Scheme of Work ndash Mathematics stage 1

Introduction This document is a scheme of work created by Cambridge as a suggested plan of delivery for Cambridge Primary Mathematics stage 1 Learning objectives for the stage have been grouped into topic areas or lsquoUnitsrsquo These have then been arranged in a recommended teaching order but you are free to teach objectives in any order within a stage as your local requirements and resources dictate

The scheme for Mathematics has assumed a term length of 10 weeks with three terms per stage and three units per term An overview of the sequence number and title of each unit for stage 1 can be seen in the table below

The scheme has been based on the minimum length of a school year to allow flexibility You should be able to add in more teaching time as necessary to suit the pace of your learners and to fit the work comfortably into your own term times

Problem solving learning objectives are recurring appearing in every unit Activities and resources are suggested against the learning objectives to illustrate possible methods of delivery

There is no obligation to follow the published Cambridge Scheme of Work in order to deliver Cambridge Primary It has been created solely to provide an illustration of how delivery might be planned over the six stages A step-by-step guide to creating your own scheme of work and implementing Cambridge Primary in your school can be found in the Cambridge Primary Teacher Guide available on the Cambridge Primary website Blank templates are also available on the Cambridge Primary website for you to use if you wish

OverviewTerm 1 Term 2 Term 3

1A Number and Problem Solving 2A Number and Problem Solving 3A Number and Problem Solving

1B Geometry and Problem Solving 2B Handling data and Problem Solving 3B Handling data and Problem Solving

1C Measure and Problem Solving 2C Measure and Problem Solving 3C Measure and Problem Solving

V1 1Y07 Mathematics Stage 1 1

Scheme of Work ndash Mathematics stage 1

Unit 1A Number and Problem Solving

Framework Codes

Learning Objective Activities Resources Comments

1Nn1

Numbers and the number systemRecite numbers in order Class counting to 20 Number lines or squares for

checking

1Nn3 Count objects up to 20 recognising conservation of number

Counting objects to 20 rearranging and checking

Objects to count Containers to help structure the counting number lines grids or square

1Nn2 Read and write numerals from 0 to 20

Give students a number less than 20 Ask them to continue the series orally or writing

Paper unnumbered number lines 100 square number lines (for reference)

1Nn8 Use more or less to compare two numbers and give a number that lies between them

Count using a number line with pictures as representations as well as the numbers

Number lines Use visual clues for more and less and in between

Framework Codes

Learning Objective Activities Resources Comments

V1 1Y07 Mathematics Stage 1 2

1Nn9

1Nc1

1Nc2

1Nc5

1Nc7

1Nn4

Order numbers to at least 20 positioning on a number track use ordinal numbers

Mental strategiesKnow all number pairs to 10 and record related additionsubtraction facts

Begin to know number pairs to 6 7 8 9 and 10

Know doubles to at least double 5

Begin to recognise multiples of 2 and 10

Count on in tens from zero or a single digit number to 100 or just over

Class or group activity Pick a number card hide it and give clues

Counters in the pot

Counters in the pot

Counters in the pot

Using hands and feet

Becoming familiar with the 100 square

Number cards number lines and grids

CountersSmall pots number cards 0 ndash 10

Counters small pots number cards 0 ndash 10

Counters small pots number cards 0 ndash 10 2 of each card

None

100 square ndash large100 square ndash table top

Developing mental images for small numbers

Extending the previous activity just changing one rule

Using a familiar resource and activity changing the contextStudents being actively engaged in the activity

Give students time to become familiar with 100 square

V1 1Y07 Mathematics Stage 1 3

Framework Codes

Learning Objective Activities Resources Comments

1Nn5

1Nn11

1Nc8

1Nc9

1Nc11

1Nc3

1Nc10

1Nc12

Count on in twos beginning to recognise oddeven numbers to 20 as lsquoevery other number

Give a sensible estimate of some objects that can be checked by counting eg to 30

Addition and subtractionUnderstand addition as counting on and combining two sets

Understand subtraction as counting back and lsquotake awayrsquo

Addsubtract a single digit number by counting backon

Add more than two small numbers spotting pairs to ten (4+3+6 = 10+3)

Understand difference as lsquohow many more to makersquo

Find two more or less than a number to 20 recording jumps on a number line

Becoming familiar with the number line

Counters and cubes estimating the numbers

Domino spots

Domino spots

Stepping stones accurately moving backwards and forwards

Look for the clueEncouraging students to look for the clue of making 10

Making pairs Have a target number more than 6 Throw one die show the number on the number line how many more to make the target

Hops and jumps start on a number jump forward 2 whatrsquos the new number

Number line ndash largeNumber line ndash table top

Counters cubes number line cloth

A large set of dominoes for class work Small sets for group workNumber cards 0 ndash 9Domino set for each pair

A floor number track or line table top number linesBlank tracks or lines

Small counting apparatus

Vertical or horizontal number line ndash large for class small for table top One 1-6 die

Large class number line smaller for table top

Some students may need their own copy of the number line

Using the same resource but different context

Give students experience of blank and numbered lines

This can be done on a floor number line to start

V1 1Y07 Mathematics Stage 1 4

Framework Codes

Learning Objective Activities Resources Comments

1Pt2

1Pt4

1Pt5

1Pt6

Problem solvingExplore number problems and puzzles

Solve simple word problems and represent it with objects

Check the answer to an addition by adding the numbers in a different order

Check the answer to a subtraction by adding the answer to the smaller number in the question

What if activities I had 3 cakes baked 3 more and ate 2 How many left

Telling stories Teacher tells a story where the final quantity is unknown I baked some cakes the dog ate 3 and there were 3 left How many did I start with

Using practical equipment

Using practical equipment

V1 1Y07 Mathematics Stage 1 5

Scheme of Work ndash Mathematics stage 1

Unit 1B Geometry and Problem Solving

Framework Codes

Learning Objective Activities Resources Comments

1Gs1

1Gs2

1Gs3

Shapes and geometric reasoningName and sort common 2D shapes using features such as number of sides curved or straight Use them to make patterns and models

Name and sort common 3D shapes using features such as number of faces flat or curved faces Use them to make patterns or models

Recognise basic line symmetry

Using a collection of flat shapes choose own examples and describe Choose an example to match properties set by teacher or another childMake pictures and patterns

Identify solid shapes in the classroomSort 3D shapes according to propertiesChoose an example and describe itMake patterns and models

Use mirrors to make and describe reflections

Flat shapes drawn shapes

Solid shapes

Mirrors

When talking about 2D make sure that only the face of a shape is used Any shape with any depth is 3D

Also use any pictures patterns from fabric for example to show symmetry in a real life setting

1Pt8 Problem solvingIdentify simple relationships between shapes

Compare and contrast features of both 2D and 3D shapes

Shapes both 2D and 3D

V1 1Y07 Mathematics Stage 1 6

Scheme of Work ndash Mathematics stage 1

Unit 1C Measure and Problem Solving

Framework Codes

Learning Objective Activities Resources Comments

1Mm1

1Ml1

1Ml2

1Ml3

1Mt1

MeasureRecognise all coins and work out how to pay an exact sum using smaller coins

Compare weights and lengths by direct comparison then by using uniform non-standard units

Estimate and compare capacities by direct comparison then by using uniform non-standard units

Use comparative language eg longer shorter heavier lighter

Begin to understand and use some units of time such as minutes hours day weeks months and years

Sort all coins into same valueExchange coins for an equivalent value in smaller coinsTotal coins

Make direct comparisons in a variety of contexts heights of 2 children use a balance to find which of 3 parcels is the heaviest

Use different size containers to find which holds most

Understand and use in practical contexts

Understand and use in context link to daily routines and activities What can you do in 1 minute how many jumps How many times can you write your name

Coins of appropriate value (real not plastic)Small sorting pots

Objects to weigh and measure as appropriate

Water sand rice lentils containers

Sand timers clocks

It is better to use real coins rather than pretend as it is more meaningful

Make the activities as practical as possible to develop understanding Use observations as an assessment tool

As above

Ask the class for other ideas Extend to 2 minutes or 5 minutesUse the vocabulary of time eg today tomorrow yesterday

V1 1Y07 Mathematics Stage 1 7

Framework Codes

Learning Objective Activities Resources Comments

1Pt1

1Pt2

1Pt9

Problem solvingChoose appropriate strategies to carry out calculations explain working out

Explore number problems and puzzles

Make a sensible estimation of a calculation and consider whether an answer is reasonable

Use own strategies to solve measurement problems in classroom contexts eg 6 bricks balance my book 8 bricks balance my shoe how many bricks to balance them both

The cupboard is 2 metres wide The table is 1 metre wide The cupboard is wider than the table How much widerChoose other examples in the classroom to cover measuresI spent in the shop My friend spent How much did we spend all together

Count some coins in a pot add 4 more How much now Change the amounts as appropriateWork out totals what can we buy

Objects to weigh and measure

Measuring equipmentCoins

Coins pots priced items

Encourage discussion about strategies This can be used as an assessment tool

These activities should be as practical as possible before moving to paper and pencil methods

V1 1Y07 Mathematics Stage 1 8

Scheme of Work ndash Mathematics stage 1

Unit 2A Number and Problem Solving

Framework Codes

Learning Objective Activities Resources Comments

1Nc12

1Nc8

Find two more or less than a number to 20 recording the jumps on a number line

Understand addition as counting on and combining two sets record related addition sentences

Give out number cards around the class Class work in pairs lsquoWhat is 2 more than What is 2 less than rsquo Choose numbers as appropriate After questions the pair that has that number holds it up Record on the number lineDisplay the number line Students hide their cards lsquoShow me a number that is more than 7 and less than 10rsquo Pairs that have the number hold it up Continue Class devise their own questions

Display the number cards Point to some randomly lsquoWhat is this number Substitute numbers for objects Count them and place number card next to them lsquoWhat if we put this set with this set How many altogether Write and say the action Write the calculation Record it as counting on a number line

0 -20 number cardsNumber line

Small counting apparatusLarge 0 ndash 20 number cardsLarge number line

Pairs could be mixed ability

When recording the calculation write each number and symbol as you say them so that students can make the connection

V1 1Y07 Mathematics Stage 1 9

Framework Codes

Learning Objective Activities Resources Comments

1Nc9

1Nc14

1Nn7

1Nn10

1Nn6

Understand subtraction as counting back and lsquotake awayrsquo record related subtraction sentences

Begin to use the + ndash and = signs to record calculations in number sentences

Within the range 0 to 30 say the number that is 1 or 10 more or less than any given number

Use the = sign to represent equality

Begin partitioning two-digit numbers into tens and ones and reverse

Display a large number line and 0 ndash 20 number cards Count backwards along the line and along the cards from different starting pointsReplace number cards with objects Choose one of the numbers and take 3 away pointing to the number line to show subtraction (counting back) Repeat with different start numbers

Once students are familiar with the operations of addition and subtraction introduce the symbols to replace the spoken sentence writing them as the matching word is said

Give out number cards Ask questions such as lsquoWho has 1 more than 3rsquorsquo Who has 10 more than 3rsquo targeting the question as appropriate

Using balance scales number balances or objects show how each side of = must have the same total quantity

Understand and use in practical contexts units ones tens digit

Large number line0 ndash 20 number cardsSmall counting apparatus

Class set of number cards 0 ndash 30

Balance scales number balances objects

Place value (arrow) cards Have a teacher set that all students can see as well as sets per pair on the tables

V1 1Y07 Mathematics Stage 1 10

Framework Codes

Learning Objective Activities Resources Comments

1Nc13

1Nc15

1Nc16

1Nc18

Relate counting on and back in tens to finding 10 moreless than a number (lt 100)

Understand that changing the order of addition does not change the total

Add a pair of numbers by putting the larger number first and counting on

Begin to add single- and two-digit numbers

Oral counting in tens from zero Oral counting in tens from 0 pointing to the pattern of 10 on 100 square Oral counting in tens from any number pointing to the pattern on the 100 square

Activities to help understanding of combining sets to make a total and steps along a number track or line (counting on)

With the aid of apparatus explore different amounts for addition and discuss the strategy of putting the larger quantity or number first

Using dice or number cards generate 1 or 2 digit numbers to be added together

100 square

Counting apparatusNumber track or number line

Counting apparatus number cards

DiceNumber cards

Have a large square that all can see as well as individual squares on the tables

V1 1Y07 Mathematics Stage 1 11

Framework Codes

Learning Objective Activities Resources Comments

1Pt2

1Pt3

1Pt4

1Pt5

1Pt6

1Pt1

1Pt4

1Pt9

Problem solvingExplore number problems and puzzles

Find many combinations eg combinations of three pieces of different coloured clothing

Solve simple word problems and represent it with objects

Check the answer to an addition by adding the numbers in a different order

Check the answer to a subtraction by adding the answer to the smaller number in the question

Choose appropriate strategies to carry out calculations explaining working out

Decide to add or subtract to solve a simple word problem (oral) and represent it with objects

Make a sensible estimate of a calculation and consider whether an answer is reasonable

lsquoWhat if and what could we try next lsquoactivities

Using 3-scoop ice-creams 3-bobbles on a hat etc

Simple problems set in a lsquoreal-lifersquo context

Use within the context of a lesson on addition Allow discussion to include student ideas

Use within the context of a lesson on subtraction Allow discussion to include student ideas

Use within the context of lessons allowing students to contribute their ideas

Use within the context of lessons allowing students to contribute their ideas

Discuss appropriate strategies

Dice dominoes cards to explore totals

Any pictures where there is a total of 3 things the same

Any materials that help to visualise the problem

Model the use of the apparatus then allow pairs to generate their own numbers

V1 1Y07 Mathematics Stage 1 12

Scheme of Work ndash Mathematics stage 1

Unit 2B Handling Data and Problem Solving

Framework Codes

Learning Objective Activities Resources Comments

1Dh1

Organising categorising and representing dataAnswer a question by sorting and organising data or objects in a variety of ways eg using block graphs and

pictograms with practical resources discussing the results

in lists and tables with practical resources discussing the results

in Venn or Carroll diagrams giving different criteria for grouping the same objects

Understand and use in context relevant vocabularySolve problems such as how many beads can I hold in my hand How can we find out How can we organise the information

Make and organise a listCollect data and make a table

Ask questions to find out favourite food Represent with a block graph or pictogram

Vocabulary cards displayed

Any apparatus that allows the information to be displayed interlocking cubes pictures etc

1Pt1Problem solvingChoose appropriate strategies to carry out calculations explaining working out

Solving problems by collecting sorting and organising informationCollect information quickly by sorting or voting then represent it by drawing placing objects or pictures

Any materials that allow the information to be displayed

Allow time for discussion between teacher and students and students to students At this stage students should be allowed some choice on how they display their data

V1 1Y07 Mathematics Stage 1 13

Scheme of Work ndash Mathematics stage 1

Unit 2C Measure and Problem Solving

Framework Codes

Learning Objective Activities Resources Comments

1Mm1

1Ml1

1Ml2

1Ml3

1Mt1

MoneyRecognise all coins and work out how to pay an exact sum using smaller coins

Length mass and capacityCompare lengths and weights by direct comparison then by using uniform non-standard units

Estimate and compare capacities by direct comparison then by using uniform non-standard units

Use comparative language eg longer shorter heavier lighter

TimeBegin to understand and use some units of time eg minutes hours days weeks months and years

Recognise all coinsExchange coins for an equivalent valueTotal coins

Understand and use the vocabulary related to length mass and capacityMake direct comparisons side by side (no counting) in a variety of contexts

Use uniform non-standard and standard units to measure count and solve problems in a variety of contexts

Use in context comparative words such as shorter shortest

Order the days of the week months of the yearKnow that 1 week = 7 days1 day = 24 hoursMake estimates and check

Coins

Written vocabulary

People ribbon heavy and light objects large and small cups etc

Balance scales objects to weigh cups to fill etc

Written vocabulary

Written vocabularySand timers

The use of real money should be encouraged in order to make more sense to the students

Display the vocabulary so that all the students can see it and use it as a reference Illustrate with pictures for those students who may have difficulty with the spoken word

Display the vocabulary so that all the students can see it and use it as a reference Illustrate with pictures for those students who may have difficulty with the spoken word

