Greater means a larger amount, so if a number is greater than another, it represents a larger amount.

Less means a smaller amount, so if a number is less than another, it represents a smaller amount.

Order and compare decade numbers on number tracks

Maths

Counting forwards and backwards in 10s to 50

Counting forwards and backwards in 10s to 100

Composition of decade numbers to 100: making groups of 10

Count groups of 10 in decade numbers

In this unit pupils will extend their counting to counting the decade numbers and making representations using a variety of different manipulatives. In the future unit pupils will extend their learning by counting to 100. They will explore the pattern in counting and focus on the end of the decade and the start of the new decade numbers.

In prior learning, pupils will have verbally counted beyond 20, recognising the pattern of the counting system. In this unit pupils will extend their counting o the decade numbers and represent them in different ways.

In this unit pupils will extend their counting to counting the decade numbers which will later be known as multiples of ten and making representations of them using a variety of different manipulatives.

Counting in tens - decade numbers

Which numbers are missing from the number track?

Izzy wants to put these numbers in the correct order on her number track. Which would she place first if counting forwards?

A number on the number track is hidden. Which of these numbers must it be?

Look at the image. Which of the following 2 numbers are greater than 50?

Complete the stem sentence. 60 is {{}} than 90.

Compare the 3 numbers shown. Which of the following is true?

Look at these numbers 70, 80, 90, 100.  Complete the stem sentence. They are all {{}} numbers.

Match the decade numbers to the number of groups of 10 they have.

Put these decade numbers in the order you would say when counting forwards.

Put these decade numbers in the order you would say when counting backwards.

Starter Quiz

Look at these numbers 70, 80, 90, 100. Complete the stem sentence. They are all numbers.