Year 1 Medium Term Planning

Year 1 Medium Term Planning

Week / Maths topic covered / Hamilton
Teaching Sequence / Objectives covered
1 / Counting in tens, on and ordering numbers to 100
Place value / TS1
(3 days)
TS2
(2 days) /

Recite numbers to 100
Count up to 100 objects (e.g. beads on a bead bar)
Count on in tens from single digit numbers and back
Order numbers to 100 on a track, then a beaded line
Compare two numbers less than 100, say which is more or less
Say a number between any given neighbouring pairs of multiples of ten (e.g. 40 and 50)

Show two-digit numbers on a bead string and write the corresponding addition (e.g. 20 + 6 = 26)
Partition two-digit numbers into multiples of ten and one

2 / Adding and subtracting, partitioning eight, nine and ten
Adding and subtracting 10 and 11 / TS3
(3 days)
TS4
(first 2 days) /

Partition 8, 9 and 10 and record the related addition sentences
Begin to find the corresponding subtraction facts
Use the = sign to represent equality (e.g. 6 + 4 = 7 + 3)
Understand a word problem (oral), decide what operation (add or subtract), use number facts to solve it, and record the related number sentence

Relate counting on in tens to find 10 more/less than any multiple of ten up to 100
Add/subtract 11 to/from multiples of ten by adding/subtracting 10, then 1
Relate counting on in tens to find 10 more/less than any two-digit number
Add 11 to two-digit numbers by adding ten, then one more

3 / Adding and subtracting 10 and 11
Time – telling the time / TS4
(last 4 days)
TS_M6
(first day) /

Relate counting on in tens to find 10 more/less than any multiple of ten up to 100
Add/subtract 11 to/from multiples of ten by adding/subtracting 10, then 1
Relate counting on in tens to find 10 more/less than any two-digit number
Add 11 to two-digit numbers by adding ten, then one more

Use vocabulary related to time; read the time to the hour (o’clock) and half past the hour

4 / Time – telling the time
Handling data
(Related to time) / TS_M6
(last 2 days)
TS_D5
(3 days) /

Use vocabulary related to time; read the time to the hour (o’clock) and half past the hour

Answer a question by recording information use block graphs, pictograms, use practical resources

5 / Problem solving: listing all possibilities
Coin recognition and finding totals / TS5
(2 days)
TS6
(3 days) /

Begin to find all possibilities by making an ordered list

Recognise 1p, 2p, 5p, 10p, 20p, 50p, £1 and £2 coins
Work out what coins can be used to pay an amount up to 20p
Find totals up to 70p using two coins
Begin to find all possibilities by making an ordered list

6 / Find complements to multiples of ten
Using number facts to add single-digit numbers to two-digit numbers / TS7
(2 days)
TS8
(3 days) /

Use pairs to ten to find the complement to the next multiple of ten, using a bead string/beaded number line for support

Use number facts to add single digit numbers to two-digit numbers (e.g. 5 + 2 = 7, so 25 + 2 = 27)

Half term
7 / Using pairs to ten to bridge ten
Shape: 2-d shapes / TS9
(4 days)
TS_S6
(first day) /

Use pairs to ten to bridge ten (12 – 2, 12 – 3, 12 - 4…) with visual support
Sort calculations according to whether they will bridge ten or not

Visualise and name common 2-d shapes, describe their features, use them to make patterns, pictures and models

8 / Shape: Rotation
Data – use diagrams to sort 2-d shapes / TS_S6
(last 3 days)
TS_D6
(2 days) /

Visualise and name common 2-d shapes, describe their features, use them to make patterns, pictures and models
Recognise and make whole, half and quarter turns, both left and right

Use diagrams to sort objects into groups according to given criteria. Suggest different criteria for grouping same objects

9 / Finding change
Time – days of the week and months. / TS10
(3 days)
TS_M7
(2 days) /

Find change from 10p, 20p
Understand difference as ‘how many more to make?’

Use vocabulary related to time; read the time to the hour and the half hour
Use vocabulary related to time; order days of the week and months

10 / Capacity
Count in fives / TS_M8
(3 days)
TS11
(2 days) /

Estimate, measure and compare capacities, by direct comparison (pouring one container into another) or choosing and using suitable uniform non-standard units, e.g. spoons or egg cups
Count on in fives to at least 50
Describe and continue a simple pattern
Begin to recognise multiples of 2, 5 and 10
Investigate a general statement about familiar numbers by finding examples which satisfy it

11 / Multiplication and division: practical problems
Shape – 3-d shapes / TS12
(3 days)
TS_S7
(2 days) /

