Number Skills Check

Overview

This 10-minute maths session is designed to quickly assess what Year 1 pupils already know about numbers, aligned carefully with the National Curriculum for England (Maths – Number: Number and Place Value). The teacher will use engaging activities to observe and identify current skills, enabling tailored planning for future lessons.

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National Curriculum Links

• Number: Number and Place Value (Year 1)
  • Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number
  • Count, read and write numbers to 100 in numerals
  • Identify one more and one less than a given number
  • Use the language of: equal to, more than, less than (fewer), most, least

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Learning Objectives

By the end of this session, pupils will be able to:

• Count aloud confidently to at least 20 and beyond
• Recognise and say numbers up to 20 in numerals
• Understand and identify ‘one more’ and ‘one less’ of a given number within 20
• Demonstrate an initial understanding of comparing quantities using appropriate language

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Resources

• Number cards 0–20 (large and colourful)
• Small objects (e.g. counting bears, counters or cubes)
• Whiteboards and pens for each child
• Number track (0-20) displayed in class or printed on sheets
• Stickers or stamps for positive reinforcement

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Lesson Structure (10 Minutes)

Starter (2 minutes) – Counting Together

• Teacher and pupils count aloud from 1 to 20 in a clapping rhythm, allowing pupils to join in.
• Select 3 pupils to count backwards from 10 to 0 to quickly check backward counting skills.

Main Activity (6 minutes) – Number Detective

• Show a large colourful number card (e.g. 14) to the class. Ask: "Can you say this number?"
• Using objects: "If I have 14 cubes here, can you show me 1 more? And 1 less?" Pupils show using their own cubes or finger count.
• Repeat with a few different numbers throughout the 1–20 range. Encourage children to say the new numbers aloud.
• Display two different number cards (e.g. 7 and 12). Ask: "Which number is more? Which is less? Can you explain how you know?"
• Children write the number they see on mini whiteboards (if comfortable) or say it aloud.

Plenary (2 minutes) – Quick Quiz

• Rapid fire questions to the whole class: "What is one more than 9? One less than 5? Which number is bigger: 11 or 6?"
• Praise all contributions to build confidence, note any children requiring further support.

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Assessment Opportunities

• Observations: Focus on children’s abilities to count fluently, recognise numerals, and correctly identify one more/one less.
• Verbal Responses: Assess confidence and accuracy in speaking numbers and using comparative language.
• Whiteboard Work: Provides evidence of numeral recognition and number formation.

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Differentiation

• Support: For children less confident, use smaller number ranges (1–10) and provide physical objects to touch and count.
• Challenge: For more able, extend with numbers beyond 20 or introduce simple addition/subtraction sentences (e.g. 14 + 1).

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Teacher’s Reflection

Post-lesson, note:

• Which pupils met age-expected number skills?
• Who needs targeted support for counting sequences or number recognition?
• Use this baseline to inform planning for number and place value units ahead.

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This simple but effective snapshot approach captures a broad sense of each child’s current maths understanding while aligning precisely with Year 1 expectations of the National Curriculum (England). It uses physical, visual, and oral tools to cater to diverse learning styles and ensure active involvement.