Securing Progress in Mathematics Scheme of Work for Year 1 Web viewScheme of Work: Mathematics Year 1 ... ask questions to check understanding; ... Tell the time, o’clock and half

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Securing Progress in Mathematics Scheme of Work for Year 1

Scheme of Work: Mathematics Year 1

Contents and the intended use of each section within the Scheme of WorkEssential Learning in MathematicsThis draws together those key aspects of mathematics pupils need to secure so that they can make good progress over the year and are ready to move onto the work set out in the following year. When planning the year’s work keep these aspects of mathematics in mind. Return to them at regular intervals and provide pupils with the opportunity to refresh and rehearse them through practice, consolidating and deepening their knowledge, skills and understanding.

Problem Solving, Reasoning, CommunicatingThis provides a short summary of the problem solving and reasoning activities pupils should engage in and the communication skills expected of them.

Language and MathematicsThis section emphasises the importance of spoken language in the teaching and learning of mathematics and the need for pupils to acquire a range of appropriate mathematical vocabulary. It highlights and exemplifies five functions language plays in the learning of mathematics.

Learning the Language of MathematicsTwo simple-to-remember principles are identified, that seek to promote the incorporation of language into mathematics planning and teaching.

Key Mathematical VocabularyThis table lists key mathematical vocabulary organised under seven strands of mathematical content which reflect the headings used in the National Curriculum. The table provides a checklist you can refer to when planning. There is some overlap across the year groups to consolidate pupils’ learning.

Learning OutcomesThis table lists the learning outcomes for the year and reflects the National Curriculum Programme of Study. You can select and refer to the learning outcomes, choosing those that will be your focus for a teaching week. This way you can monitor the balance in curriculum coverage over the year.

Assessment Recording SheetThe sheet provides a way of maintaining a termly record of pupils’ attainment and progress in mathematics. The seven headings reflect those in the table of learning outcomes. This is to help you to cross-reference teaching coverage against your assessment of learning, and to identify future learning targets against need. The ‘see-at-a-glace’ profile of progress and attainment can be used to monitor pupils’ progress over time.

Week-by-week PlannerThis sets out weekly teaching programmes, covering 36 teaching weeks. This programme is organised into 6 half terms with 6 teaching weeks within each half term. The weekly teaching programmes offer a guide to support your medium-term and long-term planning. There is sufficient flexibility in the programme to make adjustments to meet changes in lengths of terms. The mathematics for each week is described as bullets. These bullets are not equally weighted and one bullet does not represent a day’s teaching. Use the bullets listed to map out the whole week. Planning based on the weekly teaching programmes should also take account of your day-to-day assessment of pupils’ progress. If more or less time is required to teach a particular aspect of mathematics set out in the programme, review your plans and adjust the coverage of the content in the programme accordingly. It is important that your planning reflects the speed and security of your pupils’ learning. The accompanying notes and examples offer some ideas about how to teach aspects of the content set out in the week. They may inform planning in other weeks too when content is revisited. They are not exhaustive and the resources alluded to in the text are not provided in these documents. The programme reflects the content in the National Curriculum, with the highest proportion of time being devoted to Number.

©Nigel Bufton MATHSEDUCATIONAL LTD 2


Essential Learning in Mathematics

Summary of Essential Learning in Year 1 Count to and across 100; count in 2s, 5s, 10s from zero; read and write

numbers to 100 in numerals Count out, quantify, compare sizes of sets of objects; order and describe

comparative size of numbers to 20; use ordinal numbers Understand and apply the operations of addition and subtraction and the

operations of division and multiplication as equal sharing, repeated equal grouping; find halves and quarters

Represent, memorise and use addition facts to 9 + 9 and derive related subtraction facts; identify 1 and 10 more/less

Take and compare measurements using common standard units; use language of and tell time to hour and half hour; recognise and use coins

Recognise, describe and name common 2-D and 3-D shapes; use the language of position, direction and movement; make whole, half and quarter turns

Problem Solving, Reasoning, Communicating

Pupils solve problems in practical contexts that involve counting, ordering, sequencing and combining whole numbers. They add and subtract quantities interpreting and using mathematical language to develop an understanding of the concepts involved when carrying out the operations. Pupils compare objects and sort them by their length, weight and capacity to find the biggest or smallest item. They begin to take measurements and record the results. Pupils use coins and notes to solve problems involving money, and describe and sequences events in time.

Pupils begin to give reasons for their decisions and choices. They explain why one set of objects has fewer or more objects than another. They justify their comparisons when they order groups of objects against a given property or by taking measurements. Pupils recognise when and why shapes are the same even though they are not the same size or are placed in different orientations, and can say why this is the case.

Pupils read and record numbers to 100 and talk about halves and quarters of objects and quantities. They describe repeating patterns and arrays and talk about events in time. They construct familiar mathematical shapes and names these when comparing and describing shapes with similar everyday objects. Pupils give instructions to move objects and use simple language of direction, distance and position, including half and quarter turns about a point.

Language and Mathematics©Nigel Bufton MATHSEDUCATIONAL LTD 3


The National Curriculum (Section 6: September 2013 Reference DFE-00180-2013) declares that:“Teachers should develop pupils’ spoken language, reading, writing and vocabulary as integral aspects of the teaching of every subject. Pupils should be taught to speak clearly and convey ideas confidently ... They should learn to justify ideas with reasons; ask questions to check understanding; develop vocabulary and build knowledge; negotiate; evaluate and build on the ideas of others ...They should be taught to give well-structured descriptions and explanations and develop their understanding through speculating, hypothesising and exploring ideas. This will enable them to clarify their thinking as well as organise their ideas ... Teachers should develop pupils’ reading and writing in all subjects to support their acquisition of knowledge ... with accurate spelling and punctuation.” When we think mathematically we may use pictures, diagrams, symbols and words. We communicate our ideas, reasons, solutions and strategies to others using the spoken and written word. We listen to how others explain their methods using mathematical language and read what they have written so we can interpret their ideas and solutions. Language is a fundamental tool of learning and this is as true for learning mathematics as it is for any other subject.Having a good command of the spoken language of mathematics is an essential part of learning, and for developing confidence in mathematics. Children who say little are usually those who are fearful about saying the wrong thing, or giving an incorrect answer. Very often the quiet children are those who may lack knowledge of, or confidence in using the necessary vocabulary to express their ideas and thoughts to themselves and consequently to others.Mathematics has its own vocabulary which children need to acquire and use. They need to be taught how to pronounce, write and spell the mathematical words they are to use, and to know when they apply and to what they apply. Learning the vocabulary and language of mathematics involves: associating objects, shapes and events with their names (e.g. the number is 30; this shape is a circle; the clock says three o’clock) stating, repeating and recalling facts aloud, and explaining how they can be used and applied (e.g. one more than sixteen is seventeen; this is the fifth

cube in the row, this is the sixth so the next cube is the seventh cube; 5 add 5 is 10 so 5 add 6 is one more and is 11) describing the relationship between two or more items, shapes, events or sets (e.g. this is half of the shape and this is a quarter and it is smaller; today is

Wednesday so tomorrow is Thursday; there are nine blocks in this set and eleven blocks in this set so the first set has fewer blocks) identifying properties and describing them (e.g. this triangle has corners, but circles have no corners; this coin is a 10 pence and is worth more than this 2

pence coin; all these numbers are smaller than 18 as they come before 18 on my number track) framing an explanation, reasoning and making deductions (e.g. because my pattern has 4 squares - red, blue, red, yellow squares - the next is a red

square; these are not halves they are not equal; when I count in fives, 35 is in as it ends in a five; if I put my two triangles together I can make a rectangle)

Learning the Language of Mathematics

Learning to use the language of mathematics requires carefully prepared opportunities and continued experience and practice. When planning consider when and how your children will be taught to:

See the words – Hear them – Say them – Use and apply them – Spell them – Record them

It is important that children memorise and manipulate the language of mathematics. When planning consider when and how your children will learn to:

Visualise and manipulate mathematical pictures, diagrams, symbols or words in their heads

