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Teaching programmes
Strand
Measures, shape and space
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Framework for teaching mathematics
Year 1
Yearly teaching programmes, shown below, are taken from the relevant section of the Framework for teaching mathematics: Reception to Year 6. The numbers, in brackets, are page references to the relevant supplement of examples in the Framework which you can download by clicking on an icon in the 'Downloads' box on the left of this page.
Measures (p.72-79)
- Understand and use the vocabulary related to length, mass and capacity.
Compare two lengths, masses or capacities by direct comparison; extend to more than two.
Measure using uniform non-standard units (e.g. straws, wooden cubes, plastic weights, yogurt pots), or standard units (e.g. metre sticks, litre jugs). (p.72)
- Suggest suitable standard or uniform non-standard units and measuring equipment to estimate, then measure, a length, mass or capacity, recording estimates and measurements as 'about 3 beakers full' or 'about as heavy as 20 cubes'. (p.74,76)
- Understand and use the vocabulary related to time.
Order familiar events in time.
Know the days of the week and the seasons of the year.
Read the time to the hour or half hour on analogue clocks. (p.78)
Shape and space (p.80-89)
- Use everyday language to describe features of familiar 3-D and 2-D shapes, including the cube, cuboid, sphere, cylinder, cone, circle, triangle, square, rectangle, referring to properties such as the shapes of flat faces, or the number of faces or corners or the number and types of sides.(p.80)
- Make and describe models, patterns and pictures using construction kits, everyday materials, Plasticine...
Fold shapes in half, then make them into symmetrical patterns.
Begin to relate solid shapes to pictures of them. (p.82)
- Use everyday language to describe position, direction and movement. (p.86,88)
- Talk about things that turn.
Make whole turns and half turns.
Use one or more shapes to make, describe and continue repeating patterns...(p.88)
NOTE
Key objectives are highlighted in bold type.
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