Share objects into two equal groups in a context
Use counting in 2s, 5s or 10s to solve a practical problem involving repeated addition

Visualise and name common 3-d shapes, describe their features, use them to make patterns, pictures and models

12 / Assess and review / TS13
(5 days) /

Show two-digit numbers on a bead string and write the corresponding addition (e.g. 20 + 6 = 26)
Partition two-digit numbers into multiples of ten and one
Say a number between any given neighbouring pairs of multiples of ten (e.g. 40 and 50)
Order numbers to 100 on a track, then a beaded line
Relate counting on in tens to find 10 more/less than any two-digit number
Add 11 to two-digit numbers by adding ten, then one more
Partition 6, 7, 8, 9 and 10, record the related addition sentences and begin to find the corresponding subtraction facts
Use number facts to add single-digit numbers to two-digit numbers (e.g. 5 + 2 = 7, so 25 + 2 = 27)
Use pairs to ten to bridge ten (12– 2, 12 – 3, 12 - 4…) with visual support
Work out what coins can be used to pay an amount up to 20p
Find totals up to 70p using two coins
Find change from 20p

Scroll down for MixedAgeRange

Mixed AgeRange Planning

Week / Year 1 / Year 2
1 / TS1:Counting in tens, on and ordering numbers to 100(3 days)
TS2: Place value (2 days) / TS1: Ordering numbers to 100, then 200
(3 days)
TS2: Place value for 3-digit numbers
(2 days)
2 / TS3: Adding and subtracting, partitioning eight, nine and ten (3 days)
TS4 (first 2 days): Adding and subtracting ten and eleven (2 days) / TS3: Number facts (pairs to 20, pairs of multiples of ten to 100)(3 days)
TS4: Add or subtract 19 or 21
(2 days)
3 / TS4 (last 4 days):Adding and subtracting ten and eleven (4 days)
TS_M6:Time: Recognise O’clock times
Use vocabulary related to time(1 day) / TS5: Add/subtract two-digit numbers by adding multiples of ten then adding the units using known addition facts(4 days)
TS_M6:Time: Time: telling the time to ½, ¼ hours & o’clock(1 day)
4 / TS_M6:Time: Recognise O’clock times
Use vocabulary related to time; read the time to the hour and the half hour (2 days)
TS_D5:Data: Answer a question by recording information use block graphs, pictograms, use practical resources (3 days) / TS_M6:Time: Time: telling the time to ½, ¼ hours & o’clock(2 days)
TS_D5:Data: Answer a question by collecting & recording data, represent as block graphs & pictograms to show results (3 days)
5 / TS5: Problem solving, listing all possibilities (2 days)
TS6: Coin recognition, find totals of two or more coins(3 days) / TS6: Pounds and pence notation and money investigations (5 days)
6 / TS7: Find complements to multiples of ten
(2 days)
TS8: Using number facts to add single-digit numbers to 2-digit numbers(3 days) / TS7: Counting in 3s and 4s, looking at patterns (2 days)
TS8: Find a larger difference between two-digit numbers(3 days)
HALF TERM
7 / TS9: Using pairs to ten to bridge ten
(4 days)
TS_S6:Shape: Visualise and name common 2-d shapes, describe their features, use them to make patterns, pictures and models(1 day) / TS9: Sort subtractions into difference and taking away (4 days)
TS_S6:Shape: Visualise common 2-d shapes, identify from pictures in different positions /orientations, sort, make, describe shapes, referring to properties(1 day)
8 / TS_S6:Shape – rotation, whole, half and quarter turns (3 days)
TS_D6:Data – use diagrams to sort 2-d shapes into groups according to given criteria. Suggest different criteria for grouping same objects(2 days) / TS_S6:Shape Rotation: Recognise whole, half and quarter turns, both clockwise and anticlockwise; Recognise that a right angle is a quarter turn(3 days)
TS_D6:Data – use lists, tables and diagrams to sort objects (relate to categorising shapes) and explain choices (2 days)
9 / TS10: Finding change(3 days)
TS_M7:Time: days of the week and months(2 days) / TS10: Add two-digit numbers by partitioning and recombining(3 days)
TS_M7:Time: Use units of time (seconds, minutes, hours, days) and know the relationships between them(2 days)
10 / TS_M8:Capacity: Estimate, measure and compare capacities, by direct comparison (pouring one container into another) or choosing and using suitable uniform non-standard units, e.g. spoons or egg cups(3 days)
TS11: Count in fives (2 days) / TS_M8:Capacity: Estimate, measure and compare capacities, choosing and using suitable non-standard and standard units and suitable measuring instruments(3 days)
TS12: Logic puzzles and properties of number (2 days)
11 / TS12: Multiplication and division: practical problems (3 days)
TS_S7:Shape - Visualise and name common 3-d shapes, describe their features, use them to make patterns, pictures and models(2 days) / TS11: Multiplication and division (3 days)
TS_S7:Shape - Visualise and name common 3-d shapes, describe their features, use them to make patterns, pictures and models(2 days)
12 / Assess and Review(5 days) / Assess and review(5 days)

