### Planning and Activities

**Day 1 Teaching**

Swap numbers on 1 to 20 washing line. Remove all cards except 1, 5, 10, 15 and 20, but not pegs. Children say where the removed cards belong.**Further Teaching with Y2**

Identify and mark 2-digit numbers on a 0–100 bead bar, 0–100 beaded line and a 0–100 landmarked line.

**Group Activities: T with Y2**

Y1 -- Make cube snakes to match numeral amounts; compare. Some children will order three numbers.

Y2 -- Generate random 2-digit numbers; mark on a beaded line and compare. Some children will Identify multiples of 10 that a third random number lies between.

**Day 2 Teaching**

Count in 10s from 5 on the 100 bead bar.**Further Teaching with Y1**

Estimate then count up to 20 objects.**Group Activities: T with Y1**

Y1 -- Estimate up to 20 objects in pots, or toys in different boxes; arrange and count.

Y2 -- Choose a number <10, marking it on a 100 beaded line or a 0-100 number line. Mark jumps of 10, labelling where each jump lands.

**Day 3 Teaching**

Place numbers on a 20-bead bar using the landmarks of 5, 10, 15, 20.**Further Teaching with Y2**

Show a quantity of vouchers and ask children to estimate within a range. Model how to count the vouchers efficiently by grouping in 10s.

**Group Activities: T with Y2**

Use the in-depth problem-solving investigation ‘Fill the box’ as today’s group activity.

Or, use these activities:

Y1 -- Estimate the length of Plasticine worms; measure them against bead strings.

Y2 -- Estimate numbers to 50 , or to 100; use grouping in 10s to make counting more efficient and reliable.