YEAR 1 - Norfolk&Suffolk Hub · PDF fileand funded by the Norfolk and Suffolk Maths Hub....

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No

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Assessm

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ond

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row

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ww

w.N

RIC

H.m

ath

s.o

rg w

ww

.ncetm

.org

.uk

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rmatio

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nd to

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Ove

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w o

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Big

ide

as

in Y

ea

r 1

1.

Co

un

t, com

pa

re a

nd

ord

er n

um

be

rs (u

p to

100

).

2.

Re

co

gn

ise

and

use

the p

ositio

na

l an

d a

dd

itive a

sp

ects

of p

lace

va

lue (to

at le

ast 2

0).

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ve

lop

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be

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tal c

alc

ula

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4.

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d a

nd s

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ct n

um

be

rs, re

co

gn

isin

g th

at th

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are

inve

rse

op

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tion

s (u

p to

20

).

5.

Mu

ltiply

an

d d

ivid

e n

um

be

rs, re

co

gn

isin

g th

at th

ese

are

inve

rse

opera

tion

s (u

sin

g c

on

cre

te

an

d p

icto

rial re

pre

se

nta

tion

s).

6.

Use

alg

eb

ra to

exp

ress p

atte

rns a

nd

gen

era

lisa

tion

s w

ithin

ma

them

atic

s.

7.

(a) R

eco

gn

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fractio

ns o

f sha

pe

s, o

bje

cts

and

qu

an

tities (h

alv

es a

nd

qu

arte

rs).

8.

Be

com

e fa

milia

r with

a v

arie

ty o

f un

its o

f me

asu

re to

an

app

rop

riate

leve

l of a

ccu

racy.

9.

Re

co

gn

ise

and

use

the p

rop

ertie

s o

f sh

ap

es, in

clu

din

g p

ositio

n a

nd d

irectio

n.

10

. C

olle

ct, o

rga

nis

e a

nd in

terp

ret d

ata

.

For m

ore

info

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n a

nd to

mak

e a

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g

ww

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10

Year 1

Big idea 1: Count, compare and order numbers (up to 100)

Fluency Reasoning Problem solving

Exemplification of fluency

• Demonstrate secure one to one correspondence, cardinality and conservation of number

• Count on and back in ones from any start number

• Know the next and previous number in the sequence

• Order numbers from smallest to largest

• Identify one more and one less

• Represent numbers conceptually

• Represent numbers pictorially

• Represent the same number in different way

• Partition numbers in different ways

Exemplification of reasoning

• Use mathematical language more than, less than and equal to when comparing numbers

• Subitize small quantities and compare them

• Use counting in twos to identify even and odd numbers

• Link counting to ordering 1st, 2

nd, 3

rd…

Exemplification of problem solving

• Fill in missing numbers in a sequence, for example on a number line or 100 square. Explain how they know

• Recognise and continue patterns in a counting sequence

• Use apparatus and/or diagrams to represent problems and organise thinking

For more information and to make a booking

www.educatorsolutions.org.uk or call 01603 307710

Year 1


Possible activities to exemplify fluency

• What is the next number after 7?

• What is the number before 5?

• Put these numbers in order from smallest to largest: 7, 2, 5, 12

• Show me 5. Find another way, and another…

• Partition 5 in different ways, recognising what is the same and what is different.

Possible activities to exemplify reasoning

• Count with a puppet, recognising and explaining mistakes

• Count in twos e.g. counting socks, shoes, pairs of wellies, animal’s legs to recognise even numbers

• Use counting in twos to answer true/false questions: If you start at 2 and count in twos, will you say 9?

• Explain choice of an odd one out from a group of numbers. Explain why someone chose a different odd one out.

• Point to the fourth object in the line. How do you know?

