Whole Numbers — Ascentis Entry Level Foundations for Learning Revision

    This subtopic establishes the fundamental building blocks of number sense by ensuring learners can confidently count forwards and backwards up to 20, recog

    Topic Synopsis

    This subtopic establishes the fundamental building blocks of number sense by ensuring learners can confidently count forwards and backwards up to 20, recognise and write numbers from 0 to 20, and order digits within this range. Mastery of these skills underpins everyday activities such as handling small sums of money, following simple sequences, and reading basic information like page numbers or house numbers.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Whole Numbers

    ASCENTIS
    vocational

    This subtopic develops foundational numeracy by building confidence in counting forward and backward up to 20, recognising and writing number forms, and sequencing digits. It provides essential life skills for managing everyday tasks such as telling time, handling money, and following instructions. Mastery of these whole numbers underpins progression to functional mathematics and independent living.

    19
    Learning Outcomes
    44
    Assessment Guidance
    48
    Key Skills
    18
    Key Terms
    51
    Assessment Criteria

    Assessment criteria

    Ascentis Entry Level 1 Award in Mathematics (Stepping Stones to Functional Skills) - Whole Numbers
    Ascentis Entry Level 2 Award in Mathematics (Stepping Stones to Functional Skills) - Whole Numbers
    Ascentis Entry Level 2 Award in Mathematics (Stepping Stones to Functional Skills)
    Ascentis Entry Level 2 Extended Award in Mathematics (Stepping Stones to Functional Skills)
    Ascentis Entry Level Extended Award in Mathematical Skills (Entry 2)
    Ascentis Entry Level 2 Certificate in Mathematics (Stepping Stones to Functional Skills)
    Ascentis Entry Level Certificate in Mathematical Skills (Entry 2)
    Ascentis Entry Level 1 Extended Award in Mathematics (Stepping Stones to Functional Skills)
    Ascentis Entry Level 1 Certificate in Mathematics (Stepping Stones to Functional Skills)
    Ascentis Entry Level Certificate in Mathematical Skills (Entry 1)
    Ascentis Entry Level 1 Award in Mathematics (Stepping Stones to Functional Skills)

    Topic Overview

    This topic introduces you to the world of numbers and basic arithmetic, which are the building blocks of mathematics. You will learn to recognise, read, and write numbers up to 10, and understand their order. This is important because numbers are everywhere – in your age, the time, money, and even in your phone number. Mastering these skills will help you in everyday tasks like counting objects, telling someone how many items you have, or understanding simple instructions.

    In the Ascentis Entry Level 1 Certificate, this topic forms the foundation for all future maths learning. It is part of the 'Stepping Stones to Functional Skills' pathway, meaning it prepares you for more practical maths you'll use in life and work. You will practice counting sets of objects, comparing numbers (more or less), and using words like 'first', 'second', and 'third'. By the end, you should feel confident handling numbers up to 10 in real-life situations.

    This topic also links to other areas like money and time. For example, when you count coins or tell the time on a clock, you use the same number skills. So, getting comfortable with numbers now will make those topics easier later. Remember, maths is not just about getting the right answer – it's about understanding how numbers work so you can solve problems in your daily life.

    Key Concepts

    Core ideas you must understand for this topic

    • →Counting: Saying numbers in order from 0 to 10 and beyond, and matching each number to an object (one-to-one correspondence).
    • →Number recognition: Being able to read and write numbers 0-10 in digits and words (e.g., 5 and 'five').
    • →Ordering: Putting numbers in the correct sequence from smallest to largest (e.g., 2, 5, 8) and using words like 'before', 'after', and 'between'.
    • →Comparing: Understanding 'more than', 'less than', and 'equal to' when looking at groups of objects or numbers.
    • →Ordinal numbers: Using words like 'first', 'second', 'third' to describe position in a line or sequence.

