Numbers to 20: advanced sheet

What your child will see

The whole sheet as it prints. Every new sheet has different numbers.

Two minutes at home

Ask

Which part was easiest? Which made you think hardest?

Play

Pick a number card to 20. Say 1 less and 1 more, then find it on a number line.

Common mistakes and how to help

• The digits are the wrong way round, as in 41 for 14. "Fourteen" says the 4 first, but we write the 1 first.

  Try this: Say "fourteen is ten and four" and write the 1 for the ten first, then the 4.

• The two answers are the right numbers in the wrong boxes: 1 more and 1 less are still muddled.

  Try this: Walk along a number track on the floor: "1 more" is a step forwards, "1 less" a step back.

• Stuck at a ten, as in 1 more than 9 or 19: the next ten may not be secure yet.

  Try this: Count up the stairs past 9 and past 19 together, slowly: "…18, 19, 20!"

• The answer is a long way off: they may not be sure of the order of the numbers yet, or may be guessing.

  Try this: Say the numbers together while pointing along a number track, then cover one and ask which number is hiding.

• Used < for > or the other way round: the signs may still be muddled.

  Try this: The open side of the sign faces the bigger number, like a mouth eating the bigger snack.

• Said a number like 8 is more than 13: they may be comparing the last digits and missing the ten.

  Try this: Find both numbers on a number track. The one further along is bigger.

• Ringed = when one number is bigger.

  Try this: Point to both numbers on a number track and count the steps between them.

• Used the numbers on the socks, but some in the wrong places.

  Try this: Find each number on a number track and put them in the order you meet them.

• Put the socks largest first when the line asks for smallest first.

  Try this: Read the words under the line together first: which end does the smallest go?

• Wrote a number that isn't on the socks: one may have been copied wrongly.

  Try this: Tick each sock as its number goes on the line.

• One out on the number line: they may have counted the printed number as "1" when hopping along.

  Try this: Put a finger on the printed number, then hop to each mark saying the next number.

• Hopped the right number of marks, but the wrong way from the printed number.

  Try this: Talk about which way the numbers get bigger before hopping.

• A long way off on the number line: they may not be using the printed numbers yet.

  Try this: Draw a number line on a strip of paper together and write in every number, then cover some up.

Curriculum links

• Given a number, identify 1 more and 1 less.

  National curriculum in England: mathematics programmes of study · Year 1 Mathematics: Number and place value

• Identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least.

  National curriculum in England: mathematics programmes of study · Year 1 Mathematics: Number and place value

• Read and write numbers from 1 to 20 in numerals and words.

  National curriculum in England: mathematics programmes of study · Year 1 Mathematics: Number and place value

Department for Education. Contains public sector information licensed under the Open Government Licence v3.0. Department for Education. Contains public sector information licensed under the Open Government Licence v3.0.