V1 1Y07 Mathematics Stage 1 14

Framework Codes

Learning Objective Activities Resources Comments

1Mt2

1Mt3

Read the time to the hour (orsquoclock) and know key times of day to the nearest hour

Order the days of the week and other familiar events

Order familiar events in a day a week or a story

1Pt1

1Pt2

Problem solvingChoose appropriate strategies to carry out calculations explain working out

Explore number problems and puzzles

How long is it from 3 orsquoclock to 5 orsquoclockWhat was the time 2 ours ago

It is now 6 orsquoclock What time will it bein 4 hoursIn 2 hoursWhat time was it 2 hours agoTarget questions according to ability

Clocks

Clocks

Clocks with hands that move as a real clock rather than free hand movement would allow students to become more familiar with how the hands of a clock move

V1 1Y07 Mathematics Stage 1 15

Scheme of Work ndash Mathematics stage 1Unit 3A Number and Problem solving

Framework Codes

Learning Objective Activities Resources Comments

1Nc8

1Nc9

Understand addition as counting on and combining two sets record related addition sentences

Understand subtraction as counting back and lsquotake awayrsquo record related subtraction sentences

Display the number cards Point to some randomly lsquoWhat is this number Substitute numbers for objects Count them and place number card next to them Show how 100 square is a different arrangement of the number line and easier to use when dealing with higher numbersWhat if We start on 7 and count on 5 Where will we end upUse different start numbersUsing small counting materials make sets of different amountslsquoWhat if we put this set with this set How many altogether Write and say the action Write the calculation Record it as it is being said

Display a large number line and 0 ndash 50 number cards Count backwards along the line and along the cards from different starting pointsReplace number cards with objects Take 3 away pointing to the number line to show subtraction (counting back) Repeat with different start numbers Show how 100 square is a different arrangement of the number line and easier to use when dealing with higher numbersWhat if we start on 17 and count back 5 Where will we end up

Number cards 0 ndash 50100 squareSmall counting apparatus

Large number line0 ndash 50 number cardsSmall counting apparatus

Some students will need to work with their own 100 square at a table or seated on the floor

V1 1Y07 Mathematics Stage 1 16

Framework Codes

Learning Objective Activities Resources Comments

1Nc14

1Nn6

1Nc15

1Nc16

1Nc18

1Nn12

Begin to use the + ndash and = signs to record calculations in number sentences Use the = sign to represent equality

Begin partitioning two-digit numbers into tens and ones and reverse

Understand that changing the order of addition does not change the total

Add a pair of numbers by putting the larger number first and counting on

Begin to add single- and two-digit numbers

Find halves of small numbers and shapes by folding and recognise which shapes are halved

Record simple mental calculations in number sentences Work as a whole class then pairs or individuals

Understand and use in practical contexts units ones tens digit

Activities to help understanding of combining sets to make a total and steps along a number track or line (counting on)

With the aid of apparatus explore different amounts for addition and discuss the strategy of putting the larger quantity or number first

Using dice or number cards generate 1 or 2 digit numbers to be added together

Recognise whole and half as vocabularyUse small apparatus for counting (A handful) Share it equally (in half) Discuss amounts where there is one left over Link with the numbers on 100 square Is there a patternSay half of any even number to 10

Large number and sign cards

Counting apparatus

Place value (arrow) cards

Number trackNumber lineCounting apparatus

Counting apparatus

Counting apparatusNumber track or number line100 square

Counting apparatus number cards

Use a large set for class work and give each child or pair their own for table top work Some students may find colour coding the units and tens useful

Use apparatus for counting and addition before moving to the number trackline

V1 1Y07 Mathematics Stage 1 17

Framework Codes

Learning Objective Activities Resources Comments

1Nc4

1Nc6

1Nc17

1Nc19

1Nc20

1Nc21

Begin using pairs to 10 to bridge 10 when addingsubtracting eg 8 + 3 add 2 then 1

Find near doubles using doubles already known eg 5 + 6

Recognise the use of a sign such as 1048709 to represent an unknowneg 6 + 1048709 = 10

Multiplication and divisionDouble any single-digit number bull

Find halves of even numbers of objects up to 10

Try to share numbers to 10 to find which are even and which are odd

Begin to add a pair of single digit numbers past 10Use 2 steps and go over 10 as a middle stage (4+8=12 4+6+2=10+2=12) Use different numbers Use subtraction

5+6=11 This can be shown as double 5 (5+5) plus 1 or double 6 minus 1 Use different examples

Use known number facts and knowledge of place valueSet different number sentences with the missing number in different places in the number sentence

Understand the vocabulary of double and half

Count out 10 objects Share into two equal sets Count each set Recombine

Count out 10 objects Share into 2 equal sets Recombine Remove some objects Share the remainders What happens Any left over Repeat several times so that all of the numbers 1-10 are coveredRecord those numbers which share with no remainder and those that share with a remainder

1 ndash 6 dice 7 ndash 12 dice numbers cards to appropriate level

Counting apparatus100 square

Slide number strips

Counting apparatusNumber line100 square

Counting apparatus to 10

Counting apparatus100 squareNumber line

Slide number strips

This can be a difficult concept for some students who may need more time

A list of near doubles may be useful as reference for some students

A strip of card with a calculation written horizontally Over the strip moves a flattened tube of card which can cover any of the numbers at any one time which will be the unknown number

V1 1Y07 Mathematics Stage 1 18

Framework Codes

Learning Objective Activities Resources Comments

1Nc22 Share objects into two equal groups in a context

Use lsquostoryrsquo problemsI have 4 cakes to share with my friend Before we can eat them another friend arrives How many whole cakes would we have had each before the friend arrived How many whole cakes would we have each after the friend arrived How many left overChange the story working with numbers to 10

Picture vocabulary cards

Counting apparatus up to 10

Counting apparatus up to 10

1Pt2

1Pt5

1Pt6

1Pt7

1Pt8

Problem solvingExplore number problems and puzzles

Check the answer to an addition by adding the numbers in a different order

Check the answer to a subtraction by adding the answer to the smaller number in the question

Describe and continue patterns such as count on and back in tenseg 90 80 70

Identify simple relationships between numbers and shapes eg this number is ten bigger than that number

Set in the context of a story or real life experience where people or objects are added to or taken away from the total

Work as inverse operations set in familiar contexts

Using the recording of odd and even numbers continue the sequence of even numbersodd numbersRecord on 100 square or number line

Counting on 100 square finding the pattern of going to the number below to add 10 and to the number above to subtract 10

Story books

Counting apparatus

100 squareNumber line

100 square

V1 1Y07 Mathematics Stage 1 19

Scheme of Work ndash Mathematics stage 1

Unit 3B Handling Data and Problem Solving

Framework Codes

Learning Objective Activities Resources Comments

1Dh1

Organising categorising and representing dataAnswer a question by sorting and organising data or objects in a variety of ways eg

using block graphs and pictograms with practical resources discussing the results

in lists and tables with practical resources discussing the results

in Venn or Carroll diagrams giving different criteria for grouping the same objects

Use questions set in real life contexts egWhat do you like to doHow can we find out How shall we organise the informationMake a simple block graph

Classify numbers and organise them in lists and tables all the even numbers to 30 all the odd numbers to 50 6 numbers more than 10 but less

than 30

Using sorting diagrams display information collected Begin with familiar sorting numbers using a Venn diagram numbers with 2 tens even numbers Repeat using shapes

Vocabulary cards displayed

Any apparatus that allows the information to be displayed interlocking cubes pictures etc

V1 1Y07 Mathematics Stage 1 20

Framework Codes

Learning Objective Activities Resources Comments

1Pt1Problem solvingChoose appropriate strategies to carry out calculations explaining working out

Solving problems by collecting sorting and organising informationCollect information quickly by sorting or voting then represent it by drawing placing objects or pictures

Any materials that allow the information to be displayed

Allow time for discussion between teacher and students and students to students At this stage students should be allowed some choice on how they display their data

V1 1Y07 Mathematics Stage 1 21

Scheme of Work ndash Mathematics stage 1

Unit 3C Measure and Problem Solving

Framework Codes

Learning Objective Activities Resources Comments

1Mm1

1Ml1

1Ml2

1Ml3

MoneyRecognise all coins and work out how to pay an exact sum using smaller coins

Length mass and capacityCompare lengths and weights by direct comparison then by using uniform non-standard units

Estimate and compare capacities by direct comparison then by using uniform non-standard units

Use comparative language eg longer shorter heavier lighter

Recognise all coinsExchange coins for an equivalent valueTotal coinsHow many different ways can an item be paid for Use different coins to make the same total

Understand and use the vocabulary related to length mass and capacityMake direct comparisons side by side (no counting) in a variety of contextsUse uniform units to measure or estimate

Use uniform non-standard and standard units to measure count and solve problems in a variety of contextsAsk for suggestions for things that could be measured using different standard measures

Use in context comparative words such as shorter shortest

Coins

Written vocabulary

People ribbon heavy and light objects large and small cups etc

Balance scales objects to weigh cups to fill etc

Written vocabulary

Written vocabulary

V1 1Y07 Mathematics Stage 1 22

Framework Codes

Learning Objective Activities Resources Comments

1Mt1

1Mt2

1Mt3

TimeBegin to understand and use some units of time eg minuteshours days weeks months and years

Read the time to the hour (orsquoclock) and know key times of day to the nearest hour

Order the days of the week and other familiar events

Order the days of the week months of the yearKnow that 1 week = 7 days1 day = 24 hoursMake estimates and check

Order familiar events in a day a week or a story

Sand timers

1Pt1

1Pt2

Problem solvingChoose appropriate strategies to carry out calculations explain working out

Explore number problems and puzzles

Put in the context of a lesson using measuresWhat could we use How could we record it How do we know What do you think Will it always be the same

Linking with a practical lesson the questions will allow students to develop their reasoning and thinking skills

V1 1Y07 Mathematics Stage 1 23

Scheme of Work ndash Mathematics stage 1

Unit 1A Number and Problem Solving

Framework Codes

Learning Objective Activities Resources Comments

1Nn1

Numbers and the number systemRecite numbers in order Class counting to 20 Number lines or squares for

checking

1Nn3 Count objects up to 20 recognising conservation of number

Counting objects to 20 rearranging and checking

Objects to count Containers to help structure the counting number lines grids or square

1Nn2 Read and write numerals from 0 to 20

Give students a number less than 20 Ask them to continue the series orally or writing

Paper unnumbered number lines 100 square number lines (for reference)

1Nn8 Use more or less to compare two numbers and give a number that lies between them

Count using a number line with pictures as representations as well as the numbers

Number lines Use visual clues for more and less and in between

Framework Codes

Learning Objective Activities Resources Comments

V1 1Y07 Mathematics Stage 1 2

1Nn9

1Nc1

1Nc2

1Nc5

1Nc7

1Nn4

Order numbers to at least 20 positioning on a number track use ordinal numbers

Mental strategiesKnow all number pairs to 10 and record related additionsubtraction facts

Begin to know number pairs to 6 7 8 9 and 10

Know doubles to at least double 5

Begin to recognise multiples of 2 and 10

Count on in tens from zero or a single digit number to 100 or just over

Class or group activity Pick a number card hide it and give clues

Counters in the pot

Counters in the pot

Counters in the pot

Using hands and feet

Becoming familiar with the 100 square

Number cards number lines and grids

CountersSmall pots number cards 0 ndash 10

Counters small pots number cards 0 ndash 10

Counters small pots number cards 0 ndash 10 2 of each card

None

100 square ndash large100 square ndash table top

Developing mental images for small numbers

Extending the previous activity just changing one rule

Using a familiar resource and activity changing the contextStudents being actively engaged in the activity

Give students time to become familiar with 100 square

V1 1Y07 Mathematics Stage 1 3

Framework Codes

Learning Objective Activities Resources Comments

1Nn5

1Nn11

1Nc8

1Nc9

1Nc11

1Nc3

1Nc10

1Nc12

Count on in twos beginning to recognise oddeven numbers to 20 as lsquoevery other number

Give a sensible estimate of some objects that can be checked by counting eg to 30

Addition and subtractionUnderstand addition as counting on and combining two sets

Understand subtraction as counting back and lsquotake awayrsquo

Addsubtract a single digit number by counting backon

Add more than two small numbers spotting pairs to ten (4+3+6 = 10+3)

Understand difference as lsquohow many more to makersquo

Find two more or less than a number to 20 recording jumps on a number line

Becoming familiar with the number line

Counters and cubes estimating the numbers

Domino spots

Domino spots

Stepping stones accurately moving backwards and forwards

Look for the clueEncouraging students to look for the clue of making 10

Making pairs Have a target number more than 6 Throw one die show the number on the number line how many more to make the target

Hops and jumps start on a number jump forward 2 whatrsquos the new number

Number line ndash largeNumber line ndash table top

Counters cubes number line cloth

A large set of dominoes for class work Small sets for group workNumber cards 0 ndash 9Domino set for each pair

A floor number track or line table top number linesBlank tracks or lines

Small counting apparatus

Vertical or horizontal number line ndash large for class small for table top One 1-6 die

Large class number line smaller for table top

Some students may need their own copy of the number line

Using the same resource but different context

Give students experience of blank and numbered lines

This can be done on a floor number line to start

V1 1Y07 Mathematics Stage 1 4

Framework Codes

Learning Objective Activities Resources Comments

1Pt2

1Pt4

1Pt5

1Pt6

Problem solvingExplore number problems and puzzles

Solve simple word problems and represent it with objects

Check the answer to an addition by adding the numbers in a different order

Check the answer to a subtraction by adding the answer to the smaller number in the question

What if activities I had 3 cakes baked 3 more and ate 2 How many left

Telling stories Teacher tells a story where the final quantity is unknown I baked some cakes the dog ate 3 and there were 3 left How many did I start with

Using practical equipment

Using practical equipment

V1 1Y07 Mathematics Stage 1 5

Scheme of Work ndash Mathematics stage 1

Unit 1B Geometry and Problem Solving

Framework Codes

Learning Objective Activities Resources Comments

1Gs1

1Gs2

1Gs3

Shapes and geometric reasoningName and sort common 2D shapes using features such as number of sides curved or straight Use them to make patterns and models

Name and sort common 3D shapes using features such as number of faces flat or curved faces Use them to make patterns or models

Recognise basic line symmetry

Using a collection of flat shapes choose own examples and describe Choose an example to match properties set by teacher or another childMake pictures and patterns

Identify solid shapes in the classroomSort 3D shapes according to propertiesChoose an example and describe itMake patterns and models

Use mirrors to make and describe reflections

Flat shapes drawn shapes

Solid shapes

Mirrors

When talking about 2D make sure that only the face of a shape is used Any shape with any depth is 3D

Also use any pictures patterns from fabric for example to show symmetry in a real life setting

1Pt8 Problem solvingIdentify simple relationships between shapes

Compare and contrast features of both 2D and 3D shapes

Shapes both 2D and 3D

V1 1Y07 Mathematics Stage 1 6

Scheme of Work ndash Mathematics stage 1

Unit 1C Measure and Problem Solving

Framework Codes

Learning Objective Activities Resources Comments

1Mm1

1Ml1

1Ml2

1Ml3

1Mt1

MeasureRecognise all coins and work out how to pay an exact sum using smaller coins

Compare weights and lengths by direct comparison then by using uniform non-standard units

Estimate and compare capacities by direct comparison then by using uniform non-standard units

Use comparative language eg longer shorter heavier lighter

Begin to understand and use some units of time such as minutes hours day weeks months and years

Sort all coins into same valueExchange coins for an equivalent value in smaller coinsTotal coins

Make direct comparisons in a variety of contexts heights of 2 children use a balance to find which of 3 parcels is the heaviest

Use different size containers to find which holds most

Understand and use in practical contexts

Understand and use in context link to daily routines and activities What can you do in 1 minute how many jumps How many times can you write your name

Coins of appropriate value (real not plastic)Small sorting pots

Objects to weigh and measure as appropriate

Water sand rice lentils containers

Sand timers clocks

It is better to use real coins rather than pretend as it is more meaningful

Make the activities as practical as possible to develop understanding Use observations as an assessment tool

As above

Ask the class for other ideas Extend to 2 minutes or 5 minutesUse the vocabulary of time eg today tomorrow yesterday

