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Year 1 Block A - Counting, partitioning and calculating Unit 1

Objectives Children's learning outcomes are emphasised	Assessment for learning
Describe ways of solving puzzles and problems, explaining choices and decisions orally or using pictures I can talk about how I solve problems using counting	How did you find out how many more pencils were needed so that the children had one each? What did you have to do to check that we had the same number of coins before and after the children worked with the till? What did you need to know? How did you work it out? What did you use to help?
Count reliably at least 20 objects, recognising that when rearranged the number of objects stays the same; estimate a number of objects that can be checked by counting I can count up to 20 objects I know that the number of objects does not change even if I move the objects around	How many 10-pence coins are in the purse? How do you know you have that number? How do you know you have counted every coin? How could you check your answer?
Compare and order numbers, using the related vocabulary; use the equals (=) sign I can compare numbers up to 20 and say which number is bigger	Would you rather have 9 pence or 15 pence? Why? Look at these numbers: 3 12 Which number is bigger? Can you use objects/a number track to show how you know? What other numbers are bigger than 3 but not as big as 12?
Read and write numerals from 0 to 20, then beyond; use knowledge of place value to position these numbers on a number track and number line I know how to write numbers up to 20 I can read numbers on a number track	Can you think of a number that has a straight line in it? Write it in the air. Do you know any more? Which numbers less than 20 are formed from only straight lines? Look at the number grid: Write the number 14 in the correct place. How did you know? What will the largest number on this grid be? How do you write that?
Say the number that is 1 more or less than any given number, and 10 more or less for multiples of 1 I can work out the number that is one more or one less than numbers up to 20	There are seven beads in this pot. I am putting one more bead in the pot. How many are in there now? How did you know? How can you check? This time there are ten beads in the pot. I take out one bead. How many beads are left in the pot? How did you know? How can you check? Start with a different number of beads in the pot. Ask your partner to put another bead in or take one out and then say how many there are in the pot. How will you know if your partner is right?
Relate addition to counting on; recognise that addition can be done in any order; use practical and informal written methods to support the addition of a one-digit number or a multiple of 10 to a one-digit or two-digit number I can add two one-digit numbers	How many ways can you show me that 3 add 5 is 8? Can you show me using counters? Can you put something on paper to show it? How can you show it using a number track? There are six pencils in this paper bag. Put three more in the bag. Can you say how many there are in the bag now, without looking inside? How could you check your answer?
Understand subtraction as 'take away' and find a 'difference' by counting up; use practical and informal written methods to support the subtraction of a one-digit number from a one-digit or two-digit number and a multiple of 10 from a two-digit number I can use objects to take away a small number from any number up to 20	Here are some cubes. Show me how to use them to work out 9 take away 4. How could you record that as a number sentence? Make up a 'take away'/subtraction question and show me how to do it. Use number cards 1 to 10. Choose a card and pick up that number of cubes. Can you work out how many more cubes you need to make 10? How did you work it out? Can you put something on paper to check your answer? Can you use a number track to show that you are right?
Use the vocabulary related to addition and subtraction and symbols to describe and record addition and subtraction number sentences I can talk about adding/subtracting I can record additions/subtractions	Use five toy cars and a garage to make different number stories like this: 1 car is in the garage and 4 cars outside, which is 5 altogether 1 add 4 makes 5 1 + 4 = 5 Now use five cars to make stories like this: 5 cars are in the garage. One drives away, which leaves 4 cars 5 take away 1 leaves 4 5 – 1 = 4
Ask and answer questions, make relevant contributions, offer suggestions I can ask and answer questions about counting, adding and taking away	What could you do to find out which of these two rods has more cubes, and how many more cubes it has? Change the number of cubes in the rods and ask you partner to work out which has more. How will you know if your partner is right?

Learning overview

Children recite number names in order from 0 to 20 or more, forwards and backwards, using objects, number tracks and number lines. They use the sequence of number names to count a small set of objects reliably by touching or moving each object in turn, recognising that the number of objects does not change if the set is rearranged. Children identify which of two sets contains more objects, by matching the objects and counting the number in each set. They compare the numbers using their positions on a number track or number line.

Using appropriate language and symbols in context, children read and write numerals from 0 to 10, then to 20. They understand that, for example, the number 12 is written with two digits. They know that as they count from zero along a number track each number is one more and the numbers get bigger. As they count back, each number is one less and the numbers get smaller. They find missing or covered numbers on a number track.

As they develop their understanding of addition and subtraction, children find the number that is one more or one less than a given number practically by adding another object or removing one object from a set then counting the new number. They use their knowledge of the counting sequence and number tracks to predict what number is one more or one less than a given number before checking using practical equipment. They relate addition to counting on and use the vocabulary of addition in practical activities. For example, they respond to instructions such as:

Put three more pencils on the table.
Add three spots to the ladybird.

When children use a number track to find the number that is one more than 7, they describe it as '7 add 1 is 8' or '7 plus 1 is 8' and record it in a number sentence as 7 + 1 = 8.

Children relate subtraction to taking away objects from a set and to counting back. They use the vocabulary of subtraction in practical activities; for example, they respond to instructions such as: Take away three spots. When they use a number track to find, say, the number that is one less than 8, they describe this as '8 take away 1 is 7' or '8 minus 1 is 7' and record it as 8 – 1 = 7.

Throughout the unit, children solve problems involving counting. For example: they work out whether there are enough pairs of scissors for everyone on the table to have a pair; they predict then check which of two containers will hold more pine cones; they make a collection of their ten favourite items for a display. Children describe how they solved the problem to the class. They listen to and ask questions about other children's descriptions.

Resource links to existing published material

Mathematical challenges for able pupils Key Stages 1 and 2

Activities	PDF 645KB
Activity 1 - Four-pin bowling
Activity 7 - Gold bars
Activity 4 - Snakes and Ladders

Intervention programmes

Springboard unit

None currently available

Supporting children with gaps in their mathematical understanding (Wave 3)

Diagnostic focus	Resource
Can only begin counting at one; inaccurately counts objects when rearranged; has no consistent recognition of small number of objects; lacks systematic approaches	1 YR /- DfES 1118-2005 (PDF 87KB)
Makes unequal groups and cannot compare the groups	3 YR ×/÷ DfES 1139-2005 (PDF 69KB)
Misunderstands one more and one less	2 YR /- DfES 1119-2005 (PDF 79KB)

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