Number
EYFSEYMA-R-D001
Deep understanding of number to 10, subitising up to 5, and automatic recall of number bonds to 5, with beginning recall of bonds to 10.
National Curriculum context
ELG 11: Number. Children at the expected level of development will have a deep understanding of number to 10, including the composition of each number; subitise (recognise quantities without counting) up to 5; automatically recall (without reference to rhymes, counting or other aids) number bonds up to 5 (including subtraction facts) and some number bonds to 10, including double facts. This domain establishes the most critical foundations for all primary mathematics — knowing that numbers are composed of smaller parts, and building automatic recall of core facts, underpins the whole architecture of early arithmetic. The statutory framework emphasises deep understanding over superficial counting fluency: a child who knows that 5 is made of 3 and 2 in multiple ways is better prepared for Y1 than one who can count to 50 by rote. Subitising (instantaneous recognition of small quantities) is given equal statutory weight to composition knowledge for the first time in the 2021/2024 frameworks, reflecting research showing it is a distinct and important precursor to number sense.
4
Concepts
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Clusters
0
Prerequisites
4
With difficulty levels
Lesson Clusters
Practice: Subitising, Deep Number Understanding to 10, Number Bond Recall to 5 (+1)
practiceConcepts (4)
Deep Number Understanding to 10
Keystone knowledge AI FacilitatedEYMA-R-C001
The understanding that each number from 1 to 10 is not merely a label in a sequence but a quantity with internal structure — composed of smaller parts in multiple ways. For example, 7 can be seen as 5 and 2, as 4 and 3, as 6 and 1, and as 7 and 0. This concept of composition goes beyond counting to knowing number as a flexible quantity. It is the cornerstone of ELG 11 and the deepest prerequisite for arithmetic.
Teaching guidance
Use five-frames and ten-frames as the primary representational tool. Build each number in multiple ways using two colours of counters. Make explicit the idea that 6 is always 6 regardless of how it is arranged. Part-whole models (a circle split into two parts) are a powerful visual. Regularly ask 'What is inside this number?' rather than 'How many?'. Connect to stories (5 birds: 3 on the branch and 2 flew away) to build semantic richness around composition.
Common misconceptions
Children often think a number only means one specific arrangement of objects (e.g., 4 always looks like a 2x2 square). They may not recognise that 4 dots in a line is the same quantity as 4 dots in a cluster. Some children confuse the numeral (the written digit) with the quantity, treating '5' as a shape to be copied rather than a number of things.
Difficulty levels
Beginning to count objects to 10 with one-to-one correspondence, knowing that the last number said represents the quantity.
Example task
Count these 7 toy cars. How many are there?
Model response: The child touches each car once while counting: '1, 2, 3, 4, 5, 6, 7. There are 7 cars.' They understand the last number gives the total.
Sometimes showing that numbers can be made up of smaller numbers, using practical equipment (e.g. showing that 5 is 3 and 2, or 4 and 1).
Example task
Using 5 counters, show me all the different ways you can split them into two groups.
Model response: The child shows: 5 and 0, 4 and 1, 3 and 2. They may need prompting to find all combinations but can create and describe each partition.
Automatically knowing that each number to 10 is composed of smaller numbers and exploring these compositions, including understanding of the relationship between addition and subtraction.
Example task
I have 8 sweets. I give you 3. How many do I have left? How do you know? Can you think of another number fact using 8, 3 and 5?
Model response: 'You have 5 left because 8 take away 3 is 5. I know because 3 and 5 make 8. So 5 and 3 make 8 too, and 8 take away 5 is 3.' The child demonstrates understanding of the relationship between composition and decomposition.
Delivery rationale
EYFS concept for 4-5 year olds — AI can deliver structured activities via voice/touch but adult facilitates physical tasks and monitors engagement.
Subitising
skill AI FacilitatedEYMA-R-C002
The ability to instantly recognise the quantity of a small group of objects without counting. Perceptual subitising applies to very small groups (1-3) where recognition is immediate. Conceptual subitising extends to larger groups (4-5, and informally beyond) by recognising them as composed of smaller subitisable groups. Subitising is a distinct cognitive process from counting and represents an important parallel pathway to number sense.
Teaching guidance
Use brief, daily flash activities with dot cards in varied arrangements (not just standard dice patterns). Start with 1-3 before moving to 4-5. Ask 'How did you know?' to surface the perceptual or compositional strategies children use. Avoid always showing canonical arrangements (e.g., only showing 3 in a triangle) — varied arrangements force children to subitise rather than recognise a pattern. Connect to composition: 'I saw 5 as a group of 3 and a group of 2.'
Common misconceptions
Children who are unsure will often begin counting even when the quantity is small enough to subitise — they do not yet trust their instant recognition. Some children can subitise standard dice arrangements only (they have memorised the pattern, not subitised the quantity). Checking with non-standard arrangements reveals true subitising.
Difficulty levels
Beginning to instantly recognise quantities of 1, 2 and 3 objects without counting (perceptual subitising).
Example task
Flash a card showing 3 dots for one second, then hide it. 'How many dots did you see?'
Model response: 'Three!' — the child responds immediately without needing to count.
Sometimes subitising quantities to 4 or 5 by seeing them as composed of smaller groups (conceptual subitising: seeing 5 as 3 and 2).
