Worked example · Expressive Arts · Year 1
LNF: Numeracy → Number system → The number system
A finished activity page from a secure Year 1 pupil (pupil marks in blue), with notes on what to look for. It is also the answer key. Task 1: star 4, harp 7, dragon 11, daffodil 13 (the numbers you clap and tap in Step 2). Task 2: star 9, sun 6, castle 15, sheep 12 drums. Task 3: 8 notes coloured on the top row, 12 on the bottom row. Task 4: forwards the missing numbers are 9, 11, 14; backwards they are 10, 8, 7. Task 5: Amir played the most (14); in order the numbers are 9, 12, 14. Task 6 has many right answers; the number written must match the beats drawn. The drummers and their beats are invented.
All 4 numbers match the claps and taps in the script, including 11 and 13, which are beyond 10. The 7 faces the right way. Evidences “I can count claps and drum beats past 10” (LNF numeracy: count reliably to beyond 10, and write numbers from 0 to beyond 10).
Every count is right. The pupil used the rows of 5 for the castle (5, 10, 15) and counted on from 10 for the sheep (11, 12). Evidences “I can count claps and drum beats past 10” (LNF numeracy: relate a number to its quantity, and write numbers beyond 10).
Colour 8
Colour 12
The pupil started at the left and stopped exactly at 8 and at 12, leaving 7 and 3 notes white. Evidences “I can write numbers and colour that many beats” (LNF numeracy: relate a number to its quantity).
Count forwards.
Count backwards.
All 6 missing numbers are right, forwards and backwards. Evidences “I can count backwards from 10 to 0” and counting on past 10 (LNF numeracy: count reliably, forwards and backwards, to beyond 10).
Write the numbers in order. Smallest first.
smallest 9 12 14 biggest
The pupil circled Amir and wrote 9, 12, 14. They said “14 is more than 12 because it comes after it when you count”. Evidences “I can put numbers in order, smallest to biggest” (LNF numeracy: compare and order numbers beyond 10).
My number: 10
Clap it for a partner.
The pupil drew 10 beats in 2 rows of 5 and wrote 10. Their partner clapped 10 beats, touching each circle. Evidences “I can keep a steady beat and make my own rhythm” (Expressive Arts: music) and matching a number to its quantity (LNF numeracy).
| Secure | Working towards | |
|---|---|---|
| Counts reliably (numeracy) | Tasks 1 and 2 are right, including 11, 13, 12 and 15. Counts on past 10 without stopping or skipping 11 to 19. | Right up to about 10, then guesses or skips numbers. Count together on the board from 1 to 20, then ask the pupil to count the castle drums again, one touch for each drum. |
| One count per beat (numeracy) | Says one number for each clap, tap, drum or note. In Task 3 stops exactly at 8 and at 12. | Says numbers faster than the claps, or counts a drum twice. Clap very slowly and ask them to touch the table once on each clap and say the number. |
| Writes numerals correctly (numeracy) | All numbers face the right way, and 11 to 15 are written with the 1 first. | Writes 7 or 9 back to front, or writes 31 for 13. Write the number big on the board, say “1 ten and 3 ones”, and let the pupil trace it in the air, then write it again. |
| Counts back and orders numbers (numeracy) | Task 4 backwards is 10, 8, 7. Task 5 circles Amir and writes 9, 12, 14. | Writes the backwards track as if it goes forwards, or orders 12 before 9 because 12 “looks bigger” on the page. Point to the numbers on the board and ask: “Which do we say first when we count?” |
| Steady beat (Expressive Arts) | Claps and pats at the same speed as you, and freezes still on 0. | Speeds up or claps after the beat. Pat knees together slowly and say “bump, bump, bump” with them. |