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Year 1 Block E Securing number facts, relationships and calculating  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, halveExplain their views to others in a small group, and decide how to report the group's views to the classMathematics in Science
Sorting and using materials: Use Venn and Carroll diagrams to sort materials into groups.
ObjectivesEndofyear 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 work with a partner or in a small group to decide the best way to describe what we found out Are there any other resources or drawings that would help your description?
Show me that 12 blocks plus 3 blocks is 15 blocks. Show me that 11 cubes minus 3 cubes is 8 cubes.
Make up a story that would mean you need to work out15 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_plus.gif" \* MERGEFORMATINET 4, 193.I want to buy one banana. I have 20p. The banana costs 35p. How much more money do I need? Explain your method.
I am going to choose two stickers for each of you to buy. Tell me how much it will cost to pay for both stickers. Now find the right coins to pay for the stickers.Describe simple patterns and relationships involving numbers or shapes; decide whether examples satisfy given conditionsI can describe a pattern made from shapes or numbers and tell you how it would continue What is special about the way I have ordered these counters?
Can you make a different pattern using the same counters?
Tell me how to continue this pattern.
Can you make a pattern where the third counter is blue? Is that the only way it could be done?
What is wrong with this pattern? Can you put it right?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 from or back to zero in ones, twos, fives or tens I know a secret sequence. It has these numbers in it: 13, 15, 17, 19. What numbers come next in the sequence? What if I say the numbers backward: 19, 17, 15, 13  what comes next?
If you count in tens from 2, which digit changes?
What do you notice about the ones digits when we count in fives? Solve practical problems that involve combining groups of 2, 5 or 10, or sharing into equal groupsI can find how many there are in several groups of 2, 5 or 10I can share objects into equal groups and tell you how many there are in one group Count five hops of 2 along this number line. What number will you reach?
Put these coins in this box. How much have you put in the box altogether? INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/Y1MaBEf6.gif" \* MERGEFORMATINET
How do you know you need to put the 20 animals in groups of 5? What clues are there? How many groups did you make?
Here are 20 counters. Arrange them in equal rows. Is there a different way to arrange them in equal rows? Recall the doubles of all numbers to at least 10I can recall or work out doubles of numbers to at least 10I can use doubles I know to help me work out other doubles I'm thinking of a number. I've halved it and the answer is 8. What number was I thinking of? Explain how you know.
I'm thinking of a number. I've doubled it and the answer is 18. What number was I thinking of? Explain how you know.
I know that double 10 is 20. What is double 11? How could you work it out?Use the vocabulary of halves and quarters in contextI can find half of the water in a jug by pouring it into two glasses so that each glass has the same amountI can tell you when the clock says half past 2I can find a quarter of a number of objects by sharing them into four equal groups How can I find a quarter of this strip of paper?
Shade one quarter of each shape. INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/Y1MaBEf7.gif" \* MERGEFORMATINET
There are twenty children in a classroom. Half of them are girls. How many are boys? Explain how you worked it out.
What number is halfway between 6 and 12? How did you work it out?Explain their views to others in a small group, and decide how to report the group's views to the classI can explain my ideas and methods to a groupI can work with a group to decide the best way to show our information Explain to the group how to set the hands of the clock at half past 9.
Explain to the group how to put these five numbers in order.
NE Lincs Mathematics Team
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