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Year 1 Block D Calculating, measuring and understanding shape - Unit 3
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, halveRetell stories, ordering events using story languageMathematics in Science
Pushes and pulls: Describe position, direction and movement of toys.
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 find out which of three objects is the heaviest by using the scalesI can work out which coins to use to pay the exact price for somethingI can work out what something costs when it is half price At the shop, all packets of crisps cost the same. Hannah buys two packets. She pays 40 pence. How much does one packet cost?
In how many different ways can you make 30p using only silver coins?
Put this box on one side of the balance (scales). Find two other boxes that together balance this one. [Point to the box on the balance.] Tell me when both sides balance.
Use the balance (scales) to find out which of these three boxes is heaviest, which is the lightest, and which is in between.
[Use statements like:
The taller the container, the more water it holds.The larger the package, the heavier it is.]
Do you agree? Can you find an example that shows that the statement is wrong?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 work out how many 10p badges I can buy for INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_pound.gif" \* MERGEFORMATINET 1 What if the badges cost 5p? How many could you buy INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_pound.gif" \* MERGEFORMATINET 1? Tell me how you worked it out.
Tell me some addition questions that have 80p as an answer.
Make up a question that uses the word total and tell me how to do it.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 count up to find how much I have left from 50p when I buy an object How will you check your change?
Build me two towers that have a difference of four cubes in their heights.
Tell me some subtraction questions that have 50p as an answer.
Make up a question that uses the words difference between and tell me how to do it.Visualise and use everyday language to describe the position of objects and direction and distance when moving them, for example when placing or moving objects on a game boardI know how to program the robot to move around the skittles How did you decide which way the robot should turn?
How did you decide how many steps the robot needed to move to reach ...?
Look at this map. Start at the bottom. Point to the second house on the left.
INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/Y1MaBD-f5.gif" \* MERGEFORMATINET 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 estimate how many straws I need to measure this tableI can find out how many kilogram weights I need to balance the big bag of potatoes What did know that helped you to estimate?
Before you measure, what are the important things to remember about measuring?
Five children used cubes to balance one of their shoes. This table shows the number of cubes they needed. INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/Y1MaBD-f3.gif" \* MERGEFORMATINET
Whose shoe is heaviest? Whose shoe is two cubes lighter than Gareth's shoe?Use vocabulary related to time; order days of the week and months; read the time to the hour and half hourI know that the big hand points to the 6 when it is half past the hourI can say the months of the year in order Starting at 12, which number is halfway around the clock face?
What month is your birthday? Is it in the summer?
Which month comes after March?
At what time of the year do the leaves fall off the trees?
Sam's school starts at 9 o'clock. Sam went to the dentist and got to school half an hour late. Draw the time Sam got to school on the clock. INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/Y1MaBD-f4.gif" \* MERGEFORMATINET
Imagine a clock with hands on the wall in front of you. The long hand is pointing to the 6. The small hand is pointing between 8 and 9. What time is it? Identify objects that turn about a point (e.g. scissors) or about a line (e.g. a door); recognise and make whole, half and quarter turnsI can turn myself through a number of whole and half turnsI can tell you some objects that turn, such as windmill sails or a water tap The big hand of the clock is pointing to the 3. What number will it point to when it has made half a turn?
If you face the door and make half a turn, what can you then see?
Look at the map. Go to Start. Follow this route from there.Go to the end of Park Street. Turn left. Go to the fourth house on the right. Draw a ring around it. INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/Y1MaBD-f6.gif" \* MERGEFORMATINET Experiment with and build new stores of words to communicate in different contextsI can retell a story that I have heard The pictures on the cards tell the story that you heard on the tape. Put the cards in time order.What do you think happens next?
NE Lincs Mathematics Team
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