Place value understanding and number facts
Use place value understanding and number facts to solve problems
Share and support
Teaching Table
Set out your lesson
Use tens, ones and distance to solve small number problems.
Comfort with the particular task and communication mode; optional oral/scribed work is recorded separately.
Check the learner can access these words/materials and prerequisite ideas; historical authorship is not readiness or mastery. If not, demonstrate briefly or revisit the named prerequisite.
Use drawn tens/ones or a blank number line. A calculator is not needed for learner work. No printer: view only the active learner card on screen, or an adult copies its exact prompts onto plain paper without answers. Oral pointing/dictation is an access option; record it as adapted/supported and do not claim handwriting from it. Keep adult keys/scripts separate; supply only the current stage.
Use fictional cases and invented identifiers; never record personal conflicts, health, bank details or family spending. Adult prompts/keys are private companion files, never learner links.
Use the complete materials on screen or print only the current sheet. Keep adult guidance out of learner view. Retain an earlier model only when the current step supplies it as context.
Teaching limits and safe use
These are finite task opportunities, not proof of mastery. Record what was attempted and what support was used.
Two finite contexts; flexible transfer and all number facts remain partial.
Use fictional cases and invented identifiers; never record personal conflicts, health, bank details or family spending. Adult prompts/keys are private companion files, never learner links.
Compare teaching approaches
Teaching approaches
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1 approach
Use tens, ones and distance to solve small number problems.
Use tens, ones and distance to solve small number problems.
Family records and proof options
Keep a record of your learning
Save photos, notes, and attendance. Export a proof packet for compliance or portfolio reviews.
Learning resources
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Check understanding
- Use knowledge that 34 = 30 + 4 to help add 34 + 20 = 54
- Solve 'I think of a number, add 10, and get 45. What was my number?'
- Apply partitioning to solve a problem in an unfamiliar context
“If your child is asked 'which number is closest to 50 — 47 or 54?', can they use their number knowledge to answer quickly and explain why?”
Curriculum record
- Type
- Meta
- Subject
- Mathematics
- Domain
- Number Representation & Place Value
- Age range
- Ages 6–7
Standards