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# Juliateacher

Name Block A - unit 2 - year1 swp Juliateacher 1 Numeracy A2 5_Block A - unit 2 - year1 swp.doc

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Block B: Securing number facts, Understanding Shape

Block A:2

YEAR1

Term 1 Unit1

Term2 Unit 2

Term 3 Unit3

Describeways of solving puzzles and problems, explaining choices anddecisions orally or using pictures

Countreliably at least 20 objects, recognising that when rearranged thenumber of objects stays the same; estimate a number of objects thatcan be checked by counting

Compareand order numbers, using the related vocabulary; use the equals (=)sign

Readand write numerals from 0 to 20, then beyond; use knowledge ofplace value to position these numbers on a number track and numberline

Saythe number that is 1 more or less than any given number, and 10more or less for multiples of 1

Relateaddition to counting on; recognise that addition can be done in anyorder; use practical and informal written methods to support theaddition of a one-digit number or a multiple of 10 to a one-digitor two-digit number

Understandsubtraction as 'take away' and find a 'difference' by counting up;use practical and informal written methods to support thesubtraction of a one-digit number from a one-digit or two-digitnumber and a multiple of 10 from a two-digit number

Usethe vocabulary related to addition and subtraction and symbols todescribe and record addition and subtraction numbersentences

Solve problems involving counting, adding, subtracting, doubling orhalving in the context of numbers, measures or money, for exampleto 'pay' and 'give change'

Describe ways of solving puzzles and problems, explaining choicesand decisions orally or using pictures

Count reliably at least 20 objects, recognising that whenrearranged the number of objects stays the same; estimate a numberof objects that can be checked by counting

Compare and order numbers, using the related vocabulary; use theequals (=) sign

Read and write numerals from 0 to 20, then beyond; use knowledge ofplace value to position these numbers on a number track and numberline

Say the number that is 1 more or less than any given number, and 10more or less for multiples of 10

Relate addition to counting on; recognise that addition can be donein any order; use practical and informal written methods to supportthe addition of a one-digit number or a multiple of 10 to aone-digit or two-digit number

Understand subtraction as 'take away' and find a 'difference' bycounting up; use practical and informal written methods to supportthe subtraction of a one-digit number from a one-digit or two-digitnumber and a multiple of 10 from a two-digit number

Use the vocabulary related to addition and subtraction and symbolsto describe and record addition and subtraction numbersentences

Key Aspects forLearning

Focus for theblock

 Enquiry Problemsolving Reasoning Creative thinking Informationprocessing Evaluation Self-awareness Managing feeling Socialskills Communication Motivation Empathy PreviousLearning

Objectives/ICan Statements

Assessment forLearning

solvepractical problems involving counting, including counting on,measuring, comparing, ordering, adding, subtracting or partitioningobjects

sayand use the number names in order in familiar contexts andrecognise numerals 1 to 9

knowthat numbers identify how many objects are in a set and match setsof objects to numerals

countaloud in ones, twos, fives or tens

findone more or one less than a number from 1 to 10

selecttwo groups of objects to make a given total of objects

relateaddition to combining two groups of objects and subtraction to'taking away'

Solveproblems involving counting, adding, subtracting, doubling orhalving in the context of numbers, measures or money, for exampleto 'pay' and 'give change'

I can solve aproblem or puzzle using adding/subtracting

Which dominoes in the set have a total of six spots? How can yousolve this puzzle?

I think of a number and add 2. My answer is 14. What was mynumber?How do you know you need to add/subtract?

Howcould you work it out? What could you use to help? Could you putsomething on paper to help you remember?  How could you checkyour answer?

Describeways of solving puzzles and problems, explaining choices anddecisions orally or using pictures

Countreliably at least 20 objects, recognising that when rearranged thenumber of objects stays the same; estimate a number of objects thatcan be checked by counting

I can estimatethe number in a group of up to 20 objects
I can check thenumber by counting

How many crayons do you think there are in the tub? Now count themcarefully. Are there more or fewer than you thought?

Howcould you check the number of crayons? How do you know you havecounted every crayon just once?

Compareand order numbers, using the related vocabulary; use the equals (=)sign

I can putnumbers up to 20 or more in order

Look at these numbers: 8    3   12    20

Whichof the numbers is largest? Are any of the numbers larger than 10?Which number is smallest? Put the numbers in order, starting withthe smallest. How can you check the order?

Readand write numerals from 0 to 20, then beyond; use knowledge ofplace value to position these numbers on a number track and numberline

I know how to write numbers upto 20
I know where numbers up to 20 or more belong on a numbertrack

Pick up a bundle of ten straws and three single straws. Can you sayhow many you are holding without counting them all?

As these numbers get bigger, which digits are changing and whichdigits stay the same? Which other numbers to do you know that have1 as the first digit?

Saythe number that is 1 more or less than any given number, and 10more or less for multiples of 10

I know thenumber that is one more or one less than any number up to 20 ormore

Use the numbers 15 to 20. Choose a pair of numbers to make thissentence true: is one more than Howmany different pairs can you find that make the sentence true? Canyou make the sentence true with other numbers?

Relateaddition to counting on; recognise that addition can be done in anyorder; use practical and informal written methods to support theaddition of a one-digit number or a multiple of 10 to a one-digitor two-digit number

I can add 1, 2,3, 4, 5, 6, 7, 8 or 9 to numbers up to 20 ormore

Someonesaid 19 plus 5 makes 23. Can you show how you know that is not theright answer?

Understandsubtraction as 'take away' and find a 'difference' by counting up;use practical and informal written methods to support thesubtraction of a one-digit number from a one-digit or two-digitnumber and a multiple of 10 from a two-digit number

I can work outthe difference between two numbers

What is 15 take away 6? How did you work that out? How could youwork it out a different way to check?

Can you make up another 'take away'/subtraction question that hasthe answer 9? How did you work out which numbers to use?

Whatis the difference between 5 and 12? How can you show that usingcounters? Can you put something on paper to show that? How couldyou work that out on a number line?

Usethe vocabulary related to addition and subtraction and symbols todescribe and record addition and subtraction numbersentences

I can use the signs ,- and = when I write addition and subtractionsentences

Use 0 to 9 number cards. Choose two cards and make up someadditions and subtractions using those numbers. Try to put them indifferent ways, like this: 5 = 8    3 and 5 more is8
5 take away 3 leaves 2  5 - 3 = 2
5 is 2 more than 3
the difference between 5 and 3 is 2

I can followinstructions to play a number game

Usethe number cards 1 to 10. Pick two cards. If the numbers add tomore than 5, keep them. Which pairs did you have that add to morethan 5? Are there other pairs that add to morethan 5?

##### Mathematical challengesfor able pupils Key Stages 1 and 2
 Activities PDF 645KB Activity1 - Four-pin bowling Activity7 - Gold bars Activity4 - Snakes and Ladders
##### Interventionprogrammes
 Springboard unit Nonecurrently available
##### Supporting childrenwith gaps in their mathematical understanding (Wave 3)
 Diagnostic focus Resource Canonly begin counting at one; inaccurately counts objects whenrearranged; has no consistent recognition of small number ofobjects; lacks systematic approaches 1 YR /-DfES 1118-2005 (PDF87KB) Makesunequal groups and cannot compare the groups 3 YR /DfES 1139-2005 (PDF69KB) Misunderstandsone more and one less 2 YR /-DfES 1119-2005 (PDF79KB)

Wave 3addition and subtraction tracking children's learningcharts

Wave 3multiplication and division tracking children's learningcharts