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Year 1 Block B - Securing number facts, understanding shapes - Unit 1
Date: Teacher:
Building on previous learning check that children can already;Notes from previous year/unitmake and talk about simple patterns using numbers and shapes
say and use the number names in order in familiar contexts and recognise numerals 1 to 9
count reliably up to 10 objects
use language such as 'more' or 'less' to compare two numbers
find one more or one less than a number from 1 to 10, using resources
select two groups of objects to make a given total
use language such as 'circle' or 'bigger' to describe the shape and size of solids and flat shapes
sort objects into groups and explain how they sorted them
VocabularySpeaking and Listeningproblem, answer, method, number sentence, sign, operation, explain, read, write, record, count, compare, order, estimate, predict, pattern, repeating pattern, sort, property, set, group
zero, one, two, three, ..., hundred; first, second, third, ...; ones, tens, 'teens' number, exchange, digit
count to, count on/back to/from, count up to/from, the same number as, as many as, equal to, equals (INCLUDEPICTURE "../../primaryframeworks/images/gif/symb_equals.gif" \* MERGEFORMATINET ), sign, more, less, before, after, halfway, nearly, roughly, add, plus (INCLUDEPICTURE "../../primaryframeworks/images/gif/symb_plus.gif" \* MERGEFORMATINET ), makes, sum, total, altogether, subtract, minus (-), take away, leaves, difference, double, halve, half
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 ...?
shape, make, build, draw, curved, straight, hollow, solid, flat, side, corner, point, face, edge, cube, cuboid, pyramid, cone, cylinder, sphere, triangle, circle, rectangle, squareListen with sustained concentrationMathematics in ScienceOurselves: Count the children in each group.
ObjectivesEnd-of-year expectations (key objectives) are highlighted Children'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 copy and continue a simple pattern Can you see a pattern in the number of objects? Is there a pattern in the shapes? How do you know what comes next?
Can you talk about the pattern in your own words?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 begin to solve a problem or puzzle by deciding what the important information is How are you going to tackle this?
What is the important information that you have?
What approach are you going to use? Why?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 count at least 20 objects and know that the last number I say is how many there are altogether Spread out these ten counters that you put in a line. How many counters are there? How do you know?
Can you count the cubes (up to five) I have tipped out of the pot without touching them?
Make an estimate of the number of cubes in the jar. Is it near 10 or 20? 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 can read, write and order numbers up to 20 What is the number before/after 10?
What is the number before 20?
What numbers are between 15 and 20?
What number on the track is hidden?Say the number that is 1 more or less than any given number, and 10 more or less for multiples of 10I can use counters or the number line/100-square to find the number that is one more or one less than a numberI can find the number that is ten more or ten less for a particular tens number There are four counters in the pot. How many will there be if I put in one more?
There are six spots on my dice. Imagine there is one less spot. How many spots would there be?
I am thinking of 30. What is ten more/less than 30? How could a number line or 100-square help you? Derive 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 some pairs of numbers that total 10I can use counters or blocks to add numbers with answers up to 5 If you know that 7INCLUDEPICTURE "../../primaryframeworks/images/gif/symb_plus.gif" \* MERGEFORMATINET 3INCLUDEPICTURE "../../primaryframeworks/images/gif/symb_equals.gif" \* MERGEFORMATINET 10 what else do you know?
What numbers could you add to give a total of 4? Are there other ways to get a total of 4?Visualise and name common 2-D shapes and 3-D solids and describe their features; use them to make patterns, pictures and modelsI can use 2-D and 3-D shapes to make patterns, pictures and modelsI can name most of the 2-D and 3-D shapes I use in my work as well as those I see in my classroom and playgroundI am beginning to picture a shape in my head Picture a rectangle in your head. Can you tell me about it so that I can picture it?
When you imagine a square, how many edges does it have? How is it like this square? Is it different in any way?
Draw arrows to show which shapes belong in the set.INCLUDEPICTURE "../../primaryframeworks/images/gif/Y1MaBB-f2.gif" \* MERGEFORMATINET Listen with sustained concentrationI can listen carefully to my teacher, to my partner and to other children Look at the shapes. Listen to this description of one of them. Can you tell which shape is being described?
Assessment record children above or below expectations, assess needs for intervention
SEN/GT groups performance?
NE Lincs Mathematics Team
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