Year 1 Maths Scheme of Work

Transcription

1 Year 1 New National Curriculum The principal focus of mathematics teaching in key stage 1 is to ensure that pupils develop confidence and mental fluency with whole numbers, counting and place value. This should involve working with numerals, words and the four operations, including with practical resources [for example, concrete objects and measuring tools]. At this stage, pupils should develop their ability to recognise, describe, draw, compare and sort different shapes and use the related vocabulary. Teaching should also involve using a range of measures to describe and compare different quantities such as length, mass, capacity/volume, time and money. Pupils should read and spell mathematical vocabulary, at a level consistent with their increasing word reading and spelling knowledge at key stage 1. Pupils should be taught to: Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number Count, read and write numbers to 100 in numerals; count in multiples of twos, fives and tens Given a number, identify one more and one less Identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least Addition and Subtraction Pupils should be taught to: Solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7 = _ 9. Multiplication and Division Pupils should be taught to: Solve one-step problems involving multiplication and division, by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher. Fractions Pupils should be taught to: Recognise, find and name a half as one of two equal parts of an object, shape or quantity Recognise, find and name a quarter as one of four equal parts of an object, shape or quantity. Pupils should be taught to: Lengths and heights [for example, long/short, longer/shorter, tall/short, double/half]

2 Mass/weight [for example, heavy/light, heavier than, lighter than] Capacity and volume [for example, full/empty, more than, less than, half, half full, quarter] Time [for example, quicker, slower, earlier, later] Lengths and heights Mass/weight Capacity and volume Time (hours, minutes, seconds) Recognise and know the value of different denominations of coins and notes Sequence events in chronological order using language [for example, before and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening] Recognise and use language relating to dates, including days of the week, weeks, months and years Tell the time to the hour and half past the hour and draw the hands on a clock face to show these times. Geometry (Properties of shapes) Pupils should be taught to: Recognise and name common 2-D and 3-D shapes, including: 2-D shapes [for example, rectangles (including squares), circles and triangles] 3-D shapes [for example, cuboids (including cubes), pyramids and spheres] Geometry (Position and direction) Pupils should be taught to: Describe position, direction and movement, including whole, half, quarter and three-quarter turns.

3 Year One Long Term Plan Autumn 1 Week 1 (W/B ) NC Learning Objectives Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number Addition Geometry (Properties of Shapes) Recognise and name common 2-D and 3-D shapes, including: 2-D shapes [for example, rectangles (including squares), circles and triangles] 2 (W/B ) Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number Addition Geometry (Properties of Shapes) Recognise and name common 2-D and 3-D shapes, including: 2-D shapes [for example, rectangles (including squares), circles and triangles] 3 (W/B ) Lengths and heights [for example, long/short, longer/shorter, tall/short, double/half]

4 Lengths and heights 4 (W/B ) Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number Count, read and write numbers to 100 in numerals; count in multiples of twos, fives and tens Addition Lengths and heights [for example, long/short, longer/shorter, tall/short, double/half] Lengths and heights 5 (W/B ) Geometry (Position and Direction) Describe position, direction and movement, including whole, half, quarter and three-quarter turns. Addition Given a number, identify one more and one less Lengths and heights [for example, long/short, longer/shorter, tall/short, double/half] Lengths and heights

5 6 (W/B ) Addition Lengths and heights [for example, long/short, longer/shorter, tall/short, double/half] Lengths and heights 7 (W/B ) Milestone Assessment (AP1): Number, Pattern and Calculating Create repeating patterns that have more than two elements using structured apparatus and other objects Recognize pattern in familiar sequences and predict what comes next Order Numicon Shapes, number rods and numerals 0-10 Describe number relationships between Shapes Identify numerals and represent them using Numicon Shapes, Numicon Shape patterns and number rods Recite number names in order up to (record child s counting range) Count at least 30 objects accurately, one by one Milestone Assessment (AP1): Geometry, s and Statistics Identify squares, oblongs, triangles and circles in flat geometric shapes and the everyday environment. Use the language of parts and properties. Understand that differences in size, position and orientation with not change the names of 2D shapes. Compare and order objects at different lengths. Choose appropriate non-standard units for measuring using non-standard units. Demonstrate and explain the need for accuracy when measuring using non-standard units. 8 (W/B ) Recap any areas needed to be revised following assessment week

6 Autumn 2 Week 1 (W/B ) Mathematical Area Given a number, identify one more and one less Read and write numbers from 1 to 20 in numerals and words. Read, write and interpret mathematical statements involving addition (+), subtraction ( ) and equals (=) signs Represent and use number bonds and related subtraction facts within 20 Add and subtract one-digit and two-digit numbers to 20, including zero Recognise and know the value of different denominations of coins and notes 2 (W/B ) 3 (W/B ) 4 (W/B ) Count, read and write numbers to 100 in numerals; count in multiples of twos, fives and tens. Read and write numbers from 1 to 20 in numerals and words. Read, write and interpret mathematical statements involving addition (+), subtraction ( ) and equals (=) signs Represent and use number bonds and related subtraction facts within 20 Add and subtract one-digit and two-digit numbers to 20, including zero Recognise and know the value of different denominations of coins and notes Given a number, identify one more and one less Identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than Represent and use number bonds and related subtraction facts within 20 Add and subtract one-digit and two-digit numbers to 20, including zero Sequence events in chronological order using language [for example, before and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening] Recognise and use language relating to dates, including days of the week, weeks, months and years Tell the time to the hour and half past the hour and draw the hands on a clock face to show these times. Represent and use number bonds and related subtraction facts within 20 Add and subtract one-digit and two-digit numbers to 20, including zero Sequence events in chronological order using language [for example, before and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening] Recognise and use language relating to dates, including days of the week, weeks, months and years Tell the time to the hour and half past the hour and draw the hands on a clock face to show these times.

