Count in 10s Year 1 Multiplication Free Resource Pack

What's included in the pack?

This pack includes:

• Count in 10s Year 1 Teaching PowerPoint.
• Count in 10s Year 1 Varied Fluency with answers
• Count in 10s Year 1 Reasoning and Problem Solving with answers.

National Curriculum Objectives

Mathematics Year 1: (1N1b) Count in multiples of twos, fives and tens

Mathematics Year 1: (1C8) Solve one-step problems involving multiplication and division, by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher

Differentiation:

Varied Fluency
Developing Questions to support counting in 10s, forward and backward, to 50. All questions have pictorial/visual representations; numbers in numerals only.
Expected Questions to support counting in 10s, forward and backward, to 100. All questions have pictorial/visual representations; numbers in numerals only.
Greater Depth Questions to support counting in 10s, forward and backward, to 100. Minimal pictorial/visual support; numbers given in words and numerals.

Reasoning and Problem Solving
Questions 1, 4 and 7 (Reasoning)
Developing Explain whether the answer is correct when given a hundred square. Counting forwards in 10s to 50.
Expected Explain whether the prediction is correct when given a hundred square. Counting in 10s to and from 100.
Greater Depth Explain whether the prediction is correct when given a partially completed hundred square. Counting in 10s to and from 100.

Questions 2, 5 and 8 (Problem Solving)
Developing Solve a simple word problem by counting in 10s to 50 with pictorial representations to support counting.
Expected Solve a simple word problem by counting in 10s to 100 with pictorial representations to support counting.
Greater Depth Solve a simple word problem by counting in 10s to 100 with minimal pictorial support.

Questions 3, 6 and 9 (Reasoning)
Developing Explain if the statement is correct when finding the missing number on a marked number line that is divided into increments of 10 up to 50.
Expected Explain if the statement is correct when finding the missing number on a number line that is divided into increments of 10 to 100 (start and end are marked).
Greater Depth Explain if the statement is correct when finding the missing number on a number line that is divided into increments of 10 to 100. Number line is labelled in words and increments other than the start and end of the number line are marked.

This resource is available to download with a Taster subscription.