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Year 1 Block B - Securing number facts, understanding shape Unit 3

Objectives Children's learning outcomes are emphasised	Assessment for learning
Describe simple patterns and relationships involving numbers or shapes; decide whether examples satisfy given conditions I can use numbers or shapes to make patterns of my own and explain what comes next	Can you make a different pattern using the same numbers/shapes? What comes next? How did you work that out? Look at these shapes. Which two of the shapes would fit together to make the shape below? Tick the two shapes.
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 talk about how I solved a problem or puzzle	How did you do the calculations? What if you used different numbers or coins, would that change your way of working? How much money is in the money box?
Derive and recall all pairs of numbers with a total of 10 and addition facts for totals to at least 5; work out the corresponding subtraction facts I know the pairs of numbers that total 10 I can remember or work out simple add and take away calculations with answers to 5	How many different pairs of numbers can you remember that have a total of 10? How can you be sure you have got them all? Look at this addition: 2 + 3 = 5 Can you make a subtraction sentence using those numbers?
Recall the doubles of all numbers to at least 10 I can recall doubles of numbers up to 1010	If you choose a number between 1 and 10 and double it, what is your answer? Can you double other numbers? Try these: 10 20 30 40 50 I doubled a number and got 18. What number did I double?
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 using counting on I know that if I add my numbers in any order I will get the same answer	There are 15 cubes in the bag. Can you count on as I put in 3 more? What is 15 count on 3? What is 12 and 3 more? What can you tell me about 6 + 4 and 4 + 6? I want to find the total of these numbers: 2, 14 and 8. Tell me some different ways I could add them. Would they all give the same answer? How do you know? I am thinking of a number. It is 20 more than 50. What number am I thinking of?
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 subtract by taking away and by counting up to find the difference between the numbers	What is 8 take away 4? Show me two numbers that have a difference of 3. Can you think of another pair of numbers with a difference of 3? How many do I add on to get from 3 to 8? 15 ducks are on the pond. 11 of them go away. How many are left? How many more ducks must come to the pond to make 19 ducks altogether?
Use the vocabulary related to addition and subtraction and symbols to describe and record addition and subtraction number sentences I can use mathematical words and symbols to describe and record add and take away calculations	There are 12 pegs on a coat hanger. Five are showing. How many are hidden under the cloth? What number sentence could we write to show this? Put numbers in the shapes that add to 12. + = 12
Visualise and name common 2-D shapes and 3-D solids and describe their features; use them to make patterns, pictures and models I can describe and match a shape using mathematical features such as sides, corners, faces I can work with a partner to picture a shape in my mind	Think of a shape. Without saying its name, can you describe it so that I can find your shape in the box? Can you describe your shape to your partner so that your partner can picture it? Draw a line on this square to make two triangles. You may use a ruler. Find two shapes with only five straight sides. Draw a circle around them.
Use diagrams to sort objects into groups according to a given criterion; suggest a different criterion for grouping the same objects I can choose reasons for sorting my objects into groups and use a diagram to record this I can use the same objects but group them using different reasons	How have you sorted the objects? How did you decide that this object belongs here? Could you sort them in a different way? These shapes have been sorted. Put a cross on the shape which is in the wrong place.
Ask and answer questions, make relevant contributions, offer suggestions and take turns When I am working with a partner or a group I know that taking turns is important I can ask helpful questions as well as answer questions I can make suggestions to help our work	What question could you ask to help you to find out what shape is hidden in the bag?

Learning overview

Children continue to count on and back to consolidate their understanding of addition and subtraction. They explore the significance of 10 in the number system and the structure of two-digit numbers. They identify missing numbers when they hear a sequence spoken aloud, such as 44, 45, 46, [one clap], 48, 49. They continue counting over the tens boundary when started with a sequence such as 66, 67, 68, ... They respond to questions such as:

What is one less than 80? What is one more than 39?
What is ten less than 60? What is ten more than 45?

Children explore how the number facts that they know can be used to work out other calculations. They know, for example, that 5 – 2 can be used to work out 15 – 2, 25 – 2, 35 – 2, ... and that 3 + 2 = 5 helps them to know that 20 + 30 = 50. They represent the patterns that they make with number sentences. This supports their use of appropriate mathematical vocabulary and symbols.

Children consolidate their use of patterns and relationships to solve number problems and puzzles. For example, they find out how many birthday candles they have blown out since they were born or how many pairs they can make from 24 socks. They explore different ways of making 12 by adding two or more smaller numbers. They talk about how to approach problems and puzzles and they compare different approaches. They represent their solutions on a number line or 100-square and by using number sentences.

Children use their growing understanding of the properties of 2-D and 3-D shapes to identify and visualise a particular shape. They take part in activities such as:

Look at this collection of objects or shapes. Shut your eyes while I pick one up and hide it. Open your eyes. Tell me which object or shape I have hidden.
How many of these bricks do you think will pack into this box? Try it and see.
Imagine a big square painted on the floor. How many corners does it have? How many sides? Imagine cutting off one of the corners. What shape would be left? Draw it for me on your paper.
Make a simple pattern by printing five or six shapes on one half of some paper. Copy your pattern on the other half. How many shapes are there on one half? On both halves? Which shape matches the shape that I am pointing to on the other half?
Look at this pattern I have made. One piece is missing. Which piece is it?

Children sort and classify information and in doing so represent a range of relationships. For example, they identify all the 2-D shapes with a square corner or all the 3-D solids with a rectangular face. They identify all the numbers in a given set that are greater than 45, or all the numbers on a 100-square with a digit 4. They represent the sets that they have made on a Venn or Carroll diagram.

Children describe how they approach their work using appropriate mathematical words. They ask and answer questions, make relevant contributions, offer suggestions and take turns to increase their understanding of the different methods and calculation strategies used to solve a problem. They consider and evaluate other children's suggestions and methods, judging the appropriateness or usefulness of what they do and hear. They develop some simple criteria for judging their own and others' work and ideas. By exchanging ideas and methods, children become aware of another child's point of view and in some cases adjust their original ideas and methods as a result.

Resource links to existing published material

Mathematical challenges for able pupils Key Stages 1 and 2

Activities	PDF 645KB
Activity 18 - Fireworks

Intervention programmes

Springboard unit

None currently available

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

Diagnostic focus	Resource
Does not relate combining groups of objects to addition	3 YR /- DfES 1120-2005 (PDF 97KB)
Is not confident about when to stop counting when taking away	4 YR /- DfES 1121-2005 (PDF 74KB)
Has difficulty identifying doubles and adding a small number to itself	2 YR ×/÷ DfES 1138-2005 (PDF 74KB)
Does not relate finding the difference and complementary addition to the operation of subtraction	4 Y2 +/- DfES 1125-2005 (PDF 78KB)

Click here for information on different file formats and their usage.

Wave 3 addition and subtraction tracking children's learning charts

PDF 161KB RTF 930KB Word 315KB

Wave 3 multiplication and division tracking children's learning charts

PDF 195KB RTF 1.3MB Word 430KB

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