V1 1Y07 Mathematics Stage 1 7

Framework Codes

Learning Objective Activities Resources Comments

1Pt1

1Pt2

1Pt9

Problem solvingChoose appropriate strategies to carry out calculations explain working out

Explore number problems and puzzles

Make a sensible estimation of a calculation and consider whether an answer is reasonable

Use own strategies to solve measurement problems in classroom contexts eg 6 bricks balance my book 8 bricks balance my shoe how many bricks to balance them both

The cupboard is 2 metres wide The table is 1 metre wide The cupboard is wider than the table How much widerChoose other examples in the classroom to cover measuresI spent in the shop My friend spent How much did we spend all together

Count some coins in a pot add 4 more How much now Change the amounts as appropriateWork out totals what can we buy

Objects to weigh and measure

Measuring equipmentCoins

Coins pots priced items

Encourage discussion about strategies This can be used as an assessment tool

These activities should be as practical as possible before moving to paper and pencil methods

V1 1Y07 Mathematics Stage 1 8

Scheme of Work ndash Mathematics stage 1

Unit 2A Number and Problem Solving

Framework Codes

Learning Objective Activities Resources Comments

1Nc12

1Nc8

Find two more or less than a number to 20 recording the jumps on a number line

Understand addition as counting on and combining two sets record related addition sentences

Give out number cards around the class Class work in pairs lsquoWhat is 2 more than What is 2 less than rsquo Choose numbers as appropriate After questions the pair that has that number holds it up Record on the number lineDisplay the number line Students hide their cards lsquoShow me a number that is more than 7 and less than 10rsquo Pairs that have the number hold it up Continue Class devise their own questions

Display the number cards Point to some randomly lsquoWhat is this number Substitute numbers for objects Count them and place number card next to them lsquoWhat if we put this set with this set How many altogether Write and say the action Write the calculation Record it as counting on a number line

0 -20 number cardsNumber line

Small counting apparatusLarge 0 ndash 20 number cardsLarge number line

Pairs could be mixed ability

When recording the calculation write each number and symbol as you say them so that students can make the connection

V1 1Y07 Mathematics Stage 1 9

Framework Codes

Learning Objective Activities Resources Comments

1Nc9

1Nc14

1Nn7

1Nn10

1Nn6

Understand subtraction as counting back and lsquotake awayrsquo record related subtraction sentences

Begin to use the + ndash and = signs to record calculations in number sentences

Within the range 0 to 30 say the number that is 1 or 10 more or less than any given number

Use the = sign to represent equality

Begin partitioning two-digit numbers into tens and ones and reverse

Display a large number line and 0 ndash 20 number cards Count backwards along the line and along the cards from different starting pointsReplace number cards with objects Choose one of the numbers and take 3 away pointing to the number line to show subtraction (counting back) Repeat with different start numbers

Once students are familiar with the operations of addition and subtraction introduce the symbols to replace the spoken sentence writing them as the matching word is said

Give out number cards Ask questions such as lsquoWho has 1 more than 3rsquorsquo Who has 10 more than 3rsquo targeting the question as appropriate

Using balance scales number balances or objects show how each side of = must have the same total quantity

Understand and use in practical contexts units ones tens digit

Large number line0 ndash 20 number cardsSmall counting apparatus

Class set of number cards 0 ndash 30

Balance scales number balances objects

Place value (arrow) cards Have a teacher set that all students can see as well as sets per pair on the tables

V1 1Y07 Mathematics Stage 1 10

Framework Codes

Learning Objective Activities Resources Comments

1Nc13

1Nc15

1Nc16

1Nc18

Relate counting on and back in tens to finding 10 moreless than a number (lt 100)

Understand that changing the order of addition does not change the total

Add a pair of numbers by putting the larger number first and counting on

Begin to add single- and two-digit numbers

Oral counting in tens from zero Oral counting in tens from 0 pointing to the pattern of 10 on 100 square Oral counting in tens from any number pointing to the pattern on the 100 square

Activities to help understanding of combining sets to make a total and steps along a number track or line (counting on)

With the aid of apparatus explore different amounts for addition and discuss the strategy of putting the larger quantity or number first

Using dice or number cards generate 1 or 2 digit numbers to be added together

100 square

Counting apparatusNumber track or number line

Counting apparatus number cards

DiceNumber cards

Have a large square that all can see as well as individual squares on the tables

V1 1Y07 Mathematics Stage 1 11

Framework Codes

Learning Objective Activities Resources Comments

1Pt2

1Pt3

1Pt4

1Pt5

1Pt6

1Pt1

1Pt4

1Pt9

Problem solvingExplore number problems and puzzles

Find many combinations eg combinations of three pieces of different coloured clothing

Solve simple word problems and represent it with objects

Check the answer to an addition by adding the numbers in a different order

Check the answer to a subtraction by adding the answer to the smaller number in the question

Choose appropriate strategies to carry out calculations explaining working out

Decide to add or subtract to solve a simple word problem (oral) and represent it with objects

Make a sensible estimate of a calculation and consider whether an answer is reasonable

lsquoWhat if and what could we try next lsquoactivities

Using 3-scoop ice-creams 3-bobbles on a hat etc

Simple problems set in a lsquoreal-lifersquo context

Use within the context of a lesson on addition Allow discussion to include student ideas

Use within the context of a lesson on subtraction Allow discussion to include student ideas

Use within the context of lessons allowing students to contribute their ideas

Use within the context of lessons allowing students to contribute their ideas

Discuss appropriate strategies

Dice dominoes cards to explore totals

Any pictures where there is a total of 3 things the same

Any materials that help to visualise the problem

Model the use of the apparatus then allow pairs to generate their own numbers

V1 1Y07 Mathematics Stage 1 12

Scheme of Work ndash Mathematics stage 1

Unit 2B Handling Data and Problem Solving

Framework Codes

Learning Objective Activities Resources Comments

1Dh1

Organising categorising and representing dataAnswer a question by sorting and organising data or objects in a variety of ways eg using block graphs and

pictograms with practical resources discussing the results

in lists and tables with practical resources discussing the results

in Venn or Carroll diagrams giving different criteria for grouping the same objects

Understand and use in context relevant vocabularySolve problems such as how many beads can I hold in my hand How can we find out How can we organise the information

Make and organise a listCollect data and make a table

Ask questions to find out favourite food Represent with a block graph or pictogram

Vocabulary cards displayed

Any apparatus that allows the information to be displayed interlocking cubes pictures etc

1Pt1Problem solvingChoose appropriate strategies to carry out calculations explaining working out

Solving problems by collecting sorting and organising informationCollect information quickly by sorting or voting then represent it by drawing placing objects or pictures

Any materials that allow the information to be displayed

Allow time for discussion between teacher and students and students to students At this stage students should be allowed some choice on how they display their data

V1 1Y07 Mathematics Stage 1 13

Scheme of Work ndash Mathematics stage 1

Unit 2C Measure and Problem Solving

Framework Codes

Learning Objective Activities Resources Comments

1Mm1

1Ml1

1Ml2

1Ml3

1Mt1

MoneyRecognise all coins and work out how to pay an exact sum using smaller coins

Length mass and capacityCompare lengths and weights by direct comparison then by using uniform non-standard units

Estimate and compare capacities by direct comparison then by using uniform non-standard units

Use comparative language eg longer shorter heavier lighter

TimeBegin to understand and use some units of time eg minutes hours days weeks months and years

Recognise all coinsExchange coins for an equivalent valueTotal coins

Understand and use the vocabulary related to length mass and capacityMake direct comparisons side by side (no counting) in a variety of contexts

Use uniform non-standard and standard units to measure count and solve problems in a variety of contexts

Use in context comparative words such as shorter shortest

Order the days of the week months of the yearKnow that 1 week = 7 days1 day = 24 hoursMake estimates and check

Coins

Written vocabulary

People ribbon heavy and light objects large and small cups etc

Balance scales objects to weigh cups to fill etc

Written vocabulary

Written vocabularySand timers

The use of real money should be encouraged in order to make more sense to the students

Display the vocabulary so that all the students can see it and use it as a reference Illustrate with pictures for those students who may have difficulty with the spoken word

Display the vocabulary so that all the students can see it and use it as a reference Illustrate with pictures for those students who may have difficulty with the spoken word

V1 1Y07 Mathematics Stage 1 14

Framework Codes

Learning Objective Activities Resources Comments

1Mt2

1Mt3

Read the time to the hour (orsquoclock) and know key times of day to the nearest hour

Order the days of the week and other familiar events

Order familiar events in a day a week or a story

1Pt1

1Pt2

Problem solvingChoose appropriate strategies to carry out calculations explain working out

Explore number problems and puzzles

How long is it from 3 orsquoclock to 5 orsquoclockWhat was the time 2 ours ago

It is now 6 orsquoclock What time will it bein 4 hoursIn 2 hoursWhat time was it 2 hours agoTarget questions according to ability

Clocks

Clocks

Clocks with hands that move as a real clock rather than free hand movement would allow students to become more familiar with how the hands of a clock move

V1 1Y07 Mathematics Stage 1 15

Scheme of Work ndash Mathematics stage 1Unit 3A Number and Problem solving

Framework Codes

Learning Objective Activities Resources Comments

1Nc8

1Nc9

Understand addition as counting on and combining two sets record related addition sentences

Understand subtraction as counting back and lsquotake awayrsquo record related subtraction sentences

Display the number cards Point to some randomly lsquoWhat is this number Substitute numbers for objects Count them and place number card next to them Show how 100 square is a different arrangement of the number line and easier to use when dealing with higher numbersWhat if We start on 7 and count on 5 Where will we end upUse different start numbersUsing small counting materials make sets of different amountslsquoWhat if we put this set with this set How many altogether Write and say the action Write the calculation Record it as it is being said

Display a large number line and 0 ndash 50 number cards Count backwards along the line and along the cards from different starting pointsReplace number cards with objects Take 3 away pointing to the number line to show subtraction (counting back) Repeat with different start numbers Show how 100 square is a different arrangement of the number line and easier to use when dealing with higher numbersWhat if we start on 17 and count back 5 Where will we end up

Number cards 0 ndash 50100 squareSmall counting apparatus

Large number line0 ndash 50 number cardsSmall counting apparatus

Some students will need to work with their own 100 square at a table or seated on the floor

V1 1Y07 Mathematics Stage 1 16

Framework Codes

Learning Objective Activities Resources Comments

1Nc14

1Nn6

1Nc15

1Nc16

1Nc18

1Nn12

Begin to use the + ndash and = signs to record calculations in number sentences Use the = sign to represent equality

Begin partitioning two-digit numbers into tens and ones and reverse

Understand that changing the order of addition does not change the total

Add a pair of numbers by putting the larger number first and counting on

Begin to add single- and two-digit numbers

Find halves of small numbers and shapes by folding and recognise which shapes are halved

Record simple mental calculations in number sentences Work as a whole class then pairs or individuals

Understand and use in practical contexts units ones tens digit

Activities to help understanding of combining sets to make a total and steps along a number track or line (counting on)

With the aid of apparatus explore different amounts for addition and discuss the strategy of putting the larger quantity or number first

Using dice or number cards generate 1 or 2 digit numbers to be added together

Recognise whole and half as vocabularyUse small apparatus for counting (A handful) Share it equally (in half) Discuss amounts where there is one left over Link with the numbers on 100 square Is there a patternSay half of any even number to 10

Large number and sign cards

Counting apparatus

Place value (arrow) cards

Number trackNumber lineCounting apparatus

Counting apparatus

Counting apparatusNumber track or number line100 square

Counting apparatus number cards

Use a large set for class work and give each child or pair their own for table top work Some students may find colour coding the units and tens useful

Use apparatus for counting and addition before moving to the number trackline

V1 1Y07 Mathematics Stage 1 17

Framework Codes

Learning Objective Activities Resources Comments

1Nc4

1Nc6

1Nc17

1Nc19

1Nc20

1Nc21

Begin using pairs to 10 to bridge 10 when addingsubtracting eg 8 + 3 add 2 then 1

Find near doubles using doubles already known eg 5 + 6

Recognise the use of a sign such as 1048709 to represent an unknowneg 6 + 1048709 = 10

Multiplication and divisionDouble any single-digit number bull

Find halves of even numbers of objects up to 10

Try to share numbers to 10 to find which are even and which are odd

Begin to add a pair of single digit numbers past 10Use 2 steps and go over 10 as a middle stage (4+8=12 4+6+2=10+2=12) Use different numbers Use subtraction

5+6=11 This can be shown as double 5 (5+5) plus 1 or double 6 minus 1 Use different examples

Use known number facts and knowledge of place valueSet different number sentences with the missing number in different places in the number sentence

Understand the vocabulary of double and half

Count out 10 objects Share into two equal sets Count each set Recombine

Count out 10 objects Share into 2 equal sets Recombine Remove some objects Share the remainders What happens Any left over Repeat several times so that all of the numbers 1-10 are coveredRecord those numbers which share with no remainder and those that share with a remainder

1 ndash 6 dice 7 ndash 12 dice numbers cards to appropriate level

Counting apparatus100 square

Slide number strips

Counting apparatusNumber line100 square

Counting apparatus to 10

Counting apparatus100 squareNumber line

Slide number strips

This can be a difficult concept for some students who may need more time

A list of near doubles may be useful as reference for some students

A strip of card with a calculation written horizontally Over the strip moves a flattened tube of card which can cover any of the numbers at any one time which will be the unknown number

V1 1Y07 Mathematics Stage 1 18

Framework Codes

Learning Objective Activities Resources Comments

1Nc22 Share objects into two equal groups in a context

Use lsquostoryrsquo problemsI have 4 cakes to share with my friend Before we can eat them another friend arrives How many whole cakes would we have had each before the friend arrived How many whole cakes would we have each after the friend arrived How many left overChange the story working with numbers to 10

Picture vocabulary cards

Counting apparatus up to 10

Counting apparatus up to 10

1Pt2

1Pt5

1Pt6

1Pt7

1Pt8

Problem solvingExplore number problems and puzzles

Check the answer to an addition by adding the numbers in a different order

Check the answer to a subtraction by adding the answer to the smaller number in the question

Describe and continue patterns such as count on and back in tenseg 90 80 70

Identify simple relationships between numbers and shapes eg this number is ten bigger than that number

Set in the context of a story or real life experience where people or objects are added to or taken away from the total

Work as inverse operations set in familiar contexts

Using the recording of odd and even numbers continue the sequence of even numbersodd numbersRecord on 100 square or number line

Counting on 100 square finding the pattern of going to the number below to add 10 and to the number above to subtract 10

Story books

Counting apparatus

100 squareNumber line

100 square

V1 1Y07 Mathematics Stage 1 19

Scheme of Work ndash Mathematics stage 1

Unit 3B Handling Data and Problem Solving

Framework Codes

Learning Objective Activities Resources Comments

1Dh1

Organising categorising and representing dataAnswer a question by sorting and organising data or objects in a variety of ways eg

using block graphs and pictograms with practical resources discussing the results

in lists and tables with practical resources discussing the results

in Venn or Carroll diagrams giving different criteria for grouping the same objects

Use questions set in real life contexts egWhat do you like to doHow can we find out How shall we organise the informationMake a simple block graph

Classify numbers and organise them in lists and tables all the even numbers to 30 all the odd numbers to 50 6 numbers more than 10 but less

than 30

Using sorting diagrams display information collected Begin with familiar sorting numbers using a Venn diagram numbers with 2 tens even numbers Repeat using shapes

Vocabulary cards displayed

Any apparatus that allows the information to be displayed interlocking cubes pictures etc

V1 1Y07 Mathematics Stage 1 20

Framework Codes

Learning Objective Activities Resources Comments

1Pt1Problem solvingChoose appropriate strategies to carry out calculations explaining working out

Solving problems by collecting sorting and organising informationCollect information quickly by sorting or voting then represent it by drawing placing objects or pictures

Any materials that allow the information to be displayed

Allow time for discussion between teacher and students and students to students At this stage students should be allowed some choice on how they display their data

V1 1Y07 Mathematics Stage 1 21

Scheme of Work ndash Mathematics stage 1

Unit 3C Measure and Problem Solving

Framework Codes

Learning Objective Activities Resources Comments

1Mm1

1Ml1

1Ml2

1Ml3

MoneyRecognise all coins and work out how to pay an exact sum using smaller coins