Key Mathematical Vocabulary: Year 1©Nigel Bufton MATHSEDUCATIONAL LTD 4


Number

Count, count out, count up, count back; zero, one, two, three ... twenty; twenty-one, twenty-two ... thirty, thirty-one, thirty-two ... ninety ... ninety-nine, hundred; first, second, third ..., last, last but one; order, compare; digit, units, ones, tens, tens boundary, hundreds boundary; exchange, exchange for ten; number of, quantity, the same number as, as many as; equal to, one more, ten more, one less, ten less; equal to, more than, less than, bigger, bigger than, larger, largest, most; fewer, one fewer, ten fewer, fewest, smaller, smallest, least; too many, too few, enough, not enough, nearly, roughly, about, just under, just over, between, half way, in the middle; even, odd

Calculation

Add, more, plus, sum, total, put together, how many altogether, how many more, one more, bigger by one; subtract, take away, minus, reduce, one less, one fewer, smaller by one; number left, how many fewer, how much less, difference between, distance between; add sign (+), subtraction sign (-), equals sign (=), is the same as; number bond, number sentence, addition, subtraction; double, once, twice, twice as many, two times, pair, pairs, paired; halve, half as many, half of; share, equal shares, share out equally, equal groups of, left, left over; divide, division; count in twos, count in fives, count in tens, array, number of rows, number of columns; equal groups, number of equal groups, total number; multiply, multiplication

Fractions Whole, part of the whole, equal parts, share equally, equal parts of the whole; two equal parts, half, halves, two halves make a whole; four equal parts, quarter, quarters, four quarters make a whole

Measurement

Measure, size, measurement, quantity; length, height, width, depth; compare, long, as long as, longer, longer than, longest, short, as short as, shorter, shorter than shortest, tall, as tall as, taller, taller than, tallest, wide, as wide as, wider, wider than, widest; narrow, narrower, deep, deeper, shallow, shallower, thick, thicker, thickest, thin, thinner, thinnest; near, nearer, nearest, close, as close as, closer, closest; metre, metre stick; weight, mass, weights, balance; heavy, as heavy as, heavier, heavier than, heaviest, light, as light as, lighter, lighter than, lightest; kilogram; capacity, volume, container, contains, holds; empty, full, as full as, half full, one quarter full, nearly full, nearly empty; day, week, weekend, month, year, birthday, holiday; Monday, ...; morning, afternoon, evening, day night, noon, midnight; January, ...; spring, ...; hours, minutes, seconds; slow, slower, slowest, slowly, quick, quicker, quicker, quickly, fast, faster, fastest, as fast as early, earlier, late, later, as late as; old, older, oldest, new newer, newest; after, before, next, today, tomorrow, yesterday; clock, watch, the hour hand, the minute hand; o’clock, half past, how long to, how long ago; money, coin, note, penny, pence, pound

Geometry

Shape, flat, straight, curved, round, solid, hollow; corner, side; face, edge; point, end, pointed; cube, cuboid, sphere, cylinder, cone, pyramid; triangle, square, rectangle, circle; position, up, down, top, on top of, under, underneath, beneath, below, above, middle, half way, bottom, over, on, in, inside, outside, opposite, next to, near to, in front of, behind, close to, far away, across, centre; direction, forwards, backwards, sideways, towards, away from, nearer to, left, right, turn, whole turn, half turn, quarter turn, three-quarter turn, clockwise, anticlockwise; move, movement, slide, roll, twist, stretch, bend, quick, slow, from, away from, jump, step, hop

Problem solving,

Reasoning, Communicating

Try, try next, find, find out; answer, solution, method, attempt, check; start from, start with, start at, arrange, rearrange, put in order, change, organise, separate, join, link, build, draw, record; show, tell, describe, talk about, explain; say what, say why, say how, give a reason, as, so, because, and; same, same as, different, different way, better, best; most, think about, imagine, see in your head

End-of-Year Learning Outcomes for Year 1 Record of coverage



A. Number – counting and place valueA1. Can count forwards and backwards from a given number up to and across 100; read and write numbers to 100 in numerals

A2. Can count out and say how many objects are in a set of objects and use numbers to state quantities

A3. Can decide which of two sets is the larger and know when two sets have an equal number of objects

A4. Can count in multiples of 2, 5 and 10, and say how many objects there are in arrays with 2, 5 or 10 columns or rows

A5. Can compare and order 2-digit numbers, use ordinal numbers, and read and write numbers to 20 in words

A6. Can partition numbers between 11 and 19 into ten and ones and recognise place value in 2-digit numbers

B. Number - calculation (mental and written)B1. Can add and find the total of two sets of objects and record as a number sentence using +, = signs

B2. Can subtract and find the difference between two sets of objects and record as a number sentence using -, = signs

B3. Can add and subtract pairs of one-digit and two-digit numbers to 20, including zero practically and mentally

B4. Can read, write and interpret addition and subtraction number sentences (+, -, =); solve missing number problems

B5. Can generate and record patterns of addition facts involving pairs of numbers that total 2 to 20

B6. Can use addition facts to work out and record related subtraction facts for numbers up to 20

B7. Can identify one more and one less than a given number and add and subtract 10 to a multiple of 10

B8. Can apply known facts to double and halve quantities; relate grouping and sharing to counting and number patterns

C. Number - fractionsC1. Can identify, name and find halves and quarters of shapes, and share up to 20 objects into equal; groups

D. MeasurementD1. Can compare , describe and measure lengths/heights; recognise and use metres, centimetres

D2. Can compare , describe and measure weight/mass; recognise and use grams, kilograms

D3. Can compare, describe and measure capacity/volume; recognise and use litres, centilitres

D4. Can tell the time using o’clock, half and quarter hours, recognise dates and sequence events over a day and a week

D5. Can identify the value of coins and notes, and use to make amounts of money

E. Geometry – properties of shapes, position and directionE1. Can recognise, name and talk about common 2-D (flat) shapes including squares, rectangles, triangles, circles

E2. Can recognise, name and talk about common 3-D (solid) shapes including cubes, cuboids, pyramids, spheres

E3. Can identify the sides and corners of 2-D (flat) shapes and the faces, edges and vertices of 3-D (solid) shapes

E4. Can describe the position, direction and movement of objects, make and use whole, half and quarter turns

F. Statistics – sorting and classifyingF1. Can sort objects using simple criteria; read, make and use simple lists and tables of information

G. Problem solving, reasoning, communicatingG1. Can solve problems using practical materials, find and represent solutions with pictures, objects, numbers

G2. Can follow and explain rules to form patterns, sequences and shapes; make and justify choices and decisions

G3. Can talk about their solutions and methods, and describe properties of, relationships between familiar numbers/shapes

Assessment Recording Sheet



Mathematics in Year 1 Autumn term Spring term Summer termName:

Class:Key: 1.1 – Working towards expectations 1.2 – Meeting expectations 1.3 – Exceeding expectations

A. Number – counting and place value 1.1 1.2 1.3 1.1 1.2 1.3 1.1 1.2 1.3

B. Number - calculation (mental and written) 1.1 1.2 1.3 1.1 1.2 1.3 1.1 1.2 1.3

C. Number - fractions 1.1 1.2 1.3 1.1 1.2 1.3 1.1 1.2 1.3

D. Measurement 1.1 1.2 1.3 1.1 1.2 1.3 1.1 1.2 1.3

E. Geometry – properties of shapes, position and direction 1.1 1.2 1.3 1.1 1.2 1.3 1.1 1.2 1.3

F. Statistics – sorting and classifying 1.1 1.2 1.3 1.1 1.2 1.3 1.1 1.2 1.3

G. Problem solving, reasoning, communicating 1.1 1.2 1.3 1.1 1.2 1.3 1.1 1.2 1.3

End-of-year assessment of progress and attainment in mathematics Summary report:

Overall end-of-year assessment in mathematics: Working towards Year 1 expectations Meeting Year 1 expectations Exceeding Year 1 expectations

Teacher: Date of final assessment:

Week-by week Planner Year 1

Autumn Term (First half term)



Week 1 Week 2 Week 3 Number Number Geometry Main Teaching Count forwards to 20

starting from 1 then 0 Count to and back

between 0 and 10, and 10 and 20

Count out and order by their size sets of up to 20 objects

Identify numbers before and after a given number to 20

Read numbers to 20 written in numerals

Write in numerals the numbers to 20

Recognise and read the 10s numbers from 10 to 100

Use counting to solve practical sorting and ordering problems

Find the missing numbers in a sequence

Play counting games with numbers to 20

Notes/examplesWhat number comes before/after 7/11/16/20? Children count up to 20 items different in size and arranged in different ways. Rearrange items and repeat the count with touching and with no touching of items.Recognise that the last number in the count signifies the size of set.Circle counting, predict who will say a given number, what number comes next/beforeCount chairs, pencils, books, children and confirm match.Count equal strips to compare two lengths.Make, complete number tracks. Hide/reveal numbers in ordered sequence.

