The slides are comprehensively linked to associated pedagogical guidance in theĀ NCETM Primary Mastery Professional Development materials. There are also links to the ready-to-progress criteria detailed in theĀ DfE Primary Mathematics Guidance 2020.

### Learning outcomes

# | Title |
---|---|

1 | Pupils explain that one ten is equivalent to ten ones |

2 | Pupils represent multiples of ten using their numerals |

3 | Pupils represent multiples of ten using their numerals and names |

4 | Pupils represent multiples of ten in an expression or an equation |

5 | Pupils estimate the position of multiples of ten on a 0-100 number line |

6 | Pupils explain what happens when you add and subtract ten to a multiple of ten |

7 | Pupils use knowledge of facts and unitising to add and subtract multiples of ten |

8 | Pupils add and subtract multiples of ten |

9 | Pupils explore the counting sequence for counting to 100 and beyond |

10 | Pupils count a large group of objects by counting groups of tens and the extra ones |

11 | Pupils count a large group of objects by using knowledge of unitising by counting tens and ones |

12 | Pupils represent a number from 20-99 in different ways |

13 | Pupils explain and mark the position of numbers 20-99 on a number line |

14 | Pupils explain that numbers 20-99 can be represented as a length |

15 | Pupils compare two, two-digit numbers |

16 | Pupils partition a two-digit number into tens and ones |

17 | Pupils add two, two-digit numbers by partitioning into tens and ones |