    Learning Objectives

    What you need to know and understand

    • Identify the written form of numbers from 0 to 20 in everyday materials such as price tags and door numbers.
    • Apply counting forwards and backwards from 0 to 20 to solve simple addition and subtraction problems.
    • Order a set of written numbers from smallest to largest, using a number line for support.
    • Demonstrate correct formation of number digits from 0 to 20, tracing and writing independently.
    • 1 Be able to count reliably up to 100 items2 Recognise and sequence odd and even numbers up to 1003 Be able to read numbers up to 2004 Be able to write numbers up to 2005 Be able to order and compare numbers up to 2006 Be able to approximate by rounding to the nearest 10
    • 1 Be able to count reliably up to 100 items2 Recognise and sequence odd and even numbers up to 1003 Be able to read numbers up to 2004 Be able to write numbers up to 2005 Be able to order and compare numbers up to 2006 Be able to approximate by rounding to the nearest 10
    • 1 Be able to count reliably up to 100 items2 Recognise and sequence odd and even numbers up to 1003 Be able to read numbers up to 2004 Be able to write numbers up to 2005 Be able to order and compare numbers up to 2006 Be able to approximate by rounding to the nearest 10
    • Be able to count reliably up to 20 items, Be able to read numbers up to 100, Be able to write numbers up to 100, Be able to order and compare numbers up to 100, Be able to approximate by rounding to the nearest 10
    • 1 Be able to count reliably up to 100 items2 Recognise and sequence odd and even numbers up to 1003 Be able to read numbers up to 2004 Be able to write numbers up to 2005 Be able to order and compare numbers up to 2006 Be able to approximate by rounding to the nearest 10
    • Be able to count reliably up to 20 items, Be able to read numbers up to 100, Be able to write numbers up to 100, Be able to order and compare numbers up to 100, Be able to approximate by rounding to the nearest 10
    • 1. Be able to count up to 202. Be able to count backwards from 203. Know the written form of the numbers 0 to 204. Be able to order the digits 0 to 20
    • 1. Be able to count up to 202. Be able to count backwards from 203. Know the written form of the numbers 0 to 204. Be able to order the digits 0 to 20
    • Be able to count up to 10, Be able to count backwards from 10, Know the written form of the numbers 0 to 10, Be able to order the digits 0 to 10
    • Count forward from 1 to 20 accurately and confidently
    • Count backward from 20 to 1 without hesitation
    • Recognise and write the cardinal number words for 0 to 20
    • Arrange the digits 0 to 20 in ascending and descending order
    • Identify missing numbers in a sequence up to 20
    • Apply counting to simple real-life scenarios (e.g., counting objects)

