Splitting an object or value into smaller parts.

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

Maths

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.

Composition of numbers 11 to 19

What number is being shown on the ten frames?

Which ten frame shows the same number as the part part whole model?

What number is being shown on the Gattegno chart?

To show 13 on the Gattegno chart, how many ones would there be?

Some teen numbers have been partitioned. Match the teen number to the number of tens and ones.

What number comes next in the count? 10, 11, 12, 13, {{ }}

Look at the image. 8 is made of 5 and {{ }}.

Which place value chart represents these counters?

Which number completes the sentence? {{ }} is made of 1 ten and 7 ones.

Which number is being described? It is a two-digit number with 1 ten and 1 one.

This lesson will be removed by end of Summer Term 2025.

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

Lesson outcome

This lesson will be removed by end of Summer Term 2025.