Main Teaching Count forwards and

back between two consecutive multiples of 10 up to 100

Count out and order by their size sets of up to 20 items

Identify the number to represent one more and one fewer items

Count to 100, read numbers to 100 written in numerals

Write in numerals the numbers to 20 and the multiples of 10

Use the language of ordering: first, second, up to tenth

Use counting strategies to solve practical problems

Find missing numbers in given sequences

Play counting games with numbers to 100

Notes/examplesWhat numbers do you know that are before/after 9/16/50/70?Read numbers on number cards, order the cards smallest first.Identify numerals to match given numbers of dots on cards; write the numbers to match given quantities.Use bead strings and arrow cards to represent the ‘teen’ and the ‘ty’ numbers to 100.Order a set of items by size and identify order.How many cubes to make a staircase one step to 6 steps? On grids and number lines, read, continue and describe number sequences: 16, 17 ...; 30, 40 ...; 60, 50 ...; 12, 11 ...

Main Teaching Recognise, name,

describe features of common 3-D shapes: sphere, cylinder, cone, cube, cuboid

Recognise, name, describe features of common 2-D shapes: square, rectangle, triangle, circle

Build new shapes using 3-D or 2-D shapes, compare and describe similar and different features

Copy patterns made from common shapes

Join together squares and rectangles to make bigger versions

Describe simple movement, distance and direction of travel

Describe position of item in a line or on a grid of items

Notes/examplesCan you find a cylinder/cube/cone?Which of these is a circle/rectangle/triangle?Identify and find given 3-D shapes in the classroom or home.Sort using criteria involving straight/curved edges/sides; 5/more sides/corners/edges; solid/hollow; stable/rolls open/closed.Find a shape with six faces; tell me shape of the faces.Use squares to make rectangles on grids and count and record the numbers of squares used.Who is Tim in front of, next to, near to, behind? Move arms up/down; walk forward/backwards, left/right; above/below.

Mental Work: Count forward to 20 Count to and back from 10 Identify number bigger/smaller than given number

Mental Work: Count forward and back beyond 20 Count in 10s and in 1s between two 10s Complete sequences of consecutive numbers

Mental Work: Count forward and back to and beyond 20 Count in 10s Describe and name shapes of everyday objects

Extension Work: Continue, generate and talk about patterns in

sequences that use consecutive numbers Match batch of items to containers of exact size

Extension Work: Continue, generate and talk about patterns in

sequences that use every second, third ... number List every second number from a given number

Extension Work: Use common polygons to make shapes Tile using a triangle or a rectangle to fill a given

space and talk about the way the shapes join up

Autumn Term (First half term)Week 4 Week 5 Week 6Number Measurement NumberMain Teaching Notes/examples Main Teaching Notes/examples Main Teaching Notes/examples



Count in 1s to 100 from 0, 1 and to and from a given number

Recognise when/why two sets/numbers are equal or unequal

State 1 more, 1 less than a given number

Addition: count items in two sets, combine sets count the items in the combined set

Count on in 1s from a number to add

Subtraction: count items in a set, remove items and count the number of remaining items

Count back in 1s from a number to

Sort and order numbers to 100

Read and write the numbers between two multiples of 10

Count the hours in a day and relate to numerals on a clock, tell o’clock time

Count from 40 to 50 ... and back from 50 to 40.Count in 10s from 30.What number is next when we count from...?What number comes before ... when we count?What number is 1 more, 1 less than 9/17/36/99?What number is 2 more than, 2 less than...?Add 1 to 15. Subtract 1 from 14.Add 2 to 13. Subtract 2 from 18Add 5 to 16. Subtract 5 from 12.Add 10 to 40. Subtract 10 from 20.Put these numbered cards 12, 7, 19 17, 20, 10 in counting order. Sort and order cards numbered 50, 60, 100, 80, 10, 20, 30Read these numbers 30, 6, 36, now show me 30, 6, 36 on a 100 square.Show me where the hour hand is at 7 o’clock. What o’clock time is it now?

Compare lengths of objects against one another and order objects by length

Use a uniform unit of length to measure and compare lengths and heights (non-standard and standard units)

Compare weights of objects using balance

Use a uniform unit of mass to measure and compare weights (non-standard and standard units)

Use a container to measure and compare capacities (non-standard and standard units)

Order objects by their lengths, weights and capacities

Use language of measures and comparison to describe relative measures and to sort objects

Which of these two boxes is heavier? Will we be able to pour all the water from the cup into this container? Which of these shapes has the longest/shortest side?How many blocks/straws does it take to make a tower/line the same height/length as the pole? Which of these words can we use to describe this object: short, tall, wide, long, high, thick, thin etc?How many cupfuls of water can we pour into this container? Will these containers hold more or less water?How can we compare the weight of these 4 objects to find the lightest? Use this measuring stick to tell me the length of the classroom. How many sticks long was it? Your hand is narrower but longer than this hand. Is this true?

Count in 1s to 100 from 0, 1 and to and from a given number

Count up in 10s from a given number

State 1 and 10 more, 1 and 10 less than a given number

Count on in 1s from a given number to add

Count back in 1s from a given number to subtract

Identify the ‘teen’ and ‘ty’ numbers on a 100 square

Read and write in numerals the ‘teen’ and ‘ty’ numbers

Recognise when/why two sets are equal or unequal and meet =

Identify the number of dots in patterns of up to 6 dots, with and without counting

Recognise values of 1p, 2p, 5p, 10p coins

Make and count out sums of money using 1p, 2p, 5p, 10p coins

Add 1/2/5/10 to 8. Subtract 1/2/5/10 from 16.What is 4 more/less than this number? Add together these two sets of counters. Explain how you did it.How many fewer pencils are in the red pot than the blue pot? Explain how you found the answer.Use bead strings, number lines, a 100 square to add and subtract.Model adding as combining two groups and link to subtraction by separating.Model subtracting as taking away and separating into two groups and link to addition by recombining.See dot numbers on dice and match to numerals; look at patterns on playing cards.Make sums of money up to 20p emphasise how to exchange for a 10p coin.

Mental Work: Count up/on/back in 1s/10s, add/subtract 1s/10s Say 1 more/less than a given number Count hours and read o’clock time

Mental Work: Count up/on/back in 1s/10s, add/subtract 1s/10s Compare, talk about heights/lengths of objects Compare, talk about capacities of containers

Mental Work: Count up/on/back in 1s/10s, add/subtract 1s/10s Say 1/ 10 more/less than a given number For given coins, work out simple sums of money

Extension Work: Add/subtract 1s, 2s, 5s, 10s from numbers using

counting strategies; explain to others

Extension Work: Weigh objects with balance/cubes; record weight

in cubes, order numbers of cubes and weights

Extension Work: Make sums of money by counting out the 10p

coins and then the other coins

Autumn Term (Second half term)Week 1 Week 2 Week 3Number Number MeasurementMain Teaching: Notes/examples Main Teaching: Notes/examples Main Teaching: Notes/examples



Read simple scales in practical contexts such as a clock, ruler, tape, thermometer, scales

Identify and match numbers to positions on a number line

Count from 0 forward back on a number line in steps of 1, 2, 5, 10

Find missing numbers in given sequences with steps of 1, 2, 5, 10

Count on and back on a number line to add and subtract small numbers

Interpret the signs +, - and =

Read simple number sentences with +, - and = signs and carry out the calculations

Use signs to record simple number sentences

Solve one-step word problems involving addition or subtraction

What numbers are on our washing line, what numbers are missing? What is 1, 2 more/less than this number?This ruler has numbers from 0 to 30. Can you read aloud the numbers between 14 and 24?On the number line if this is 8 and this is 11 what numbers will we write between them?Count up in 2s from 6; now count back in 2s.On the number line I am pointing to what number? What will I point to if I add 6. Subtract 4 from 17 on the number line.Read out the these number sentences and work through them using a number line:13 + 2 = 1513 – 2 = 11Sal has 4p more than Jan; how much has Sal got if Jan has 13p?