7 5 (W/B ) Read, write and interpret mathematical statements involving addition (+), subtraction ( ) and equals (=) signs Sequence events in chronological order using language [for example, before and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening] Recognise and use language relating to dates, including days of the week, weeks, months and years Tell the time to the hour and half past the hour and draw the hands on a clock face to show these times. 6 (W/B ) Milestone Assessment (AP2): Number, Pattern and Calculating Compile sets according to a chosen criterion; explain why an object does not fit the seat. Assign numbers to repeating patterns using structured apparatus and other media. Read, say and build teen numbers and seeing numerals. Build teen numbers using Shapes and rods and write numerals from hearing number names. Add 1-digit numbers without counting using Numicon Shapes. Illustrate a one-step adding problem with objects and structures apparatus and say the number sentence. Know when to add. Milestone Assessment (AP2): Geometry, s and Statistics Recognise 1p, 2p, 5p and 10p coins and show the value using Numicon shapes. Make an amount of money from different combinations of coins. Sequence events over the course of a day or week, in chronological order. Recall names of days of the week and months of the year and begin to put them in order. Consider how long activities may take e.g. hours, minutes, seconds. Investigate the comparative mass of three or more objects, ordering them using terms such as heavy, heavier, heaviest. 7 (W/B ) Given a number, identify one more and one less Identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than Read, write and interpret mathematical statements involving addition (+), subtraction ( ) and equals (=) signs Mass/weight [for example, heavy/light, heavier than, lighter than] Mass/weight

8 Spring 1 Week 1 (W/B ) 2 (W/B ) Mathematical Area Identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than. Solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7 = _ 9. Geometry (Properties of Shapes) Recognise and name common 2-D shapes, including: 2-D shapes [for example, rectangles (including squares), circles and triangles] Identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than. Geometry (Properties of Shapes) Recognise and name common 2-D shapes, including: 2-D shapes [for example, rectangles (including squares), circles and triangles] 3 (W/B ) 4 (W/B ) Identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than. Given a number, identify one more and one less Capacity and volume [for example, full/empty, more than, less than, half, half full, quarter] Capacity and volume Identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than.

9 Given a number, identify one more and one less Capacity and volume [for example, full/empty, more than, less than, half, half full, quarter] Capacity and volume 5 (W/B ) 6 (W/B ) Milestone Assessment (AP3): Number, Pattern and Calculating Understand and use the language more than/less than/fewer than/most/least/fewest/equal to. Use < and > to compare objects, structured apparatus and numbers. Understand and use the = symbol in different number sentences. Understand the equivalence between coin values. Recognise patterns and explain regularities that they notice in patterns. Order numbers to 20. Subtract without counting using Numicon Shapes. Build and read subtracting sentences with Numicon Shapes, numeral, word and symbol cards. Read, write and interpret mathematical statements involving addition (+), subtraction ( ) and equals (=) signs Milestone Assessment (AP3): Geometry, s and Statistics Devise pictures and patterns using 2D shape equipment, including shapes that fit together with no gaps. Copy and build sequences to show which 2D shapes come next in a given repeating pattern. Find objects or give everyday examples, to show that the mass of an item is not linked to its overall size. Use a pan balance accurately when comparing two items and for finding mass using non-standard units. Fill containers to illustrate capacity terms e.g. empty, half full, nearly full etc. Choose and use smaller containers to estimate and measure the capacity of a variety of containers. Capacity and volume [for example, full/empty, more than, less than, half, half full, quarter] Capacity and volume

10 Spring 2 Week 1 (W/B ) 2 (W/B ) 3 (W/B ) 4 (W/B ) Mathematical Area Count, read and write numbers to 100 in numerals; count in multiples of twos, fives and tens Identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than Multiplication and division Solve one-step problems involving multiplication and division, by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher. 3-D shapes [for example, cuboids (including cubes), pyramids and spheres] Identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than Multiplication and division Solve one-step problems involving multiplication and division, by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher. 3-D shapes [for example, cuboids (including cubes), pyramids and spheres] Identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than Solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7 = _ 9. 3-D shapes [for example, cuboids (including cubes), pyramids and spheres] Milestone Assessment (AP4): Number, Pattern and Calculating Milestone Assessment (AP4): Geometry, s and Statistics Start to organise adding and subtracting facts systematically with structured apparatus and number Discuss differences between 2D and 3D solid shapes. sentences. Find 3D shapes within everyday shapes of different sizes and orientations. Explain the pattern of naming numbers, know where to find a number on a number line. Say how many? without counting in ones, by looking at objects grouped in Numicon 10-patterns. Make sensible estimate.

