How Does the TENS Course Prepare Children for the Next Step in Their

'Essential Number Sense' Journey?

Big Idea Is the Essential Foundation

... of

Conservation of number: Same amount can 'look' very different (in

arrangement as well as type and size of object)
Perceptual Subitising Comparison
Language of 'more/less/fewer'
Saying number names
Recognising number symbols
Writing number symbols
Recognising concept images of numbers on 5, and later, 10 frames
Understanding 'unitising' and later 'the base ten system' and 'place value'

Part/whole
Addition and subtraction - including 'empty place' calculations and 'difference'
Conceptual Subitising Multiplication and Division (including doubling, halving, times tables, scaling
and fractions
Early algebra (using bar modelling with and without values)

Counting for Ordinality Number order and pattern as spoken words and digits
Understanding positional use of number '1st, 2nd, 3rd' etc.

'How many?' when items can't be seen or are in a linear arrangement

Counting for Cardinality

www.eymaths.co.uk Copyright: Karen Wilding Education T/A EYMaths

 How Does the TENS Course Prepare Children to Meet the Expectations of the
National Curriculum for Key Stage 1?

National Curriculum Key Stage 1 Objectives

Big Idea Foundation of
(Years 1 5-6 year olds)

Conservation of number: Same amount can 'look' very

different (in arrangement as well as type and size of object) Given a number, identify one more and one less
Perceptual Subitising Comparison Identify and represent numbers using objects and pictorial representations including
Language of 'more/less/fewer' the number line, and use the language of: equal to, more than, less than (fewer),
Saying number names most, least
Recognising number symbols Read and write numbers from 1 to 20 in numerals and words.
Writing number symbols
Recognising concept images of numbers on 5 ,and later, 10
frames
Understanding 'unitising' and later 'the base ten system'
and 'place value'

Read, write and interpret mathematical statements involving addition (+), subtraction
Part/whole
Represent and use number bonds and related subtraction facts within 20
Addition and subtraction - including 'empty place' calculations and
Add and subtract one-digit and two-digit numbers to 20, including zero
Conceptual Subitising 'difference'
Solve one-step problems that involve addition and subtraction, using concrete objects and
Multiplication and Division (including doubling, halving, times tables,
pictorial representations, and missing number problems such as 7 = – 9.
scaling and fractions
Solve one-step problems involving multiplication and division, by calculating the answer using
Early algebra (using bar modelling with and without values)
concrete objects, pictorial representations and arrays with the support of the teacher.
Recognise, find and name a half as one of two equal parts of an object, shape or quantity
Recognise, find and name a quarter as one of four equal parts of an object, shape or quantity.

Number order and pattern as spoken words and digits
Counting for Ordinality Understanding positional use of number '1st, 2nd, 3rd' etc.
Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number
Count, read and write numbers to 100 in numerals; count in multiples of twos, fives and tens
identify and represent numbers using objects and pictorial representations including
the number line,
 read and write numbers from 1 to 20 in numerals and words.

Counting for Cardinality 'How many?' when items can't be seen or are in a linear arrangement

www.eymaths.co.uk Copyright: Karen Wilding Education T/A EYMaths

 How Does the TENS Course Prepare Children to Meet the Expectations of the
Big Idea Foundation of
Conservation of number: Same amount
can 'look' very different (in arrangement as
well as type and size of object)
Comparison
Language of 'more/less/fewer'
Perceptual Saying number names
Recognising number symbols
Subitising Writing number symbols
Recognising concept images of numbers
on 5 ,and later, 10 frames
Understanding 'unitising' and later 'the
base ten system' and 'place value'
Part/whole
Addition and subtraction - including
'empty place' calculations and
'difference'
Conceptual Multiplication and Division (including
doubling, halving, times tables, scaling
Subitising and fractions
Early algebra (using bar modelling
with and without values)
Number order and pattern
as spoken words and digits
Counting Understanding positional use
of number '1st, 2nd, 3rd' etc.
for
Ordinality
Counting for 'How many?' when items can't be
Cardinality seen or are in a linear arrangement
www.eymaths.co.uk
National Curriculum for Key Stage 1?
National Curriculum Key Stage 1 Objectives
Year 1 (5-6 year olds)
Given a number, identify one more and one less
Identify and represent numbers using objects and pictorial
representations including
the number line, and use the language of: equal to, more than, less than
(fewer),
most, least
Read and write numbers from 1 to 20 in numerals and words.
Read, write and interpret mathematical statements involving addition
(+), subtraction
Represent and use number bonds and related subtraction facts
within 20
Add and subtract one-digit and two-digit numbers to 20, including
zero
Solve one-step problems that involve addition and subtraction, using
concrete objects and pictorial representations, and missing number
problems such as 7 = – 9.
Solve one-step problems involving multiplication and division, by
calculating the answer using concrete objects, pictorial
representations and arrays with the support of the teacher.
Recognise, find and name a half as one of two equal parts of an
object, shape or quantity
Recognise, find and name a quarter as one of four equal parts of an
object, shape or quantity.
Count to and across 100, forwards and backwards, beginning with 0
or 1, or from any given number
Count, read and write numbers to 100 in numerals; count in
multiples of twos, fives and tens
Identify and represent numbers using objects and pictorial
representations including the number line,
Read and write numbers from 1 to 20 in numerals and words.
National Curriculum Key Stage 1 Objectives
Year 2 (6-7 year olds)
 compare and order numbers from 0 up to 100; use <, > and = signs
v
Count in steps of 2, 3, and 5 from 0, and in tens from any number, forward and backward
Recognise the place value of each digit in a two-digit number (tens, ones)
Identify, represent and estimate numbers using different representations, including the number line
Compare and order numbers from 0 up to 100; use <, > and = signs
Use place value and number facts to solve problems.
Solve problems with addition and subtraction using concrete objects and pictorial representations, including those involving numbers, quantities and
measures
Applying their increasing knowledge of mental and written methods
Recall and use addition and subtraction facts to 20 fluently, and derive and use related facts up to 100
Add and subtract numbers using concrete objects, pictorial representations, and mentally, including: a two-digit number and ones, a two-digit number and
tens, two two-digit numbers, adding three one-digit numbers, show that addition of two numbers can be done in any order (commutative) and subtraction
of one number from another cannot, recognise and use the inverse relationship between addition and subtraction and use this to check calculations and
solve missing number problems.
Recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables, including recognising odd and even numbers
Calculate mathematical statements for multiplication and division within the multiplication tables and write them using the multiplication (×), division (÷) and
equals (=) signs
Show that multiplication of two numbers can be done in any order (commutative) and division of one number by another cannot
Solve problems involving multiplication and division, using materials, arrays, repeated addition, mental methods, and multiplication and division facts,
including problems in contexts
Count in steps of 2, 3, and 5 from 0, and in tens from any number, forward and backward
Read and write numbers to at least 100 in numerals and in words
Copyright: Karen Wilding Education T/A EYMaths