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

Autumn Term

  • Counting to ten-forwards and backwards
  • Careful 1:1 counting.
  • Sequencing and ordering numbers to 10.
  • Explore what numbers to 10 look like through counting objects and actions, pictures of items to count and the actual numerical digits.
  • adding 2 groups together or taking 1 group away using actual objects and pictures of items - numbers to 5.

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

  • 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

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:

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

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:

  • Count in multiples of twos, fives and tens

Year 2

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:

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

Counting Progression

  • Count on in steps of 𝟏/𝟐 in the form 𝟏/𝟐 , 𝟐/𝟐 , πŸ‘/𝟐 , πŸ’/𝟐 , πŸ“/𝟐
  • Count back in steps of 𝟏/𝟐 in the form πŸ“/𝟐 , πŸ’/𝟐 , πŸ‘/𝟐 , 𝟐/𝟐 , 𝟏/𝟐
  • Use concrete materials or pictorial representations to change the counting sequence from 𝟏/𝟐 , 𝟐/𝟐 , πŸ‘/𝟐 , πŸ’/𝟐 , πŸ“/𝟐 to 𝟏/𝟐 , 1, 1 𝟏/𝟐 , 2, 2 𝟏/𝟐
  • Count on in steps of 𝟏/πŸ’ in the form 𝟏/πŸ’ , 𝟐/πŸ’ , πŸ‘/πŸ’ , πŸ’/πŸ’ , πŸ“/πŸ’
  • Count back in steps of 𝟏/πŸ’ in the form πŸ“/πŸ’ , πŸ’/πŸ’ , πŸ‘/πŸ’ , 𝟐/πŸ’ , 𝟏/πŸ’
  • Use concrete materials or pictorial representations to change the counting sequence from 𝟏 , 𝟐/πŸ’ , πŸ‘/πŸ’ , πŸ’/πŸ’ , πŸ“/πŸ’β€¦ to 𝟏/πŸ’ , 𝟏/𝟐 , πŸ‘/πŸ’ , 1, 1 𝟏/πŸ’β€¦

End of Year Objective:

  • Count on and back in steps of 𝟏/𝟐 and 𝟏/πŸ’

Year 3

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:

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

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:

  • Count up and down in tenths

Counting Progression

  • Count on in steps of 𝟏/πŸ‘ in the form 𝟏/πŸ‘ , 𝟐/πŸ‘ , πŸ‘/πŸ‘ , πŸ’/πŸ‘ , πŸ“/πŸ‘
  • Count back in steps of 𝟏/πŸ‘ in the form πŸ“/πŸ‘ , πŸ’/πŸ‘ , πŸ‘/πŸ‘ , 𝟐/πŸ‘ , 𝟏/πŸ‘
  • 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:

  • Count on and back in steps of 𝟏 , 𝟏/πŸ’ and 𝟏/πŸ‘

Year 4

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:

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

Counting Progression

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

End of Year Objective:

  • Count backwards through zero to include negative numbers

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, …
  • 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:

  • Count up and down in hundredths

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 …
  • 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:

    • Count on and back in steps of unit fractions

Year 5

Autumn Term

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:

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

Spring Term

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:

  • Count forwards and backwards in decimal steps

Summer Term

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:

  • Count on and back in mixed number steps such as 1 𝟏/𝟐

Year 6

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:

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