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Year 1 Block A - Counting, partitioning and calculating - Unit 2
Date: Teacher:
Building on previous learning check that children can already;Notes from previous year/unitsolve 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' VocabularySpeaking and Listeningpattern, answer, number sentence, sign, operation, explain, show me, read, write, record, count, compare, order
the same number as, as many as, equal to, equals ( INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_equals.gif" \* MERGEFORMATINET ), sign, more, most, less, least, greater, greatest, larger, largest, bigger, biggest, fewer, fewest, smaller, smallest, before, after, halfway
add, plus ( INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_plus.gif" \* MERGEFORMATINET ), 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, halveListen to and follow instructions accurately, asking for help if necessary Mathematics in Science
Sorting and using materials: When sorting a collection of objects, identify which of two sets contains more and count the number in each set.
ObjectivesEnd-of-year expectations (key objectives) are highlightedChildren's learning outcomes in italicAssessment for learningSolve 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 in 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?Describe ways of solving puzzles and problems, explaining choices and decisions orally or using picturesI 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? 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 countingI can estimate the number in a group of up to 20 objectsI 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?Compare and order numbers, using the related vocabulary; use the equals ( INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_equals.gif" \* MERGEFORMATINET ) signI 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?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 lineI know how to write numbers up to 20I 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 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_square.gif" \* MERGEFORMATINET INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_square.gif" \* MERGEFORMATINET 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 to do you know that have 1 as the first digit?
Where are the numbers that start with 'twenty' on the 100square?Say the number that is 1 more or less than any given number, and 10 more or less for multiples of 10I 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:
INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_square.gif" \* MERGEFORMATINET is one more than INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_square.gif" \* MERGEFORMATINET
How many different pairs can you find that make the sentence true? Can you make the sentence true with other numbers?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 numberI 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 answer?
Someone said 19 plus 5 makes 23. Can you show how you know that is not the right answer?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 numberI 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 a different way to check?
Can you make up another 'take away'/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? Use the vocabulary related to addition and subtraction and symbols to describe and record addition and subtraction number sentencesI can talk about adding and subtractingI can use the signs INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_plus.gif" \* MERGEFORMATINET , - and INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_equals.gif" \* MERGEFORMATINET when I write addition and subtraction sentences Use 0 to 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 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_plus.gif" \* MERGEFORMATINET 5 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_equals.gif" \* MERGEFORMATINET 8 3 and 5 more is 85 take away 3 leaves 2 5-3 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_equals.gif" \* MERGEFORMATINET 2 5 is 2 more than 3the difference between 5 and 3 is 2Listen to and follow instructions accurately, asking for help if necessaryI can follow instructions to play a number game Use the number cards 1 to 10. Pick two 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 than5?
NE Lincs Mathematics Team
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