Pupils join in with rote counting to beyond 10 [for example, they say or sign number names in counting activities]
• They continue to rote count onwards from a given small number [for example, continuing the rote count onwards in a game using dice and moving counters up to 10; continuing to say, sign or indicate the count aloud when an adult begins counting the first two numbers]
• Pupils recognise differences in quantity [for example, in comparing given sets of objects and saying which has more or less, which is the bigger group or smaller group]
• They recognise numerals from one to nine and relate them to sets of objects [for example, labelling sets of objects with correct numerals]. In practical situations they respond to ‘add one’ to or ‘take one away’ from a number of objects, [for example, adding one more to three objects in a box and say, sign or indicate how many are now in the box; at a cake sale saying, signing or indicating how many cakes are left when one is sold]
• They use ordinal numbers (first, second, third) when describing the position of objects, people or events [for example, indicating who is first in a queue or line; who is first, second and third in a race or competition]
• Pupils estimate a small number (up to 10) and check by counting [for example, suggesting numbers that can be checked by counting, guessing then counting the number of: pupils in a group; adults in the room; cups needed at break time].