To multiply by 2. To have 2 of something.

Double the numbers 6 to 9 and halve the result explaining what doubling and halving is

Maths

Explain that the digits in the numbers 11 to 19 express quantity

Explain that the digits in the numbers 11 to 19 express position on a number line

Identify the quantity shown in a representation of numbers 11 to 19

Use knowledge of 10 and a bit to solve problems

Solve subtraction problems using knowledge of 10 and a bit

Explore odd and even numbers within 20

Use knowledge of addition facts within 10 to add within 20

Use knowledge of subtraction facts within 10 to subtract within 20

Use knowledge of addition and subtraction facts within 10 to add and subtract within 20

In this unit pupils will explain 11-19 as cardinal and ordinal numbers. They will double and halve numbers 6-9 and use addition and subtraction facts to add and subtract within 20. In the future unit pupils will explore the counting sequence for counting to 100 and beyond and represent the numbers from 20-99 in different ways, including marking the position on a number line. 

In prior learning, pupils will have looked for patterns and relationships in number, spotting connections and talking about what they notice. In this unit pupils will explain 11 to 19 as cardinal and ordinal numbers. They will double and halve the numbers 6 to 9 and use known facts to add and subtract within 20.

In this unit pupils will explain 11-19 as cardinal and ordinal numbers. They will double and halve numbers 6-9 and use addition and subtraction facts to add and subtract within 20.

Composition of numbers 11 to 19

Finish the sentence. I know that double 7 is 14 so half of 14 is {{ }}

The two parts are the same size. What are they?

Laura partitions the number 19 into one part of 10 and another part. What is the missing part?

Complete the sentence. 6 can be partitioned into one part of 5 and one part of {{ }}

Double the numbers 6 to 9 and halve the result explaining what doubling and halving is

Lesson outcome