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Year 1 Block A - Counting, partitioning and calculating Unit 2

Objectives Children's learning outcomes are emphasised	Assessment for learning
Solve problems involving counting, adding, subtracting, doubling or halving in the context of numbers, measures or money, for example to 'pay' and 'give change' I can solve a problem or puzzle using adding/subtracting	Which dominoes in the set have a total of six spots? How can you solve this puzzle? I think of a number and add 2. My answer is 14. What was my number? How do you know you need to add/subtract? How could you work it out? What could you use to help? Could you put something on paper to help you remember? How could you check your answer?
Describe ways of solving puzzles and problems, explaining choices and decisions orally or using pictures I can talk about how I solve problems using adding/subtracting	How did you solve the problem? Why did you decide to add/subtract? How did the apparatus/your recording help you? How do you know that your answer makes sense?
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 estimate the number in a group of up to 20 objects I can check the number by counting	How many crayons do you think there are in the tub? Now count them carefully. Are there more or fewer than you thought? How could you check the number of crayons? How do you know you have counted every crayon just once?
Compare and order numbers, using the related vocabulary; use the equals (=) sign I can put numbers up to 20 or more in order	Look at these numbers: 8 3 12 20 Which of the numbers is largest? Are any of the numbers larger than 10? Which number is smallest? Put the numbers in order, starting with the smallest. How can you check the order?
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 know where numbers up to 20 or more belong on a number track	Pick up a bundle of ten straws and three single straws. Can you say how many you are holding without counting them all? Look at these numbers: 13 14 15 18 Which numbers are covered? How do you know? As these numbers get bigger, which digits are changing and which digits stay the same? Which other numbers to do you know that have 1 as the first digit? Where are the numbers that start with 'twenty' on the 100—square?
Say the number that is 1 more or less than any given number, and 10 more or less for multiples of 10 I know the number that is one more or one less than any number up to 20 or more	Use the numbers 15 to 20. Choose a pair of numbers to make this sentence true: is one more than How many different pairs can you find that make the sentence true? Can you make the sentence true with other numbers?
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 1, 2, 3, 4, 5, 6, 7, 8 or 9 to numbers up to 20 or more	What is 19 add 5? What can you use to help you find the answer? Someone said 19 plus 5 makes 23. Can you show how you know that is not the right 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 work out the difference between two numbers	What is 15 take away 6? How did you work that out? How could you work it out a different way to check? Can you make up another 'take away'/subtraction question that has the answer 9? How did you work out which numbers to use? What is the difference between 5 and 12? How can you show that using counters? Can you put something on paper to show that? How could you work that out on a number line?
Use the vocabulary related to addition and subtraction and symbols to describe and record addition and subtraction number sentences I can talk about adding and subtracting I can use the signs +, – and = when I write addition and subtraction sentences	Use 0 to 9 number cards. Choose two cards and make up some additions and subtractions using those numbers. Try to put them in different ways, like this: 3 + 5 = 8 3 and 5 more is 8 5 take away 3 leaves 2 5 – 3 = 2 5 is 2 more than 3 the difference between 5 and 3 is 2
Listen to and follow instructions accurately, asking for help if necessary I can follow instructions to play a number game	Use the number cards 1 to 10. Pick two cards. If the numbers add to more than 5, keep them. Which pairs did you have that add to more than 5? Are there other pairs that add to more than 5?

Learning overview

Children extend their counting and calculating skills. They estimate a number of objects that can be checked by counting, such as how many counters they can hold in one hand. Having counted how many of a particular object will fit into a box, they use this to estimate how many of a different object will fit into the box, explaining how they made the estimate. As their experience grows of using numbers to 20 and beyond, they begin to understand place value in two-digit numbers. For example, they count 17 art-straws, use an elastic band to group together a bundle of ten and identify that they have 1 bundle of ten and 7 single straws. They count out 34p using 10p and 1p coins. They relate these activities to the way that 17 and 34 are written.

Using the correct symbols and appropriate language, children read and write numerals to 20 and beyond, identifying for example where all the numbers that start with 'twenty' lie on a number line or 100-square. They use this pattern of numbers to locate given numbers and explain how to identify a hidden or missing number. They continue to compare and order numbers, saying which of two numbers is bigger and which is smaller using their knowledge of where numbers lie on a number line. For example, they give numbers smaller than 20, identify numbers bigger than 9, find numbers lying between 25 and 35, and know numbers which are beyond 50 but less than 100.

Children extend their understanding of addition and subtraction. They relate addition to counting on and to combining groups. They solve problems such as: There are eight pencils in a pot. Three more are added. How many are there altogether now? They use practical apparatus to model the problem or represent the problem in a drawing. Later, they count on using a number line, then count on mentally. They explain orally how they worked out the problem, and record the problem and answer using the + and = symbols. They understand and use an increasing range of vocabulary related to addition.

Children relate subtraction to taking away and to counting back. They solve problems such as: There are 15 toys in a box. Six toys are taken out. How many are in the box now? They use practical apparatus to model the problem or represent the problem in a drawing. Later, they count back using a number line, then count back mentally. They explain how they worked out the problem and record it using the – and = symbols.

Through a range of practical activities, children gain experience of 'difference'. For example, they find out how many more beads are on a longer string than a shorter one, recognising that one way to answer such a question is to count the extra beads. They represent the problem on a number line, counting the 'extra' by counting up from the smaller to the larger number. They understand and use an increasing range of vocabulary related to subtraction.

Throughout the work children solve problems involving addition and subtraction, such as:

Break this rod of eight cubes into three pieces. How many cubes are in each piece? Can you do it in a different way?
Jane has six pencils. Tom has two pencils. How many pencils do Jane and Tom have altogether? How many more pencils has Jane than Tom?
Half of the ten apples in a bag have been eaten. How many apples are left in the bag?

Children describe how they solve problems and explain their reasoning.

Resource links to existing published material

Mathematical challenges for able pupils Key Stages 1 and 2

Activities	PDF 645KB
Activity 3 - Pick a pair
Activity 4 - Snakes and ladders
Activity 5 - Bean-bag buckets

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)
Counts up unreliably, still counting the smaller number to get one too many in the answer	3 Y2 /- DfES 1124-2005 (PDF 97KB)

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