Enhance your primary school classroom with this vibrant and versatile resource for learning to skip count by 10s. Designed for Year 1 introduction or Year 2 skill development, these large, bright, and bold cards offer flexibility in teaching approaches. Use them to engage students in arranging cards, creating number lines, and identifying patterns. Extend learning by working with higher numbers and challenging students to create their own patterns. A valuable tool for both students and teachers, these cards are essential for any primary school classroom seeking to enrich their mathematics curriculum.
Multiply and divide one- and two-digit numbers, representing problems using number sentences, diagrams and arrays, and using a variety of calculation strategies
Recall and demonstrate proficiency with multiplication facts for 3, 4, 5 and 10; extend and apply facts to develop the related division facts
Recall and demonstrate proficiency with multiplication facts for twos; extend and apply facts to develop the related division facts using doubling and halving
Quantify sets of objects, to at least 120, by partitioning collections into equal groups using number knowledge and skip counting
Recognise, continue and create pattern sequences, with numbers, symbols, shapes and objects, formed by skip counting, initially by twos, fives and tens
Multiply and divide by one-digit numbers using repeated addition, equal grouping, arrays, and partitioning to support a variety of calculation strategies
Recall multiplication facts of two, three, five and ten and related division facts
Develop confidence with number sequences to and from 100 by ones from any starting point. Skip count by twos, fives and tens starting from zero
Describes mathematical situations and methods using everyday and some mathematical language, actions, materials, diagrams and symbols
Uses objects, diagrams and technology to explore mathematical problems
Supports conclusions by explaining or demonstrating how answers were obtained
Applies place value, informally, to count, order, read and represent two- and three-digit numbers
Uses a range of mental strategies and concrete materials for multiplication and division
Uses mental and informal written strategies for multiplication and division
Checks the accuracy of a statement and explains the reasoning used
Selects and uses appropriate mental or written strategies, or technology, to solve problems
Uses appropriate terminology to describe, and symbols to represent, mathematical ideas
Completes number sentences involving multiplication and division by finding missing values
Uses the structure of equal groups to solve multiplication problems, and shares or groups to solve division problems
Represents and uses the structure of multiplicative relations to 10 × 10 to solve problems
Completes number sentences involving addition and subtraction by finding missing values
Selects and uses mental and written strategies for addition and subtraction involving 2- and 3-digit numbers
Represents and compares decimals up to 2 decimal places using place value
Applies an understanding of place value and the role of zero to represent numbers to at least tens of thousands
Recall multiplication facts of two, three, five and ten and related division facts
Investigate number sequences, initially those increasing and decreasing by twos, threes, fives and ten from any starting point, then moving to other sequences
Recognise and represent division as grouping into equal sets and solve simple problems using these representations
Apply repetition in arithmetic operations, including multiplication as repeated addition and division as repeated subtraction
Recognise and represent multiplication as repeated addition, groups and arrays
Develop confidence with number sequences to and from 100 by ones from any starting point. Skip count by twos, fives and tens starting from zero
Count collections to 100 by partitioning numbers using place value