Count from 0 forward and back on a simple scale and a number line in steps of 1, 2, 5 and 10

Add and subtract by counting on or back on a number line

Read, write and complete simple addition and subtraction number sentences using +, - and =

Generate the addition number bonds for single-digit numbers using practical resources to identify patterns

Read numbers 0 to 10 written in words and record the numbers as numerals and in words

Solve one-step word problems involving addition or subtraction

Count up and down with me on this ruler; now in 5s from 0 to 30 and in 2s. Now count in 10s. Look at the 5s and 10s on the 100 square as we count. Tell me what you notice.There are 8 counters in this box. If I add zero counters to the box. What is the number of counters in the box now?I add 4 counters to the 8 in the box. Now I take out 4 counters. How many counters are in the box?Suppose I add 6 counters and then subtract 6 counters tell me how many counters there will be in the box. Show me how we write this down.Read these calculations to me. Now work them out 13 + 5 and 18 – 5 on a number line. Tell me what you notice. Read the words: seven, five, nine. Write down the biggest/smallest number?

Compare and order objects by length, height, width; measure using a standard unit

Interpret centimetre intervals on a ruler; count 0 to 30 in 1, 2, 5, 10 centimetres

Use ruler to measure length in centimetres

Understand how a length is cut into two equal parts or halves

Make, measure and record lengths of two equal parts of given centimetre length and record as a number sentence

Recognise values of coins to 50p

Use combinations of 1p, 2p, 5p, 10p, 20p coins to make and to exchange equivalent sums of money

Work out totals of pairs of coins, write as number sentences

There are 12 pieces of string in this bag. They are all different lengths. Sort them for me: put string longer than 4 sticks in the red box; put string shorter than 2 sticks in the blue box. How long are the pieces left over? Our ruler has the numbers 0 to 30; the distances between them are called centimetres. How many centimetres wide is your book? How high is the book? Find pencils longer than 10 centimetres, how long is the shortest pencil? This strip of paper is 8 centimetres long. I fold it into 2 equal parts. If I measure them, how long do you think they will be? I have 2, 5p coins. Count how much I have in total? What coins will exchange for 2, 5p coins? Write down a number sentence for this?

Mental Work: Count forward and back in 1s, 2s, 5s and 10s Count forward in 1s and 10s beyond 100 State 1 and 10 more/less than a given number

Mental Work: Count forward and back in 1s, 2s, 5s and 10s Count forward in 1s and 10s beyond 100 State 1 and 10 more/less than a given number

Mental Work: Count forward and back within a given interval State 1cm and 10cm more/less than given lengths State 1p and 10p more/less than given amounts

Extension Work: Generate number lines for given intervals and find

the middle number

Extension Work: Use generated number bonds to solve word

problems mentally

Extension Work: Measure lengths of items in centimetres and sort Add/subtract 2p, 5p and 10p from sums of money

Autumn Term (Second half term)Week 4 Week 5 Week 6Number Geometry Number



Main Teaching: Count from 0 forward

and back on a number line in steps of 1, 2, 5 and 10

Add and subtract by counting on or back on a number line

Generate and record addition and subtraction number bonds for pairs that total up to 20

Work out the totals of doubles of numbers 0 to 10, write number sentences using +, =

Identify patterns of even/odd numbers on a 100 square

Share an even number of objects into 2 equal sets and record as an addition sentence

Relate equal sharing between 2 to finding halves of even numbers to 20

Notes/examplesStart from zero and count in 5s: 0, 5, 10, 15, 20. Now stop and count backwards. What pattern helps us to remember these numbers?On the number line, what number am I pointing to? Subtract 5 from this number. Now add 2 to the answer. Where am I pointing now?Start from zero and count in 2s: 0, 2, 4, 6, 8, 10. Now stop and count backwards. Double 5 is...; double 4 is ...; double 3 is...; Can you see a pattern between our doubles and the count in 2s numbers?I have 12 blocks. I want to make 2 equal piles of blocks. How can I do this? Now we have done it, how many blocks are there in each pile? What number sentence do we write to show this?

Main Teaching: Name common 3-D

shapes; describe their faces, edges, vertices

Describe what is the same and different about features of 3-D shapes e.g. cube, cone cuboid, pyramid, cylinder, sphere

Name common 2-D shapes; describe their sides and corners

Describe what is the same and different about features of 2-D shapes e.g. triangle, square, rectangle, kite, circle, semi-circle

Build 3-D and 2-D shapes using practical resources

Relate known shapes to shapes of packages and everyday objects

Recognise that when 2-D and 3-D shapes are moved, their shape is not affected

Notes/examplesHow many faces have this cube and this cuboid? How many edges and vertices do they each have? What is the difference between the 2 shapes?Your pyramid has 5 vertices. How many vertices has your cone?All these shapes have straight sides. Find me a shape which has curved sides.This triangle looks different to this one. What do you think is different about them?What is the name of the shape you have cut out? If I move it upside down does it look the same? Is it still the same shape? Look at my cone from here. Is it still the same cone? Build me a shape that looks like this packet but is smaller. What shapes will you use to make it?

Main Teaching: Share objects into 2

equal sets and record as addition sentence

Identify halves of even numbers

Understand that subtracting one half of an even number leaves one half, write number sentences using -, =

Determine if a given quantity is bigger or smaller than half a another quantity

Double numbers to 10 and record as an addition sentence

Link counting in 2s, to even numbers, arrays with 2 columns and doubling

Use vocabulary of halving and doubling in practical context

Solve one-step word problems involving halves and doubles

Notes/examplesThis whole box has 16 pencils. Share them into 2 equal sets. What part of the whole box do I have in this set? What is half of 16? How do we find half of the tub of 18 counters?We know 6 + 6 = 12. So what is half of 12? If I have 12 grapes and eat 6 how many grapes will I have left? How do I record this as a number sentence? What is double 6? What is double 3? What is a half of 6?Here is an array of dots in 2 columns and 10 rows. Let’s count the dots in 2s. Now do it again slowly. What is double 5/6/7...? What is half of 10/12/14.? Tim has 4 biscuits. He has half the biscuits. How many biscuits are left? How many biscuits were there at the start? Joy has double Tim’s biscuits, how many has she got?

Mental Work: Count forward and back in 1s, 2s, 5s and 10s Recall addition number bonds for totals to 10

Mental Work: Count forward and back in 1s, 2s, 5s and 10s Name shapes different sizes/different orientations

Mental Work: Recall addition number bonds for totals to 10 Count in 2s to 20 and list doubles and halves

Extension Work: Share an odd number of objects and recognise

why the object remaining cannot be shared

Extension Work: Build cuboids from cubes and count faces, edges,

vertices and number of cubes used

Extension Work: Identify halves and doubles for the multiples of 10

Spring Term (First half term)Week 1 Week 2 Week 3Number Geometry/Number/Measurement Measurement/Number



Main Teaching: Count in hundreds to

1000; count between two multiples of 100 in 10s, and between two multiples of 10 in 1s

Read numbers to 20 written in words, record and represent as numerals

Generate addition number bonds and relate to subtraction for number pairs up to 18 - 9

Work out number bonds for multiples of 10

Add and subtract by counting on or back on a number line; solve simple missing number problems

Share objects into 2 equal sets and into 4 equal sets and record as addition sentence

Use the language of halves/quarters to describe 2/4 equal sets/parts of whole

Notes/examplesOn the counting stick count in 1s from 0 to 10. The intervals on the stick are all 1s so we count in 1s. Now intervals are 10s we count from 0 in 10s.What is the number when we get to 10 10s? If the intervals are 100s what do we count in now? Let’s count in 100s from 0. What is the name for the number 10 100s?There are 13 straws in a line. If I make 2 groups like this how many straws are in each group? So 4 straws and 9 straws is how many straws? How do we write this? If I take this group of 9 away, how many are left? How do we write this? Make 2 new groups and write down the number bonds.Share these 12 counters into 4 equal groups. How many counters are in each group? What is a quarter of 12? Sharing 12 into 4 groups of 3 means we write: 3+3+3+3=12.

