A set of ten numbers, all beginning with the same number of tens.

Counting the same set of numbers in two different ways.

Explore the counting sequence for counting to 100 and beyond

Maths

Count groups of ten and extra ones

Count a large group of objects by counting tens and ones

Represent a number from 20 to 99

Use a number line to position and estimate the numbers 20-99

In this 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. They learn to represent 20-99 as a length. In the future unit pupils consolidate their counting across and on from 100. They will learn to represent a three-digit number up to 199 in different ways.

In the prior unit pupils extended their counting to 100 They explored pattern in counting, focused on the end of the decade and the start of the new decade numbers. In this unit pupils will explore the counting sequence for counting to 100 and beyond representing numbers from 20-99 in different ways including marking the position on a number line They will learn to represent 20-99 as a length.

In this unit pupils will explore the counting sequence for counting to 100 and beyond representing numbers from 20-99 in different ways including marking the position on a number line They will learn to represent 20-99 in the context of length.

Counting and representing the numbers 20 to 99

Unitising means treating groups that contain, or represent, the same number of things as ‘ones’ or ‘units’. It is important in understanding place value and supports us to think multiplicatively.

A digit is a single symbol used to make a numeral. A two-digit number uses two symbols to make one numeral.

The symbol used to represent the number of tens in a numeral.

The symbol used to represent the number of ones in a numeral.

The middle of something. The point halfway along.

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Counting and representing the numbers 20 to 99

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