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Year 1 Block E - Securing number facts, relationships and calculating Unit 2

Objectives Children's learning outcomes are emphasised	Assessment for learning
Describe a puzzle or problem using numbers, practical materials and diagrams; use these to solve the problem and set the solution in the original context I can show how I solved a problem using drawings or objects to help me	Give me a number between 6 and 12. Is it closer to 6 or 12? Show me how you know using this number line. How many animals altogether are there in the three fields? Explain how you worked out your answer.
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 count and calculate to solve measurement problems	What do you need to find out? How do you know you need to add/subtract/double/halve? What clues are there? What helped you to decide how to do this calculation? Could you do it another way? How many different pairs of numbers can you remember that have a total of 10? How can you be sure you have told me them all? There were 24 biscuits in a packet. Jack put 7 biscuits on a plate. How many biscuits were left in the packet? How did you work it out?
Use the vocabulary related to addition and subtraction and symbols to describe and record addition and subtraction number sentences I can record an addition or subtraction number sentence and tell you what it means	Tell me a story to go with this number sentence. Using a number line, show me two numbers that have a difference of 2. How might you write that? Tell me what numbers to put in the boxes to make these statements true: is 1 more than is 1 less than is 10 more than is 10 less than How did you decide what numbers can be put in the boxes? Buy two different comics and spend 16p. Tick the two comics. Write an addition to show what you did. There are four fewer boys than girls in Mr Hill's class. There are 18 girls. How many boys are there in Mr Hill's class? Write a number sentence to show me how you worked out the answer.
Count on or back in ones, twos, fives and tens and use this knowledge to derive the multiples of 2, 5 and 10 to the tenth multiple I can count on and back in ones, fives and tens	Is there a quick way of finding a number that is 10 more than a number? What about 10 less than a number? What comes next? 25, 26, 27, ... 22, 21, 20, ... 90, 80, 70, ... Make up another counting pattern for others to solve.
Solve practical problems that involve combining groups of 2, 5 or 10, or sharing into equal groups I can share objects into equal groups and work out how many in one group	How many socks are there altogether in these eight pairs? How many fingers are there altogether on six hands? There are 10 crayons in each box. How many crayons are there altogether? How many 2p coins make 20p?
Recall the doubles of all numbers to at least 10 I can recall or work out doubles of all numbers to 10	What is 66? What is double 6? What number must I double to get 10?
Use the vocabulary of halves and quarters in context I can make whole, half and quarter turns on the spot I can fold a piece of paper into halves and quarters I can find half of a number of objects by sharing them into two equal groups	How will you find half of that circle? How will you find half of these counters? Which shape is more than half shaded? Here is a set of 12 pencils. How many is half the set?
Listen to tapes or videos and express views about how a story or information has been presented I can listen carefully to other children describing their ideas and say what I found helpful	Let's watch this TV broadcast. What was the man counting? How many were there? How many pairs of socks did he make?

Learning overview

Children continue to solve practical problems involving addition or subtraction, doubling or halving, extending to situations involving fewer than, or difference between. They record their solutions using objects such as cubes, on a number line or in a number sentence.

Children continue to count on and back twos, fives and tens. They describe and extend number sequences such as 16, 14, 12, 10, ... or 15, 17, 19, 21, ... by responding to questions such as: What numbers come next? Describe the pattern. They fill in missing numbers in sequences such as 12, 14, square , 18, 20, square or 25, 20, 15, square , square . When they count on or back in twos, fives and tens, children use number lines or the 100-square to see how the words they are saying connect with the structure of the number system. They respond to questions such as:

Count out 70 straws using bundles of ten. How many bundles of ten did you need?
If we count round the circle this way in tens, starting with Joe, who will say the number 40?
Will the number 81 appear in the count? Why not?

Children double numbers to 10 in practical situations. For example, they find the dominoes that show doubles and record these as addition statements, such as 3 + 3 = 6. They work with a partner who chooses a number of counters for them both to take; they then work out how many counters they have altogether and record this pictorially, using the word 'double' or as an addition statement.

Children count repeated groups of objects. For example, they count the socks in nine pairs of socks and the number of pens in five packs of ten. They count 5p coins in a money box and work out how much money there is altogether. They work out where they will land after six hops of 5 from zero on a number line.

Children have plenty of practical experience of sharing sets of objects into equal groups. For example, they share a set of pencils equally among three pots and count how many pencils are in each pot. They record their solution by drawing or by modelling it using counters. They share 12 orange pieces on a plate fairly among four children and work out how many pieces each child gets. They respond to questions such as: Show me 6p using 2p coins. How many 2p coins do you need? recording answers to such problems using addition, for example 2p + 2p + 2p = 6p.

Children learn to recognise that sharing into two equal groups is the same as halving. For example, they find half of the bug counters by sharing them out equally between two leaves. They begin to link doubling and halving, for example by selecting all the dominoes showing doubles and explaining how many dots are on each half. They use this to say, for example, that half of 8 is 4.

Children begin to understand the idea of odd and even numbers. They count in twos from zero to 20 and beyond and colour every other number on a number track. They look at the numbers they have coloured and, from their work on fractions and halving, discover that each of these numbers can be divided into two equal halves. They begin to use the vocabulary odd and even.

Resource links to existing published material

Mathematical challenges for able pupils Key Stages 1 and 2

Activities	PDF 645KB
Activity 8 - Ride at the fair
Activity 17 - Cross-road

Intervention programmes

Springboard unit

None currently available

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

Diagnostic focus	Resource
Confuses numbers when counting in twos	1 YR ×/÷ DfES 1137-2005 (PDF 73KB)
Has difficulty identifying doubles and adding a small number to itself	2 YR ×/÷ DfES 1138-2005 (PDF 74KB)
Makes unequal groups and cannot compare the groups	3 YR ×/÷ DfES 1139-2005 (PDF 69KB)
When sharing can sometimes make equal groups but has no strategies to deal with remainders	4 YR ×/÷ DfES 1140-2005 (PDF 77KB)
Has difficulty counting in tens from a multiple of ten	5 YR ×/÷ DfES 1141-2005 (PDF 69KB)
When halving makes two unequal groups or splits a single object unequally	6 YR ×/÷ DfES 1142-2005 (PDF 63KB)
Still counts in ones to find out how many there are in a collection of equal groups. Does not understand the vocabulary of 'groups of' and 'multiply by'	1 Y2 ×/÷ DfES 1143-2005 (PDF 73KB)

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