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for accurately counting a set of up to 20 objects, touching each object once.
    • Acknowledge the ability to recite number names in sequence from memory without prompting.
    • Look for consistent, legible digit formation when writing numbers 0 to 20.
    • Check that numbers are correctly ordered when presented in random sequence.
    • Award credit for accurately counting a given set of up to 100 items with no errors and demonstrating one-to-one correspondence.
    • Accept evidence of correctly identifying and sequencing odd and even numbers up to 100, for example, through a sorting or sequencing task.
    • Require demonstration of reading and writing numbers up to 200 in both numerical and word formats, e.g., matching or writing activities.
    • Look for correct ordering of a random set of numbers up to 200 from smallest to largest or vice versa, and accurate use of comparison symbols (<, >, =) if used.
    • Expect correct rounding of two- and three-digit numbers to the nearest 10, with justification, e.g., identifying the tens digit and the deciding digit.
    • Award credit for accurately counting a given set of items up to 100, demonstrating one-to-one correspondence.
    • Award credit for correctly identifying and sequencing odd and even numbers within 100.
    • Award credit for accurately reading numbers up to 200 from digits and words.
    • Award credit for accurately writing numbers up to 200 in digits and words.
    • Award credit for ordering and comparing numbers up to 200 using appropriate symbols (<, >, =).
    • Award credit for rounding numbers to the nearest 10 appropriately, with clear application of rounding rules.
    • Award credit for accurately counting a set of up to 100 items, demonstrating one-to-one correspondence with no errors.
    • Credit for correctly sorting a list into odd and even numbers and explaining the difference using the last digit rule.
    • Assess reading numbers up to 200 by showing digits and expecting correct verbal responses; credit for accurate pronunciation and place value understanding.
    • Credit for writing numbers from dictation up to 200 with correct digit order and formation.
    • Award marks for ordering a set of numbers up to 200 from smallest to largest and correctly using comparison symbols (<, >, =).
    • Credit for rounding two-digit numbers to the nearest 10, explaining reasoning (e.g., looking at the ones digit).
    • Award credit for correctly counting a given set of up to 20 physical objects (e.g., counters, coins) without skipping or double-counting, evidenced by a tally or written record.
    • Award credit for accurately reading aloud a series of numbers up to 100 presented in random order, with no more than one hesitation or error permitted.
    • Award credit for writing numbers from dictation up to 100, ensuring correct formation and orientation of digits (e.g., no reversals such as 6 for 9, or 12 for 21).
    • Award credit for ordering a mixed set of number cards from smallest to largest and identifying which of two numbers is greater/less, with a valid explanation (e.g., '45 is more than 32').
    • Award credit for rounding given two-digit numbers to the nearest 10, correctly identifying the multiple of 10 that is closest, and articulating the rounding rule (e.g., 5 and above rounds up).
    • Award credit for demonstrating accurate counting of up to 100 objects using one-to-one correspondence and stating the correct total.
    • Expect correct identification and sequencing of odd and even numbers within 100, with clear reasoning (e.g., stating that even numbers end in 0, 2, 4, 6, 8).
    • Credible evidence of reading numbers up to 200 aloud accurately, with proper place value pronunciation (e.g., 'one hundred and thirty-five').
    • Assess for correct written representation of numbers up to 200, including legible digit formation and no reversals.
    • Look for ability to order a set of numbers up to 200 in ascending/descending order and compare using symbols <, >, =, either on paper or with manipulatives.
    • Credit for correctly rounding given numbers to the nearest 10, applying the rule (5 or more rounds up) and describing the process.
    • Award credit for demonstrating accurate one-to-one correspondence when counting up to 20 items, without skipping or double-counting objects.
    • Award credit for correctly reading numbers up to 100 presented in various formats, including numerals, word forms, and practical contexts such as price labels or pages.
    • Award credit for accurate writing of numbers up to 100 in both digit form (e.g., 47) and word form (e.g., forty-seven), with attention to spelling and reversal errors.
    • Award credit for successfully ordering a given set of numbers up to 100, including sequencing from smallest to largest and using symbols like < and > correctly.
    • Award credit for consistent application of rounding rules to the nearest ten, with evidence of identifying the relevant tens and making correct decisions based on the ones digit (5 or more rounds up).
    • Award credit for correct verbal counting from 1 to 20 without omission or hesitation.
    • Credit should be given for accurately writing numbers 0 to 20 in both digit and word form when prompted.
    • Evidence must show the learner can place numbers 0 to 20 in ascending order, even if scaffolding (e.g., number line) is initially required.
    • Award credit for accurately reciting the count sequence from 1 to 20 without hesitation, repetition, or omission.
    • Look for evidence that the learner can count backwards from 20 to 0, demonstrating a clear understanding of number order in reverse.
    • Assess the ability to correctly match spoken numbers to their written numeral forms (0–20) and written number words, ensuring zero confusion between similar words (e.g., 'twelve' and 'twenty').
    • When ordering a mixed set of digits 0–20, the learner should consistently arrange them in ascending or descending order, as requested, using logical strategies (e.g., comparing tens and units).
    • Award credit for consistently counting aloud from 1 to 10 without omission or hesitation, or with minimal prompting appropriate to the learner's support plan.
    • Award credit for accurately reciting numbers backwards from 10 to 0, using correct sequence; allow for self-correction within a reasonable timeframe.
    • Award credit for matching number words (zero to ten) to the correct written numeral, and for placing number cards in ascending order from 0 to 10 without assistance.
    • Award credit for accurately counting objects up to 20 without skipping or repeating numbers
    • Award credit for correctly sequencing a set of shuffled number cards from 0 to 20
    • Award credit for writing number words from zero to twenty with correct spelling
    • Award credit for verbally reciting numbers backward from 20 without errors

