Year 1 Spring
Year 1 Block A - Counting, partitioning and calculating: Unit 2 - 2 week block
Building on previous learning
Check that children can already:
solve practical problems involving counting, including counting on, measuring, comparing, ordering, adding, subtracting or partitioning objects
say and use the number names in order in familiar contexts and recognise numerals 1 to 9
know that numbers identify how many objects are in a set and match sets of objects to numerals
count aloud in ones, twos, fives or tens
find one more or one less than a number from 1 to 10
select two groups of objects to make a given total of objects
relate addition to combining two groups of objects and subtraction to 'taking away'
/Vocabulary
pattern, answer, number sentence, sign, operation, explain, show me, read, write, record, count, compare, orderthe same number as, as many as, equal to, equals (=), sign, more, most, less, least, greater, greatest, larger, largest, bigger, biggest, fewer, fewest, smaller, smallest, before, after, halfway
add, plus (+), makes, sum, total, altogether, subtract, minus (–), take away, leaves, difference
one, two, three, …, hundred; first, second, third, …; ones, tens, ‘teens’ number, exchange, digit
how many …?, how many more to make …?, how many more is … than …?, how much more is …?, how many fewer is … than …?, how much less is …?, what is the difference between …?
odd, even, pair, double, near double, half, halve
Strand / Objectives: Children will be taught / Assessment for learning / Previous units / Subsequent units / NNS 1999 page ref.
Using & Applying / Solve problems involving counting, adding, subtracting, doubling or halving in the context of numbers, measures or money, for example to ‘pay’ and ‘give change’. / I can solve a problem or puzzle using adding/subtracting / Which dominoes sin the set have a total of six spots?
How can you solve this puzzle? I think of a number and add 2. My answer is 14. What was my number?
How do you know you need to add/subtract?
How could you work it out? What could you use to help? Could you put something on paper to help you remember? How could you check your answer?
/ B1 / D1 B2 D2 E2 A3 B3 D3 / 66-71Describe ways of solving puzzles and problems, explaining choices and decisions orally or using pictures
/ I can talk about how I solve problems using adding/subtracting / How did you solve the problem? Why did you decide to add/subtract? How did the apparatus/your recording help you? How do you know that your answer makes sense? / A1 C1 / C2 A3 C3 / 2428
62-65
Counting & Understanding Number / Count reliably at least 20 objects, recognizing that when rearranged the number of objects stays the same; estimate a number of objects that can be checked by counting / I can estimate the number in a group of up to 20 objects
I can check the number by counting /
How many crayons do you think there are in the tub? Now count them carefully. Are there more or fewer than you thought? How could you check the number of crayons? How do you know you have counted every crayon just once?
/ A1 B1 D1 / 2-716
Compare and order numbers, using the related vocabulary; use the equals () sign / I can put numbers up to 20 or more in order / Look at these numbers : 8 3 12 20
Which of the numbers is largest? Are any of the numbers larger than 10? Which number is smallest? Put the numbers in order, starting with the smallest. How can you check the order? / A1 / A3 / 10,
Read and write numerals from 0 to 20, then beyond; use knowledge of place value to position these numbers on a number track and number line / I know how to write numbers up to 20
I know where numbers up to 20 or more belong on a number track / Pick up a bundle of ten straws and three single straws. Can you say how many you are holding without counting them all? Look at these numbers
13 14 15 □ □ 18
Which numbers are covered? How do you know?
As these numbers get bigger, which digits are changing and which digits stay the same? Which other numbers do you know that have 1 as the first digit?
Where are the numbers that start with ‘twenty’ on the 100-square.
/ A1 B1 / A3 / 814
Say the number that is 1 more or less than any given number, and 10 more or less for multiples of 10 / know the number that is one more or one less than any number up to 20 or more / Use the numbers 15 to 20. Choose a pair of numbers to make this sentence true:
□ is one more than □
How many different pairs can you find that make the sentence true? Can you make the sentence true with other numbers?
/ A1 B1 / B2 A3 / 12Calculating / Relate addition to counting on; recognise that addition can be done in any order; use practical and informal written methods to support the addition of a one-digit number or a multiple of 10 to a one-digit or two-digit number / I can add 1, 2, 3, 4, 5, 6, 7, 8 or 9 to numbers up to 20 or more / What is 19 add 5? What can you use to help you find the answers?
Someone said 19 plus 5 makes 23. Can you show how you know that is not the right answer? / A1 / D2 A3 B3 D3 / 24 28
32
43
,36,38,
40
Understand subtraction as ‘take away’ and find a ‘difference’ by counting up; use practical and informal written methods to support the subtraction of a one-digit number from a one-digit or two-digit number and a multiple of 10 from a two-digit number / I can work out the difference between two numbers / What is 15 take away 6? How did you work that out? How could you work it out differently to check? Can you make up another ‘takeaway/subtraction question that has the answer 9? How did you work out which numbers to use?
