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Year 1 Block B Securing number facts, understanding shapes - 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, halveTake turns to speak, listen to others' suggestions and talk about what they are going to doMathematics in Science1b Growing plants: Count the number of leaves on a plant as it growsGrowing plants: Count the number of leaves on a plant as it grows
ObjectivesEnd-of-year expectations (key objectives) are highlightedChildren's learning outcomes in italicAssessment for learningDescribe simple patterns and relationships involving numbers or shapes; decide whether examples satisfy given conditionsI 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 string of beads for me. First a 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 bead be? The twentieth bead? How do you know?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 use what it says in a problem to work out what sum to do Tell me about how you solved this problem?
Why did you choose that calculation?Say the number that is 1 more or less than any given number, and 10 more or less for multiples of 10I can say the number that is one more or one less than a numberI can say the number that is ten more or ten less than a multiple of ten What is one more than 18? What is one less than 15?
Can you ask me a one more/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] 62Derive 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 factsI know the pairs of numbers that total 10I 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 to 9. Which pairs of numbers total 10? What number would you add to 5 to make 10?
There are five beans on the plate. I hide some under (an upturned) beaker. I write this to show what I have done:
5-3 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_equals.gif" \* MERGEFORMATINET 2
Use the five beans and hide a different number. Can you write a subtraction sentence to show what you have done? Recall the doubles of all numbers to at least 10I can recall or work out the doubles of numbers up to 5 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_plus.gif" \* MERGEFORMATINET 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.Visualise and name common 2-D shapes and 3-D solids and describe their features; use them to make patterns, pictures and modelsI 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 around the sides of the triangle. How many sides do you walk around? How many corners does the triangle have?
Here are five rectangles of the same size. How many different bigger rectangles can you make using two or more of the rectangles? INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/Y1MaBB-f4.gif" \* MERGEFORMATINET Take turns to speak, listen to others' suggestions and talk about what they are going to doI 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?
NE Lincs Mathematics Team
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