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡Use a visual number line to check the sequence when ordering numbers.
    • 💡Practise writing numbers daily, starting with tracing and gradually moving to freehand.
    • 💡Count backwards slowly and use fingers to track progress if needed.
    • 💡When reading written numbers, break down compound words like 'fifteen' into 'five-teen' to reinforce pattern recognition.
    • 💡When counting items in an assessment, always double-check by counting aloud or using a systematic method (e.g., grouping in tens) to avoid skipping or double-counting.
    • 💡For odd/even tasks, remember the rule: numbers ending in 0, 2, 4, 6, 8 are even; ending in 1, 3, 5, 7, 9 are odd. Use this to quickly verify sequences.
    • 💡In ordering and comparing questions, underline or circle the tens digit first to help compare, then check the ones digit if tens are equal.
    • 💡For rounding to nearest 10, look at the ones digit: if it is 5 or more, round up the tens digit; if less than 5, keep the tens digit and change ones to zero. Practice with numbers like 35 → 40, 42 → 40.
    • 💡Use visual aids like number lines to reinforce understanding of ordering and rounding concepts.
    • 💡Practice counting with everyday objects to build reliability and speed.
    • 💡Memorise the pattern of even numbers (ending in 0, 2, 4, 6, 8) and odd numbers (1, 3, 5, 7, 9) to aid recognition.
    • 💡When rounding, underline the tens digit and check the ones digit: if 5 or more, round up; if less than 5, round down.
    • 💡Use physical objects like counters or coins when counting to build accuracy; group items in tens to make large counts manageable.
    • 💡For odd/even identification, focus on the final digit: if it is 0, 2, 4, 6, or 8, the whole number is even.
    • 💡Practice reading and writing numbers aloud daily, paying attention to place value: break numbers into hundreds, tens, and ones.
    • 💡When rounding to the nearest 10, underline the ones digit; if it is 5 or more, round up; if 4 or less, round down. Use number lines for visual support.
    • 💡During counting tasks, use physical objects and move each one as you count to maintain one-to-one correspondence; always recount to verify.
    • 💡When reading numbers aloud, say the tens then the ones (e.g., forty-five, not four five) to reinforce place value; practise with flashcards daily.
    • 💡For rounding to the nearest 10, draw a number line marked in tens to visually see which multiple is closer; remember the rhyme: '5 and above, give it a shove; 4 and below, let it go'.
    • 💡In ordering and comparing numbers, first compare the tens digit; only if they are the same, compare the ones digit; use the 'alligator mouth' method (the open side faces the larger number).
    • 💡Practise counting objects in various layouts (scattered, circular, stacked) to build reliability in one-to-one correspondence and cardinality.
    • 💡For odd/even recognition, consistently check the final digit; use the mnemonic 'even ends in even, odd ends in odd'.
    • 💡When reading and writing numbers, break them into hundreds, tens, and ones, and say each part clearly before combining.
    • 💡Create a visual number line to 200 for repeated practice in ordering and comparing; physically pointing to numbers can prevent place value errors.
    • 💡For rounding, always underline the tens digit and circle the ones digit, then apply the rule: if circled digit ≥ 5, add 1 to the tens and make the ones 0.
    • 💡Practice counting physical objects daily, such as buttons or coins, and verify counts by re-counting or grouping to build reliability.
    • 💡Use a number line or hundred square to visualize number positions when comparing or ordering, as this reinforces place value understanding.
    • 💡When rounding to the nearest ten, first identify the two multiples of ten the number lies between, then check the ones digit: 5 or above rounds up, 4 or below rounds down.
    • 💡Read numbers aloud and write them in both digits and words regularly, paying special attention to 'teen' and 'ty' ending distinctions.
    • 💡In assessments, double-check written numbers for digit reversals by comparing with a reference chart, and show working when rounding to demonstrate understanding.
    • 💡Use multi-sensory approaches such as number rhymes, songs, and physical actions to reinforce counting sequences.
    • 💡Provide regular practice with ordering activities using everyday objects (e.g., buttons, coins) to build confidence.
    • 💡Focus on one-to-one correspondence when counting objects to solidify understanding of quantity.
    • 💡To secure counting accuracy, learners should regularly practice using number lines, bead strings, or everyday objects, verbalising each number clearly.
    • 💡Encourage learners to write number words alongside numerals repeatedly; associating the shape of the word with the numeral aids retention.
    • 💡When ordering numbers, advise learners to first identify the smallest and largest, then work inward, checking each placement by counting aloud.
    • 💡For backwards counting, use visual aids like a number line and practice breaking the sequence into smaller chunks (e.g., 20–11, 10–1) before combining.
    • 💡Reinforce counting with physical objects (counters, fingers) and daily routines like taking the register to make learning concrete before attempting formal assessment.
    • 💡When assessing backwards counting, allow the learner to start slowly and use a number line for support initially, but credit only independent recall for higher marks.
    • 💡For written forms, use multi-sensory activities (sand tracing, matching games) before paper-based tests to build confidence and memory; always provide large, clear fonts.
    • 💡Practice counting aloud daily, using objects like coins or buttons to build one-to-one correspondence.
    • 💡Use a number line or number track to visualise forward and backward sequences, especially around the teen numbers.
    • 💡Write number words repeatedly, paying extra attention to tricky spellings like 'eight', 'eleven', and 'twelve'.
    • 💡When ordering numbers, check by reading the sequence aloud to spot any out-of-place digits.
    • 💡Always count out loud when you are counting objects. This helps you keep track and shows the examiner you understand the process. Even if you are nervous, saying the numbers can calm you down.
    • 💡When ordering numbers, write them down first and then check each one. For example, if you have 3, 1, 5, write them in a list and then rearrange: 1, 3, 5. Double-check by reading them in order.
    • 💡For 'more than' or 'less than' questions, draw a simple picture or use your fingers to compare. Visualising the numbers can make it easier to see which is bigger.

