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 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.