## Now and Next

**Where are they now?**

Makes, names and records collections to at least 30

**Where to next?**

Makes, models*Models*Students use concrete or visual materials to illustrate a number concept, eg the Base10 structure of a number, using stacks of 10 multilink cubes along with individual cubes to show that the structure of 34 is 3-tens and 4-ones. May also model using dedicated base-10 materials such as tens frames, MAB blocks and place-value grids. Fractional concepts can be modelled using partitioned (folded or cut) paper rectangles or circles., names and records multiple groups of tens (1 ten, 2 tens, 3 tens as 10, 20, 30...) to 100

and

**Where are they now?**

Makes, models*Models*Students use concrete or visual materials to illustrate a number concept, eg the Base10 structure of a number, using stacks of 10 multilink cubes along with individual cubes to show that the structure of 34 is 3-tens and 4-ones. May also model using dedicated base-10 materials such as tens frames, MAB blocks and place-value grids. Fractional concepts can be modelled using partitioned (folded or cut) paper rectangles or circles., names and records multiple groups of tens (1 ten, 2 tens, 3 tens as 10, 20, 30...) to 100

**Where to next?**

Makes, models*Models*Students use concrete or visual materials to illustrate a number concept, eg the Base10 structure of a number, using stacks of 10 multilink cubes along with individual cubes to show that the structure of 34 is 3-tens and 4-ones. May also model using dedicated base-10 materials such as tens frames, MAB blocks and place-value grids. Fractional concepts can be modelled using partitioned (folded or cut) paper rectangles or circles., names and records 2 digit numbers