What is the difference between 5 and 12? How can you show that using counters? Can you put something on paper to show that? How could you work that out on a number line?
/ A1 / D2 A3 B3 D3 / 24-38,40
Use the vocabulary related to addition and subtraction and symbols to describe and record addition and subtraction number sentences /
I can talk about adding and subtractingI can use the signs, - and when I write addition and subtraction sentences
/ Use 0-9 number cards. Choose two cards and make up some additions and subtractions using those numbers. Try to put them in different ways, like this:3 + 5 = 8 3 and 5 more is 8 5 take away 3 leaves 2 5 – 3 = 2 5 is 2 more than 3
the difference between 5 and 3 is 2
/ A1 E1 / A3 B3 E3 / 24 2832-
40
Speaking & Listening /
Listen to and follow instructions accurately, asking for help if necessary.
/ I can follow instructions to play a number game /Use number cards 1-10. Pick 2 cards. If the numbers add to more than 5, keep them. Which pairs did you have that add to more than 5? Are there other pairs that add to more than 5?
Year 1 Block B – Securing number facts, understanding shape: Unit 2 - 2 week block
Building on previous learning
Check that children can already:
make and talk about simple patterns using numbers and shapes
say and use the number names in order in familiar contexts and recognize numerals 1 to 9
count reliably up to 10 objects
use language such as ‘more’ or ‘less’ to compare two numbers
find one more or one less than a number from 1 to 10, using resources
select two groups of objects to make a given total
use language such as ‘circle’ or ‘bigger’ to describe the shape and size of solids and flat shapes
sort objects into groups and explain how they sorted them
/Vocabulary
problem, answer, method, number sentence, sign, operation, explain, read, write, record, count, compare, order, estimate, predict, pattern, repeating pattern, sort, property, set, groupzero, one, two, three, …, hundred; first, second, third, …; ones, tens, ‘teens’ number, exchange, digit
count to, count on/back to/from, count up to/from, the same number as, as many as, equal to, equals (=), sign, more, less, before, after, halfway, nearly, roughly, add, plus (+), makes, sum, total, altogether, subtract, minus (–), take away, leaves, difference, double, halve, half
how many …?, how many more to make …?, how many more is … than …?, how much more is …?, how many fewer is … than …?, how much less is …?, what is the difference between …?
shape, make, build, draw, curved, straight, hollow, solid, flat, side, corner, point, face, edge, cube, cuboid, pyramid, cone, cylinder, sphere, triangle, circle, rectangle, square
Strand / Objectives: Children will be taught / Assessment for learning / Previous units / Subsequent units / NNS 1999 page ref.
Using & Applying / Describe simple patterns and relationships involving numbers or shapes; decide whether examples satisfy given conditions
/ I can use numbers or shapes to make patterns of my own
I can describe my patterns to others /
Describe the pattern so that your partner can make it.
Tell me how to continue the pattern.
Make a st4ing of beads for me. First one red one, then a blue one. Carry on threading one red, one blue. What colour is the sixth bead on your string? What colour will the tenth bad be? The twentieth bead? How do you know?
/ B1 / B3 E3 / 62-65Solve problems involving counting, adding, subtracting, doubling or halving in the context of numbers, measures or money, for example to 'pay' and 'give change' / I can use what it says in a problem to work out what sums do. /
Tell me know you solved this problem?
Why did you choose that calculation?
/ B1 D1 A2 / D2 E2 A3 B3 D3 / 24,28
66-71
Counting & Understanding Number / Say the number that is 1 more or less than any given number, and 10 more or less for multiples of 10 / I can say the number that is 1 more or less than a number.
I can say the number that is ten more or ten less than a multiple of ten. /
What is one ore than 18? What is one less than 15?
Can you ask me a one more/one less question@ How will you know if my answer is right?
I will clap where a number is missing. What is the missing number>
12 22 32 42 (one clap) 62
/ A1 B1 A2 / A3 / 12Knowing & Using Number Facts / Derive and recall all pairs of numbers with a total of 10 and addition facts for totals to at least 5; work out the corresponding subtraction facts…
/ I know pairs of numbers that total 10.
I know how to add numbers to make different totals up to 5 and I am beginning to work out take away answers as well /
Use the number cards 1-9. Which pairs of numbers total 10?
What numbers would you add to 5 to make 10?
There are five beans on the plate. I hide some under a beaker. I write this to show what I have done: 5 – 3 = 2
Use the five beans and hide a different number. Can you write a subtraction sentence to show what you have done?
/ B1. / B3 / 30Recall the doubles of all numbers to at least 10
/ I can recall or work out the doubles of numbers to 5 + 5 or more /
I roll double 3. What is my score?
Pick a number and double it. What is the largest number you can double? Show how you know that your answer is right.