• Use Do, then explain activities eg are there more red ones than green ones? How can you find out? Source: NCETM Progression maps https://www.ncetm.org.uk/resources/42990

Possible activities to exemplify problem solving

• Complete the missing number (counting

in ones)

Source: NCETM Y1 Mastery assessment https://www.ncetm.org.uk/resources/46689



Year 1


• Compare amounts. What’s the same? What’s different? Eg: Compare bead strings and notice: One has 9 beads and the other has 6 beads. 9 is 3 more than 6. 6 is 3 less than


• Use numicon/cuisinairre or other resources to represent different numbers and sequences

• Same Length Trains

Source: http://NRICH.maths.org/4332

• Dotty Six


• Cube Bricks and Daisy Chains




Big idea 2:

Recognise and use the positional and additive aspects of place value (to at least 20)


Exemplification of fluency • Recognise positional place value

e.g. the digit 2 in 21 has a value of

20

• Recognise additive place value

e.g.21 is 20 (tens) + 1 (ones) and

10 + 10 + 1

• Partition two-digit numbers in

different ways using tens and ones

• Demonstrate positional or additive

place value through representing

numbers pictorially or conceptually


• Explain the value of each digit in a two-digit number

• Use positional place value to order numbers, looking at the digits from left to right

• Use additive place value to partition numbers to add and subtract

• Use apparatus in tens and ones and pictures/marks to reason about numbers


• Use place value to fill in missing

numbers in a sequence, for example on

a number line or 100 square

• Use knowledge of place value

(positional and additive) to solve

problems

• Use apparatus and/or diagrams to

represent problems and organise

thinking



Big idea 2:


Possible activities to exemplify fluency • Partition a two-digit number into

tens and ones using apparatus and arrow cards

• Create a two-digit number using apparatus in tens and ones and/or arrow cards

• Read two-digit numbers from a Gattegno chart

• How many tens are there in 24? How do you know?

• Think of a number. • What is 10 more, 10 less than your

number? 11 more, 11 less than your number?

• Source: NCETM Y1 Mastery assessment https://www.ncetm.org.uk/resources/46689

Butterfly Flowers



• 10 less than my number is 24. What is my number? Source: NCETM Progression maps https://www.ncetm.org.uk/resources/42990

• What comes next?

10 + 1 = 11 10 + 2 = 12

10 + 3 = 13

• Given a bank of 4 digits, make numbers according to set criteria such as less than 20, more than 30, closest to 25, between 30 and 40 etc. What is the largest two-digit number you can make? What is the smallest? Explain your thinking.

• Complete the missing numbers in a horizontal/ vertical cross as on a 100 square.

• 6 Beads Source: http://NRICH.maths.org/152

Possible activities to exemplify problem

solving

• 45, 54 What is the same, what is

different?

• Source: NCETM Y1 Mastery

assessment

https://www.ncetm.org.uk/resources/46689

• Two-digit Targets


• Largest Even




Big idea 2:


• Snail 100


• What Number? Source: http://NRICH.maths.org/984

• Five Steps to 50




Big idea 3:

Develop number sense to support mental calculation



• Count in ones, forwards and back, from any number

• Count in multiples of twos, fives and tens, recognising the pattern of the numbers

• Represent the same number in different ways

• Partition numbers in different ways, seeing numbers within numbers and recognising part whole relationships

• Recognise and continue patterns in numbers

• Sort and order numbers

• Use doubles and near doubles


• Partition numbers in different ways (eg. 5 = 2 + 3 and 2 + 2 + 1)

• Recognise 9 and 11 as near ten, 19 and 11 as near 20

• Recognise near bonds for 10 and near doubles

• Use number bonds for 10 to create number bonds for 20

• Have a mental picture of the number system to use for calculation and to justify the place value of numbers

• Use pictures/marks to reason about an answer


• Use apparatus and/or diagrams to represent problems and organise thinking

• Use patterns and relationships between numbers to solve problems

• Recognise that there is more than one possible solution and find them all

• Solve the same problem in different ways



Big idea 3:



• Use diagrams to show numbers within numbers

• How many different ways can you partition 15?

• What else do you know?



• I know that 6 + 4 = 10. How do I find out 6 + 5?

• Continue the pattern: 10 + 6 = 16

11 + 5 = 16

Make a similar pattern for 14

• I have two even numbers with a difference of 3. What could they be? Find another solution.