Main Teaching: Make whole, half and

quarter turns clockwise

Relate turns to the clockwise movement of the minute hand on a clock

Read the cycle of numbers 1 to 12 on analogue clocks; recognise how hours of time are shown by the short hour hand

Interpret the turn of the long minute hand; recognise, read and count in 5 minute intervals over a cycle of 60 minutes/1 hour

Tell the time, o’clock and half past

Count in 5 minute intervals to 15, 30; relate to quarter/half clockwise turns

Know days in a week, hours in a day, minutes in an hour

Sequence events over a day; relate to time of day in hours

Notes/examplesStand up and point at the 12. Imagine you are the big hand on a clock. Make a whole turn clockwise where are you pointing now? Now make half a turn. Where will you point if you make another half turn?The numbers in a circle on the floor are like a clock. This stick points to 12 and is the minute hand. This small stick is the hour hand. It is pointing at 5. What time is it? Now the hand is at 6. What is the time? Show me 2 o’clock.When the minute hand moves between these 2 numbers it means 5 minutes. Let’s count as I move the hand around the clock. Here is a 100 square to help count in 5s. Start o’clock, 5, 10, 15... and back to o’clock at 60.Today is Tuesday. What was it yesterday? What is it tomorrow?

Main Teaching: Compare capacities of

containers against a standard container

Interpret 10 centilitre and 1 litre markers on a measuring jug, count in 10s centilitres, from 0 to 100 (1 litre)

Compare capacities by measuring in multiples of 10 centilitres

Show that combining two equal measures of liquid doubles capacity

Measure out half and quarter of quantities of liquid and record results in multiples of 10 centilitres

Recognise values of coins to £1 and know 100p is the value of £1

Exchange £1, 50p for 10p, 20p or 5p coins

Use combinations of coins to make totals up to 100p, record as number sentences using p notation

Find halves/quarters of quantities of money

Notes/examplesCount in 10s from 0 to 100. This measuring jug has marks on a scale from 0 to 100. They are centilitres. From 0 count the centilitres. When the liquid is at one of these marks it says how many centilitres we have. At this mark, how many centilitres are in the jug?Use this jug to measure out 60 centilitres of water. Which of these 2 jugs holds 40 centilitres of water? Which of these jugs holds more than 60 centilitres? How much does the smallest jug hold? Fill these 2 jugs with 30 centilitres of water? What will happen when we put the water from the 2 jugs in here?What are these coins? Use 5p coins to make the same value as this coin.Kenny has 46p. Show me how to make 46p. He says he has 5 coins, what coins? I have 28p.I spend half. What is left?

Mental Work: Count forward and back in 1s, 2s, 5s, 10s, 100s Add/subtract quantities within numbers to 20

Mental Work: Recall days of the week, count hours in a day Make whole, half and quarter turns clockwise

Mental Work: Count forward and back in 1s, 2s, 5s, 10s, 100s Add/subtract quantities/pence within numbers to 20

Extension Work: Share out between 2 and 4 quantities of money

with 1p to 50p coins and lengths in centimetres

Extension Work: On a 100 square, identify movements between

2 numbers using language of turn and distance

Extension Work: Link money to capacity generating costs of

quantities of liquid and payments with coins

Spring Term (First half term)Week 4 Week 5 Week 6Geometry/Measurement/Statistics Number Geometry/Number/Measurement



Main Teaching: Make whole, half,

quarter and three-quarter turns about a point clockwise and anti-clockwise

Turn a common 2-D shape through whole, half and quarter turns about one of its corners

Recognise and name 2-D shapes with corners that fit into a quarter turn

Use centimetres to measure the lengths of sides of familiar 2-D shapes

Identify 2-D shapes with equal sides and those with identical corners

Describe and sort shapes by the lengths of their sides

Use a Venn diagram to sort 2-D shapes by quarter-turn corners

Notes/examplesPoint in this direction. Turn clockwise a quarter turn. Now turn half a turn clockwise. How many quarters did you turn? What anticlockwise turn takes you to the start?Write your name on the rectangle. We will use this corner to turn the rectangle Turn it half a turn clockwise; tell me what happened. Turn it back to the start. If I turn the rectangle like this, tell me about the turn.Measure the sides of this square with the ruler. What do you notice?What is different or same about the sides of this rectangle, this square? And the shapes’ corners?Stand on this corner of the rectangle. Point along this side, turn a quarter turn. Where are you pointing now? Is it the same at this corner?

Main Teaching: Read numbers to 20

written in words, record and represent as numerals

Identify, read and write, ‘teen’ and ‘ty’ numbers on a 100 square/number line

Understand that the ‘teen’ numbers are between 10 and 20

Understand that the ‘ty’ numbers always have 2-digits and end in zero

Read and record a multiple of 10, a multiple of 1 and their 2-digit sum in a number sentence

Read and record 2-digit numbers from 20 and record it as its multiple of 10, and multiple of 1

Solve problems that involve representing sums and difference with 10p and 1p coins

Notes/examplesRead these to me: sixteen, six, sixty. Which of these numbers is the biggest/smallest? Write these numbers in order.Show me: fourteen, forty, thirteen, thirty ... Tell me the last digits of numbers from ninety ... twenty?Which of these numbers has only one digit: twelve, nine, sixteen...?Write down the answers to 40 + 5 =...; 30 + 4 =...Read the number 52; now say it slowly and clap in the middle so you say 2 numbers. Let’s write down the numbers you say: 50 ‘clap’ 2. So 52 is a 50 and a 2 and we write 52 is 50 and 2. Now try it with 61. These are all 10p coins and these all 1p coins. Show me how you can make 34p with these coins. What do the 10p coins total? And the 1p’s?

Main Teaching: Fold common 2-D

shapes into halves and quarters

Recognise that a whole shape will have 2 equal halves and 4 equal quarters; recognise three quarters, and two quarters as a half

Divide a square into 4 equal parts; use parts to share a quantity of items into 4; identify, one quarter, one half and three quarters of the quantity

Fold lengths of paper into 2 and 4 equal parts and measure the whole and the parts in centimetres and record results

Use balance to halve a quantity by weight; halve each half to find quarters; confirm 4 quarters are equal; relate parts to whole

Notes/examplesCarefully fold this rectangle into 2. Are the folded shapes the same? What fraction of the rectangle is 1 folded shape? How many folded shapes in the rectangle? Fold this square to make 2 new shapes. What fraction of the square is this folded shape? What is the shape’s name? Let’s fold again. How many equal shapes now? What fraction of the square is 1 shape? The whole square has how many quarters?This strip of paper is how long? Fold it in 2 equal parts; measure each. How long is each? Fold these 2 in half; measure the 2 halves. How many pieces now make up the whole strip? What fraction of the strip is 1 of the 4 equal pieces? Write me a number sentence.

