> @ =%bjbj)) 7XKzKz
2JJJJJJJ|||8Dz2GzIzIzIzIzIzIz${RL~mzJmzJJztttJJGztGzttfopJJr|`d|0/rDxz0zsr66r^4"JJJJrp6JoxTtmzmzDd
Year 1 Block E Securing number facts, relationships 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, halveExplain their views to others in a small group, and decide how to report the group's views to the classMathematics in Science
Sound and hearing: Use charts to group musical instruments.
ObjectivesEnd-of-year expectations (key objectives) are highlightedChildren's learning outcomes in italicAssessment for learningDescribe a puzzle or problem using numbers, practical materials and diagrams; use these to solve the problem and set the solution in the original contextI can show how I solved a problem using drawings or objects to help me Give me a number between 6 and 12. Is it closer to 6 or 12? Show me how you know using this number line.
How many animals altogether are there in the three fields? Explain how you worked out your answer. 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 count and calculate to solve measurement problems What do you need to find out? How do you know you need to add/subtract/double/halve? What clues are there?
What helped you to decide how to do this calculation? Could you do it another way?
How many different pairs of numbers can you remember that have a total of 10? How can you be sure you have told me them all?
There were 24 biscuits in a packet. Jack put 7 biscuits on a plate. How many biscuits were left in the packet? How did you work it out?Use the vocabulary related to addition and subtraction and symbols to describe and record addition and subtraction number sentencesI can record an addition or subtraction number sentence and tell you what it means Tell me a story to go with this number sentence.
Using a number line, show me two numbers that have a difference of 2. How might you write that?
Tell me what numbers to put in the boxes to make these statements true: INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_square.gif" \* MERGEFORMATINET is 1 more than 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 is 1 less than 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 is 10 more than 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 is 10 less than INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_square.gif" \* MERGEFORMATINET
How did you decide what numbers can be put in the boxes? INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/Y1MaBE-f2.gif" \* MERGEFORMATINET
Buy two different comics and spend 16p. Tick the two comics. Write an addition to show what you did.
There are four fewer boys than girls in Mr Hill's class. There are 18 girls. How many boys are there in Mr Hill's class? Write a number sentence to show me how you worked out the answer.
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 multipleI can count on and back in ones, fives and tens Is there a quick way of finding a number that is 10 more than a number? What about 10 less than a number?
What comes next?
25, 26, 27, ...
22, 21, 20, ...
90, 80, 70, ...
Make up another counting pattern for others to solve.Solve practical problems that involve combining groups of 2, 5 or 10, or sharing into equal groupsI can share objects into equal groups and work out how many in one group How many socks are there altogether in these eight pairs?
How many fingers are there altogether on six hands?
There are 10 crayons in each box. INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/Y1MaBE-f3.gif" \* MERGEFORMATINET
How many crayons are there altogether?
How many 2p coins make 20p?Recall the doubles of all numbers to at least 10I can recall or work out doubles of all numbers to 10 What is 6 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_plus.gif" \* MERGEFORMATINET 6? What is double 6?What number must I double to get 10?Use the vocabulary of halves and quarters in contextI can make whole, half and quarter turns on the spotI can fold a piece of paper into halves and quartersI can find half of a number of objects by sharing them into two equal groups How will you find half of that circle?
How will you find half of these counters?
Which shape is more than half shaded? INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/Y1MaBE-f4.gif" \* MERGEFORMATINET
Here is a set of 12 pencils. How many is half the set? INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/Y1MaBE-f5.gif" \* MERGEFORMATINET Listen to tapes or videos and express views about how a story or information has been presentedI can listen carefully to other children describing their ideas and say what I found helpful Let's watch this TV broadcast. What was the man counting? How many were there? How many pairs of socks did he make?