• 5 + 2 = 2 + 5 true or false?

• Which numbers are between 13 and 19?

• Which of these has a total less than 15? 10 + 5; 11 + 5; 9 + 5.

• Find the missing numbers. Use apparatus to help you. 9 + □ = 17

18 - □ = 12


solving

• What Could It Be?


• Pairs of Numbers




Big idea 3:


• One Big Triangle

Source: http://

NRICH.maths.org/192

• Ten Frame Games, article

Source: http://

NRICH.maths.org/10742

• All Change


• Ladybirds in the Garden




Big idea 4:

Add and subtract numbers, recognising that these are inverse operations (up to 20)


Exemplification of fluency • Read, write and interpret

mathematical statements involving addition +, subtraction – and equals = signs

• Recall, represent and use all number bonds to and within 10, extending to 20

• Add and subtract one-digit and two digit numbers to 20, including 0

• Understand the effect of adding or subtracting zero

• Add and subtract using concrete objects and/or pictorial representations

• Begin to recognise addition and subtraction as inverse operations


• Use mathematical language of add, take-

away, subtract, difference, equals

• Explain what addition and subtraction are

• Partition numbers in different ways to support addition and subtraction

• Exemplify a number sentence in a variety of ways

• Use a variety of jottings to explain thinking


• Use objects to count out and explain the problem

• Work systematically and logically to solve a problem

• Find possibilities within a problem

• Solve missing number problems using concrete objects, pictorial representations and mentally

• Use reasoning about addition and subtraction to solve number problems



Big idea 4:


Possible activities to exemplify fluency • Use the pattern to complete the

number sentences. 0 + 5 = 5

1 + □ = 5

2 + □ = 5

3 + □ = 5

4 + □ = 5

5 + □ = 5

Do the same for 6, 7, 8, 9 and 10

• Solve simple addition and subtraction number statements, using apparatus or jottings for support

• Model simple word problems with apparatus, the bar model or use a number line to find a solution e.g. Tom has 5 more stickers than Sarah. Sarah has 12 stickers, how many does Tom have?

• Source: NCETM Y1 Mastery assessment https://www.ncetm.org.uk/resources/46689

Possible activities to exemplify reasoning • Conjecture about the possible questions to

the answer 7. 5 + 2 = 7

2 + 5 =7

7 = 5 + 2

7 = 2 + 5

7 = 10 – 3 and so on

• Find all 8 number statements in a fact family, using apparatus for support 5 + 2 = 7

2 + 5 =7

7 = 5 + 2

7 = 2 + 5

7 - 5 = 2

7 – 2 = 5

5 = 7 – 2

2 = 7 – 5

• What number statements link the numbers 7, 8 and 15?

• Use another fact in the same family, for example 9 + 7 = 16, so 16 – 7 must be 9

• If you add 0 to a number, the total stays the same. Do you agree?

Possible activities to exemplify problem solving • Use the bar model to support finding a

missing number or multiple solutions

• What was in the box?


• Number lines


• Incy wincey spider Source: http://NRICH.maths.org/8389



Big idea 4:


• Continue the pattern: 19 - 6 = 13

18 - 5 = 13

17 – 4 = 13

Continue the pattern. Make a similar pattern for 14

• Write the missing symbols, + - or =

7 □ 4 □ 11

15 □ 7 □ 8

• Two Dice


• Sort Them Out Source: http://NRICH.maths.org/6885

• 2, 4, 6, 8

Source: http://NRICH.maths.org/175/

note

• 4 Dom


note



Big idea 4:


• Number crosses

• Number Crosses

Source: NCETM Y1 Mastery

assessment

https://www.ncetm.org.uk/

resources/46689



Big idea 5:

Multiply and divide numbers, recognising that these are inverse operations (using concrete and

pictorial representations)


Exemplification of fluency • Ensure one to one correspondence

skills are well developed

• Arrange objects into equal groups and arrays

• Find double a number and half of an even number

• Count in 2s, 5s and 10s using a variety of resources to find a total

• Use number lines to count in steps of 2, 5 and 10, forwards and back

• Recognise division as grouping and sharing

• Begin to recognise multiplication and division as inverse operations, including and double and half


