Maths Year 1/2 Autumn Place Value

Each unit has everything you need to teach a set of related skills and concepts.

Counting and estimation (suggested as 3 days)

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.

You Will Need

  • 1–20 washing line numbers
  • 0–100 bead bar with tags
  • 0–100 and 1-20 bead strings
  • ‘0–100 beaded line’, ‘0–100 landmarked line’ (both enlarged, see resources)
  • Number cards 1–20, Cubes
  • Mini-whiteboards and pens
  • Sticky notes, 0-20 pegged number line
  • 0–9 dice, 1–10 dice, cloth
  • Additional activity sheets (see resources)
  • Various objects in boxes (up to 20 in each)
  • Counting objects, Plastic cups/pots
  • Coloured pieces of A3 paper
  • 3 similar sized boxes, selection of toys/objects for each one, plasticine
  • Supermarket vouchers, 0-20 bead bar
  • Small sorting hoops/plates for vouchers
  • Identical mugs or cups, pasta shapes

Short Mental Workouts

Day 1
Order teen numbers

Day 2
Say the number that is one more or one less

Day 3
Order numbers to 20 (Y1) and 100 (Y2)


Day 1
Y1: Count on or back in 1s to fill in missing numbers on number snakes.
Y2: Compare and order 2-digit numbers.
Place 2-digit numbers between consecutive multiples of 10.

Day 2
Y1: Estimate the number of objects in a picture; count accurately.
Y2: Count in 10s to continue sequences.

Day 3
Y1: Identify numbers on a 0 to 20 beaded line.
Y2: Estimate the number of objects in a picture; count accurately in 10s and 1s.

Mastery: Reasoning and Problem-Solving


  • Place 6, 9, 16 and 19 on a washing line in the correct order.
  • How many numbers come between 10 and 15?
  • Which numbers are in the wrong place on this line?
    14, 17, 15, 18, 16


  • Draw a line. Mark the ends 0 and 100. Draw marks for 50, 80 and 20.
  • Which numbers are in the wrong place on this line?
    87, 88, 90, 91, 89
  • Fill in the missing numbers in each sequence:
    36, 46, 56, ___, ___
    98, 88, 78, ___, ___
    ___, 89, 79, ___, ___, 49, ___

In-depth Investigation: Fill the Box
Children fill a matchbox with items, estimate and count them accurately.

Extra Support

Y1: Monster Maths
Matching numerals 1 to 6 to spoken numbers; Ordering numbers 1 to 6

Y2: Beady Numbers
Locating 2-digit numbers on a bead string; saying which is more