NE Lincs Mathematics Team
7PQb & ' D F
/׳ŞwbPbP;(h h CJOJQJ^JaJmH sH "h CJOJQJ^JaJmH sH (h h CJOJQJ^JaJmH sH (h)hmCJOJQJ^JaJ mH sH "h)CJOJQJ^JaJ mH sH (h)h)CJOJQJ^JaJ mH sH "hCJ OJQJ^JaJ mH sH "h CJ OJQJ^JaJ mH sH "hxCJ OJQJ^JaJ mH sH +h B*CJOJQJ^JaJmH phsH Q' E F 6j6j666@&nLkd$$Ifl0&6'F @@
t0644
lap $Ifgd gd)$a$gd $a$gd
%<%F 1
0@&|@&|@&|@&|@&|@&|@&|n^H@&|kd$$Ifl 0&6'F
t0644
la $Ifgd
&Fdhdd$If[$\$]gd
/0LM^
_
L濭vvXvvv:v:jh h B*CJOJQJU^JaJmH phsH :jh h B*CJOJQJU^JaJmH phsH :jh h B*CJOJQJU^JaJmH phsH 1h h B*CJOJQJ^JaJmH phsH "h CJOJQJ^JaJmH sH "h CJ OJQJ^JaJ mH sH (h h CJOJQJ^JaJmH sH 1h h B*CJOJQJ^JaJmH phsH S
(L~n_,R@&^R@&R@&'R@&^R@&^@&PS
$Ifgd kd$$Ifl}0&6'F @@
t0644
lap $Ifgd L}~=Ͻ}kYD}Y2#hUB*CJOJQJ^JaJph(h 5CJ OJQJ\^JaJ mH sH #h B*CJOJQJ^JaJph"h CJOJQJ^JaJmH sH 1h h B*CJOJQJ^JaJmH phsH "h CJ OJQJ^JaJ mH sH )hxhB*CJOJQJ^JaJph#hxB*CJOJQJ^JaJph+hh 5CJ OJQJ^JaJ mH sH 4hh 5B*CJOJQJ^JaJmH phsH ~njm(`Wn $Ifgd
$Ifgd ~kd\$$Ifl4J0&6`'F
t0644
ladd$If[$\$]gdx?@f_EYPnjPnjPnjGnPS $Ifgd $Ifgd
$Ifgd kd$$Ifl4 0&6 'F @
t0644
lap=?@ABLMawxQÿ|f||[|f|[|f|[F|f|)hxhxB*CJOJQJ^JaJphhxhxCJaJ+hxhx6B*CJOJQJ]^Jph)hxhxB*CJOJQJ^JaJph/hxhx5B*CJOJQJ\^JaJph+hxhx5B*CJOJQJ\^Jphh (h 5CJ OJQJ\^JaJ mH sH #h B*CJOJQJ^JaJph)h h B*CJOJQJ^JaJph@AB|6ojfj $Ifgdx
h$If^hgdxgd~kdm$$Ifl40&6 'F
t0644
laweQjHjHj $Ifgdxdd$If[$\$]gdxkd$$If0Q6 t
@@062<2
d4abpwxSt`jWjWjWjWj $Ifgdxdd$If[$\$]gdxkd$$If0Q6 t
062<2
d4abp"st `jWjWjWjWWjWjWjWj $Ifgdxdd$If[$\$]gdxkd$$If0Q6 t
062<2
d4abp
>?@APQ<=>?NO:;<=MiO2j
