Name Objectives Key:

 Sound understanding of
Identify and represent numbers Count to and across 100, forwards Bundle pop sticks into tens and ones, providing concept
using a number line and backwards, beginning from suitable justification for their values  Some understanding
any given number [needs varying practice]
 Developing
understanding
 No evidence of
Identify Represent Create Count Count Start Create Explain Create a Read a
understanding
and read numbers equal from 1 backwards counting a the value number number
aloud by placing distance to 100 from 100 from any bundle of one using a from given
numbers them on between to 1 given of 10 bundle bundle pop sticks
correctly the numbers number pop and ones including Comments:
number on sticks the value of
line in the number the bundle
correct line
order
Student           Student A really
A enjoyed the challenge
of this lesson. They
were able to spot that
there was not equal
distance between the
numbers on the
number line. They
chose to move the
middle number (5) to
the middle of the rope
so they could decipher
how to put the
numbers out evenly.
Student           Student B really
B enjoyed ordering
numbers in this lesson.
They were able to
demonstrate counting
on from any given
number however
struggled to stay on
task during bundling
and did not understand
why there needed to
be even spacing
between numbers on
the number line.
Student           Student C enjoyed
C being outside for this
lesson. They did really
well counting and
ordering numbers
however struggled
during the bundling
task as once they had
bundled their pop
sticks they counted
them as individual
objects rather than
counting the value of
the bundle i.e. had the
number 13 counted 4
objects.