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Year 1 Block A - Counting, partitioning and calculating Unit 3

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 by using doubling and halving	I picked up 12 beads with two hands. That was double the number that Hannah picked up on her first try. How many did Hannah pick up? Apples cost 6 pence each. How much do two apples cost altogether? How can you get started? What could you use to help you with the numbers? How do you know that you need to double/halve the number? Could you use beads/coins to show how you know you are right? Can you make up a problem where you would use 'double 10 = 20' to solve it?
Describe ways of solving puzzles and problems, explaining choices and decisions orally or using pictures I can explain how I solve problems	How did you solve the problem? How did you get started? How did the apparatus/your recording help you? How did you check that your solution works?
Compare and order numbers, using the related vocabulary; use the equals (=) sign I know the order of numbers up to 20 and more	Give me a number between 15 and 21. Is it closer to 15 or 21? Show me why on a blank number line. What number is half-way between 15 and 21? How did you work it out?
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 can write numbers up to 20 and more I can find them on a number line/100-square	Put these numbers in order starting with the smallest: 15 19 12 What did you look for in the numbers when you ordered them? Use these bundles of ten straws and single straws. Pick up 12 straws. How do you know you have 12? Look at these number cards: Pick up 21. How do you know it is 21? How do you tell the difference between 12 and 21?
Say the number that is 1 more or less than any given number, and 10 more or less for multiples of 10 I can say the number that is ten more or ten less than 10, 20, 30, ...	Use these numbers: 10 20 30 Choose two of the numbers to make this sentence true: is 10 more than How many different sentences can you make? How do you know your sentences are true? Can you use other numbers to make the sentence true? Use one hand to pick up some 10-pence coins from this pile. How much did you pick up altogether? Put 10 pence back. How much do you have now? How did you work that out?
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 10, 20, 30, ... to any number up to 50	Look at these sums: 5 + 6 + 2 = 13 5 + 2 + 6 = Will the answer to the second sum be smaller, the same as or bigger than the answer to the first? How do you know? How could you show someone who does not know? If I start at 37 and count 10 more squares along the number track, where will I stop? Can you use the number track to work out 37 add 20? Make up a problem about adding 10 or 20 to ask me. How will you know if I get 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 add or subtract 20 to a number and tell you the answer	What is 37 take away 10? How did you work that out? How could you show that using cubes/a number line/a 100-square? What would 37 take away 20 be? Make up some difference questions with the answer 5. Can you show how to solve them using counters? Can you show how to find the answer on a number line?
Use the vocabulary related to addition and subtraction and symbols to describe and record addition and subtraction number sentence I can ask addition and subtraction questions in different ways I can use the signs +, – and = when I write addition and subtraction sentences	Make up some additions with the answer 15. Try to put them in different ways, like this: 10 + 5 = 15 The total of 10 and 5 is 15. 10 and 5 more makes 15. How many ways can you show me that 9 subtract 3 is 6? Make up some subtractions with the answer 5. Try to put them in different ways, like this: 11 – 6 = 5 The difference between 6 and 11 is 5.
Describe incidents or tell stories from their own experience, in an audible voice I can tell a number story to my group to show when to add or take away	What number story could you think of for these? 5 + 4 = 9 12 – 3 = 9 + 3 = 5 8 – = 6

Learning overview

Children continue to consolidate and extend their counting and calculating skills. They learn to count on and back in ones from any two-digit number and to count in tens from and back to zero. They state the number that is one more or one less than a given two-digit number, and the number that is ten more or ten less than a multiple of 10. They use their knowledge to respond to questions such as:

Rajid is 17 years old. How old will he be next year? How old will he be in 10 years' time?
I have 80p in my purse. Dad gives me another 10p. How much do I have now?

Children read and write two-digit numbers and partition two-digit numbers into a multiple of ten and ones, for example 56 = 50 + 6. They investigate the number of numbers containing the digit 2 they can find in a 100-square, and explain their findings. They use their understanding of place value to order a set of numbers, explaining how they made their decisions by referring to a number line or 100-square.

Children extend their understanding of addition and subtraction. They add and subtract 10 to any two-digit number, initially using equipment such as bundles of ten and single art-straws or 10p and 1p coins. They record additions such as 32 + 10 = 42. They recognise patterns as they repeatedly add 10, identifying the digits that change and those that remain the same. They continue to use a 100-square to rehearse counting on and back in tens from any starting number. They solve addition calculations by counting on, recording their calculations using number sentences. They add one multiple of ten to another. They investigate adding, say, 8 + 6 + 4 then 6 + 8 + 4, and recognise that changing the order of numbers in an addition does not change the answer. They use mathematical vocabulary to explain how they found their answer.

Children solve subtraction calculations by taking away or counting back and record their answers in number sentences. They understand that the order of numbers in a subtraction sentence matters. They use practical and informal methods to support the subtraction of one-digit numbers and subtract multiples of ten using their knowledge of counting in tens.

They begin to relate addition and subtraction, noticing the effect of adding a number and then subtracting the same number:

Begin with 12 and add 5. Record the addition sentence 12 + 5 = 17. Now take away 5. What is left? How do you know? Record the subtraction sentence 17 – 5 = 12. What do you notice about the two calculations?

Children answer questions such as:

There are 10 pegs on the coat hanger. I have covered some up. How many can you see? How many have I hidden?

They solve a range of puzzles and problems involving addition and subtraction, such as:

Find different ways of putting 11 counters in three pots.
What number is two less than 57?

They explain how they worked out their solutions, using the language of addition and subtraction.

Resource links to existing published material

Mathematical challenges for able pupils Key Stages 1 and 2

Activities	PDF 645KB
Activity 6 - Crossword
Activity 9 - Sum up
Activity 14 - Card sharp

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)
Is not confident about when to stop counting when taking away	4 YR /- DfES 1121-2005 (PDF 74KB)
Does not relate finding the difference and complementary addition to the operation of subtraction	4 Y2 /- DfES 1125-2005 (PDF 78KB)

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