11 5 (W/B ) Recall some adding and subtracting facts to 10, including double and adding and subtracting zero: know when to use these. Begin to recognise that there is a relationship between adding and subtracting and between doubling and halving. Begin to understand that finding half means one of two parts of an object, shape or quantity. Solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7 = _ 9. Fractions Recognise, find and name a half as one of two equal parts of an object, shape or quantity Recognise, find and name a quarter as one of four equal parts of an object, shape or quantity. 3-D shapes [for example, cuboids (including cubes), pyramids and spheres]

12 Summer 1 Week 1 (W/B ) 2 (W/B ) 3 (W/B ) 4 (W/B ) Mathematical Area Given a number, identify one more and one less Identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than 3-D shapes [for example, cuboids (including cubes), pyramids and spheres] Given a number, identify one more and one less Identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than Solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7 = _ 9. 3-D shapes [for example, cuboids (including cubes), pyramids and spheres] Given a number, identify one more and one less Identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than Solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7 = _ 9. 3-D shapes [for example, cuboids (including cubes), pyramids and spheres] Count, read and write numbers to 100 in numerals; count in multiples of twos, fives and tens 3-D shapes [for example, cuboids (including cubes), pyramids and spheres] 5 (W/B ) Milestone Assessment (AP5): Number, Pattern and Calculating Use the terms odd and even when referring to numbers and total; name odd and even numbers (to10) Count in 2s 5s and 10s supported by structured apparatus. Milestone Assessment (AP5): Geometry, s and Statistics Name cubes and cuboids of varying sizes, understanding that cuboids can be different shapes. Name spheres, cylinders, cones and pyramids of varying sizes.

13 6 (W/B ) Instantly recognise Numicon Shape patterns and number rods as representations of numbers. Describe how 2D and 3D shapes might be grouped in different ways, according to similarities in Fluently recall adding and subtracting facts of numbers to 10 and use these when calculating and solving appearance. real problems. Begin to understand how many more? as a way of finding an answer to a subtracting problem. Solve difference problems in a data handling situation. Solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7 = _ 9. 3-D shapes [for example, cuboids (including cubes), pyramids and spheres]

14 Summer 2 Week 1 (W/B ) 2 (W/B ) 3 (W/B ) 4 (W/B ) Mathematical Area Count, read and write numbers to 100 in numerals Given a number, identify one more and one less Identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than Sequence events in chronological order using language [for example, before and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening] Recognise and use language relating to dates, including days of the week, weeks, months and years Tell the time to the hour and half past the hour and draw the hands on a clock face to show these times. Count, read and write numbers to 100 in numerals; count in multiples of twos, fives and tens Sequence events in chronological order using language [for example, before and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening] Recognise and use language relating to dates, including days of the week, weeks, months and years Tell the time to the hour and half past the hour and draw the hands on a clock face to show these times. Count, read and write numbers to 100 in numerals Given a number, identify one more and one less Identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than Sequence events in chronological order using language [for example, before and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening] Recognise and use language relating to dates, including days of the week, weeks, months and years Tell the time to the hour and half past the hour and draw the hands on a clock face to show these times. Given a number, identify one more and one less Identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than

15 Geometry (position and direction) Describe position, direction and movement, including whole, half, quarter and three-quarter turns. 5 (W/B ) 6 (W/B ) 7 (W/B ) Given a number, identify one more and one less Identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than Geometry (position and direction) Describe position, direction and movement, including whole, half, quarter and three-quarter turns. Milestone Assessment (AP6)Number, Pattern and Calculating Milestone Assessment (AP6): Geometry, s and Statistics Use attributes of objects or numbers to help solve problems. Order events and times on a 24-hour timeline, using terms such as day, night, midnight, midday, Organise work systematically and notice patterns. morning, afternoon, o clock. Read, say and build 2-digit numbers from seeing numerals. Discuss the features of an analogue clock, explaining the movement of both hands. Use Shapes and rods to build and write 2-digit numbers from hearing number names. Illustrate o clock and half past times on a geared clock or blank clock face. Use different strategies to add three numbers less than 10. Describe their position, direction and movement using such as behind, next to, around, left, right, Know that adding can be done in any order. forwards. Organise work systematically. Follow instructions to make full, half, quarter and three-quarter turns, both clockwise and anti-clockwise. Notice when something always happens and explain a general statement in their own way. Give verbal instructions to move around a space, using increasingly precise language to refine the Know that sometimes there is more than one answer to a question. sequence. Show understanding of the equivalence between quantity value and column value. Know when to partition into tens and ones to help solve a problem. Know when to use facts of numbers up to 10 to solve problems. Reason how to adjust known adding and subtracting facts for 10 to find facts for 11 and 12. Summer Maths Activities