/ E1 / E2 B3 E3 / Yr253
Understanding Shape / Visualise and name common 2-D shapes and 3-D solids and describe their features; use them to make patterns, pictures and models
/ I know the names of familiar 2-D and 3-D shapes and I can picture these shapes in my head. /
Picture a triangle in your head. Start at the top and walk round the sides of the triangle. How many sides do you walk around? How many corners does the triangle have?
Here are five triangles of the same size. How many different bigger triangles can you make using two or more of the rectangles?
▀▀▀ ▀▀▀ ▀▀▀ ▀▀▀ ▀▀▀
/ B1 / B3 / 80-89Speaking & Listening / Take turns to speak, listen to others' suggestions and talk about what they are going to do / I know how to take turns to make sure everyone can speak and listen. I listen carefully to my partner or the group and respond with helpful suggestions. /
How will you make sure that everyone has a chance to explain their ideas?
Year 1 Block C - Handling data and measures: Unit 2 – 2 week block
Building on previous learning
Check that children can already:
describe solutions to practical problems, drawing on experience, talking about their own ideas, methods and choices
sort familiar objects and count how many objects share a particular property, presenting results using pictures, drawings or numerals
count reliably at least 10 everyday objects and recognise the corresponding numerals
use language such as 'more' or 'less' to compare two numbers
use language such as 'circle' or 'bigger' to describe the shape and size of solids and flat shapes
use language such as 'greater', 'smaller', 'heavier' or 'lighter' to compare quantities
/Vocabulary
problem, question, explain, predict, pattern, collect, organise, compare, order, sort, group, same, different, property, represent, interpret, count, tally, vote, measure, weigh, guessinformation, graph, block graph, pictogram, diagram, list, table, label, title
zero, one, two, three, …, twenty; first, second, third, …; more/less, most/least, most/least popular, most/least common, about the same as, enough, not enough, too much, too little, too many, too few, nearly, roughly, about, close to, just over, just under, half way
how many …?, how many more is … than …?, how much more is …?, how many fewer is … than …?, how much less is …?
unit, centimetre (cm), metre (m), ruler, metre stick, tape measure, balance, scales, container, measuring jug, capacity, weight, length, width, height, depth, size, long, short, tall, high, low, wide, narrow, deep, shallow, thick, thin, and comparatives such as longer/longest, heavier/heaviest, holds more/holds most
Strand / Objectives: Children will be taught / Assessment for learning / Previous units / Subsequent units / NNS 1999 page ref.
Using & Applying / Answer a question by selecting and using suitable equipment, and sorting information, shapes or objects; display results using tables and pictures / I can show what I found out so that other people will understand / What information did you need? What equipment did you use? How does your table show the things that you found out? / C1 / C3 / 90,
93
Describe ways of solving puzzles and problems, explaining choices and decisions orally or using pictures. / I can talk about why I chose to solve the problem in the way that I did / Why did you decide to / A1 A2 C1 / A3
C3 / 64
Handling Data / Answer a question by recording information in lists and tables; present outcomes using practical resources, pictures, block graphs or pictograms. / I can draw pictures/diagrams to show what I have found out. / What does one cup on your pictogram stand for?
How could you use your pictogram to find out which container held two cups of water? / C1 / C3 / 90-93
Use diagrams to sort objects into groups according to a given criterion; suggest a different criterion for grouping the same objects / I can sort objects using my own diagram to help me / How did you diagram help you to sort the objects?
When you measured the book and it was more than one straw wide, how did you know where the book belonged on your diagram? / C1 / B3 C3 / 90-92
Yr2
91,
93
Measuring / Estimate, measure, weigh and compare objects, choosing and using suitable uniform non-standard or standard units and measuring instruments (e.g. a lever balance, metre stick or measuring jug). / I can use equipment to measure objects. / Which of the containers do you think will hold the most? How many cups of water do you think it will take to fill the biggest jug?
How do you now how much the biggest jug hold?
Where do you start to measure the width of the hall> How many metres wide do you think the hall is? Write your guess on a piece of paper. Measure to halfway. Do you want to guess again?
How many cubes balanced the tennis ball? How did you know when you had found the correct weight? / C1 D1 / D2 C3 D3 / 72-76
Speaking & Listening / Listen to and follow instructions accurately, asking for help and clarification if necessary / I can do the things that I am told to do to help me to measure objects.
I can ask questions if I don’t understand. / Remind each other how you will place the metre sticks to measure the width of the hall. What are the important things to remember?
Year 1 Block D – Calculating, measuring and understanding shape: Unit 2- 2 week block
Building on previous learning
Check that children can already:
use language such as ‘more’ or ‘less’ to compare two numbers
relate addition to combining two groups of objects and subtraction to ‘taking away’
use some of the vocabulary involved in adding and subtracting
use everyday words to describe position
use language such as ‘greater’, ‘smaller’, ‘heavier’ or ‘lighter’ to compare quantities
use everyday language related to time and sequence familiar events