    Common Mistakes

    Common errors to avoid in your coursework

    • Reversing digit order when writing numbers (e.g., writing 12 as 21).
    • Omitting or repeating numbers when counting backwards from 20.
    • Confusing spoken teen numbers with multiples of ten (e.g., thirteen for thirty).
    • Misaligning digits when ordering, treating 15 as larger than 20 because of the digits 1 and 5.
    • Losing count when counting objects due to lack of systematic approach, such as not moving or marking items as counted.
    • Confusing odd and even numbers, often misclassifying numbers ending in 0 (e.g., thinking 10 is odd) or miscounting by twos.
    • Reversing digits when reading or writing numbers (e.g., writing 102 as 120) or misreading numbers like 101 as 'one hundred and one' inconsistently.
    • Difficulties with place value when ordering numbers, particularly with numbers like 105 and 150, where the tens digit causes confusion.
    • Rounding errors, especially with numbers ending in 5: some learners round up correctly (to 10 if it's 5) but may inconsistently round numbers like 45 to 50 or 40, not understanding the rule to always round up from 5.
    • Confusing odd and even numbers, especially with two-digit numbers ending in 0 or 2 being miscategorised.
    • Difficulty with place value when reading or writing numbers above 100, e.g., writing 'one hundred and twelve' as 10012.
    • Incorrectly rounding numbers ending in 5 downwards instead of upwards, e.g., rounding 35 to 30 rather than 40.
    • Transposing digits when ordering numbers, such as placing 132 before 123.
    • Confusing odd and even numbers, often misidentifying numbers ending in 0 as odd or relying on visual patterns instead of the last digit.
    • Miscounting items beyond 50 by losing track, often skipping or double-counting when grouping strategies are not used.
    • Writing numbers incorrectly, such as reversing digits (e.g., writing 71 for 17) or placing zeros incorrectly (e.g., writing 100 as '10 0').
    • Rounding errors, particularly with numbers ending in 5, where learners may round down consistently instead of round up.
    • Difficulty comparing numbers with the same hundreds and tens but different ones, often focusing only on the first digit (e.g., thinking 145 > 15).
    • Miswriting two-digit numbers: transposing digits (e.g., writing '31' as '13') or reversing individual digits (e.g., writing '3' backwards).
    • Counting errors: losing track of objects when counting, resulting in undercount or overcount, especially when items are not arranged in a line.
    • Rounding misconceptions: assuming 5 always rounds down, or rounding to the nearest 1 instead of 10, or always rounding up regardless of the ones digit.
    • Confusing place value when comparing numbers: judging size by the digit in the ones place only (e.g., thinking 59 is less than 6 because 9 > 6).
    • Miscounting items by skipping or double-counting, especially when objects are not arranged in an orderly line.
    • Confusing the sequence of odd and even numbers after 100, for example assuming 101 is even.
    • Misreading numbers like '105' as 'one hundred and fifty' or '150', often due to neglecting the zero.
    • Writing numbers with digit reversals (e.g., '12' for twenty-one) or omitting place value zeros (e.g., writing '13' for 103).