hxhxB*CJOJQJU^JaJph2jhxhxB*CJOJQJU^JaJph2j hxhxB*CJOJQJU^JaJph2j hxhxB*CJOJQJU^JaJph2jNhxhxB*CJOJQJU^JaJph)hxhxB*CJOJQJ^JaJph2jhxhxB*CJOJQJU^JaJphMN9:;<LMopqriWLhxhxCJaJ#hxB*CJOJQJ^JaJph2jhxhxB*CJOJQJU^JaJph2j-hxhxB*CJOJQJU^JaJph2jhxhxB*CJOJQJU^JaJph2j[hxhxB*CJOJQJU^JaJph)hxhxB*CJOJQJ^JaJph2jhxhxB*CJOJQJU^JaJphOjjjjk!:Wjjjjjdd$If[$\$]gdxkd{$$$If0Q6 t
062<2
d4abp $Ifgdx
M01op( ) [
!!!!J!K!!!!!!7"""##$#%#&#^#_##ԯԯԯԯ{ԯԯaԯ2j3hxhxB*CJOJQJU^JaJph2j0hxhxB*CJOJQJU^JaJph2j&hxhxB*CJOJQJU^JaJph2jhxhxB*CJOJQJU^JaJphhxhxCJaJ)hxhxB*CJOJQJ^JaJph+hxhx6B*CJOJQJ]^Jph&01M ( jjk WjjjZjjdd$If[$\$]gdxkdC%$$If0Q6 t
062<2
d4abp $Ifgdx ( ) J!t`jWj $Ifgdxdd$If[$\$]gdxkd0$$If0Q6 t
062<2
d4abpJ!K!9"`""'##t=`jWjWjWv`Wd $Ifgdxdd$If[$\$]gdxkdI2$$If0Q6 t
062<2
d4abp######6$$% %
%%
%%%%%%;%<%=%淬hxxhX)VjhX)VUhx+hxhx6B*CJOJQJ]^JphhxhxCJaJ)hxhxB*CJOJQJ^JaJph2j8hxhxB*CJOJQJU^JaJph2jhxhxB*CJOJQJU^JaJph##$%t3"`jWj $Ifgdxdd$If[$\$]gdxkd?$$If0Q6 t
062<2
d4abp% %
%%
%%%%%%%%%t
o6mmmmmmmmkmgdxkd@$$If0Q6 t
062<2
d4abp%%%%%6%7%8%9%:%;%<%=%666gdx51h0:p"A .!"#n$n%$$If!vh5'5F#v'#vF:Vl @@
t65'5Fpa$$If!vh5'5F#v'#vF:Vl
t65'5F$$If!vh5'5F#v'#vF:Vl} @@
t65'5FphDd#h
SDAsymb_equalsequalsb iD"Ιt^2n iD"Ιt^2PNG
IHDR
PybKGD݊cmPPJCmp0712OmIDATcMPZbIENDB`eDd#`
S<A
symb_plusplusb<%G#'ң~R;n<%G#'ң~RPNG
IHDR
N~IbKGD݊cmPPJCmp0712OmIDATcA k0{IENDB`o$$If!vh5'5F#v'#vF:Vl4J
t6+,5'5F$$If!vh5'5F#v'#vF:Vl4 @
t6+5'5Fpi$$If!vh5'5F#v'#vF:Vl4
t6+5'5F$$If!vh55#v#v:V @@065 5t
/2<2
d4
p$$If!vh55#v#v:V065 5t
/2<2
d4
p$$If!vh55#v#v:V065 5t
/2<2
d4
piDdh
SDAsymb_squaresquareb/qTfn/qTfPNG