Length mass and capacityCompare lengths and weights by direct comparison then by using uniform non-standard units

Estimate and compare capacities by direct comparison then by using uniform non-standard units

Use comparative language eg longer shorter heavier lighter

Recognise all coinsExchange coins for an equivalent valueTotal coinsHow many different ways can an item be paid for Use different coins to make the same total

Understand and use the vocabulary related to length mass and capacityMake direct comparisons side by side (no counting) in a variety of contextsUse uniform units to measure or estimate

Use uniform non-standard and standard units to measure count and solve problems in a variety of contextsAsk for suggestions for things that could be measured using different standard measures

Use in context comparative words such as shorter shortest

Coins

Written vocabulary

People ribbon heavy and light objects large and small cups etc

Balance scales objects to weigh cups to fill etc

Written vocabulary

Written vocabulary

V1 1Y07 Mathematics Stage 1 22

Framework Codes

Learning Objective Activities Resources Comments

1Mt1

1Mt2

1Mt3

TimeBegin to understand and use some units of time eg minuteshours days weeks months and years

Read the time to the hour (orsquoclock) and know key times of day to the nearest hour

Order the days of the week and other familiar events

Order the days of the week months of the yearKnow that 1 week = 7 days1 day = 24 hoursMake estimates and check

Order familiar events in a day a week or a story

Sand timers

1Pt1

1Pt2

Problem solvingChoose appropriate strategies to carry out calculations explain working out

Explore number problems and puzzles

Put in the context of a lesson using measuresWhat could we use How could we record it How do we know What do you think Will it always be the same

Linking with a practical lesson the questions will allow students to develop their reasoning and thinking skills

V1 1Y07 Mathematics Stage 1 23

1Nn9

1Nc1

1Nc2

1Nc5

1Nc7

1Nn4

Order numbers to at least 20 positioning on a number track use ordinal numbers

Mental strategiesKnow all number pairs to 10 and record related additionsubtraction facts

Begin to know number pairs to 6 7 8 9 and 10

Know doubles to at least double 5

Begin to recognise multiples of 2 and 10

Count on in tens from zero or a single digit number to 100 or just over

Class or group activity Pick a number card hide it and give clues

Counters in the pot

Counters in the pot

Counters in the pot

Using hands and feet

Becoming familiar with the 100 square

Number cards number lines and grids

CountersSmall pots number cards 0 ndash 10

Counters small pots number cards 0 ndash 10

Counters small pots number cards 0 ndash 10 2 of each card

None

100 square ndash large100 square ndash table top

Developing mental images for small numbers

Extending the previous activity just changing one rule

Using a familiar resource and activity changing the contextStudents being actively engaged in the activity

Give students time to become familiar with 100 square

V1 1Y07 Mathematics Stage 1 3

Framework Codes

Learning Objective Activities Resources Comments

1Nn5

1Nn11

1Nc8

1Nc9

1Nc11

1Nc3

1Nc10

1Nc12

Count on in twos beginning to recognise oddeven numbers to 20 as lsquoevery other number

Give a sensible estimate of some objects that can be checked by counting eg to 30

Addition and subtractionUnderstand addition as counting on and combining two sets

Understand subtraction as counting back and lsquotake awayrsquo

Addsubtract a single digit number by counting backon

Add more than two small numbers spotting pairs to ten (4+3+6 = 10+3)

Understand difference as lsquohow many more to makersquo

Find two more or less than a number to 20 recording jumps on a number line

Becoming familiar with the number line

Counters and cubes estimating the numbers

Domino spots

Domino spots

Stepping stones accurately moving backwards and forwards

Look for the clueEncouraging students to look for the clue of making 10

Making pairs Have a target number more than 6 Throw one die show the number on the number line how many more to make the target

Hops and jumps start on a number jump forward 2 whatrsquos the new number

Number line ndash largeNumber line ndash table top

Counters cubes number line cloth

A large set of dominoes for class work Small sets for group workNumber cards 0 ndash 9Domino set for each pair

A floor number track or line table top number linesBlank tracks or lines

Small counting apparatus

Vertical or horizontal number line ndash large for class small for table top One 1-6 die

Large class number line smaller for table top

Some students may need their own copy of the number line

Using the same resource but different context

Give students experience of blank and numbered lines

This can be done on a floor number line to start

V1 1Y07 Mathematics Stage 1 4

Framework Codes

Learning Objective Activities Resources Comments

1Pt2

1Pt4

1Pt5

1Pt6

Problem solvingExplore number problems and puzzles

Solve simple word problems and represent it with objects

Check the answer to an addition by adding the numbers in a different order

Check the answer to a subtraction by adding the answer to the smaller number in the question

What if activities I had 3 cakes baked 3 more and ate 2 How many left

Telling stories Teacher tells a story where the final quantity is unknown I baked some cakes the dog ate 3 and there were 3 left How many did I start with

Using practical equipment

Using practical equipment

V1 1Y07 Mathematics Stage 1 5

Scheme of Work ndash Mathematics stage 1

Unit 1B Geometry and Problem Solving

Framework Codes

Learning Objective Activities Resources Comments

1Gs1

1Gs2

1Gs3

Shapes and geometric reasoningName and sort common 2D shapes using features such as number of sides curved or straight Use them to make patterns and models

Name and sort common 3D shapes using features such as number of faces flat or curved faces Use them to make patterns or models

Recognise basic line symmetry

Using a collection of flat shapes choose own examples and describe Choose an example to match properties set by teacher or another childMake pictures and patterns

Identify solid shapes in the classroomSort 3D shapes according to propertiesChoose an example and describe itMake patterns and models

Use mirrors to make and describe reflections

Flat shapes drawn shapes

Solid shapes

Mirrors

When talking about 2D make sure that only the face of a shape is used Any shape with any depth is 3D

Also use any pictures patterns from fabric for example to show symmetry in a real life setting

1Pt8 Problem solvingIdentify simple relationships between shapes

Compare and contrast features of both 2D and 3D shapes

Shapes both 2D and 3D

V1 1Y07 Mathematics Stage 1 6

Scheme of Work ndash Mathematics stage 1

Unit 1C Measure and Problem Solving

Framework Codes

Learning Objective Activities Resources Comments

1Mm1

1Ml1

1Ml2

1Ml3

1Mt1

MeasureRecognise all coins and work out how to pay an exact sum using smaller coins

Compare weights and lengths by direct comparison then by using uniform non-standard units

Estimate and compare capacities by direct comparison then by using uniform non-standard units

Use comparative language eg longer shorter heavier lighter

Begin to understand and use some units of time such as minutes hours day weeks months and years

Sort all coins into same valueExchange coins for an equivalent value in smaller coinsTotal coins

Make direct comparisons in a variety of contexts heights of 2 children use a balance to find which of 3 parcels is the heaviest

Use different size containers to find which holds most

Understand and use in practical contexts

Understand and use in context link to daily routines and activities What can you do in 1 minute how many jumps How many times can you write your name

Coins of appropriate value (real not plastic)Small sorting pots

Objects to weigh and measure as appropriate

Water sand rice lentils containers

Sand timers clocks

It is better to use real coins rather than pretend as it is more meaningful

Make the activities as practical as possible to develop understanding Use observations as an assessment tool

As above

Ask the class for other ideas Extend to 2 minutes or 5 minutesUse the vocabulary of time eg today tomorrow yesterday

V1 1Y07 Mathematics Stage 1 7

Framework Codes

Learning Objective Activities Resources Comments

1Pt1

1Pt2

1Pt9

Problem solvingChoose appropriate strategies to carry out calculations explain working out

Explore number problems and puzzles

Make a sensible estimation of a calculation and consider whether an answer is reasonable

Use own strategies to solve measurement problems in classroom contexts eg 6 bricks balance my book 8 bricks balance my shoe how many bricks to balance them both

The cupboard is 2 metres wide The table is 1 metre wide The cupboard is wider than the table How much widerChoose other examples in the classroom to cover measuresI spent in the shop My friend spent How much did we spend all together

Count some coins in a pot add 4 more How much now Change the amounts as appropriateWork out totals what can we buy

Objects to weigh and measure

Measuring equipmentCoins

Coins pots priced items

Encourage discussion about strategies This can be used as an assessment tool

These activities should be as practical as possible before moving to paper and pencil methods

V1 1Y07 Mathematics Stage 1 8

Scheme of Work ndash Mathematics stage 1

Unit 2A Number and Problem Solving

Framework Codes

Learning Objective Activities Resources Comments

1Nc12

1Nc8

Find two more or less than a number to 20 recording the jumps on a number line

Understand addition as counting on and combining two sets record related addition sentences

Give out number cards around the class Class work in pairs lsquoWhat is 2 more than What is 2 less than rsquo Choose numbers as appropriate After questions the pair that has that number holds it up Record on the number lineDisplay the number line Students hide their cards lsquoShow me a number that is more than 7 and less than 10rsquo Pairs that have the number hold it up Continue Class devise their own questions

Display the number cards Point to some randomly lsquoWhat is this number Substitute numbers for objects Count them and place number card next to them lsquoWhat if we put this set with this set How many altogether Write and say the action Write the calculation Record it as counting on a number line

0 -20 number cardsNumber line

Small counting apparatusLarge 0 ndash 20 number cardsLarge number line

Pairs could be mixed ability

When recording the calculation write each number and symbol as you say them so that students can make the connection

V1 1Y07 Mathematics Stage 1 9

Framework Codes

Learning Objective Activities Resources Comments

1Nc9

1Nc14

1Nn7

1Nn10

1Nn6

Understand subtraction as counting back and lsquotake awayrsquo record related subtraction sentences

Begin to use the + ndash and = signs to record calculations in number sentences

Within the range 0 to 30 say the number that is 1 or 10 more or less than any given number

Use the = sign to represent equality

Begin partitioning two-digit numbers into tens and ones and reverse

Display a large number line and 0 ndash 20 number cards Count backwards along the line and along the cards from different starting pointsReplace number cards with objects Choose one of the numbers and take 3 away pointing to the number line to show subtraction (counting back) Repeat with different start numbers

Once students are familiar with the operations of addition and subtraction introduce the symbols to replace the spoken sentence writing them as the matching word is said

Give out number cards Ask questions such as lsquoWho has 1 more than 3rsquorsquo Who has 10 more than 3rsquo targeting the question as appropriate

Using balance scales number balances or objects show how each side of = must have the same total quantity

Understand and use in practical contexts units ones tens digit

Large number line0 ndash 20 number cardsSmall counting apparatus

Class set of number cards 0 ndash 30

Balance scales number balances objects

Place value (arrow) cards Have a teacher set that all students can see as well as sets per pair on the tables

V1 1Y07 Mathematics Stage 1 10

Framework Codes

Learning Objective Activities Resources Comments

1Nc13

1Nc15

1Nc16

1Nc18

Relate counting on and back in tens to finding 10 moreless than a number (lt 100)

Understand that changing the order of addition does not change the total

Add a pair of numbers by putting the larger number first and counting on

Begin to add single- and two-digit numbers

Oral counting in tens from zero Oral counting in tens from 0 pointing to the pattern of 10 on 100 square Oral counting in tens from any number pointing to the pattern on the 100 square

Activities to help understanding of combining sets to make a total and steps along a number track or line (counting on)

With the aid of apparatus explore different amounts for addition and discuss the strategy of putting the larger quantity or number first

Using dice or number cards generate 1 or 2 digit numbers to be added together

100 square

Counting apparatusNumber track or number line

Counting apparatus number cards

DiceNumber cards

Have a large square that all can see as well as individual squares on the tables

V1 1Y07 Mathematics Stage 1 11

Framework Codes

Learning Objective Activities Resources Comments

1Pt2

1Pt3

1Pt4

1Pt5

1Pt6

1Pt1

1Pt4

1Pt9

Problem solvingExplore number problems and puzzles

Find many combinations eg combinations of three pieces of different coloured clothing

Solve simple word problems and represent it with objects

Check the answer to an addition by adding the numbers in a different order

Check the answer to a subtraction by adding the answer to the smaller number in the question

Choose appropriate strategies to carry out calculations explaining working out

Decide to add or subtract to solve a simple word problem (oral) and represent it with objects

Make a sensible estimate of a calculation and consider whether an answer is reasonable

lsquoWhat if and what could we try next lsquoactivities

Using 3-scoop ice-creams 3-bobbles on a hat etc

Simple problems set in a lsquoreal-lifersquo context

Use within the context of a lesson on addition Allow discussion to include student ideas

Use within the context of a lesson on subtraction Allow discussion to include student ideas

Use within the context of lessons allowing students to contribute their ideas

Use within the context of lessons allowing students to contribute their ideas

Discuss appropriate strategies

Dice dominoes cards to explore totals

Any pictures where there is a total of 3 things the same

Any materials that help to visualise the problem

Model the use of the apparatus then allow pairs to generate their own numbers

V1 1Y07 Mathematics Stage 1 12

Scheme of Work ndash Mathematics stage 1

Unit 2B Handling Data and Problem Solving

Framework Codes

Learning Objective Activities Resources Comments

1Dh1

Organising categorising and representing dataAnswer a question by sorting and organising data or objects in a variety of ways eg using block graphs and

pictograms with practical resources discussing the results

in lists and tables with practical resources discussing the results

in Venn or Carroll diagrams giving different criteria for grouping the same objects

Understand and use in context relevant vocabularySolve problems such as how many beads can I hold in my hand How can we find out How can we organise the information

Make and organise a listCollect data and make a table

Ask questions to find out favourite food Represent with a block graph or pictogram

Vocabulary cards displayed

Any apparatus that allows the information to be displayed interlocking cubes pictures etc

1Pt1Problem solvingChoose appropriate strategies to carry out calculations explaining working out

Solving problems by collecting sorting and organising informationCollect information quickly by sorting or voting then represent it by drawing placing objects or pictures

Any materials that allow the information to be displayed

Allow time for discussion between teacher and students and students to students At this stage students should be allowed some choice on how they display their data

V1 1Y07 Mathematics Stage 1 13

Scheme of Work ndash Mathematics stage 1

Unit 2C Measure and Problem Solving

Framework Codes

Learning Objective Activities Resources Comments

1Mm1

1Ml1

1Ml2

1Ml3

1Mt1

MoneyRecognise all coins and work out how to pay an exact sum using smaller coins

Length mass and capacityCompare lengths and weights by direct comparison then by using uniform non-standard units

Estimate and compare capacities by direct comparison then by using uniform non-standard units

Use comparative language eg longer shorter heavier lighter

TimeBegin to understand and use some units of time eg minutes hours days weeks months and years

Recognise all coinsExchange coins for an equivalent valueTotal coins

Understand and use the vocabulary related to length mass and capacityMake direct comparisons side by side (no counting) in a variety of contexts

Use uniform non-standard and standard units to measure count and solve problems in a variety of contexts

Use in context comparative words such as shorter shortest

Order the days of the week months of the yearKnow that 1 week = 7 days1 day = 24 hoursMake estimates and check

Coins

Written vocabulary

People ribbon heavy and light objects large and small cups etc

Balance scales objects to weigh cups to fill etc

Written vocabulary

Written vocabularySand timers

The use of real money should be encouraged in order to make more sense to the students

Display the vocabulary so that all the students can see it and use it as a reference Illustrate with pictures for those students who may have difficulty with the spoken word

Display the vocabulary so that all the students can see it and use it as a reference Illustrate with pictures for those students who may have difficulty with the spoken word

V1 1Y07 Mathematics Stage 1 14

Framework Codes

Learning Objective Activities Resources Comments

1Mt2

1Mt3

Read the time to the hour (orsquoclock) and know key times of day to the nearest hour

Order the days of the week and other familiar events

Order familiar events in a day a week or a story

1Pt1

1Pt2

Problem solvingChoose appropriate strategies to carry out calculations explain working out

Explore number problems and puzzles

How long is it from 3 orsquoclock to 5 orsquoclockWhat was the time 2 ours ago

It is now 6 orsquoclock What time will it bein 4 hoursIn 2 hoursWhat time was it 2 hours agoTarget questions according to ability