    • Incorrectly ordering numbers such as placing 101 before 99 because of focus on the hundreds digit only.
    • Rounding to the nearest 10 by simply removing the ones digit rather than applying the rounding rule, or rounding 55 to 50 instead of 60.
    • Miscounting up to 20 items due to pointing to objects without proper coordination or moving objects when counting.
    • Confusing 'teen' numbers (14, 15) with multiples of ten (40, 50) when reading or writing, leading to errors like writing 41 for fourteen.
    • Writing two-digit numbers with reversed digits (e.g., writing 21 as 12) or misaligning place value when transcribing from spoken form.
    • Struggling to order numbers that are close in value (e.g., 67, 76, 72) because of inconsistent attention to tens and ones places.
    • Rounding down instead of up when the ones digit is 5 (e.g., rounding 35 to 30) due to misunderstanding the rounding rule.
    • Confusing teen numbers (e.g., saying 'thirteen' for 13 or 'fifteen' for 50).
    • Reversal of digits when writing numbers (e.g., writing 12 as 21).
    • Difficulty with numbers after 10, particularly mispronouncing 11 and 12.
    • Learners often skip the number 15 or 16 when counting, or reverse digits when writing numbers (e.g., writing '51' for '15').
    • Confusion between the number words 'twelve', 'twenty', and 'thirteen'/'fourteen' leads to misidentification, especially under timed conditions.
    • When counting backwards, learners may miss transitioning across tens (e.g., from 10 to 9) or repeat numbers.
    • Ordering errors frequently occur when numbers contain the same digits (e.g., 12 and 21) or when zero is included, with some learners placing 0 after 10 instead of before 1.
    • Confusing the order of digits after 5, often skipping or repeating numbers like 7 or 9, especially under pressure.
    • Reversing two-digit representations (e.g., writing '01' for 10) or saying 'ten' for the number 1 when shown the digit.
    • Omitting 0 when counting backwards, starting from 10 and stopping at 1 instead of 0, reflecting a weaker grasp of the concept of zero.
    • Struggling to differentiate between visually similar numbers such as 6 and 9, or 1 and 7, leading to ordering errors.
    • Confusing the order of teen numbers, such as 13 and 14 or 15 and 16
    • Misspelling number words like 'twelve' (as 'twelv'), 'thirteen' (as 'thirten'), or 'fifteen' (as 'fiveteen')
    • Omitting zero when ordering digits, not recognising it as the smallest whole number
    • Struggling with the transition from 19 to 20 when counting forward, saying 'twenty-ten' instead of twenty
    • Thinking that counting faster means you have more objects. Correction: Counting is about accuracy, not speed. Always touch or point to each object once to avoid missing or double-counting.
    • Confusing the number '6' with '9' because they look similar. Correction: Remember that '6' has a loop at the bottom, while '9' has a loop at the top. Practice writing them to see the difference.
    • Believing that 'more' always means a bigger number. Correction: 'More' compares two groups – if you have 3 apples and I have 5, I have more. But if you have 7 and I have 2, you have more. It depends on the numbers.