IHDR
IbKGD݊cmPPJCmp0712OmIDATc```owMIENDB`iDdh
SDAsymb_squaresquareb/qTf n/qTfPNG
IHDR
IbKGD݊cmPPJCmp0712OmIDATc```owMIENDB`iDdh
SDAsymb_squaresquareb/qTfdn/qTfPNG
IHDR
IbKGD݊cmPPJCmp0712OmIDATc```owMIENDB`iDdh
SDAsymb_squaresquareb/qTfn/qTfPNG
IHDR
IbKGD݊cmPPJCmp0712OmIDATc```owMIENDB`iDdh
SDAsymb_squaresquareb/qTf6n/qTfPNG
IHDR
IbKGD݊cmPPJCmp0712OmIDATc```owMIENDB`iDdh
SDAsymb_squaresquareb/qTfn/qTfPNG
IHDR
IbKGD݊cmPPJCmp0712OmIDATc```owMIENDB`iDdh
SDA symb_squaresquareb/qTfn/qTfPNG
IHDR
IbKGD݊cmPPJCmp0712OmIDATc```owMIENDB`iDdh
SDA
symb_squaresquare b/qTfqn/qTfPNG
IHDR
IbKGD݊cmPPJCmp0712OmIDATc```owMIENDB`Ddo D
SARY1MaBE-f2Comics at different prices all under 10p
be%%ne%%PNG
IHDR|t0PLTEYX[!por325܀IGKnO?tRNS#]bKGDcmPPJCmp0712OmIDATh}XTǽ*#,jKT
-,Q+,DM pm5P"Atm1M{`QУhi{؇{i{oZ{RX|]t;sv^>OG33y~;s|9
S+iS[&w 4Q1px?8&>ߘ8g
unRDJwhईA$A}&@xZY𰚇BsM
{!> T (\ djTFBhmL`̚:Tl2cLhVo16DNP{/hh#1@QB{ vFE
j.X㪘v}D'X5rdYRhEО,kh:y
2RV#t"w2D/EYt2|oTd)_Bk
'SDk˻]jxcӖ7;o$Q7MTx }FmK
/4F͉wȞ:9qѦ0aBmƴ.:i
=?_30owYvȇҮ\NI;<h跏3|-*Ѯ
nq<ύ'^#Y3҉G~nPsEsrDRW_yi4C@t@fX8|}rDR# ċVh}xx5n߭pյTϭOKi=D0lm>&,L Mk,&!#G|iŞyhsqCv)ٍ5Bo[88b!
%HݰĒ*d[5Cn{Z$%D$6Pcb2!Ng}`0VesGD05HTK'f%zV .JJ}ʆ*`F}Nd0YzDK*l]j[ h&+
>B,@)c%(H8MMz
Ս6јxLC9Gܠň%EAJDQzP=')OkoK5D%m.zB$(H(n$-{v:`JgdhKsCb+H/Ad6Ƙ-ʝU7:`XRK"(I>sx^abjj.#t1X:C6@k%L-gn}⤌Q]@xr:RWĚ7qTyg3y
igDDɽ:$@m^j;22x%(?QPHK5c+yӓ"7oP6b g3$"4@
Q"l%cFH&46b'JaluhW;HJ1>-??Vi'HLrDZ،Kh6SwspDqSe$w[\-"M.@܇?Ro~Hl2;#UV.7/9Ԗ#__ZK~TCHH#A6.|"hD,1Ze+wK;1`T%CgX6/G:':]l}Tvy:
re\+\ě|&iap}Oelƒ"1i@o
ET®pɍmB&EfPV;L!X\.