Clocks

Clocks

Clocks with hands that move as a real clock rather than free hand movement would allow students to become more familiar with how the hands of a clock move

V1 1Y07 Mathematics Stage 1 15

Scheme of Work ndash Mathematics stage 1Unit 3A Number and Problem solving

Framework Codes

Learning Objective Activities Resources Comments

1Nc8

1Nc9

Understand addition as counting on and combining two sets record related addition sentences

Understand subtraction as counting back and lsquotake awayrsquo record related subtraction sentences

Display the number cards Point to some randomly lsquoWhat is this number Substitute numbers for objects Count them and place number card next to them Show how 100 square is a different arrangement of the number line and easier to use when dealing with higher numbersWhat if We start on 7 and count on 5 Where will we end upUse different start numbersUsing small counting materials make sets of different amountslsquoWhat if we put this set with this set How many altogether Write and say the action Write the calculation Record it as it is being said

Display a large number line and 0 ndash 50 number cards Count backwards along the line and along the cards from different starting pointsReplace number cards with objects Take 3 away pointing to the number line to show subtraction (counting back) Repeat with different start numbers Show how 100 square is a different arrangement of the number line and easier to use when dealing with higher numbersWhat if we start on 17 and count back 5 Where will we end up

Number cards 0 ndash 50100 squareSmall counting apparatus

Large number line0 ndash 50 number cardsSmall counting apparatus

Some students will need to work with their own 100 square at a table or seated on the floor

V1 1Y07 Mathematics Stage 1 16

Framework Codes

Learning Objective Activities Resources Comments

1Nc14

1Nn6

1Nc15

1Nc16

1Nc18

1Nn12

Begin to use the + ndash and = signs to record calculations in number sentences Use the = sign to represent equality

Begin partitioning two-digit numbers into tens and ones and reverse

Understand that changing the order of addition does not change the total

Add a pair of numbers by putting the larger number first and counting on

Begin to add single- and two-digit numbers

Find halves of small numbers and shapes by folding and recognise which shapes are halved

Record simple mental calculations in number sentences Work as a whole class then pairs or individuals

Understand and use in practical contexts units ones tens digit

Activities to help understanding of combining sets to make a total and steps along a number track or line (counting on)

With the aid of apparatus explore different amounts for addition and discuss the strategy of putting the larger quantity or number first

Using dice or number cards generate 1 or 2 digit numbers to be added together

Recognise whole and half as vocabularyUse small apparatus for counting (A handful) Share it equally (in half) Discuss amounts where there is one left over Link with the numbers on 100 square Is there a patternSay half of any even number to 10

Large number and sign cards

Counting apparatus

Place value (arrow) cards

Number trackNumber lineCounting apparatus

Counting apparatus

Counting apparatusNumber track or number line100 square

Counting apparatus number cards

Use a large set for class work and give each child or pair their own for table top work Some students may find colour coding the units and tens useful

Use apparatus for counting and addition before moving to the number trackline

V1 1Y07 Mathematics Stage 1 17

Framework Codes

Learning Objective Activities Resources Comments

1Nc4

1Nc6

1Nc17

1Nc19

1Nc20

1Nc21

Begin using pairs to 10 to bridge 10 when addingsubtracting eg 8 + 3 add 2 then 1

Find near doubles using doubles already known eg 5 + 6

Recognise the use of a sign such as 1048709 to represent an unknowneg 6 + 1048709 = 10

Multiplication and divisionDouble any single-digit number bull

Find halves of even numbers of objects up to 10

Try to share numbers to 10 to find which are even and which are odd

Begin to add a pair of single digit numbers past 10Use 2 steps and go over 10 as a middle stage (4+8=12 4+6+2=10+2=12) Use different numbers Use subtraction

5+6=11 This can be shown as double 5 (5+5) plus 1 or double 6 minus 1 Use different examples

Use known number facts and knowledge of place valueSet different number sentences with the missing number in different places in the number sentence

Understand the vocabulary of double and half

Count out 10 objects Share into two equal sets Count each set Recombine

Count out 10 objects Share into 2 equal sets Recombine Remove some objects Share the remainders What happens Any left over Repeat several times so that all of the numbers 1-10 are coveredRecord those numbers which share with no remainder and those that share with a remainder

1 ndash 6 dice 7 ndash 12 dice numbers cards to appropriate level

Counting apparatus100 square

Slide number strips

Counting apparatusNumber line100 square

Counting apparatus to 10

Counting apparatus100 squareNumber line

Slide number strips

This can be a difficult concept for some students who may need more time

A list of near doubles may be useful as reference for some students

A strip of card with a calculation written horizontally Over the strip moves a flattened tube of card which can cover any of the numbers at any one time which will be the unknown number

V1 1Y07 Mathematics Stage 1 18

Framework Codes

Learning Objective Activities Resources Comments

1Nc22 Share objects into two equal groups in a context

Use lsquostoryrsquo problemsI have 4 cakes to share with my friend Before we can eat them another friend arrives How many whole cakes would we have had each before the friend arrived How many whole cakes would we have each after the friend arrived How many left overChange the story working with numbers to 10

Picture vocabulary cards

Counting apparatus up to 10

Counting apparatus up to 10

1Pt2

1Pt5

1Pt6

1Pt7

1Pt8

Problem solvingExplore number problems and puzzles

Check the answer to an addition by adding the numbers in a different order

Check the answer to a subtraction by adding the answer to the smaller number in the question

Describe and continue patterns such as count on and back in tenseg 90 80 70

Identify simple relationships between numbers and shapes eg this number is ten bigger than that number

Set in the context of a story or real life experience where people or objects are added to or taken away from the total

Work as inverse operations set in familiar contexts

Using the recording of odd and even numbers continue the sequence of even numbersodd numbersRecord on 100 square or number line

Counting on 100 square finding the pattern of going to the number below to add 10 and to the number above to subtract 10

Story books

Counting apparatus

100 squareNumber line

100 square

V1 1Y07 Mathematics Stage 1 19

Scheme of Work ndash Mathematics stage 1

Unit 3B Handling Data and Problem Solving

Framework Codes

Learning Objective Activities Resources Comments

1Dh1

Organising categorising and representing dataAnswer a question by sorting and organising data or objects in a variety of ways eg

using block graphs and pictograms with practical resources discussing the results

in lists and tables with practical resources discussing the results

in Venn or Carroll diagrams giving different criteria for grouping the same objects

Use questions set in real life contexts egWhat do you like to doHow can we find out How shall we organise the informationMake a simple block graph

Classify numbers and organise them in lists and tables all the even numbers to 30 all the odd numbers to 50 6 numbers more than 10 but less

than 30

Using sorting diagrams display information collected Begin with familiar sorting numbers using a Venn diagram numbers with 2 tens even numbers Repeat using shapes

Vocabulary cards displayed

Any apparatus that allows the information to be displayed interlocking cubes pictures etc

V1 1Y07 Mathematics Stage 1 20

Framework Codes

Learning Objective Activities Resources Comments

1Pt1Problem solvingChoose appropriate strategies to carry out calculations explaining working out

Solving problems by collecting sorting and organising informationCollect information quickly by sorting or voting then represent it by drawing placing objects or pictures

Any materials that allow the information to be displayed

Allow time for discussion between teacher and students and students to students At this stage students should be allowed some choice on how they display their data

V1 1Y07 Mathematics Stage 1 21

Scheme of Work ndash Mathematics stage 1

Unit 3C Measure and Problem Solving

Framework Codes

Learning Objective Activities Resources Comments

1Mm1

1Ml1

1Ml2

1Ml3

MoneyRecognise all coins and work out how to pay an exact sum using smaller coins

Length mass and capacityCompare lengths and weights by direct comparison then by using uniform non-standard units

Estimate and compare capacities by direct comparison then by using uniform non-standard units

Use comparative language eg longer shorter heavier lighter

Recognise all coinsExchange coins for an equivalent valueTotal coinsHow many different ways can an item be paid for Use different coins to make the same total

Understand and use the vocabulary related to length mass and capacityMake direct comparisons side by side (no counting) in a variety of contextsUse uniform units to measure or estimate

Use uniform non-standard and standard units to measure count and solve problems in a variety of contextsAsk for suggestions for things that could be measured using different standard measures

Use in context comparative words such as shorter shortest

Coins

Written vocabulary

People ribbon heavy and light objects large and small cups etc

Balance scales objects to weigh cups to fill etc

Written vocabulary

Written vocabulary

V1 1Y07 Mathematics Stage 1 22

Framework Codes

Learning Objective Activities Resources Comments

1Mt1

1Mt2

1Mt3

TimeBegin to understand and use some units of time eg minuteshours days weeks months and years

Read the time to the hour (orsquoclock) and know key times of day to the nearest hour

Order the days of the week and other familiar events

Order the days of the week months of the yearKnow that 1 week = 7 days1 day = 24 hoursMake estimates and check

Order familiar events in a day a week or a story

Sand timers

1Pt1

1Pt2

Problem solvingChoose appropriate strategies to carry out calculations explain working out

Explore number problems and puzzles

Put in the context of a lesson using measuresWhat could we use How could we record it How do we know What do you think Will it always be the same

Linking with a practical lesson the questions will allow students to develop their reasoning and thinking skills

V1 1Y07 Mathematics Stage 1 23

Framework Codes

Learning Objective Activities Resources Comments

1Nn5

1Nn11

1Nc8

1Nc9

1Nc11

1Nc3

1Nc10

1Nc12

Count on in twos beginning to recognise oddeven numbers to 20 as lsquoevery other number

Give a sensible estimate of some objects that can be checked by counting eg to 30

Addition and subtractionUnderstand addition as counting on and combining two sets

Understand subtraction as counting back and lsquotake awayrsquo

Addsubtract a single digit number by counting backon

Add more than two small numbers spotting pairs to ten (4+3+6 = 10+3)

Understand difference as lsquohow many more to makersquo

Find two more or less than a number to 20 recording jumps on a number line

Becoming familiar with the number line

Counters and cubes estimating the numbers

Domino spots

Domino spots

Stepping stones accurately moving backwards and forwards

Look for the clueEncouraging students to look for the clue of making 10

Making pairs Have a target number more than 6 Throw one die show the number on the number line how many more to make the target

Hops and jumps start on a number jump forward 2 whatrsquos the new number

Number line ndash largeNumber line ndash table top

Counters cubes number line cloth

A large set of dominoes for class work Small sets for group workNumber cards 0 ndash 9Domino set for each pair

A floor number track or line table top number linesBlank tracks or lines

Small counting apparatus

Vertical or horizontal number line ndash large for class small for table top One 1-6 die

Large class number line smaller for table top

Some students may need their own copy of the number line

Using the same resource but different context

Give students experience of blank and numbered lines

This can be done on a floor number line to start

V1 1Y07 Mathematics Stage 1 4

Framework Codes

Learning Objective Activities Resources Comments

1Pt2

1Pt4

1Pt5

1Pt6

Problem solvingExplore number problems and puzzles

Solve simple word problems and represent it with objects

Check the answer to an addition by adding the numbers in a different order

Check the answer to a subtraction by adding the answer to the smaller number in the question

What if activities I had 3 cakes baked 3 more and ate 2 How many left

Telling stories Teacher tells a story where the final quantity is unknown I baked some cakes the dog ate 3 and there were 3 left How many did I start with

Using practical equipment

Using practical equipment

V1 1Y07 Mathematics Stage 1 5

Scheme of Work ndash Mathematics stage 1

Unit 1B Geometry and Problem Solving

Framework Codes

Learning Objective Activities Resources Comments

1Gs1

1Gs2

1Gs3

Shapes and geometric reasoningName and sort common 2D shapes using features such as number of sides curved or straight Use them to make patterns and models

Name and sort common 3D shapes using features such as number of faces flat or curved faces Use them to make patterns or models

Recognise basic line symmetry

Using a collection of flat shapes choose own examples and describe Choose an example to match properties set by teacher or another childMake pictures and patterns

Identify solid shapes in the classroomSort 3D shapes according to propertiesChoose an example and describe itMake patterns and models

Use mirrors to make and describe reflections

Flat shapes drawn shapes

Solid shapes

Mirrors

When talking about 2D make sure that only the face of a shape is used Any shape with any depth is 3D

Also use any pictures patterns from fabric for example to show symmetry in a real life setting

1Pt8 Problem solvingIdentify simple relationships between shapes

Compare and contrast features of both 2D and 3D shapes

Shapes both 2D and 3D

V1 1Y07 Mathematics Stage 1 6

Scheme of Work ndash Mathematics stage 1

Unit 1C Measure and Problem Solving

Framework Codes

Learning Objective Activities Resources Comments

1Mm1

1Ml1

1Ml2

1Ml3

1Mt1

MeasureRecognise all coins and work out how to pay an exact sum using smaller coins

Compare weights and lengths by direct comparison then by using uniform non-standard units

Estimate and compare capacities by direct comparison then by using uniform non-standard units

Use comparative language eg longer shorter heavier lighter

Begin to understand and use some units of time such as minutes hours day weeks months and years

Sort all coins into same valueExchange coins for an equivalent value in smaller coinsTotal coins

Make direct comparisons in a variety of contexts heights of 2 children use a balance to find which of 3 parcels is the heaviest

Use different size containers to find which holds most

Understand and use in practical contexts

Understand and use in context link to daily routines and activities What can you do in 1 minute how many jumps How many times can you write your name

Coins of appropriate value (real not plastic)Small sorting pots

Objects to weigh and measure as appropriate

Water sand rice lentils containers

Sand timers clocks

It is better to use real coins rather than pretend as it is more meaningful

Make the activities as practical as possible to develop understanding Use observations as an assessment tool

As above

Ask the class for other ideas Extend to 2 minutes or 5 minutesUse the vocabulary of time eg today tomorrow yesterday

V1 1Y07 Mathematics Stage 1 7

Framework Codes

Learning Objective Activities Resources Comments

1Pt1

1Pt2

1Pt9

Problem solvingChoose appropriate strategies to carry out calculations explain working out

Explore number problems and puzzles

Make a sensible estimation of a calculation and consider whether an answer is reasonable

Use own strategies to solve measurement problems in classroom contexts eg 6 bricks balance my book 8 bricks balance my shoe how many bricks to balance them both

The cupboard is 2 metres wide The table is 1 metre wide The cupboard is wider than the table How much widerChoose other examples in the classroom to cover measuresI spent in the shop My friend spent How much did we spend all together

Count some coins in a pot add 4 more How much now Change the amounts as appropriateWork out totals what can we buy

Objects to weigh and measure

Measuring equipmentCoins

Coins pots priced items

Encourage discussion about strategies This can be used as an assessment tool

These activities should be as practical as possible before moving to paper and pencil methods

V1 1Y07 Mathematics Stage 1 8

Scheme of Work ndash Mathematics stage 1

Unit 2A Number and Problem Solving

Framework Codes

Learning Objective Activities Resources Comments

1Nc12

1Nc8

Find two more or less than a number to 20 recording the jumps on a number line

Understand addition as counting on and combining two sets record related addition sentences

Give out number cards around the class Class work in pairs lsquoWhat is 2 more than What is 2 less than rsquo Choose numbers as appropriate After questions the pair that has that number holds it up Record on the number lineDisplay the number line Students hide their cards lsquoShow me a number that is more than 7 and less than 10rsquo Pairs that have the number hold it up Continue Class devise their own questions

Display the number cards Point to some randomly lsquoWhat is this number Substitute numbers for objects Count them and place number card next to them lsquoWhat if we put this set with this set How many altogether Write and say the action Write the calculation Record it as counting on a number line

0 -20 number cardsNumber line

Small counting apparatusLarge 0 ndash 20 number cardsLarge number line

Pairs could be mixed ability

When recording the calculation write each number and symbol as you say them so that students can make the connection

V1 1Y07 Mathematics Stage 1 9

Framework Codes

Learning Objective Activities Resources Comments

1Nc9

1Nc14

1Nn7

1Nn10

1Nn6

Understand subtraction as counting back and lsquotake awayrsquo record related subtraction sentences

Begin to use the + ndash and = signs to record calculations in number sentences

Within the range 0 to 30 say the number that is 1 or 10 more or less than any given number