Mental Work: Make and describe the complement to whole or

half and quarter turns in both directions Use language of turn/distance/position to make

and describe movement of shapes around grid

Mental Work: Count in 100s to 1000; between two multiples of

100 in 10s, and between two multiples of 10 in 1s Partition into and combine 10s and 1s Recall addition number bonds for totals to 20


100 in 10s, and between two multiples of 10 in 1s Solve simple problems involving halves/quarters Partition numbers into and combine 10s and 1s

Extension Work: Sort and organise shapes against criteria, record

using tree or Venn diagrams

Extension Work: Add and subtract multiples of 10 and multiples of

1 to a 2-digit number

Extension Work: Link halves and quarters to costs of whole and

part quantities and payments with coins

Spring Term (Second half term)Week 1 Week 2 Week 3Number Number Number/Measurement



Main Teaching: Read and record

numbers to 20 written in words, represent as numerals

Partition 2-digit numbers into 10s and 1s and combine 10s and 1s into a 2-digit number

Add and subtract by counting on or back on a number line and using a 100 square

Generate addition number bonds and relate to subtraction for number pairs up to 18 – 9, 14 – 8

Solve simple missing number problems involving addition and subtraction

Record and complete number sentences with +, - and =

Solve one-step problems involving addition and subtraction

Notes/examplesWrite down in words the numbers twenty, thirteen and seven; write the numerals next to themRead this number: 38. To get to 38 we count in 10s from 0 to 30. Now in 1s from 30 to 38. Tell me how we would count like this to numbers: 45, 81Read this number: 53. Tell me the numbers we would get if we counted up in 10s and then 1s.If I count on in 10s to 40 and then in 1s to 6 what number will this give me?Work out: 9 + 1, 9 + 2, up to 9 + 9. Let’s take away what we added: 10 - 1, 11 - 2 ... Write down the number sentences. Tell me what you notice. So if we know 3+2 =5 what take away can we write down?What number goes in the boxes: 6+3 = □; 8+□=12;□-5=10; 9=□+7; 4=□-3.

Main Teaching: Generate repeating

patterns of 2s, 5s,10s using practical resources and arrays

Use counting strategies to carry out repeated addition of 2s, 5s and 10s

Calculate and record in number sentences to show repeated addition of equal groups; begin to use language of grouping and multiplication

Share objects and quantities into 2, 3, 4 or 5 equal groups

Calculate and record sharing in number sentences to show repeated addition of equal shares; begin to use language of sharing and division

Solve simple problems involving repeated addition and equal sharing

Notes/examplesThis grid has how many rows? How many columns? Work out how many counters you need to put a counter in each box in the grid. How many more counters do you need to add 2 more columns: 5 more rows? What is 5+5+5+5+5+5? Make an array to show it. How many in each row? How many columns? Count the array with me. Tell me a sentence for your array: “there are 6 rows of 5”. For this array what is the sentence. Write down the repeated addition sentence for the array and work it out.Share these blocks into 3 equal groups. How many in each group? Make the blocks into an array with 3 blocks in each row. How many columns are there in the array? Write down the addition sentence for the array.

Main Teaching: Read the numbers

used to record days in a month and years

Relate months and dates to key events, birthdays and ages

Sequence events over a week, month and year

Read times to the hour and half hour

Read simple scales with defined intervals of 1 and 10

Recognise grams and 1 kilogram markers on the intervals on simple weighing scales

Use scales to weigh quantities in multiples of 100 grams up to1 kilogram weight

Find half a kilogram weight and relate to marker on scale

Solve simple problems involving measuring weights

Notes/examplesHere’s a calendar for this year. What month is it? Here is January. What month is next? Read the months with me. Whose birthday is in May/July? Are there any other months that are special? When is Christmas? How many days are in January? What day is today? Let’s find today on the calendar. What day is it tomorrow? What is the first day of the week?We use scales like this to weigh objects. The scales have numbers in 100 on it to find where the needle points. This object points to 300 so it weighs 300 grams. Count round the scales in 100s. When we get to end we have 1 kilogram. What number is half way? How many grams is that? What is the weight of these objects in grams? Which is heaviest/lightest?

Mental Work: Count in 100s to 1000; in 10s, 5s and 2s Use counting to partition 2-digit numbers Recall addition number bonds for totals to 18

Mental Work: Count in 100s to 1000; in 10s, 5s and 2s Recall addition number bonds for totals to 18 Describe an array as a repeated addition

Mental work: Read dates and times in half hour intervals Recall sequences of months and days of week Use counting to partition 2-digit numbers

Extension Work: Read 10s numbers written in words, record and

represent as numerals

Extension Work: Extend use of repeated addition to describe

arrays with any number of rows up to 10

Extension Work: Use units of weight, grams and kilograms in

everyday context

Spring Term (Second half term)Week 4 Week 5 Week 6 Number/Statistics/Measurement Geometry Number



Main Teaching: Read and generate

lists showing costs of items in pence

Sort listed items by their costs; determine the coins that can be used for payments

Make a simple shopping list with costs and find total spend in pence

Read, generate simple timetables for a day where time is shown in hours or half hours

Take measurements of length, weight or capacity of items and present in a table to show results

Make a table to show the number of edges, faces, vertices of familiar 3-D shapes

Solve one-step problems involving reading/interpreting information shown in a table or list

Notes/examplesWhat does this shop sell? How much are these? Make me a shopping list of things to buy. Say how much each item costs. Tell me what these items on this list cost. How many coins could we use to pay for this? What can I buy if I have 60p? Is this too expensive for me? Choose 4 items to buy. Work out how much money you will need. Order items, the most expensive first.Here are times the library opens and closes each day. When does it open/close? On which day is it closed? Which day is it open longest?Weigh these food items; make a list to show what they weigh in grams.This says the bus comes every hour and half hour from 10 to 5 o’clock. Make a timetable to show the times of the buses.

Main Teaching: Make whole, half and

quarter turns about a point, link to the 4 points of a compass and to the movement of hands on a clock

Identify, name 2-D shapes with quarter-turn corners; sort shapes against given criterion

Use templates to draw, make patterns with 2-D shapes

Begin to recognise and name common 3-D shapes from their pictures

Build a 3-D shape out of bricks; replicate shapes from pictures of other simple models

Describe where an object is on a grid or plane referring to the edges of sheet/grid

Describe a short, familiar journey using language of direction

Notes/examplesThis direction is where the sun starts the day. It is called east. This is south, west and north. Stand and point south. Turn clockwise a quarter turn. Which direction are you pointing? Turn to point north. What fraction did you turn through?Make a big rectangular shape with these squares. How many squares did you use? How many squares did you fit around this point, and that point? If we stand on this point how many sides join? If we turn from this side to the next what fraction of a whole turn will we turn?Here are pictures of shapes we have in the classroom. Can you find them for me? Put the red toy 3 squares along and 5 up from here. Tell me where to place the blue toy on the grid?

Main Teaching: Generate addition

number bonds to 18,relate to subtraction for number pairs

Calculate totals to repeated addition of equal groups; use language of grouping and multiplication

Share items and quantities into equal groups; record size and number of equal groups and total in number sentences

Calculate and record sharing as number sentence showing the repeated addition of the equal shares and use language of sharing and division

Solve simple problems involving repeated addition and equal sharing

Recognise when there are items left after equal sharing; identify remainders

Notes/examplesYou’ve worked out number bonds for 13, today do it for 15 and write down a subtraction sentence for each pair.There are 3 pebbles on each of the 4 plates. How do we write this as a repeated addition? Work out the answer to 6 plates of 2 pebbles? Record as: equal groups of items makes a total Share 20 counters into 5 equal groups. Tell me how many counters there are in each group. Put the numbers in the empty boxes to record your sharing: shared into equal groups makes groups of Share these 11 cubes into 3 equal groups. Are the groups all the same size? There are 2 cubes left we cannot share out equally. Share 15 cubes into 3 equal groups. Are any cubes left this time?


100 in 10s, and between two multiples of 10 in 1s Add and subtract a 1-digit number to/from a 2-

digit number

Mental work: Count in half/quarter turns, relate to whole turns Identify 2-D and 3-D shapes from pictures and

descriptions Describe observed movement/position of objects

Mental work: Memorise and recall number bonds to 10 Count forward from 0 and back in 2s, 5s, 10s Count in 2s to 20 and list doubles and halves

Extension Work: Read, generate simple timetables covering a

week highlighting days and hours of key events

Extension Work: Give instructions to move a robot/toy from one

position to another

Extension Work: Begin to interpret an array in two ways by

interchanging the columns and rows

Summer Term (First half term)Week 1 Week 2 Week 3 Number/Measurement Geometry Number/Measurement



Main Teaching: Recognise values of

coins, 1p to £2, order coins and know 100p has the value £1

Use coins to represent/generate number bonds to 18; record in p notation

Buy items and give change from any coin

Count out a given number of 1p, 2p, 5p or 10p coins

Count out 2-digit sums of money using 10p and 1p coins; relate to partitioning of 2-digit numbers into 10s, 1s

Add and subtract sums of money involving 1-digit and 2-digit numbers counting on and back in 10s and 1s

Solve one-step word and missing number problems in the context of money

Notes/examplesWhat is the value of this coin? How many 10p coins will give the same value? Count up in 10p coins to get this total.Show me 2 coins that make 11p. Write this down as 10p+1p=11p. Can we use another set of coins to make 11p?I have a 50p coin and spend 45p. What change do I get? Now I have a £2 coin. How many pence is that? I spend £1 and 50p. What is my change?Count these 10p and 1p coins for me. How much is all that in pence?What is 15p+6p? What coins could we use to make this total? What is 19p-5p? Can you make 19p using some 5p coins? How many 5p coins do we take away?I put 1 coin in this bag. When I add 2p to it I get 7p. What is the coin?