• Begin to use the mathematical language of multiplication and division: group, grouping, share, array, multiplied by, divided by, share, shared between, sets, double, half

• Explain how you can group the same quantity in different ways

• Explain how an answer can be reached in a number of ways

• Use pictures and marks to demonstrate and explain thinking

• Make connections between arrays, number patterns and counting in twos, fives and tens

• Systematically count in 2s, 5s and 10s to find the total


• Use equal groups and share items out in play and problem solving

• Use concrete objects, pictorial representations and arrays to solve one step multiplication and division problems

• Work on practical problem solving activities involving equal sets or groups and conjecture about results



Big idea 5:




• Use concrete objects to answer questions such as: What is double 4?

What is half of 6?

• Count in 2s e.g. counting socks, shoes, animal’s legs… Count in 5s e.g. counting fingers, fingers in gloves, toes…Count in 10s e.g. fingers, toes…to find the total and to complete number patterns Source: NCETM Y1 Mastery assessment https://www.ncetm.org.uk/resources/46689


• Captain Conjecture says, ‘I can double any number, but I can only halve some numbers’.

• Convince me that you can find the total number is an array by repeated addition: 5 + 5 + 5 = 15 or 3 + 3 + 3 + 3 + 3 = 15

• Counting in twos, fives or tens, identify the missing multiple in a sequence such as 5, 10, 15, 20, □, □, □, 40.

• There are 3 sweets in one bag. Explain how

many sweets are there in 5 bags.

• There are 10 Lego people. 2 people can fit in each car. How many cars are needed for all the people?

• 8 sweets are shared between 2 people. Convince me they have 4 each.

• If I start at 2 and count in twos, will I say 23? Convince me.

• If I start at 5 and count in fives, I will say 54.

True or false?


• Solve practical problems involving sharing, including distributing cards when playing a game, putting objects onto plates, into cups, hoops etc.

• Doubling Fives


• Share Bears Source: http://NRICH.maths.org/2358

• Lots of Biscuits Source: http://NRICH.maths.org/6883/note



Big idea 5:



• Use apparatus to solve simple word problems such as: There are 12 crocus bulbs. Plant 3 in each pot. How many pots do you need?

Jo has 12 Lego wheels. How many cars can she make?

• Fair Feast


• Grouping Goodies




Big idea 6:

Use algebra to express patterns and generalisations within mathematics


Exemplification of fluency • Recognise and create repeating

patterns with objects and with shapes

• Recognise a symbol such as □ to represent a missing number

• Give an example of a generalisation e.g. odd number, 2D shape, 3D shape

• Use the equals sign as a balance, to show equivalence between two number statements


• Recognise and describe the repeated unit in a pattern and use it to continue the pattern

• Use counting in twos to identify even and odd numbers

• Recognise that 2 things and 3 things will always be 5 things, regardless of what the things are

• Explain the equals sign and reason that is doesn’t simply mean “This is the answer.”

• Recognise that addition and subtraction are related operations

• Generalise rather than describe, e.g. they both have rather than one is blue and one is green

• Justify choices in general terms


• Continue a repeating pattern

• Identify odd and even numbers; continue a sequence of odd or even numbers

• Solve missing number and shape problems



Big idea 6:

Use algebra to express patterns and generalisations within mathematics


• Answer a simple question with another and another and another possible answer, e.g. tell me an even number larger than 20, and another, and another.

• Use a pan balance to explore

equivalent number bonds with Numicon or plastic cubes, e.g. 5 + 3 = 7 + □

• Create a repeating pattern using 2 or more different shapes.

• How Odd

Source: http://NRICH.maths.org/7190/note

Possible activities to exemplify reasoning • Answer questions such as What is the same?