Use the = sign to represent equality

Begin partitioning two-digit numbers into tens and ones and reverse

Display a large number line and 0 ndash 20 number cards Count backwards along the line and along the cards from different starting pointsReplace number cards with objects Choose one of the numbers and take 3 away pointing to the number line to show subtraction (counting back) Repeat with different start numbers

Once students are familiar with the operations of addition and subtraction introduce the symbols to replace the spoken sentence writing them as the matching word is said

Give out number cards Ask questions such as lsquoWho has 1 more than 3rsquorsquo Who has 10 more than 3rsquo targeting the question as appropriate

Using balance scales number balances or objects show how each side of = must have the same total quantity

Understand and use in practical contexts units ones tens digit

Large number line0 ndash 20 number cardsSmall counting apparatus

Class set of number cards 0 ndash 30

Balance scales number balances objects

Place value (arrow) cards Have a teacher set that all students can see as well as sets per pair on the tables

V1 1Y07 Mathematics Stage 1 10

Framework Codes

Learning Objective Activities Resources Comments

1Nc13

1Nc15

1Nc16

1Nc18

Relate counting on and back in tens to finding 10 moreless than a number (lt 100)

Understand that changing the order of addition does not change the total

Add a pair of numbers by putting the larger number first and counting on

Begin to add single- and two-digit numbers

Oral counting in tens from zero Oral counting in tens from 0 pointing to the pattern of 10 on 100 square Oral counting in tens from any number pointing to the pattern on the 100 square

Activities to help understanding of combining sets to make a total and steps along a number track or line (counting on)

With the aid of apparatus explore different amounts for addition and discuss the strategy of putting the larger quantity or number first

Using dice or number cards generate 1 or 2 digit numbers to be added together

100 square

Counting apparatusNumber track or number line

Counting apparatus number cards

DiceNumber cards

Have a large square that all can see as well as individual squares on the tables

V1 1Y07 Mathematics Stage 1 11

Framework Codes

Learning Objective Activities Resources Comments

1Pt2

1Pt3

1Pt4

1Pt5

1Pt6

1Pt1

1Pt4

1Pt9

Problem solvingExplore number problems and puzzles

Find many combinations eg combinations of three pieces of different coloured clothing

Solve simple word problems and represent it with objects

Check the answer to an addition by adding the numbers in a different order

Check the answer to a subtraction by adding the answer to the smaller number in the question

Choose appropriate strategies to carry out calculations explaining working out

Decide to add or subtract to solve a simple word problem (oral) and represent it with objects

Make a sensible estimate of a calculation and consider whether an answer is reasonable

lsquoWhat if and what could we try next lsquoactivities

Using 3-scoop ice-creams 3-bobbles on a hat etc

Simple problems set in a lsquoreal-lifersquo context

Use within the context of a lesson on addition Allow discussion to include student ideas

Use within the context of a lesson on subtraction Allow discussion to include student ideas

Use within the context of lessons allowing students to contribute their ideas

Use within the context of lessons allowing students to contribute their ideas

Discuss appropriate strategies

Dice dominoes cards to explore totals

Any pictures where there is a total of 3 things the same

Any materials that help to visualise the problem

Model the use of the apparatus then allow pairs to generate their own numbers

V1 1Y07 Mathematics Stage 1 12

Scheme of Work ndash Mathematics stage 1

Unit 2B Handling Data and Problem Solving

Framework Codes

Learning Objective Activities Resources Comments

1Dh1

Organising categorising and representing dataAnswer a question by sorting and organising data or objects in a variety of ways eg using block graphs and

pictograms with practical resources discussing the results

in lists and tables with practical resources discussing the results

in Venn or Carroll diagrams giving different criteria for grouping the same objects

Understand and use in context relevant vocabularySolve problems such as how many beads can I hold in my hand How can we find out How can we organise the information

Make and organise a listCollect data and make a table

Ask questions to find out favourite food Represent with a block graph or pictogram

Vocabulary cards displayed

Any apparatus that allows the information to be displayed interlocking cubes pictures etc

1Pt1Problem solvingChoose appropriate strategies to carry out calculations explaining working out

Solving problems by collecting sorting and organising informationCollect information quickly by sorting or voting then represent it by drawing placing objects or pictures

Any materials that allow the information to be displayed

Allow time for discussion between teacher and students and students to students At this stage students should be allowed some choice on how they display their data

V1 1Y07 Mathematics Stage 1 13

Scheme of Work ndash Mathematics stage 1

Unit 2C Measure and Problem Solving

Framework Codes

Learning Objective Activities Resources Comments

1Mm1

1Ml1

1Ml2

1Ml3

1Mt1

MoneyRecognise all coins and work out how to pay an exact sum using smaller coins

Length mass and capacityCompare lengths and weights by direct comparison then by using uniform non-standard units

Estimate and compare capacities by direct comparison then by using uniform non-standard units

Use comparative language eg longer shorter heavier lighter

TimeBegin to understand and use some units of time eg minutes hours days weeks months and years

Recognise all coinsExchange coins for an equivalent valueTotal coins

Understand and use the vocabulary related to length mass and capacityMake direct comparisons side by side (no counting) in a variety of contexts

Use uniform non-standard and standard units to measure count and solve problems in a variety of contexts

Use in context comparative words such as shorter shortest

Order the days of the week months of the yearKnow that 1 week = 7 days1 day = 24 hoursMake estimates and check

Coins

Written vocabulary

People ribbon heavy and light objects large and small cups etc

Balance scales objects to weigh cups to fill etc

Written vocabulary

Written vocabularySand timers

The use of real money should be encouraged in order to make more sense to the students

Display the vocabulary so that all the students can see it and use it as a reference Illustrate with pictures for those students who may have difficulty with the spoken word

Display the vocabulary so that all the students can see it and use it as a reference Illustrate with pictures for those students who may have difficulty with the spoken word

V1 1Y07 Mathematics Stage 1 14

Framework Codes

Learning Objective Activities Resources Comments

1Mt2

1Mt3

Read the time to the hour (orsquoclock) and know key times of day to the nearest hour

Order the days of the week and other familiar events

Order familiar events in a day a week or a story

1Pt1

1Pt2

Problem solvingChoose appropriate strategies to carry out calculations explain working out

Explore number problems and puzzles

How long is it from 3 orsquoclock to 5 orsquoclockWhat was the time 2 ours ago

It is now 6 orsquoclock What time will it bein 4 hoursIn 2 hoursWhat time was it 2 hours agoTarget questions according to ability

Clocks

Clocks

Clocks with hands that move as a real clock rather than free hand movement would allow students to become more familiar with how the hands of a clock move

V1 1Y07 Mathematics Stage 1 15

Scheme of Work ndash Mathematics stage 1Unit 3A Number and Problem solving

Framework Codes

Learning Objective Activities Resources Comments

1Nc8

1Nc9

Understand addition as counting on and combining two sets record related addition sentences

Understand subtraction as counting back and lsquotake awayrsquo record related subtraction sentences

Display the number cards Point to some randomly lsquoWhat is this number Substitute numbers for objects Count them and place number card next to them Show how 100 square is a different arrangement of the number line and easier to use when dealing with higher numbersWhat if We start on 7 and count on 5 Where will we end upUse different start numbersUsing small counting materials make sets of different amountslsquoWhat if we put this set with this set How many altogether Write and say the action Write the calculation Record it as it is being said

Display a large number line and 0 ndash 50 number cards Count backwards along the line and along the cards from different starting pointsReplace number cards with objects Take 3 away pointing to the number line to show subtraction (counting back) Repeat with different start numbers Show how 100 square is a different arrangement of the number line and easier to use when dealing with higher numbersWhat if we start on 17 and count back 5 Where will we end up

Number cards 0 ndash 50100 squareSmall counting apparatus

Large number line0 ndash 50 number cardsSmall counting apparatus

Some students will need to work with their own 100 square at a table or seated on the floor

V1 1Y07 Mathematics Stage 1 16

Framework Codes

Learning Objective Activities Resources Comments

1Nc14

1Nn6

1Nc15

1Nc16

1Nc18

1Nn12

Begin to use the + ndash and = signs to record calculations in number sentences Use the = sign to represent equality

Begin partitioning two-digit numbers into tens and ones and reverse

Understand that changing the order of addition does not change the total

Add a pair of numbers by putting the larger number first and counting on

Begin to add single- and two-digit numbers

Find halves of small numbers and shapes by folding and recognise which shapes are halved

Record simple mental calculations in number sentences Work as a whole class then pairs or individuals

Understand and use in practical contexts units ones tens digit

Activities to help understanding of combining sets to make a total and steps along a number track or line (counting on)

With the aid of apparatus explore different amounts for addition and discuss the strategy of putting the larger quantity or number first

Using dice or number cards generate 1 or 2 digit numbers to be added together

Recognise whole and half as vocabularyUse small apparatus for counting (A handful) Share it equally (in half) Discuss amounts where there is one left over Link with the numbers on 100 square Is there a patternSay half of any even number to 10

Large number and sign cards

Counting apparatus

Place value (arrow) cards

Number trackNumber lineCounting apparatus

Counting apparatus

Counting apparatusNumber track or number line100 square

Counting apparatus number cards

Use a large set for class work and give each child or pair their own for table top work Some students may find colour coding the units and tens useful

Use apparatus for counting and addition before moving to the number trackline

V1 1Y07 Mathematics Stage 1 17

Framework Codes

Learning Objective Activities Resources Comments

1Nc4

1Nc6

1Nc17

1Nc19

1Nc20

1Nc21

Begin using pairs to 10 to bridge 10 when addingsubtracting eg 8 + 3 add 2 then 1

Find near doubles using doubles already known eg 5 + 6

Recognise the use of a sign such as 1048709 to represent an unknowneg 6 + 1048709 = 10

Multiplication and divisionDouble any single-digit number bull

Find halves of even numbers of objects up to 10

Try to share numbers to 10 to find which are even and which are odd

Begin to add a pair of single digit numbers past 10Use 2 steps and go over 10 as a middle stage (4+8=12 4+6+2=10+2=12) Use different numbers Use subtraction

5+6=11 This can be shown as double 5 (5+5) plus 1 or double 6 minus 1 Use different examples

Use known number facts and knowledge of place valueSet different number sentences with the missing number in different places in the number sentence

Understand the vocabulary of double and half

Count out 10 objects Share into two equal sets Count each set Recombine

Count out 10 objects Share into 2 equal sets Recombine Remove some objects Share the remainders What happens Any left over Repeat several times so that all of the numbers 1-10 are coveredRecord those numbers which share with no remainder and those that share with a remainder

1 ndash 6 dice 7 ndash 12 dice numbers cards to appropriate level

Counting apparatus100 square

Slide number strips

Counting apparatusNumber line100 square

Counting apparatus to 10

Counting apparatus100 squareNumber line

Slide number strips

This can be a difficult concept for some students who may need more time

A list of near doubles may be useful as reference for some students

A strip of card with a calculation written horizontally Over the strip moves a flattened tube of card which can cover any of the numbers at any one time which will be the unknown number

V1 1Y07 Mathematics Stage 1 18

Framework Codes

Learning Objective Activities Resources Comments

1Nc22 Share objects into two equal groups in a context

Use lsquostoryrsquo problemsI have 4 cakes to share with my friend Before we can eat them another friend arrives How many whole cakes would we have had each before the friend arrived How many whole cakes would we have each after the friend arrived How many left overChange the story working with numbers to 10

Picture vocabulary cards

Counting apparatus up to 10

Counting apparatus up to 10

1Pt2

1Pt5

1Pt6

1Pt7

1Pt8

Problem solvingExplore number problems and puzzles

Check the answer to an addition by adding the numbers in a different order

Check the answer to a subtraction by adding the answer to the smaller number in the question

Describe and continue patterns such as count on and back in tenseg 90 80 70

Identify simple relationships between numbers and shapes eg this number is ten bigger than that number

Set in the context of a story or real life experience where people or objects are added to or taken away from the total

Work as inverse operations set in familiar contexts

Using the recording of odd and even numbers continue the sequence of even numbersodd numbersRecord on 100 square or number line

Counting on 100 square finding the pattern of going to the number below to add 10 and to the number above to subtract 10

Story books

Counting apparatus

100 squareNumber line

100 square

V1 1Y07 Mathematics Stage 1 19

Scheme of Work ndash Mathematics stage 1

Unit 3B Handling Data and Problem Solving

Framework Codes

Learning Objective Activities Resources Comments

1Dh1

Organising categorising and representing dataAnswer a question by sorting and organising data or objects in a variety of ways eg

using block graphs and pictograms with practical resources discussing the results

in lists and tables with practical resources discussing the results

in Venn or Carroll diagrams giving different criteria for grouping the same objects

Use questions set in real life contexts egWhat do you like to doHow can we find out How shall we organise the informationMake a simple block graph

Classify numbers and organise them in lists and tables all the even numbers to 30 all the odd numbers to 50 6 numbers more than 10 but less

than 30

Using sorting diagrams display information collected Begin with familiar sorting numbers using a Venn diagram numbers with 2 tens even numbers Repeat using shapes

Vocabulary cards displayed

Any apparatus that allows the information to be displayed interlocking cubes pictures etc

V1 1Y07 Mathematics Stage 1 20

Framework Codes

Learning Objective Activities Resources Comments

1Pt1Problem solvingChoose appropriate strategies to carry out calculations explaining working out

Solving problems by collecting sorting and organising informationCollect information quickly by sorting or voting then represent it by drawing placing objects or pictures

Any materials that allow the information to be displayed

Allow time for discussion between teacher and students and students to students At this stage students should be allowed some choice on how they display their data

V1 1Y07 Mathematics Stage 1 21

Scheme of Work ndash Mathematics stage 1

Unit 3C Measure and Problem Solving

Framework Codes

Learning Objective Activities Resources Comments

1Mm1

1Ml1

1Ml2

1Ml3

MoneyRecognise all coins and work out how to pay an exact sum using smaller coins

Length mass and capacityCompare lengths and weights by direct comparison then by using uniform non-standard units

Estimate and compare capacities by direct comparison then by using uniform non-standard units

Use comparative language eg longer shorter heavier lighter

Recognise all coinsExchange coins for an equivalent valueTotal coinsHow many different ways can an item be paid for Use different coins to make the same total

Understand and use the vocabulary related to length mass and capacityMake direct comparisons side by side (no counting) in a variety of contextsUse uniform units to measure or estimate

Use uniform non-standard and standard units to measure count and solve problems in a variety of contextsAsk for suggestions for things that could be measured using different standard measures

Use in context comparative words such as shorter shortest

Coins

Written vocabulary

People ribbon heavy and light objects large and small cups etc

Balance scales objects to weigh cups to fill etc

Written vocabulary

Written vocabulary

V1 1Y07 Mathematics Stage 1 22

Framework Codes

Learning Objective Activities Resources Comments

1Mt1

1Mt2

1Mt3

TimeBegin to understand and use some units of time eg minuteshours days weeks months and years

Read the time to the hour (orsquoclock) and know key times of day to the nearest hour

Order the days of the week and other familiar events

Order the days of the week months of the yearKnow that 1 week = 7 days1 day = 24 hoursMake estimates and check

Order familiar events in a day a week or a story

Sand timers

1Pt1

1Pt2

Problem solvingChoose appropriate strategies to carry out calculations explain working out

Explore number problems and puzzles

Put in the context of a lesson using measuresWhat could we use How could we record it How do we know What do you think Will it always be the same

Linking with a practical lesson the questions will allow students to develop their reasoning and thinking skills

V1 1Y07 Mathematics Stage 1 23

Framework Codes

Learning Objective Activities Resources Comments

1Pt2

1Pt4

1Pt5

1Pt6

Problem solvingExplore number problems and puzzles

Solve simple word problems and represent it with objects

Check the answer to an addition by adding the numbers in a different order

Check the answer to a subtraction by adding the answer to the smaller number in the question

What if activities I had 3 cakes baked 3 more and ate 2 How many left

Telling stories Teacher tells a story where the final quantity is unknown I baked some cakes the dog ate 3 and there were 3 left How many did I start with

Using practical equipment

Using practical equipment

V1 1Y07 Mathematics Stage 1 5

Scheme of Work ndash Mathematics stage 1

Unit 1B Geometry and Problem Solving

Framework Codes

Learning Objective Activities Resources Comments

1Gs1

1Gs2

1Gs3

Shapes and geometric reasoningName and sort common 2D shapes using features such as number of sides curved or straight Use them to make patterns and models