D|Ll>e$~Z9 (7BFY+8DD1vMpp&$ِ5P}+Q%
[jM5>@F;I\vy[Bo|S_
}#K؋Խ*qw!Sa%mj%L&S4[SdQ)(*vL%SVL@Q7@+/Bv-dVF@{M+u/ݛL0ȝ' ɹ!!]$~ZM@W
)DY79!ds01{dD\χgƮ2A
72S^~_$D/olI.٤L7Mڍ)|rIM/lL!MliYzXN[\U>sBf WA"7+d|Y[ٔqr&zpMK{9l.~>3jQǾQa\e
I"#0w[p?tDW-IO:>X o볘b'\IV]pBQlfYgk6b$Z͊/9$+{6 qK7H'Bui~[!eD?LribMIENDB`$$If!vh55#v#v:V065 5t
/2<2
d4
p$$If!vh55#v#v:V065 5t
/2<2
d4
p
Dd
S^A,Y1MaBE-f35 boxes of 10 crayonsb; `$0"^oV O&n `$0"^oVPNG
IHDR0n0PLTEsruWVY" $dcfCBE㹹[tRNS#]bKGDcmPPJCmp0712OmHIDATXý}Lg|GuVm{kRr1S8$84,¾[#F
=UZz|$'\ʱ`hK6Y"4GHfW<̮;{g}`8VxdE9}z&W)ffONd3N:jbC8xR/4g<khN?=97RѶacR L[[4O.qfӶt&/Sy8-
/_ECgBBp!F?F#ז1{&k#$L-$M:Ȫ4R&ڄ!* [?bkҨ GgROiLB!5&1aIA1p&ųmZ6QYh-жb4%'cZ??Li.vV6i,XU5B=r'#!3AU=U)VimR4*ck@eݻr/Y2mҦQA3hJ5|%kYe
j
VS%
i6wXk fɵC
Z}MkAs*P47=2ͅyB`
:PEhBA;x"S0zUGv!+4\^
PФk5'QQX`mZQoU6v%mƣTA
7z?ȵo%5Q5\z%2͓rLʴ%C7KΔk9M4W櫊%muaY낮5yfn{dږl|@u\8tc[691<ZK(߬n7vVp24o]D/:LkWrO[Fiks_l.c*ksN>7_n{=ʴSt#gCh'~\yllYqp)mUkj/<mUwwvg_h}v֤Rږ&oAOk,[a;CiΑVHMEix:}bhW%6G.`Q vLo{}PgM#BbO|Vzn>1:>}Ŏ-T97Po7k7US|;z1cyFͬP
`@[~!{dCZx11[4^c\.sikTx~ەqRJ]^}(c:J ܝ}u1a2vs0Dپ|*O,>yo,ڡ,<dW=^0cښqWq}R{lS"5i`_w U}Ood\+j/4HÛߤ7,RfI
\Z#F|'m,^3]}*Ɲ}@q_fkA~˞)纭ad}~SzOKfJb)mbI>#Z/FjW~L79Jhݷ7Œjwz
䤖qzBK5ϭ
#]Jͯ6iɵA9)MXp3QZN5;lF'tZ}uXlƟ[:9fZKk{HhO?P2:g\ Z?ӎqn;%#oGp
64XoqOk[ZZ=|Ђ Zۊ?.؉
q,Y8$]L5U^OmQ8M;%-(S-Ӥ|IgR]I&dV.{ y%(:h͙n5,7H۬L!29n5}xBhHP\_F4Nh$į ÕcHk°ŦXMRA4;ˈrbb8qD%֛XY ïM
rtܵD&gk?fIENDB`$$If!vh55#v#v:V065 5t
/2<2
d4
peDd`
S<A
symb_plusplusb<%G#'ң~R(1n<%G#'ң~RPNG
IHDR
N~IbKGD݊cmPPJCmp0712OmIDATcA k0{IENDB`$$If!vh55#v#v:V065 5t
/2<2
d4
pDdd
SAVY1MaBE-f45 polygons with various amounts of shading
bpw;mG0-4wU3nopw;mG0-4PNG
IHDRU\0PLTE'%)rqtXWZfehCAEǏ0tRNS#]bKGDcmPPJCmp0712OmIDATXMhAԘ4VƊS[Ŧ5PACUSۋh=X`ڪM[%(UYQ6h"
<$Ol-Iڐ9vgdKy3ؘBFҤ(M NFp*Am=3~wMǶRfYTƻvY(ZȲҨ@,rkݪJW?G]A_,xcbƜ[R6|=>_,zx8^:Kj-[U{(Jۘ@Sآ7rOuKXVFOɰ0~7WueU&#½0=ln&dkU-aྥx2u6NeS]dmcl'kј{#CMQ{J-.a
yl Ab@EȁuخsV&G(ks'u6?]TѬ|E8&n!WKgTdb5tz/74m*X= ެwn:0[sɀ=Dڈ`Tq˲`
:?ʟ!CWWQ5'iJ6?u!lKNڤJogCTI/~r+z*TQ~ן h&'&|v\
