in multiples of 6, 7, 9, 25 and 1000**

### Counting Progression

Counting Progression

- Label positive and negative numbers on a demarcated number line (where the counting step is one)

### End of Year Objective:

End of Year Objective:

**Count backwards through zero to include negative numbers**

### Counting Progression

Counting Progression

- Count up in fractional hundredths (1/100) including where tenths boundaries are crossed, e.g. 78/100, 79/100, 80/100, 81/100, 82/100,
- Count down in fractional hundredths (1/100) including where tenths boundaries are crossed, e.g. 82/100, 81/100, 80/100, 79/100, 78/100,
- Count up and down in fractional hundredths (1/100) including where ones boundaries are crossed, e.g. 98/100, 99/100, 1, 1 1/100, 1 2/100, β¦
- Count up and down in decimal hundredths (0.01) including where tenths boundaries are crossed, e.g. 1.42, 1.41, 1.40, 1.39, 1.38
- Use knowledge of equivalence to refine the sequence, e.g. 1.42, 1.41,
**1.4**, 1.39, 1.38 - Count up and down in decimal hundredths (0.01) including where ones boundaries are crossed, e.g. 5.97, 5.98, 5.99, 6, 6.01, 6.02

### End of Year Objective:

End of Year Objective:

**Count up and down in hundredths**

### Counting Progression

Counting Progression

- Count on in steps of any unit fraction crossing ones boundaries e.g. 6/8 , 7/8 , 1, 1 1/8 , 1 2/8 ,1 3/8 β¦
- Count back in steps of any unit fraction crossing ones boundaries e.g. 1 2/8, 1 1/8, 1 ,7/8 , 6/8 , 5/8
- Use knowledge of equivalence to begin to simplify fractions in the counting sequence e.g. 5/8,3/4 , 7/8 , 1, 1 1/8 , 1 1/4 ,1 3/8 , 1 1/2

### End of Year Objective:

End of Year Objective:

**Count on and back in steps of unit fractions**

## Year 5

Year 5

### Autumn Term

Autumn Term

### Counting Progression

Counting Progression

- Count forwards and backwards in steps of 10, 100 or 1000 (Year 4 steps) for any given number up to 100 000 (Year 5 number)
- Count forwards and backwards in steps of 10, 100 or 1000 (Year 4 steps) for any given number up to 1 000 000 (Year 5 number)
- Count forwards and backwards in steps of 10 000 without crossing 100 000 boundaries for any given number up to 1 000 000
- Count forwards and backwards in steps of 10 000 crossing 100 000 boundaries for any given number up to 1 000 000
- Count forwards and backwards in steps of 100 000 for any given number up to 1 000 000

### End of Year Objective:

End of Year Objective:

**Count forwards or backwards in steps of powers of 10 for any given number up to 1 000 000**

### Spring Term

Spring Term

### Counting Progression

Counting Progression

- Count forwards and backwards in decimal steps where the step size is in multiples of tenths, e.g. 1.4, 1.7, 2.0, 2.3, 2.6 (step size 0.3)
- Count forwards and backwards in decimal steps where the step size is in multiples of hundredths less than a tenth, e.g. 2.31, 2.37, 2.43, 2.49 (step size 0.06)
- Count forwards and backwards in decimal steps where the step size is in multiples of hundredths greater than a tenth, e.g. 2.42, 2.57, 2.72, 2.87 (step size 0.15)
- Count forwards and backwards in decimal steps where the step size is in thousandths, e.g. 5.742, 5.747, 5.752, 5.757 (step size 0.005)

### End of Year Objective:

End of Year Objective:

**Count forwards and backwards in decimal steps**

### Summer Term

Summer Term

### Counting Progression

Counting Progression

- Count on in mixed number steps where the fractional part is a unit fraction in halves, thirds or quarters
- Count back in mixed number steps where the fractional part is a unit fraction in halves, thirds or quarters
- Count on in mixed number steps where the fractional part is a non-unit fraction in thirds or quarters
- Count back in mixed number steps where the fractional part is a non-unit fraction in thirds or quarters
- Count on in mixed number steps
- Count back in mixed number steps

### End of Year Objective:

End of Year Objective:

**Count on and back in mixed number steps such as 1**π/π

## Year 6

Year 6

### Counting Progression

Counting Progression

- Count forwards or backwards in steps of powers of 10 from any number up to 10 000 000
- Count forwards or backwards in steps of integers from any number up to 10 000 000 and through zero e.g. 105, 60, 15, -30, -75 (counting in steps of 45)
- Count forwards or backwards in decimal steps where the step size in in thousandths greater than one hundredth e.g. 5.742, 5.757, 5.772 (counting in steps of 0.015)

### End of Year Objective:

End of Year Objective:

**Count forwards or backwards in steps of integers, decimals, powers of 10**