    Frequently Asked Questions

    Common questions students ask about this topic

    Before You Start

    Prior knowledge that will help with this topic

    • •No formal prerequisites, but being able to recognise numbers 1-5 and count up to 5 objects is helpful.
    • •Basic understanding of everyday words like 'more', 'less', 'big', 'small' will support learning.

    Key Terminology

    Essential terms to know

    • Forward and backward counting
    • Number word recognition
    • Digit formation
    • Ordering and comparison
    • Number application in daily life
    • 1 Be able to count reliably up to 100 items2 Recognise and sequence odd and even numbers up to 1003 Be able to read numbers up to 2004 Be able to write numbers up to 2005 Be able to order and compare numbers up to 2006 Be able to approximate by rounding to the nearest 10
    • 1 Be able to count reliably up to 100 items2 Recognise and sequence odd and even numbers up to 1003 Be able to read numbers up to 2004 Be able to write numbers up to 2005 Be able to order and compare numbers up to 2006 Be able to approximate by rounding to the nearest 10
    • 1 Be able to count reliably up to 100 items2 Recognise and sequence odd and even numbers up to 1003 Be able to read numbers up to 2004 Be able to write numbers up to 2005 Be able to order and compare numbers up to 2006 Be able to approximate by rounding to the nearest 10
    • Be able to count reliably up to 20 items, Be able to read numbers up to 100, Be able to write numbers up to 100, Be able to order and compare numbers up to 100, Be able to approximate by rounding to the nearest 10
    • 1 Be able to count reliably up to 100 items2 Recognise and sequence odd and even numbers up to 1003 Be able to read numbers up to 2004 Be able to write numbers up to 2005 Be able to order and compare numbers up to 2006 Be able to approximate by rounding to the nearest 10
    • Be able to count reliably up to 20 items, Be able to read numbers up to 100, Be able to write numbers up to 100, Be able to order and compare numbers up to 100, Be able to approximate by rounding to the nearest 10
    • 1. Be able to count up to 202. Be able to count backwards from 203. Know the written form of the numbers 0 to 204. Be able to order the digits 0 to 20
    • 1. Be able to count up to 202. Be able to count backwards from 203. Know the written form of the numbers 0 to 204. Be able to order the digits 0 to 20
    • Be able to count up to 10, Be able to count backwards from 10, Know the written form of the numbers 0 to 10, Be able to order the digits 0 to 10
    • Forward and backward counting
    • Number recognition and word forms
    • Number ordering and sequencing
    • Place value foundations (0-20)

    Ready to learn?

    AI-powered learning tailored to this unit

    Related Topics in ASCENTIS vocational Foundations for Learning

    Accessing Commercial Services

    View Topic

    Accessing Commercial Services

    View Topic

    Accessing Commercial Services

    View Topic

    Accessing Commercial Services

    View Topic
    Whole Numbers — Ascentis Entry Level Revision