Example task
Flash a card showing 5 dots arranged as 3 on top and 2 on the bottom. 'How many?'
Model response: 'Five! I saw 3 and 2.' — the child recognises the sub-groups and combines them without counting each dot.
Subitising quantities to 5 confidently and beginning to subitise larger quantities by seeing them as composed groups, across different arrangements and representations.
Example task
Show 7 counters arranged as a group of 5 and a group of 2, briefly. 'How many?'
Model response: 'Seven! I saw 5 and 2.' The child subitises familiar groups and combines them quickly. They can do this with different arrangements, not just one pattern.
Delivery rationale
EYFS concept for 4-5 year olds — AI can deliver structured activities via voice/touch but adult facilitates physical tasks and monitors engagement.
Number Bond Recall to 5
knowledge AI FacilitatedEYMA-R-C003
Automatic, effortless recall of all pairs of numbers that sum to each number from 1 to 5, including corresponding subtraction facts. For 5: 0+5, 1+4, 2+3, 3+2, 4+1, 5+0. For 4: 0+4, 1+3, 2+2, 3+1, 4+0. And so on for 3, 2 and 1. The ELG standard requires this recall to be automatic — without counting, finger-use or external aids. This is the first instance of mathematical fact fluency in the English curriculum.
Teaching guidance
Build bonds through understanding first, then consolidate to automaticity. Use five-frames, number bond diagrams (part-whole), and hiding games ('I have 5 — 3 are showing, how many hiding?'). Daily retrieval practice through games is more effective than drill. Emphasise the inverse relationship: knowing 2+3=5 should immediately yield 5-2=3. Songs and chants can support but should not be the primary route to recall.
Common misconceptions
Children often know addition bonds but are unsure of corresponding subtraction bonds — they treat them as separate facts rather than inverse pairs. Many children in Reception can produce bonds to 5 by counting on their fingers but have not yet reached automatic recall; this is developmentally normal but the ELG standard is beyond this stage.
Difficulty levels
Beginning to recall some number bonds to 5, particularly doubles (1+1, 2+2) and bonds involving 0 or 1.
Example task
What numbers add up to make 5? Can you tell me one pair?
Model response: '2 and 3 make 5!' — the child recalls at least one bond, possibly from frequent practical experience.
Sometimes recalling most number bonds to 5 with increasing speed, and beginning to use them to solve simple addition and subtraction problems.
Example task
Quick fire: 1+4? 3+2? 5+0? 5-2?
Model response: The child answers: '5, 5, 5, 3' — recalling most bonds quickly, though may pause on subtraction.
Automatically recalling all number bonds to 5, including subtraction, and beginning to apply this knowledge to solve problems.
Example task
I have 5 apples in a bag. I take 2 out. How many are still in the bag? How do you know without looking?
Model response: '3 apples are in the bag. I know because 5 take away 2 is 3. And 3 and 2 make 5.' The child uses recalled facts, not counting, and can explain the relationship.
Delivery rationale
EYFS concept for 4-5 year olds — AI can deliver structured activities via voice/touch but adult facilitates physical tasks and monitors engagement.
Number Bonds to 10
knowledge AI FacilitatedEYMA-R-C004
Beginning recall of pairs of numbers that sum to 10, with particular emphasis on the double facts (1+1=2, 2+2=4, 3+3=6, 4+4=8, 5+5=10) and the anchor bond 5+5=10. The ELG standard specifies 'some number bonds to 10' — not full automaticity for all ten bonds, but the beginnings of this knowledge. This concept bridges the deep bonds-to-5 knowledge of ELG 11 to the Year 1 expectation of bonds within 20.
Teaching guidance
Use a ten-frame as the primary tool — children can see that 6 and 4 fill the frame. Start with doubles because they have a memorable symmetry. Introduce 10-frame 'full and empty' — how many red and how many yellow to fill the frame? Link to the composition knowledge already built for numbers to 10. Doubles should be learned as visual patterns (two equal rows on a ten-frame) as well as numerical facts.
Common misconceptions
Children often find non-double bonds to 10 harder than doubles — they need more exposure to the non-symmetric bonds (3+7, 4+6). Some children know 5+5=10 but do not connect it to the broader family of bonds to 10. Regularly revisiting the ten-frame model helps prevent this fragmentation.
Difficulty levels
Beginning to explore bonds to 10, knowing that 5+5=10 (the anchor bond) and a few other pairs through practical activity.
Example task
Using a ten frame and counters, fill in 6 spaces. How many empty spaces are there?
Model response: The child fills 6 spaces and counts the empty ones: '4! So 6 and 4 make 10.'
Sometimes recalling several number bonds to 10, particularly doubles and near-doubles, with growing automaticity.
Example task
Quick: 5+5? 6+4? 7+3? 8+2?
Model response: The child answers: '10, 10, 10, 10' — recalling most bonds, though may hesitate on less familiar ones like 7+3.
Recalling some number bonds to 10, including doubles, and beginning to use them to support calculation and problem-solving.
Example task
I have 10 grapes. I eat some and there are 3 left. How many did I eat? How do you know?
Model response: 'You ate 7 because 7 and 3 make 10. I know my number bonds to 10.' The child uses bond knowledge to solve a subtraction problem without counting.
Delivery rationale
EYFS concept for 4-5 year olds — AI can deliver structured activities via voice/touch but adult facilitates physical tasks and monitors engagement.