Step 3

Examples of what pupils should know and be able to do

Count on and backwards, for example:

• From zero, count on in sixes, sevens, eights, and nines, to about 100.
• Count in 11s to 132, and then count backwards. Can you go past zero? What happens if you start at 133?
• Count in 25s to 1000, and then back.
• Count in steps of 0.1 to 5.0, and then back.

Recognise that counting in steps of constant size produces sequences of numbers that can be continued in either direction.

• Primary mathematics exemplification: Recognise and extend number sequences

Probing questions

• I know a secret sequence. It has these numbers in it: 13, 15, 17, 19.
• What numbers come next in my sequence? What numbers come before? What clues did you use to work this out? Give me a number that is greater than 50 that is in my secret sequence. Tell me how you know this number is in my sequence. How could you check? Is 64 in the sequence? How do you know?
• Use similar questions for a range of sequences.

What if pupils find this a barrier?

• Targeting level 4 lesson: Number patterns
• Targeting level 4 lesson: Generating sequences
• Lesson idea: Sequences and rules

Examples of what pupils should know and be able to do

Read and position the numbers on the axes accurately.

If three of the vertices of a square are (2, 1), (2, 4) and (5, 4), describe the coordinates of the fourth vertex.

• Primary mathematics exemplification: Recognise positions and directions, and use co-ordinates

Probing questions

• I'm thinking of coordinates of a point that I want you to plot. I can only answer 'yes' and 'no'. Ask me some questions to find out the coordinate so that you can plot it.
• How do you use the scales on the axes to help you read the coordinates of a point that has been plotted?
• How do you use the scales on the axes to help you to plot a point accurately from its coordinates?

What if pupils find this a barrier?

• Targeting level 4 lesson: Coordinates