Main Teaching: Construct new 2-D

shapes using 1 or 2 familiar shapes as templates; count and record the number of sides, corners

Identify a common 2-D shape from its description in words

Begin to recognise and name common 3-D shapes from their pictures

Begin to recognise and name faces on common 3-D shapes

Build ‘wire-frame’ versions of common 3-D shapes

Describe position of objects on a grid or plane, referring to the edges of sheet/grid

Listen to a story that involves movement around a simple map or grid and replicate the moves to identify positions

Notes/examplesWhat are these shapes? Can we fit together 2 edges so there is no overlap? How many edges/corners on our new shape?My shape has 4 straight sides and some of them are equal, what can it be? If all its side were equal what is my shape?What is this shape?Can you find one like it in the shape box?How far along and up the sheet is this? Where is my toy on this grid? How far along and how far up? Let’s count the squares. Now move it so it is 4 squares along and 6 squares up.I start here. I go up 12 units and turn clockwise a quarter turn. Now a go forward 8 units and turn clockwise a quarter turn and move forward 6 units. Where am I?

Main Teaching: Read and record

times using o’clock and half hours

Know that there are 60 minutes in 1 hour and 60 seconds in a minute; use a simple stop watch to time short events

Count in 5 minute intervals to 15, 30, 60 relate to half, quarter and three-quarter clockwise turns

Understand how the minute hand turns through 5 minute intervals while the same intervals represent an hour for the hour hand

Read and record dates recognising the day, month and year

Solve simple word, practical problems involving sequencing events over a time interval

Notes/examplesWhat is the time on the clock? If I move the minute hand to the top and the hour hand to 7, what is the time?Count in 5s from the top of the clock. Say minutes as you count. Stop now we are at 15 minutes what has the minute hand turned through?This is 4 o’clock. If the minute hand turns 5 minutes where will it point? Back to 4 o’clock. If the hour hand turns to 5 what is the time? How long will have passed?What day is it today? What number day is it in the month? What month is it? What is the year? We write today’s date like this. How will we write tomorrow’s date? What changes what stays the same? What is the next month? What was the year last year?

Mental Work: Memorise and recall number bonds to 10 Count groups of sounds, or seen items that

cannot be touched and moved

Mental Work: Use the language of direction to describe the

movement of an object on a grid Count in 5s, 10s or 100s along intervals on scales

Mental Work: Count forward and back in 1s, 2s, 5s, 10s, 100s Read times on clock, on the hour and half hour Count in intervals of half hour, quarter hour

Extension Work: Use combinations of 1p, 2p, 5p, 10p and 20p

coins to count out amounts of money

Extension Work: Recognise, show and describe how given shapes

can be constructed using other given shapes

Extension Work: Read a time line that shows the hours and half

hours over a day and use to show events

Summer Term (First half term)Week 4 Week 5 Week 6 Number Number/Measurement Measurement/StatisticsMain Teaching: Notes/examples Main Teaching: Notes/examples Main Teaching: Notes/examples



Begin to memorise and recall addition number bonds to 18 and generate related subtraction facts

Partition numbers 20 to 100 into 10s, 1s

Use number lines and bonds to add and subtract pairs of numbers up to 18 and 2 multiples of 10

Count in 2s, 5s, 10s; calculate totals to repeated addition of equal groups; use language of grouping and multiplication

Share quantities into equal groups with no remainders, record as repeated addition

Recognise that sharing into 2 or 4 equal groups give halves or quarters

Find halves of quantities using equal sharing into 2 groups

How many boxes can you see? What + number bond does it represent? (6+2=8). Tell me a take away fact. (8-2=6). What is 6+1; what is 8-3? Add 1 box at the front. What is the number bond now? Put 1 box at the end? Let’s add 2 boxes...?Read the number 87; say it slowly and pause in the middle: 80 ‘pause’ 7 so 87 is 80 and 7; write the numbers like this: 87 80 + 7Say and record for: 78; 24, 42; 53, 35; ...Count in 5s from 0. Stop. How many 5s did we count? So 5+5+5+5=20. We say 4 fives are 20.Now work out 2+2+2+2+2Use a 4 ‘share mat’ to share 8 counters equally. What fraction is one of the equal shares?


Partition numbers to 100 into 10s, 1s

Use number lines and bonds to add and subtract pairs of numbers up to totals of 20 and 2 multiples of 10 or 100 in context

Find halves/quarters of quantities using equal sharing into 2 or 4 groups with no remainders

Identify any items left after equal sharing; recognise that halving odd numbers leaves a remainder 1

Solve simple money problems involving sharing with no remainders, using 1p, 2p, 5p, 10p or 20p coins

What is 7 add 2? Find the totals of 7+3; 7+4... Sue has 9 stickers. She gives 3 to Pin. Sue has how many stickers left? A pencil is 16 centimetres long. After use it is now 9 centimetres long. How much shorter is it? Share equally 7 1p coins between 2. What has happened? Can we share out equally 9, 11... coins?Use the 2 ‘share mat’ and 10p coins to work out half of 60p. Use these 5p coins and a 4 ‘share mat’ to work out a quarter of 20p?

Max shares 16 1p coins into 5 equal groups. How many 1p coins are left? He starts again and now shares the 16 1p coins into 4 equal groups. How many 1p coins are there in each group?

Use scales to weigh quantities in multiples of 100 grams up to1 kilogram weight

Use containers to measure capacity in multiples of 10 centilitres up to 1 litre capacity

Compare, sort, order items by their weight or capacity


Collect information, make and complete simple tables and lists

Use and interpret information in a table or list to explain observations and solve problems

Solve simple problems involving measuring/comparing weights/capacities

Weigh these bags. Sort them into those that: weigh 200 grams; weigh more than 200 grams; are lighter than 200 grams.My beaker holds 10 centilitres. Explain how to use my beaker to find out how much water the jugs will hold? How many of my beakers will fill this jug? Is it the biggest jug? Let’s count in 10s to predict the jug’s capacity?I roll 2 dice and get 4 and 5. My score is 4+5= 9. I put a dot in the 9 row in my table. You do this 12 times and fill in a table. Who scored 12? How do we score 12? Any 1 or 14 scores? Who scored 3...?List the numbers 8 to 21. How many in the list? Count in 2s from 12 and cross out these numbers. How many numbers are left? Now list 5 to 18 and cross out the 2s.What can you tell me?