What is different? when comparing objects

• Continue a repeating pattern where objects change size, colour, orientation as well as shape

• Express the same number bond in different formats e.g. 9 + 7 = 16; 16 = 9 + 7; 16 - 7 = 9; 7 = 16 – 9

• Use pattern to solve connected calculations

11 = 3 + 8

12 = 4 + 8

13 = □ + 8

14 = □ + 8

What numbers go in the boxes?

Can you continue this sequence of calculations?

Source: NCETM Progression maps https://www.ncetm.org.uk/resources/42990


• Ip Dip




Big idea 7(a):

Recognise fractions of shapes, objects and quantities (halves and quarters)



• Recognise that a half is one of two equal parts of the whole and a quarter is one of four equal parts of a whole

• Use concrete and pictorial

representations to find and of an object, shape or quantity

• Find and in a number of ways

• Recognise and combine s and as parts of a whole


• Connect finding ½ and ¼ to equal sharing and grouping of objects and measures

• Recognise when an object, shape or quantity

is not split into and

• Identify all possible ways of finding and of a shape

• Explain how to show whole, half, quarter and three-quarter turns


• Children themselves move in turns, giving instructions to other children to do so, and programming robots using instructions given in whole, half, quarter and three-quarter turns

• Solve simple problems involving fractions of shapes, objects and quantities



Big idea 7(a):



• Find and label and/or of an object, shape or quantity, including length

• Colour in and of a variety of shapes

• Use apparatus and drawings to

show and

• Share the fruit Source: NCETM Y1 Mastery assessment https://www.ncetm.org.uk/resources/46689


• Which objects show ?

• Which objects show ?

• Draw a ring around the shapes which do not

show (or ).

• Identify the fraction shown e.g. Sources: Reasoning paper 2 Key Stage 1 2015 sample paper, NCETM Y1 Mastery assessment https://www.ncetm.org.uk/resources/46689


solving

• Turning Man




Big idea 7(a):


• Colour half of the squares. Find a different way. And another, and another.

• There are 12 children in a class. Sammy says half of the class is 7. Do you agree? Explain your reasoning. Source: NCETM Progression maps https://www.ncetm.org.uk/resources/42990

• Choose a number of counters. Place them onto 2 plates so that there is the same number on each half. When can you do this and when can’t you? What do you notice?

• Find half of an amount of money, e.g 5p coin and 1p coin.



Big idea 8:

Become familiar with a variety of units of measure to an appropriate level of accuracy



• Move from using non-standard units including discrete (e.g. counting) and continuous (e.g. liquid) measures, to using manageable common standard units.

• Use measuring tools such as a ruler, weighing scales and containers, to record standard measures

• Know the names and values of the different coins and bank notes

• Make the same amount of money in different ways

• Use 10p and 1p coins as Base 10 apparatus

• Use the number words on coins to begin to read and write numbers from 1 to 20 in words


• Describe and solve practical problems (using

the correct vocabulary and reasoned

argument) about:

lengths and heights

[e.g. long/short, longer/shorter, tall/short,

double/half]

mass/weight

[e.g. heavy/light, heavier than, lighter than]

capacity and volume

[e.g. full/empty, more than, less than, half,

half full, quarter]

• Use pairs of terms mass and weight, volume and capacity interchangeably and appropriately

• Find practical ways to justify and explain

answers

• Sequence events in logical order


• Work logically and systematically to solve a problem

• Use a variety of information to reach conclusions

• Solve problems relating to measures, including time and money

• Complete problems with missing information

• Sort coins and times systematically



Big idea 8:


• Sequence events in chronological order

• Measure and begin to record time

• Read the time to the hour and half past the hour on an analogue clock

• Draw the hands on an analogue clock face to record time to the hour and half past

• Use words such as: before, after, next

• Recognise and use language relating to dates, including days of the week, weeks, months and years, today, yesterday, tomorrow

• Use terms such as quicker, slower. earlier, later

• Justify and explain differences in time

• Connect turning clockwise with movement of the hands on an analogue clock

• Reason about time



Big idea 8:



• Length

Which is the longest?

Prove it

• Mass

Here are three items. Can you sort them from lightest to heaviest by feeling them with your hands?