"g9&qgM_RR^-]!p-T/txӭͅx%.T}em;οm+sW$Fȫ嚡a3tu6iGD^**ren lgL!/< ۄ[/K-upܠPr}(.per}(vPs*301_-)K<͈3h05OO"wb%}aM{\v~K֒vƴ+&OJ]v!dRO`
Go!wI\n/0Ub_p+ImVޅ~ɝ//Q:3~1!Z0J(.#c[Oc8_G6?00x00x00 0 0 0 0 0 0 0 0 0 0 0 0 0 0 000000 00 0 0 0 0 0000 0 00 0 0 0 00 0 0 0000 0 0 000000000000 0 0 000000 0 0 00000 0 0 0 0 0 0000 0 0 0 0 000000000000000000000@0?@A
w
x
S
"sO01M()JK9`' >@0{@00@0@00@00@00@00@00@00@00@00 @00@l`<@0 @l`0<@0@l`<@0 @l`0<@0@0@0@l`<@0
@l`0<@0@0@0@0@0@l`<@0 @l`0<@0@0@0@0@0@l`<@0 @l`0<@0@0@0@0@l`<@0 @l`0<@0@0 @l`0<@0@0@0@l`<@0 @l`0< @l`< @0
0 -/14/L=M#=%!"$(F ~@w( J!#%%=% #%&')*+<%L^>@P<>N:<M9;Loqo
#%^=CCCCCCCCCCCCCCC78PQb&'DF/0L^KL}2=
>PQ&'DF01/0RS'(KL}>*>
>:::7OPQ~=A
5;>
>upF8<~nrpuQ
zuFظƋ/.&4dM_^aY9**B$B^V,]Dzn,HČ'HR&>UKbcv6LZhb*N*rbO*)\jO&'kRī8CxTByoOVҊY8 [oAM`=daxu>
+gа:shZRh4Wsh
e'vlUK'HAM`FGxpuQ
$BuF4Ws,]D/CxT F |V,%bZyKN];
XuVTTdDAdd(F#zA|;O:X::x?d8dd#z$cbP#qlv%UaO%^h(g+5xIS**Ti3:F=w+(tP"s- |f%V/grT)0q72Unddg+5Cx]>Y6Zy}6.
\X?d8kOTi3:fXX::o\|;>Dx>Ld
>(WZQ?}6i?CJSK>DIS**xPNE}z*kFf%V/GrGQ?H2u\P
IQ8]JSK8?_V9KbP#(tPgrTi?.
\XfX(WZ"s-E\o\%2u\]>Y6KN]Q8](F8?_!`HUa:x%bGrG,$c]rTTdLd*kFkK}xUn^h(Oyq%ddq7ns,|rF=w+]r7ns|rA>sE\XuPNEqlv}zA>sK}V9KxFx3X)Vr.axxb~mx"U )'EF~@AB w
x
S
O01()JK9 >@
==^//===@@UnknownGz Times New Roman5Symbol3&z Arial?5 z Courier New;Wingdings"hbbrU4U4Yn>4d3QHX)? @Year 1 Block A - Counting, partitioning and calculating - Unit 1Robert PattersonRobert Patterson
Oh+'0 ,@ \h
DYear 1 Block A - Counting, partitioning and calculating - Unit 1Robert PattersonNormal.dotRobert Patterson4Microsoft Word 10.0@^в@Dn@+@ `mU՜.+,0(hp|
4
AYear 1 Block A - Counting, partitioning and calculating - Unit 1Title
!"#$%&'()*+,./0123456789:;<=>?@ABCDEFGHIJKLMOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~Root Entry F`iData
-NA1TableNWordDocument7XSummaryInformation(DocumentSummaryInformation8CompObjj
FMicrosoft Word Document
MSWordDocWord.Document.89q__