Hollymount School Mathematics Long Term Plan Year 1
Strand: Number and Place ValueSkill
Concrete
Using solid, hands on experiences to help with the understanding of maths
Children to have the opportunity to use a range of apparatus to become familiar with the number system including; number beads, numicon, counters, cubes, real life objects etc. / Pictorial
Using diagrams and images to represent numbers and systems, moving away from concrete objects and instead use pictures to represent number
Children to explore number patterns using; number-lines, 100 number squares, dominoes (subsidising), rulers, (photo) / Abstract
Using numbers and symbols in a conventional written method
Children to demonstrate their thoughts using numerals and other written representations of number.
To count, read and write numbers to 100 in numerals / Simple number formation 0-9
Play-dough
Marbles
Paint
Sand-tray /
/ Numbers to 100
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20
30, 40, 50, 60, 70, 80, 90, 100,
One, two, three, four, five, six, seven, eight, nine, ten, eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty
Twenty two, twenty three, twenty four etc
songs/chants
read and write numbers from 1 to 20 in numerals and words.
To count in multiples of twos, fives and tens /
/
/ Times-tables songs/chants
(see counting policy)
Arrays
identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least / A variety of real life objects
/ / Vocabulary:
equal to, more than, less than (fewer), most, least
Given a number, identify one more and one less (to 100)
Strand: Number – Addition & Subtraction
Skill / Concrete
Using solid, hands on experiences to help with the understanding of maths / Pictorial
Using diagrams and images to represent numbers and systems, moving away from concrete objects and instead use pictures to represent number / Abstract
Using numbers and symbols in a conventional written method
add and subtract one-digit and two-digit numbers to 20, including zero
/ A variety of real life objects
/
/
present and use number bonds and related subtraction facts within 20
read, write and interpret mathematical statements involving addition (+), subtraction (–) and equals (=) signs / A variety of real life objects
/ Vocabulary to include:
Addition: add, more than, increase, higher, plus
Subtraction: take-away, less, less than, lower.
Equals: balanced, even, the same as / Children should have a concise understanding of ‘equal’ referring to the same (balanced).
They should gain an understanding of the symbol ‘=’ when used in different positions within any given number sentence including missing number sentences.
5 = 2 + ?
Solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as:
7 = ? – 9
Strand: Number – Multiplication & Division
Skill / Concrete
Using solid, hands on experiences to help with the understanding of maths / Pictorial
Using diagrams and images to represent numbers and systems, moving away from concrete objects and instead use pictures to represent number / Abstract
Using numbers and symbols in a conventional written method
solve one-step problems involving multiplication and division, by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher.
/ Real life objects ie: sweets, pizza, cake
/ / Vocabulary:
Multiplication: times, multiply,
Division: sharing (equally), splitting, divided by
Strand: Number – Fractions
Skill / Concrete
Using solid, hands on experiences to help with the understanding of maths / Pictorial
Using diagrams and images to represent numbers and systems, moving away from concrete objects and instead use pictures to represent number / Abstract
Using numbers and symbols in a conventional written method
recognise, find and name a half as one of two equal parts of an object, shape or quantity
/
/ /
Half-past
recognise, find and name a quarter as one of four equal parts of an object, shape or quantity. /
/
/
one-quarter
quarter to/quarter past
Strand: Measurement
Skill / Concrete
Using solid, hands on experiences to help with the understanding of maths / Pictorial
Using diagrams and images to represent numbers and systems, moving away from concrete objects and instead use pictures to represent comparisons / Abstract
Using numbers and symbols in a conventional written method
compare, describe and solve practical problems for:
lengths and heights [for example, long/short, longer/shorter, tall/short, double/half]
mass/weight [for example, heavy/light, heavier than, lighter than]
capacity and volume [for example, full/empty, more than, less than, half, half full, quarter]
time [for example, quicker, slower, earlier, later]
/
measure and begin to record the following:
lengths and heights
mass/weight
capacity and volume
time (hours, minutes, seconds)
recognise and know the value of different denominations of coins and notes / Role play
/ Eg: number-bonds with amounts of money:
How many different ways could you make 20p?
20p = 5p +5p +5p +5p
20p = 10p +5p +5p
20p = 1p +1p +1p +1p
sequence events in chronological order using language [for example, before and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening] / Sign language / Visual timetables in every classroom / Story language of mathematics
recognise and use language relating to dates, including days of the week, weeks, months and years / (insert photo of LW’s working wall) /
Days and months displayed in classroom with an indicator and REGULAR updates of the day/week/month / Songs with days of the week and months of the year:
Before/after games
tell the time to the hour and half past the hour and draw the hands on a clock face to show these times. / Wipe-able clocks
Classroom clock
Strand: Geometry –properties of shapes
Skill / Concrete
Using solid, hands on experiences to help with the understanding of maths / Pictorial
Using diagrams and images to represent numbers and systems, moving away from concrete objects and instead use pictures to represent number / Abstract
Using numbers and symbols in a conventional written method
recognise and name common 2-D and 3-D shapes, including:
2-D shapes [for example, rectangles (including squares), circles and triangles]
3-D shapes [for example, cuboids (including cubes), pyramids and spheres / Use real-life objects to identify 3D and 2D shapes:
/ IT resources including IWB, education city etc / Guess my shape:
It has 4 sides
2 sides are the same length
It has 4 corners
It is a 2D shape
Hidden shapes:
Slowly reveal parts of a hidden shape, giving children opportunities to guess and explain why they think it could be a certain shape.
Strand: Geometry – position and direction
Skill / Concrete
Using solid, hands on experiences to help with the understanding of maths / Pictorial
Using diagrams and images to represent numbers and systems, moving away from concrete objects and instead use pictures to represent number / Abstract
Using numbers and symbols in a conventional written method
describe position, direction and movement, including whole, half, quarter and three-quarter turns. / Taps
Dance moves
Skateboarding
Turning real life objects / Orienteering navigating around the room
Blindfolded child etc / ICT programming website
Beebots