• Weigh items against each other Source: NCETM Y1 Mastery assessment https://www.ncetm.org.uk/resources/46689


• How do you know that this object is longer/taller/heavier than this one?

• Which pencil is the same length as this book?

• Captain Conjecture says ‘All of the glasses contain the same quantity of lemonade.’ Do you agree?


• Order, Order! Source: http://NRICH.maths.org/7340


• How Tall?


• Making Trains


• Bottles




Big idea 8:


• Capacity

Compare a number of containers. Which holds the most/least?

• Money

Sequence coins in order Find ways to make different amounts of money and the same amount of money in different ways


• Time

Times of day

Source http://NRICH.maths.org/6609

• Money

Sort coins, recognising that the different patterns on them does not change their value

• Count coins and find simple equivalents

• Explain different ways to show me 10p

• Discuss how to pay for a variety of items in a shop

• Reason about coins: I have 2 silver coins. How much money could I have?

• Time

Stop the Clock

Source: https://NRICH.maths.org/6071/note

• Days of the week

• Fair exchange


• Snap




Big idea 8:


• Talk about own day, sequencing events using words such as before and after

• Relate half a turn to half of a circle and half past on an analogue clock

• Compare times on a variety of clocks

• Match times in words to times on an analogue clock (and vice versa) Source: NCETM Y1 Mastery assessment https://www.ncetm.org.uk/resources/46689

Source: https://NRICH.maths.org/6082/note

• What is the time?

Source: https://NRICH.maths.org/7377/

note

• Calculate simple time intervals

Source: NCETM Y1 Mastery

assessment

https://www.ncetm.org.uk/

resources/46689



Big idea 9:

Recognise and use the properties of shapes, including position and direction


Exemplification of fluency • Handle and name common 2D and

3D shapes, naming these and related everyday objects fluently

• Know shapes have the same name whatever their orientation or size

• Link pictorial representations to concrete objects

• Recognise a triangle in all its forms


• Explain how shapes differ/are the same

• Describe what is special about a particular

shape

• Use positional language accurately, including

turns


• Systematically sort shapes in a variety

of ways

• Solve shape problems

• Plan simple journeys

• Use a floor robot to solve problems

involving position and direction



Big idea 9:



• Match a shape to its picture

• Name a given shape and select a matching shape given its name

• Name the shape in the feely bag, explaining how you know.

• Sort shapes according to own criteria, explaining why a particular shape belongs in its group

• Let’s Investigate triangles



• Match the 3D shape to its shadow or footprint

• Talk about what is the same and what is different about particular shapes. Source: NCETM Y1 Mastery assessment https://www.ncetm.org.uk/resources/46689

• Reason about shapes to answer true/false questions such as All 2-D shapes have at least 4 sides. Source: NCETM Progression maps https://www.ncetm.org.uk/resources/42990

• Discuss and sort shapes according to a criterion, for example have only straight sides, have 4 vertices, have at least 1 square face etc


• What Shape for Two


• Skeleton Shapes




Big idea 9:


• 2 Rings


• Turning

Source http://NRICH.maths.org/5656

• What’s happening?


• Jig Shapes




Big idea 10:

Collect, organise and interpret data


Exemplification of fluency • Sort according to a specified

criteria e.g. odd, even, squares, pyramids


• Sort using single circle, 2 circle and overlapping circle Venn diagrams

• Sort using a simple Carroll diagram with labels such as square and not square.


• Gather and record information to answer a question



Big idea 10:

Collect, organise and interpret data


• Sort the street Source: http://NRICH.maths.org/5157/note

• Sorting Numbers



• Sort data using simple tables

• What shape and colour?


• Venn Diagrams


• Carroll Diagrams



solving

• Record the weather for a week using

simple symbols to identify, for example,

whether there were more sunny days

than not sunny days

• The Hair Colour Game


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YEAR 1 - Norfolk&Suffolk Hub · PDF fileand funded by the Norfolk and Suffolk Maths Hub....

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Transcript of YEAR 1 - Norfolk&Suffolk Hub · PDF fileand funded by the Norfolk and Suffolk Maths Hub....