Name and sort common 3D shapes using features such as number of faces flat or curved faces Use them to make patterns or models

Recognise basic line symmetry

Using a collection of flat shapes choose own examples and describe Choose an example to match properties set by teacher or another childMake pictures and patterns

Identify solid shapes in the classroomSort 3D shapes according to propertiesChoose an example and describe itMake patterns and models

Use mirrors to make and describe reflections

Flat shapes drawn shapes

Solid shapes

Mirrors

When talking about 2D make sure that only the face of a shape is used Any shape with any depth is 3D

Also use any pictures patterns from fabric for example to show symmetry in a real life setting

1Pt8 Problem solvingIdentify simple relationships between shapes

Compare and contrast features of both 2D and 3D shapes

Shapes both 2D and 3D

V1 1Y07 Mathematics Stage 1 6

Scheme of Work ndash Mathematics stage 1

Unit 1C Measure and Problem Solving

Framework Codes

Learning Objective Activities Resources Comments

1Mm1

1Ml1

1Ml2

1Ml3

1Mt1

MeasureRecognise all coins and work out how to pay an exact sum using smaller coins

Compare weights and lengths by direct comparison then by using uniform non-standard units

Estimate and compare capacities by direct comparison then by using uniform non-standard units

Use comparative language eg longer shorter heavier lighter

Begin to understand and use some units of time such as minutes hours day weeks months and years

Sort all coins into same valueExchange coins for an equivalent value in smaller coinsTotal coins

Make direct comparisons in a variety of contexts heights of 2 children use a balance to find which of 3 parcels is the heaviest

Use different size containers to find which holds most

Understand and use in practical contexts

Understand and use in context link to daily routines and activities What can you do in 1 minute how many jumps How many times can you write your name

Coins of appropriate value (real not plastic)Small sorting pots

Objects to weigh and measure as appropriate

Water sand rice lentils containers

Sand timers clocks

It is better to use real coins rather than pretend as it is more meaningful

Make the activities as practical as possible to develop understanding Use observations as an assessment tool

As above

Ask the class for other ideas Extend to 2 minutes or 5 minutesUse the vocabulary of time eg today tomorrow yesterday

V1 1Y07 Mathematics Stage 1 7

Framework Codes

Learning Objective Activities Resources Comments

1Pt1

1Pt2

1Pt9

Problem solvingChoose appropriate strategies to carry out calculations explain working out

Explore number problems and puzzles

Make a sensible estimation of a calculation and consider whether an answer is reasonable

Use own strategies to solve measurement problems in classroom contexts eg 6 bricks balance my book 8 bricks balance my shoe how many bricks to balance them both

The cupboard is 2 metres wide The table is 1 metre wide The cupboard is wider than the table How much widerChoose other examples in the classroom to cover measuresI spent in the shop My friend spent How much did we spend all together

Count some coins in a pot add 4 more How much now Change the amounts as appropriateWork out totals what can we buy

Objects to weigh and measure

Measuring equipmentCoins

Coins pots priced items

Encourage discussion about strategies This can be used as an assessment tool

These activities should be as practical as possible before moving to paper and pencil methods

V1 1Y07 Mathematics Stage 1 8

Scheme of Work ndash Mathematics stage 1

Unit 2A Number and Problem Solving

Framework Codes

Learning Objective Activities Resources Comments

1Nc12

1Nc8

Find two more or less than a number to 20 recording the jumps on a number line

Understand addition as counting on and combining two sets record related addition sentences

Give out number cards around the class Class work in pairs lsquoWhat is 2 more than What is 2 less than rsquo Choose numbers as appropriate After questions the pair that has that number holds it up Record on the number lineDisplay the number line Students hide their cards lsquoShow me a number that is more than 7 and less than 10rsquo Pairs that have the number hold it up Continue Class devise their own questions

Display the number cards Point to some randomly lsquoWhat is this number Substitute numbers for objects Count them and place number card next to them lsquoWhat if we put this set with this set How many altogether Write and say the action Write the calculation Record it as counting on a number line

0 -20 number cardsNumber line

Small counting apparatusLarge 0 ndash 20 number cardsLarge number line

Pairs could be mixed ability

When recording the calculation write each number and symbol as you say them so that students can make the connection

V1 1Y07 Mathematics Stage 1 9

Framework Codes

Learning Objective Activities Resources Comments

1Nc9

1Nc14

1Nn7

1Nn10

1Nn6

Understand subtraction as counting back and lsquotake awayrsquo record related subtraction sentences

Begin to use the + ndash and = signs to record calculations in number sentences

Within the range 0 to 30 say the number that is 1 or 10 more or less than any given number

Use the = sign to represent equality

Begin partitioning two-digit numbers into tens and ones and reverse

Display a large number line and 0 ndash 20 number cards Count backwards along the line and along the cards from different starting pointsReplace number cards with objects Choose one of the numbers and take 3 away pointing to the number line to show subtraction (counting back) Repeat with different start numbers

Once students are familiar with the operations of addition and subtraction introduce the symbols to replace the spoken sentence writing them as the matching word is said

Give out number cards Ask questions such as lsquoWho has 1 more than 3rsquorsquo Who has 10 more than 3rsquo targeting the question as appropriate

Using balance scales number balances or objects show how each side of = must have the same total quantity

Understand and use in practical contexts units ones tens digit

Large number line0 ndash 20 number cardsSmall counting apparatus

Class set of number cards 0 ndash 30

Balance scales number balances objects

Place value (arrow) cards Have a teacher set that all students can see as well as sets per pair on the tables

V1 1Y07 Mathematics Stage 1 10

Framework Codes

Learning Objective Activities Resources Comments

1Nc13

1Nc15

1Nc16

1Nc18

Relate counting on and back in tens to finding 10 moreless than a number (lt 100)

Understand that changing the order of addition does not change the total

Add a pair of numbers by putting the larger number first and counting on

Begin to add single- and two-digit numbers

Oral counting in tens from zero Oral counting in tens from 0 pointing to the pattern of 10 on 100 square Oral counting in tens from any number pointing to the pattern on the 100 square

Activities to help understanding of combining sets to make a total and steps along a number track or line (counting on)

With the aid of apparatus explore different amounts for addition and discuss the strategy of putting the larger quantity or number first

Using dice or number cards generate 1 or 2 digit numbers to be added together

100 square

Counting apparatusNumber track or number line

Counting apparatus number cards

DiceNumber cards

Have a large square that all can see as well as individual squares on the tables

V1 1Y07 Mathematics Stage 1 11

Framework Codes

Learning Objective Activities Resources Comments

1Pt2

1Pt3

1Pt4

1Pt5

1Pt6

1Pt1

1Pt4

1Pt9

Problem solvingExplore number problems and puzzles

Find many combinations eg combinations of three pieces of different coloured clothing

Solve simple word problems and represent it with objects

Check the answer to an addition by adding the numbers in a different order

Check the answer to a subtraction by adding the answer to the smaller number in the question

Choose appropriate strategies to carry out calculations explaining working out

Decide to add or subtract to solve a simple word problem (oral) and represent it with objects

Make a sensible estimate of a calculation and consider whether an answer is reasonable

lsquoWhat if and what could we try next lsquoactivities

Using 3-scoop ice-creams 3-bobbles on a hat etc

Simple problems set in a lsquoreal-lifersquo context

Use within the context of a lesson on addition Allow discussion to include student ideas

Use within the context of a lesson on subtraction Allow discussion to include student ideas

Use within the context of lessons allowing students to contribute their ideas

Use within the context of lessons allowing students to contribute their ideas

Discuss appropriate strategies

Dice dominoes cards to explore totals

Any pictures where there is a total of 3 things the same

Any materials that help to visualise the problem

Model the use of the apparatus then allow pairs to generate their own numbers

V1 1Y07 Mathematics Stage 1 12

Scheme of Work ndash Mathematics stage 1

Unit 2B Handling Data and Problem Solving

Framework Codes

Learning Objective Activities Resources Comments

1Dh1

Organising categorising and representing dataAnswer a question by sorting and organising data or objects in a variety of ways eg using block graphs and

pictograms with practical resources discussing the results

in lists and tables with practical resources discussing the results

in Venn or Carroll diagrams giving different criteria for grouping the same objects

Understand and use in context relevant vocabularySolve problems such as how many beads can I hold in my hand How can we find out How can we organise the information

Make and organise a listCollect data and make a table

Ask questions to find out favourite food Represent with a block graph or pictogram

Vocabulary cards displayed

Any apparatus that allows the information to be displayed interlocking cubes pictures etc

1Pt1Problem solvingChoose appropriate strategies to carry out calculations explaining working out

Solving problems by collecting sorting and organising informationCollect information quickly by sorting or voting then represent it by drawing placing objects or pictures

Any materials that allow the information to be displayed

Allow time for discussion between teacher and students and students to students At this stage students should be allowed some choice on how they display their data

V1 1Y07 Mathematics Stage 1 13

Scheme of Work ndash Mathematics stage 1

Unit 2C Measure and Problem Solving

Framework Codes

Learning Objective Activities Resources Comments

1Mm1

1Ml1

1Ml2

1Ml3

1Mt1

MoneyRecognise all coins and work out how to pay an exact sum using smaller coins

Length mass and capacityCompare lengths and weights by direct comparison then by using uniform non-standard units

Estimate and compare capacities by direct comparison then by using uniform non-standard units

Use comparative language eg longer shorter heavier lighter

TimeBegin to understand and use some units of time eg minutes hours days weeks months and years

Recognise all coinsExchange coins for an equivalent valueTotal coins

Understand and use the vocabulary related to length mass and capacityMake direct comparisons side by side (no counting) in a variety of contexts

Use uniform non-standard and standard units to measure count and solve problems in a variety of contexts

Use in context comparative words such as shorter shortest

Order the days of the week months of the yearKnow that 1 week = 7 days1 day = 24 hoursMake estimates and check

Coins

Written vocabulary

People ribbon heavy and light objects large and small cups etc

Balance scales objects to weigh cups to fill etc

Written vocabulary

Written vocabularySand timers

The use of real money should be encouraged in order to make more sense to the students

Display the vocabulary so that all the students can see it and use it as a reference Illustrate with pictures for those students who may have difficulty with the spoken word

Display the vocabulary so that all the students can see it and use it as a reference Illustrate with pictures for those students who may have difficulty with the spoken word

V1 1Y07 Mathematics Stage 1 14

Framework Codes

Learning Objective Activities Resources Comments

1Mt2

1Mt3

Read the time to the hour (orsquoclock) and know key times of day to the nearest hour

Order the days of the week and other familiar events

Order familiar events in a day a week or a story

1Pt1

1Pt2

Problem solvingChoose appropriate strategies to carry out calculations explain working out

Explore number problems and puzzles

How long is it from 3 orsquoclock to 5 orsquoclockWhat was the time 2 ours ago

It is now 6 orsquoclock What time will it bein 4 hoursIn 2 hoursWhat time was it 2 hours agoTarget questions according to ability

Clocks

Clocks

Clocks with hands that move as a real clock rather than free hand movement would allow students to become more familiar with how the hands of a clock move

V1 1Y07 Mathematics Stage 1 15

Scheme of Work ndash Mathematics stage 1Unit 3A Number and Problem solving

Framework Codes

Learning Objective Activities Resources Comments

1Nc8

1Nc9

Understand addition as counting on and combining two sets record related addition sentences

Understand subtraction as counting back and lsquotake awayrsquo record related subtraction sentences

Display the number cards Point to some randomly lsquoWhat is this number Substitute numbers for objects Count them and place number card next to them Show how 100 square is a different arrangement of the number line and easier to use when dealing with higher numbersWhat if We start on 7 and count on 5 Where will we end upUse different start numbersUsing small counting materials make sets of different amountslsquoWhat if we put this set with this set How many altogether Write and say the action Write the calculation Record it as it is being said

Display a large number line and 0 ndash 50 number cards Count backwards along the line and along the cards from different starting pointsReplace number cards with objects Take 3 away pointing to the number line to show subtraction (counting back) Repeat with different start numbers Show how 100 square is a different arrangement of the number line and easier to use when dealing with higher numbersWhat if we start on 17 and count back 5 Where will we end up

Number cards 0 ndash 50100 squareSmall counting apparatus

Large number line0 ndash 50 number cardsSmall counting apparatus

Some students will need to work with their own 100 square at a table or seated on the floor

V1 1Y07 Mathematics Stage 1 16

Framework Codes

Learning Objective Activities Resources Comments

1Nc14

1Nn6

1Nc15

1Nc16

1Nc18

1Nn12

Begin to use the + ndash and = signs to record calculations in number sentences Use the = sign to represent equality

Begin partitioning two-digit numbers into tens and ones and reverse

Understand that changing the order of addition does not change the total

Add a pair of numbers by putting the larger number first and counting on

Begin to add single- and two-digit numbers

Find halves of small numbers and shapes by folding and recognise which shapes are halved

Record simple mental calculations in number sentences Work as a whole class then pairs or individuals

Understand and use in practical contexts units ones tens digit

Activities to help understanding of combining sets to make a total and steps along a number track or line (counting on)

With the aid of apparatus explore different amounts for addition and discuss the strategy of putting the larger quantity or number first

Using dice or number cards generate 1 or 2 digit numbers to be added together

Recognise whole and half as vocabularyUse small apparatus for counting (A handful) Share it equally (in half) Discuss amounts where there is one left over Link with the numbers on 100 square Is there a patternSay half of any even number to 10

Large number and sign cards

Counting apparatus

Place value (arrow) cards

Number trackNumber lineCounting apparatus

Counting apparatus

Counting apparatusNumber track or number line100 square

Counting apparatus number cards

Use a large set for class work and give each child or pair their own for table top work Some students may find colour coding the units and tens useful

Use apparatus for counting and addition before moving to the number trackline

V1 1Y07 Mathematics Stage 1 17

Framework Codes

Learning Objective Activities Resources Comments

1Nc4

1Nc6

1Nc17

1Nc19

1Nc20

1Nc21

Begin using pairs to 10 to bridge 10 when addingsubtracting eg 8 + 3 add 2 then 1

Find near doubles using doubles already known eg 5 + 6

Recognise the use of a sign such as 1048709 to represent an unknowneg 6 + 1048709 = 10

Multiplication and divisionDouble any single-digit number bull

Find halves of even numbers of objects up to 10

Try to share numbers to 10 to find which are even and which are odd

Begin to add a pair of single digit numbers past 10Use 2 steps and go over 10 as a middle stage (4+8=12 4+6+2=10+2=12) Use different numbers Use subtraction

5+6=11 This can be shown as double 5 (5+5) plus 1 or double 6 minus 1 Use different examples

Use known number facts and knowledge of place valueSet different number sentences with the missing number in different places in the number sentence

Understand the vocabulary of double and half

Count out 10 objects Share into two equal sets Count each set Recombine

Count out 10 objects Share into 2 equal sets Recombine Remove some objects Share the remainders What happens Any left over Repeat several times so that all of the numbers 1-10 are coveredRecord those numbers which share with no remainder and those that share with a remainder

1 ndash 6 dice 7 ndash 12 dice numbers cards to appropriate level

Counting apparatus100 square

Slide number strips

Counting apparatusNumber line100 square

Counting apparatus to 10

Counting apparatus100 squareNumber line

Slide number strips

This can be a difficult concept for some students who may need more time

A list of near doubles may be useful as reference for some students

A strip of card with a calculation written horizontally Over the strip moves a flattened tube of card which can cover any of the numbers at any one time which will be the unknown number

V1 1Y07 Mathematics Stage 1 18

Framework Codes

Learning Objective Activities Resources Comments

1Nc22 Share objects into two equal groups in a context

Use lsquostoryrsquo problemsI have 4 cakes to share with my friend Before we can eat them another friend arrives How many whole cakes would we have had each before the friend arrived How many whole cakes would we have each after the friend arrived How many left overChange the story working with numbers to 10

Picture vocabulary cards

Counting apparatus up to 10

Counting apparatus up to 10

1Pt2

1Pt5

1Pt6

1Pt7

1Pt8

Problem solvingExplore number problems and puzzles

Check the answer to an addition by adding the numbers in a different order

Check the answer to a subtraction by adding the answer to the smaller number in the question

