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Year 1 Block E - Securing number facts, relationships and calculating Unit 3

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 work with a partner or in a small group to decide the best way to describe what we found out	Are there any other resources or drawings that would help your description? Show me that 12 blocks plus 3 blocks is 15 blocks. Show me that 11 cubes minus 3 cubes is 8 cubes. Make up a story that would mean you need to work out 15 + 4, 19 – 3. I want to buy one banana. I have 20p. The banana costs 35p. How much more money do I need? Explain your method. I am going to choose two stickers for each of you to buy. Tell me how much it will cost to pay for both stickers. Now find the right coins to pay for the stickers.
Describe simple patterns and relationships involving numbers or shapes; decide whether examples satisfy given conditions I can describe a pattern made from shapes or numbers and tell you how it would continue	What is special about the way I have ordered these counters? Can you make a different pattern using the same counters? Tell me how to continue this pattern. Can you make a pattern where the third counter is blue? Is that the only way it could be done? What is wrong with this pattern? Can you put it right?
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 from or back to zero in ones, twos, fives or tens	I know a secret sequence. It has these numbers in it: 13, 15, 17, 19. What numbers come next in the sequence? What if I say the numbers backward: 19, 17, 15, 13 - what comes next? If you count in tens from 2, which digit changes? What do you notice about the ones digits when we count in fives?
Solve practical problems that involve combining groups of 2, 5 or 10, or sharing into equal groups I can find how many there are in several groups of 2, 5 or 10 I can share objects into equal groups and tell you how many there are in one group	Count five hops of 2 along this number line. What number will you reach? Put these coins in this box. How much have you put in the box altogether? How do you know you need to put the 20 animals in groups of 5? What clues are there? How many groups did you make? Here are 20 counters. Arrange them in equal rows. Is there a different way to arrange them in equal rows?
Recall the doubles of all numbers to at least 10 I can recall or work out doubles of numbers to at least 10 I can use doubles I know to help me work out other doubles	I'm thinking of a number. I've halved it and the answer is 8. What number was I thinking of? Explain how you know. I'm thinking of a number. I've doubled it and the answer is 18. What number was I thinking of? Explain how you know. I know that double 10 is 20. What is double 11? How could you work it out?
Use the vocabulary of halves and quarters in context I can find half of the water in a jug by pouring it into two glasses so that each glass has the same amount I can tell you when the clock says half past 2 I can find a quarter of a number of objects by sharing them into four equal groups	How can I find a quarter of this strip of paper? Shade one quarter of each shape. There are twenty children in a classroom. Half of them are girls. How many are boys? Explain how you worked it out. What number is halfway between 6 and 12? How did you work it out?
Explain their views to others in a small group, and decide how to report the group's views to the class I can explain my ideas and methods to a group I can work with a group to decide the best way to show our information	Explain to the group how to set the hands of the clock at half past 9. Explain to the group how to put these five numbers in order.

Learning overview

Children continue to solve practical problems involving addition and subtraction. For example, they explore different ways of making 20p using 2p, 5p and 10p coins, or the different sums that can be made from picking three cards from a set of 1 to 5 number cards. They record the solutions in number sentences and consider the question: How do you know that you have found them all? They find the total amount of a small number of coins, answering questions such as: Amy has these coins in her purse. How much is in Amy's purse?
A purse with 1p, two 10p and one 20p coins

They count repeated groups of objects by counting in 2s, 5s or 10s, for example, the amount of money in a line of 2p coins. They explore what numbers they can land on by starting at zero on a number line then jumping along in jumps of 2, 5 or 10.

Children investigate the statement 'Tens numbers (multiples of 10) are even', finding examples where this is true and exploring whether it is possible to find an example where it is not true. They test a number such as 30 for evenness by finding out whether 30 counters can be shared into two equal groups. They write down the first ten multiples of 10 and the first ten multiples of 5 and comment on what they notice. They sort a set of 1 to 50 number cards according to a given criterion such as 'is a multiple of 5', recording their classification in a diagram. Children suggest criteria of their own for sorting the cards.

Children become more proficient with doubles. They remember and recall doubles of numbers initially to 5, then to 10. They link doubling and halving, for example, using pictures of ladybirds with the same number of spots on each wing to show that double 8 is 16, then folding the ladybird to show that half of 16 is 8. They use doubles that they know to work out more doubles, such as double 11 is double 10 plus double 1.

Children secure their understanding that sharing a set of objects between two is equivalent to finding one half of the original set. They extend their understanding to sharing among four and understand that they have found one quarter of the original set. For example, they take 24 counters and share them onto four sheets of coloured paper, recognising that one quarter of the counters are on the red paper, one quarter are on the blue paper, and so on. They fold squares, rectangles and circles into half and then half again, cutting the shapes along the folds and recognising that this gives four equal pieces. They make whole, half and quarter turns in PE, and recognise half past the hour on a clock with hands.

Children solve practical problems involving repeated groups, for example:

Find out how many sides there are on five triangles.
How many bicycles have a total of 12 wheels?

They describe the problem using practical materials, diagrams or numbers, explaining what has been found using the context of the original problem. They solve problems involving sharing, for example: 15 children sit at 3 tables. There is the same number of children at each table. How many children sit at each table? They choose whether to solve the problem practically, using apparatus to represent the children, or through drawing a diagram. They explain the answer to the problem and know that when they 'share' equally into two or more groups there will be the same number in each group.

Resource links to existing published material

Mathematical challenges for able pupils Key Stages 1 and 2

Activities	PDF 645KB
Activity 19 - Coloured shapes

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)
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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