Mental Work: Count forward and back in 1s, 2s, 5s, 10s, 100s Count in time intervals of half hour and quarter

hour using language of mornings and afternoons

Mental Work: Memorise and recall number bonds to 18 Add and subtract a 1-digit number to/from a 2-digit

number

Mental Work: Memorise and recall number bonds to 18 Add and subtract a 1-digit number to/from a 2-digit

numberExtension Work: Begin to sort and order times in hours, half and

quarter hours over 12 hour or 24 hour periods

Extension Work: Begin to scale up given halves and quarter parts

into the whole

Extension Work: Read and use partially numbered scales when

measuring length, capacity and weight

Summer Term (Second half term)Week 1 Week 2 Week 3Number/Measurement Number Number/MeasurementMain Teaching: Notes/examples Main Teaching: Notes/examples Main Teaching: Notes/examples



Read centimetre values on a ruler, tape and metre stick; use to count in 1, 2, 5 and 10 to 100 centimetres (1 metre)

Use a ruler to measure length in centimetres and to order small objects by length or height

Use a metre stick to measure lengths in metres and to order, compare large objects by length

Recognise when to measure objects in centimetres or metres

Solve one-step problems that involve adding/subtracting 2 lengths/heights in centimetres or metres

Solve simple missing number problems in the context of measures of length

Measure in centimetres the 5 lengths of card. Put them in order. Use your ruler to measure and cut lengths of card that will fit between pairs of cards. Use this metre stick to measure the size of the classroom, hall, doors, tables... in metres. How much longer was the hall than the classroom? The doors, tables are what shape? If we joined 3 tables together, that table would be how long? How many tables would we need to make a table as wide as the classroom?Tell me what we might measure in centimetres and measure in metres.Find 12 centimetres on the ruler. What do I add to this to get 18 centimetres? I cut 8 centimetres off my card. I now have 5 centimetres. How long was my card?


Represent, record and use addition number bonds within 20 to carry out calculations involving addition and subtraction

Read and write in numerals numbers to 100 and the numbers to 20 in words

Partition 2-digit numbers into 10s, 1s; show how 11, 12 and the ‘teens’ are partitioned

Find halves/quarters of quantities using equal sharing into 2/4 groups with no remainders

Solve problems involving addition, subtraction, halving

What is 6+4? What is 16+4? What is 10-4 and 20-4? Work out 7+3, 17+3, 10-3, 20-3. What other number bonds for 10 and 20 can we use? Read these to me: fourteen, four, forty; twelve, two, twenty. Write these numbers in order.Read the number 51; say it slowly and pause in the middle: 50 ‘pause’ 1; partition the numbers as:

5150 + 1

How do we partition 15? Partition 41, 14; 81, 18.Use ‘share mats’ to work out one half and one quarter of 16 counters?

What is one quarter of 16? What are two quarters and three quarters of 16? Work out halves, quarters of 20, 24

Read 10 centilitre marks on a simple measuring jug; count in 2, 5, 10 centilitres

Use scaled container to measure capacity in multiples of 10 centilitres up to 1 litre; order containers by capacity

Read 1, 10, 100 gram and 1 kilogram values on simple weighing scales; count in 2, 5, 10, 100 grams

Use scales to weigh quantities in multiples of 100 grams up to1 kilogram; order objects by weight

Double and half quantities measured in centilitres or grams

Solve one-step problems that involve adding/subtracting 2 capacities/weights in centilitres/grams

One container has 40 centilitres of water in it and the other has 80 centilitres. How much water is that altogether? I scoop 50 centilitres of water out of a container holding 130 centilitres, how much water is left?Jan drinks 20 centilitre of orange juice every day. How many days will a bottle holding 100 centilitres last her?Li’s banana weighs 300 grams; Gill’s pear weighs 200 grams. Which is heavier? Together, what will they weigh? How much lighter is Li’s pear?A small apple weighs 100 grams what will a bag of 7 small apples weigh?Weigh 1 pack of pegs. How heavy will 2 packs weigh? These 2 oranges weigh 400 grams. What will 1 orange weigh; and 3 oranges?

Mental Work: Memorise and recall number bonds to 18 Demonstrate turns about a point, clockwise and

anticlockwise and count aloud in quarter, half, three quarter and whole turns

Mental Work: Memorise and recall number bonds to 18 Partition 2-digit numbers into 10s and 1s Add and subtract 1s and 10s to/from a 2-digit

number

Mental Work: Count in 2, 5, 10 and 100 centilitres, grams or

centimetres Memorise and recall number bonds to 18 Double numbers to 10; halve results

Extension Work: Use a metre stick to measure length in metres

and multiples of 10 centimetres

Extension Work: Add and subtract a number from 11 to 20 to/from

a 2-digit number by partitioning and adding the 10s and 1s

Extension Work: Read 5 centilitre marks on a measuring jug and

use to measure capacity; use scales to weigh quantities in multiples of 50 grams up to1 kilogram

Summer Term (Second half term)Week 4 Week 5 Week 6 Number Geometry NumberMain Teaching: Notes/examples Main Teaching: Notes/examples Main Teaching: Notes/examples



Read and write in numerals numbers to 100 and the numbers to 20 in words

Count in multiples of 2, 5, 10 and 100; state 1 or 10 more or less than a number

Memorise and recall addition number bonds to 18 and generate related subtraction facts

Record and use addition number bonds to carry out calculations involving addition/subtraction

Solve one-step word problems that involve addition, subtraction, repeated addition and sharing into equal groups

Explain reasoning to solve problems that involve missing quantities or numbers in number sentences

Show me on my numbers-in-words chart the numbers 12, 4, 18. Show me the number 1 more/less than seven. Hold up the number in words that is ten less than fifteen, eleven.Tell me a number bond for 12. If 6+6=12 what is 12-6? What is 7+6? What other addition number bonds can you tell me?What is7-3= ? What other number bonds for 7 can your recall? 7-4=3 What is 17-3= , 17-4=??These 4 pieces of string are all 5 centimetres long. How long was the piece of string I started with? This cup has 13p in it but I started with 18p so what is the value of the coin I have taken out?You said 11-7=4. Can you tell me why 11-4=7?What is 5+5? Explain how to work out 6+6.

Recognise and name 2-D and 3-D shapes placed in different orientations and of different sizes

Name and compare the shapes of everyday items and familiar 3-D shapes from their pictures

Construct and describe repeating patterns that use common shapes

Describe turns about a point – whole, half, quarter, three-quarter turns, both directions

Generate patterns using movement and describe initial, interim and final positions

Play simple games on grids that involve movement; describe directions, lengths of move, positions; give reasons for a move

Name these shapes:

And name these shapes:

Is there an odd one out? What is it? Why is it not a triangle too?My shopping bag has these items in it. What are the shapes?What is this shape? Is it a cube? Why not?You can each move your counter 1 square at a time left or right, up or down, to get across the board. You must say your move before you make it. The 2 counters must not be next to each other as you move. Who will win?

Double a number up to 10 and halve the result; relate to finding the middle number on a number line that starts at 0

Find halves and quarters of quantities and familiar shapes

Memorise and recall addition number bonds to 18 and generate related subtraction facts

Use addition number bonds to carry out calculations involving addition/subtraction

Solve one-step word problems that involve addition, subtraction, repeated addition and sharing into equal groups

Explain reasoning to solve problems that involve missing quantities or numbers in number sentences

What is 3+3? What is double 3? What is half of 6? On the number line this is 0 and this is 7. Where is double 7? What is the middle number between 0 and 14?Show me how to find one quarter of: 8 counters; 20p made up of 2p coins; this strip of paper?Cass wants to share £1 between 5 friends. How many 10p coins can she exchange for her £1 coin? How does she share her money out?Here are some missing number problems:8-3 = ; 9-3= ; 10-3= ;8-5 = ; 9-6= ; 10-7= ;8-6 = ; 8-5= ; 8-4= ;8-6 = ; 9-6= ; 10-6= .What do you notice about the answers?Ping has 6 oranges in a bag. Each orange weighs 50 grams. How much does Ping’s bag weigh?

Mental Work: Count in 5, 10, 100 centilitres, grams, centimetres Memorise and recall number bonds to 18 Add/subtract 1s and 10s to/from 2-digit number

Mental Work: Identify partially hidden objects from what can be

seen; name and describe their shapes Double a number up to 10 and halve the result

Mental Work: Memorise and recall number bonds to 18 Add/subtract 1s and 10s to/from 2-digit number Double a number up to 10 and halve the result

Extension Work: Begin to read the multiples of 10 to 100 written in

words and numerals

Extension Work: Make a path on a grid, generating simple rules for

movements that takes the path to its starting point

Extension Work:Extend and generate additional sequences of missing number problems such as:8-3 = ; 9-3= ; 10-3= ...


Documents

Securing Progress in Mathematics Scheme of Work for Year 1 Web viewScheme of Work: Mathematics Year 1 ... ask questions to check understanding; ... Tell the time, o’clock and half