Y1 Links to Renewed Framework Objectives

2006 Renewed Framework Objectives / Hamilton Maths Objective
Using and applying mathematics
Solve problems involving counting, adding, subtracting, doubling or halving in the context of numbers, measures or money, e.g. to ‘pay’ and ‘give change’ / Recognise 1p, 2p, 5p, 10p, 20p, 50p, £1 and £2 coins
Find totals of two coins from 1p, 2p, 5p and 10p
Work out what coins can be used to pay an amount up to 20p
Find totals up to 70p using two coins
Find change from 10p, 20p
Understand difference as ‘how many more to make?’
Describe a problem using numbers, practical materials and diagrams; use these to solve the problem and set the solution back in the original context / Find change from 10p, 20p
Understand difference as ‘how many more to make?’
Understand a word problem (oral), decide what operation (add or subtract), use number facts to solve it, and record the related number sentence
Use pairs to ten to find the complement to the next multiple of ten, using a bead string/beaded number line for support
Answer a question by selecting and using suitable equipment, and sorting information, shapes or objects; display results using tables and pictures / Share objects into two equal groups in a context
Use counting in 2s, 5s or 10s to solve a practical problem involving repeated addition
Describe simple patterns and relationships involving numbers or shapes; decide whether examples satisfy given conditions / Describe and continue a simple pattern
Begin to recognise multiples of 2, 5 and 10
Relate counting on in tens to find 10 more/less than any two-digit number
Investigate a general statement about familiar numbers by finding examples which satisfy it
Describe ways of solving puzzles and problems, explaining choices and decisions orally or using pictures / Begin to find all possibilities by making an ordered list
Sort calculations according to whether they will bridge ten or not
Counting and understanding number
Count reliably at least 20 objects, recognising that when rearranged the number of objects stays the same; estimate a number of objects that can be checked by counting / Recite numbers to 100
Count up to 100 objects (e.g. beads on a bead bar)
Compare and order numbers, using the related vocabulary; use the equals (=) sign / Order numbers to 100 on a track, then a beaded line
Compare two numbers less than 100, say which is more or less
Say a number between any given neighbouring pairs of multiples of ten (e.g. 40 and 50)
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 / Partition two-digit numbers into multiples of ten and one
Show two-digit numbers on a bead string and write the corresponding addition (e.g. 20 + 6 = 26)
Partition two-digit numbers into multiples of ten and one
Say the number that is one more or less than any given number and ten more or less for multiples of ten / Relate counting on in tens to find 10 more/less than any multiple of ten up to 100
Relate counting on in tens to find 10 more/less than any two-digit number
Use the vocabulary of halves and quarters in context
Knowing and 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 / Partition 6, 7, 8, 9 and 10 and record the related addition sentences
Begin to find the corresponding subtraction facts
Use the = sign to represent equality (e.g. 6 + 4 = 7 + 3)
Use pairs to ten to find the complement to the next multiple of ten, using a bead string/beaded number line for support
Count on or back in ones, twos, fives and tens and use this knowledge to derive the multiples of 2, 5 and 10 to the tenth multiple / Count on in fives to at least 50
Begin to recognise multiples of 2, 5 and 10
Use counting in 2s, 5s or 10s to solve a practical problem involving repeated addition
Recall the doubles of all numbers to at least 10
Calculating
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 / Add 11 to multiples of ten by adding 10, then 1
Add 11 to two-digit numbers by adding ten, then one more
Use number facts to add single digit numbers to two-digit numbers (e.g. 5 + 2 = 7, so 25 + 2 = 27)
Use pairs to ten to bridge ten (12 – 2, 12 – 3, 12 - 4…) with visual support
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 / Sort calculations according to whether they will bridge ten or not
Subtract 11 from multiples of ten by subtracting 10, then 1
Use the vocabulary related to addition and subtraction and symbols to describe and record addition and subtraction number sentences / Understand a word problem (oral), decide what operation (add or subtract), use number facts to solve it, and record the related number sentence
Solve practical problems that involve combining groups of 2, 5 or 10, or sharing into equal groups / Share objects into two equal groups in a context
Use counting in 2s, 5s or 10s to solve a practical problem involving repeated addition