1NPV–1 Count forwards and backwards within 100 Count within 100, forwards and backwards, starting with any number.
1NPV–1 Teaching guidance Counting to and across 100, forwards and backwards, is a skill that will need to be practised regularly throughout year 1. Counting provides a good opportunity to link number names to numerals, and to the position of numbers in the linear number system. Practice should include: • reciting number names, without the support of visual representations, to allow pupils to focus on and develop fluency in the verbal patterns • counting with the support of visual representations and gestural patterns, for example pupils can point to numerals on a 100 square or number line, or tap out the numbers on a Gattegno chart • starting the counting sequence with numbers other than 1 or 100

1NPV–1 Count forwards and backwards within 100 Count within 100, forwards and backwards, starting with any number.
1NPV–1 Teaching guidance Counting to and across 100, forwards and backwards, is a skill that will need to be practised regularly throughout year 1. Counting provides a good opportunity to link number names to numerals, and to the position of numbers in the linear number system. Practice should include: • reciting number names, without the support of visual representations, to allow pupils to focus on and develop fluency in the verbal patterns • counting with the support of visual representations and gestural patterns, for example pupils can point to numerals on a 100 square or number line, or tap out the numbers on a Gattegno chart • starting the counting sequence with numbers other than 1 or 100

1NPV–1 Count forwards and backwards within 100 Count within 100, forwards and backwards, starting with any number.
1NPV–1 Teaching guidance Counting to and across 100, forwards and backwards, is a skill that will need to be practised regularly throughout year 1. Counting provides a good opportunity to link number names to numerals, and to the position of numbers in the linear number system. Practice should include: • reciting number names, without the support of visual representations, to allow pupils to focus on and develop fluency in the verbal patterns • counting with the support of visual representations and gestural patterns, for example pupils can point to numerals on a 100 square or number line, or tap out the numbers on a Gattegno chart • starting the counting sequence with numbers other than 1 or 100

1NPV–1 Count forwards and backwards within 100 Count within 100, forwards and backwards, starting with any number.
1NPV–1 Teaching guidance Counting to and across 100, forwards and backwards, is a skill that will need to be practised regularly throughout year 1. Counting provides a good opportunity to link number names to numerals, and to the position of numbers in the linear number system. Practice should include: • reciting number names, without the support of visual representations, to allow pupils to focus on and develop fluency in the verbal patterns • counting with the support of visual representations and gestural patterns, for example pupils can point to numerals on a 100 square or number line, or tap out the numbers on a Gattegno chart • starting the counting sequence with numbers other than 1 or 100