Describe and continue patterns such as count on and back in tenseg 90 80 70

Identify simple relationships between numbers and shapes eg this number is ten bigger than that number

Set in the context of a story or real life experience where people or objects are added to or taken away from the total

Work as inverse operations set in familiar contexts

Using the recording of odd and even numbers continue the sequence of even numbersodd numbersRecord on 100 square or number line

Counting on 100 square finding the pattern of going to the number below to add 10 and to the number above to subtract 10

Story books

Counting apparatus

100 squareNumber line

100 square

V1 1Y07 Mathematics Stage 1 19

Scheme of Work ndash Mathematics stage 1

Unit 3B Handling Data and Problem Solving

Framework Codes

Learning Objective Activities Resources Comments

1Dh1

Organising categorising and representing dataAnswer a question by sorting and organising data or objects in a variety of ways eg

using block graphs and pictograms with practical resources discussing the results

in lists and tables with practical resources discussing the results

in Venn or Carroll diagrams giving different criteria for grouping the same objects

Use questions set in real life contexts egWhat do you like to doHow can we find out How shall we organise the informationMake a simple block graph

Classify numbers and organise them in lists and tables all the even numbers to 30 all the odd numbers to 50 6 numbers more than 10 but less

than 30

Using sorting diagrams display information collected Begin with familiar sorting numbers using a Venn diagram numbers with 2 tens even numbers Repeat using shapes

Vocabulary cards displayed

Any apparatus that allows the information to be displayed interlocking cubes pictures etc

V1 1Y07 Mathematics Stage 1 20

Framework Codes

Learning Objective Activities Resources Comments

1Pt1Problem solvingChoose appropriate strategies to carry out calculations explaining working out

Solving problems by collecting sorting and organising informationCollect information quickly by sorting or voting then represent it by drawing placing objects or pictures

Any materials that allow the information to be displayed

Allow time for discussion between teacher and students and students to students At this stage students should be allowed some choice on how they display their data

V1 1Y07 Mathematics Stage 1 21

Scheme of Work ndash Mathematics stage 1

Unit 3C Measure and Problem Solving

Framework Codes

Learning Objective Activities Resources Comments

1Mm1

1Ml1

1Ml2

1Ml3

MoneyRecognise all coins and work out how to pay an exact sum using smaller coins

Length mass and capacityCompare lengths and weights by direct comparison then by using uniform non-standard units

Estimate and compare capacities by direct comparison then by using uniform non-standard units

Use comparative language eg longer shorter heavier lighter

Recognise all coinsExchange coins for an equivalent valueTotal coinsHow many different ways can an item be paid for Use different coins to make the same total

Understand and use the vocabulary related to length mass and capacityMake direct comparisons side by side (no counting) in a variety of contextsUse uniform units to measure or estimate

Use uniform non-standard and standard units to measure count and solve problems in a variety of contextsAsk for suggestions for things that could be measured using different standard measures

Use in context comparative words such as shorter shortest

Coins

Written vocabulary

People ribbon heavy and light objects large and small cups etc

Balance scales objects to weigh cups to fill etc

Written vocabulary

Written vocabulary

V1 1Y07 Mathematics Stage 1 22

Framework Codes

Learning Objective Activities Resources Comments

1Mt1

1Mt2

1Mt3

TimeBegin to understand and use some units of time eg minuteshours days weeks months and years

Read the time to the hour (orsquoclock) and know key times of day to the nearest hour

Order the days of the week and other familiar events

Order the days of the week months of the yearKnow that 1 week = 7 days1 day = 24 hoursMake estimates and check

Order familiar events in a day a week or a story

Sand timers

1Pt1

1Pt2

Problem solvingChoose appropriate strategies to carry out calculations explain working out

Explore number problems and puzzles

Put in the context of a lesson using measuresWhat could we use How could we record it How do we know What do you think Will it always be the same

Linking with a practical lesson the questions will allow students to develop their reasoning and thinking skills

V1 1Y07 Mathematics Stage 1 23

Scheme of Work ndash Mathematics stage 1

Unit 1B Geometry and Problem Solving

Framework Codes

Learning Objective Activities Resources Comments

1Gs1

1Gs2

1Gs3

Shapes and geometric reasoningName and sort common 2D shapes using features such as number of sides curved or straight Use them to make patterns and models

Name and sort common 3D shapes using features such as number of faces flat or curved faces Use them to make patterns or models

Recognise basic line symmetry

Using a collection of flat shapes choose own examples and describe Choose an example to match properties set by teacher or another childMake pictures and patterns

Identify solid shapes in the classroomSort 3D shapes according to propertiesChoose an example and describe itMake patterns and models

Use mirrors to make and describe reflections

Flat shapes drawn shapes

Solid shapes

Mirrors

When talking about 2D make sure that only the face of a shape is used Any shape with any depth is 3D

Also use any pictures patterns from fabric for example to show symmetry in a real life setting

1Pt8 Problem solvingIdentify simple relationships between shapes

Compare and contrast features of both 2D and 3D shapes

Shapes both 2D and 3D

V1 1Y07 Mathematics Stage 1 6

Scheme of Work ndash Mathematics stage 1

Unit 1C Measure and Problem Solving

Framework Codes

Learning Objective Activities Resources Comments

1Mm1

1Ml1

1Ml2

1Ml3

1Mt1

MeasureRecognise all coins and work out how to pay an exact sum using smaller coins

Compare weights and lengths by direct comparison then by using uniform non-standard units

Estimate and compare capacities by direct comparison then by using uniform non-standard units

Use comparative language eg longer shorter heavier lighter

Begin to understand and use some units of time such as minutes hours day weeks months and years

Sort all coins into same valueExchange coins for an equivalent value in smaller coinsTotal coins

Make direct comparisons in a variety of contexts heights of 2 children use a balance to find which of 3 parcels is the heaviest

Use different size containers to find which holds most

Understand and use in practical contexts

Understand and use in context link to daily routines and activities What can you do in 1 minute how many jumps How many times can you write your name

Coins of appropriate value (real not plastic)Small sorting pots

Objects to weigh and measure as appropriate

Water sand rice lentils containers

Sand timers clocks

It is better to use real coins rather than pretend as it is more meaningful

Make the activities as practical as possible to develop understanding Use observations as an assessment tool

As above

Ask the class for other ideas Extend to 2 minutes or 5 minutesUse the vocabulary of time eg today tomorrow yesterday

V1 1Y07 Mathematics Stage 1 7

Framework Codes

Learning Objective Activities Resources Comments

1Pt1

1Pt2

1Pt9

Problem solvingChoose appropriate strategies to carry out calculations explain working out

Explore number problems and puzzles

Make a sensible estimation of a calculation and consider whether an answer is reasonable

Use own strategies to solve measurement problems in classroom contexts eg 6 bricks balance my book 8 bricks balance my shoe how many bricks to balance them both

The cupboard is 2 metres wide The table is 1 metre wide The cupboard is wider than the table How much widerChoose other examples in the classroom to cover measuresI spent in the shop My friend spent How much did we spend all together

Count some coins in a pot add 4 more How much now Change the amounts as appropriateWork out totals what can we buy

Objects to weigh and measure

Measuring equipmentCoins

Coins pots priced items

Encourage discussion about strategies This can be used as an assessment tool

These activities should be as practical as possible before moving to paper and pencil methods

V1 1Y07 Mathematics Stage 1 8

Scheme of Work ndash Mathematics stage 1

Unit 2A Number and Problem Solving

Framework Codes

Learning Objective Activities Resources Comments

1Nc12

1Nc8

Find two more or less than a number to 20 recording the jumps on a number line

Understand addition as counting on and combining two sets record related addition sentences

Give out number cards around the class Class work in pairs lsquoWhat is 2 more than What is 2 less than rsquo Choose numbers as appropriate After questions the pair that has that number holds it up Record on the number lineDisplay the number line Students hide their cards lsquoShow me a number that is more than 7 and less than 10rsquo Pairs that have the number hold it up Continue Class devise their own questions

Display the number cards Point to some randomly lsquoWhat is this number Substitute numbers for objects Count them and place number card next to them lsquoWhat if we put this set with this set How many altogether Write and say the action Write the calculation Record it as counting on a number line

0 -20 number cardsNumber line

Small counting apparatusLarge 0 ndash 20 number cardsLarge number line

Pairs could be mixed ability

When recording the calculation write each number and symbol as you say them so that students can make the connection

V1 1Y07 Mathematics Stage 1 9

Framework Codes

Learning Objective Activities Resources Comments

1Nc9

1Nc14

1Nn7

1Nn10

1Nn6

Understand subtraction as counting back and lsquotake awayrsquo record related subtraction sentences

Begin to use the + ndash and = signs to record calculations in number sentences

Within the range 0 to 30 say the number that is 1 or 10 more or less than any given number

Use the = sign to represent equality

Begin partitioning two-digit numbers into tens and ones and reverse

Display a large number line and 0 ndash 20 number cards Count backwards along the line and along the cards from different starting pointsReplace number cards with objects Choose one of the numbers and take 3 away pointing to the number line to show subtraction (counting back) Repeat with different start numbers

Once students are familiar with the operations of addition and subtraction introduce the symbols to replace the spoken sentence writing them as the matching word is said

Give out number cards Ask questions such as lsquoWho has 1 more than 3rsquorsquo Who has 10 more than 3rsquo targeting the question as appropriate

Using balance scales number balances or objects show how each side of = must have the same total quantity

Understand and use in practical contexts units ones tens digit

Large number line0 ndash 20 number cardsSmall counting apparatus

Class set of number cards 0 ndash 30

Balance scales number balances objects

Place value (arrow) cards Have a teacher set that all students can see as well as sets per pair on the tables

V1 1Y07 Mathematics Stage 1 10

Framework Codes

Learning Objective Activities Resources Comments

1Nc13

1Nc15

1Nc16

1Nc18

Relate counting on and back in tens to finding 10 moreless than a number (lt 100)

Understand that changing the order of addition does not change the total

Add a pair of numbers by putting the larger number first and counting on

Begin to add single- and two-digit numbers

Oral counting in tens from zero Oral counting in tens from 0 pointing to the pattern of 10 on 100 square Oral counting in tens from any number pointing to the pattern on the 100 square

Activities to help understanding of combining sets to make a total and steps along a number track or line (counting on)

With the aid of apparatus explore different amounts for addition and discuss the strategy of putting the larger quantity or number first

Using dice or number cards generate 1 or 2 digit numbers to be added together

100 square

Counting apparatusNumber track or number line

Counting apparatus number cards

DiceNumber cards

Have a large square that all can see as well as individual squares on the tables

V1 1Y07 Mathematics Stage 1 11

Framework Codes

Learning Objective Activities Resources Comments

1Pt2

1Pt3

1Pt4

1Pt5

1Pt6

1Pt1

1Pt4

1Pt9

Problem solvingExplore number problems and puzzles

Find many combinations eg combinations of three pieces of different coloured clothing

Solve simple word problems and represent it with objects

Check the answer to an addition by adding the numbers in a different order

Check the answer to a subtraction by adding the answer to the smaller number in the question

Choose appropriate strategies to carry out calculations explaining working out

Decide to add or subtract to solve a simple word problem (oral) and represent it with objects

Make a sensible estimate of a calculation and consider whether an answer is reasonable

lsquoWhat if and what could we try next lsquoactivities

Using 3-scoop ice-creams 3-bobbles on a hat etc

Simple problems set in a lsquoreal-lifersquo context

Use within the context of a lesson on addition Allow discussion to include student ideas

Use within the context of a lesson on subtraction Allow discussion to include student ideas

Use within the context of lessons allowing students to contribute their ideas

Use within the context of lessons allowing students to contribute their ideas

Discuss appropriate strategies

Dice dominoes cards to explore totals

Any pictures where there is a total of 3 things the same

Any materials that help to visualise the problem

Model the use of the apparatus then allow pairs to generate their own numbers

V1 1Y07 Mathematics Stage 1 12

Scheme of Work ndash Mathematics stage 1

Unit 2B Handling Data and Problem Solving

Framework Codes

Learning Objective Activities Resources Comments

1Dh1

Organising categorising and representing dataAnswer a question by sorting and organising data or objects in a variety of ways eg using block graphs and

pictograms with practical resources discussing the results

in lists and tables with practical resources discussing the results

in Venn or Carroll diagrams giving different criteria for grouping the same objects

Understand and use in context relevant vocabularySolve problems such as how many beads can I hold in my hand How can we find out How can we organise the information

Make and organise a listCollect data and make a table

Ask questions to find out favourite food Represent with a block graph or pictogram

Vocabulary cards displayed

Any apparatus that allows the information to be displayed interlocking cubes pictures etc

1Pt1Problem solvingChoose appropriate strategies to carry out calculations explaining working out

Solving problems by collecting sorting and organising informationCollect information quickly by sorting or voting then represent it by drawing placing objects or pictures

Any materials that allow the information to be displayed

Allow time for discussion between teacher and students and students to students At this stage students should be allowed some choice on how they display their data

V1 1Y07 Mathematics Stage 1 13

Scheme of Work ndash Mathematics stage 1

Unit 2C Measure and Problem Solving

Framework Codes

Learning Objective Activities Resources Comments

1Mm1

1Ml1

1Ml2

1Ml3

1Mt1

MoneyRecognise all coins and work out how to pay an exact sum using smaller coins

Length mass and capacityCompare lengths and weights by direct comparison then by using uniform non-standard units

Estimate and compare capacities by direct comparison then by using uniform non-standard units

Use comparative language eg longer shorter heavier lighter

TimeBegin to understand and use some units of time eg minutes hours days weeks months and years

Recognise all coinsExchange coins for an equivalent valueTotal coins

Understand and use the vocabulary related to length mass and capacityMake direct comparisons side by side (no counting) in a variety of contexts

Use uniform non-standard and standard units to measure count and solve problems in a variety of contexts

Use in context comparative words such as shorter shortest

Order the days of the week months of the yearKnow that 1 week = 7 days1 day = 24 hoursMake estimates and check

Coins

Written vocabulary

People ribbon heavy and light objects large and small cups etc

Balance scales objects to weigh cups to fill etc

Written vocabulary

Written vocabularySand timers

The use of real money should be encouraged in order to make more sense to the students

Display the vocabulary so that all the students can see it and use it as a reference Illustrate with pictures for those students who may have difficulty with the spoken word

Display the vocabulary so that all the students can see it and use it as a reference Illustrate with pictures for those students who may have difficulty with the spoken word

V1 1Y07 Mathematics Stage 1 14

Framework Codes

Learning Objective Activities Resources Comments

1Mt2

1Mt3

Read the time to the hour (orsquoclock) and know key times of day to the nearest hour

Order the days of the week and other familiar events

Order familiar events in a day a week or a story

1Pt1

1Pt2

Problem solvingChoose appropriate strategies to carry out calculations explain working out

Explore number problems and puzzles

How long is it from 3 orsquoclock to 5 orsquoclockWhat was the time 2 ours ago

It is now 6 orsquoclock What time will it bein 4 hoursIn 2 hoursWhat time was it 2 hours agoTarget questions according to ability

Clocks

Clocks

Clocks with hands that move as a real clock rather than free hand movement would allow students to become more familiar with how the hands of a clock move

V1 1Y07 Mathematics Stage 1 15

Scheme of Work ndash Mathematics stage 1Unit 3A Number and Problem solving

Framework Codes

Learning Objective Activities Resources Comments

1Nc8

1Nc9

Understand addition as counting on and combining two sets record related addition sentences

Understand subtraction as counting back and lsquotake awayrsquo record related subtraction sentences

Display the number cards Point to some randomly lsquoWhat is this number Substitute numbers for objects Count them and place number card next to them Show how 100 square is a different arrangement of the number line and easier to use when dealing with higher numbersWhat if We start on 7 and count on 5 Where will we end upUse different start numbersUsing small counting materials make sets of different amountslsquoWhat if we put this set with this set How many altogether Write and say the action Write the calculation Record it as it is being said

Display a large number line and 0 ndash 50 number cards Count backwards along the line and along the cards from different starting pointsReplace number cards with objects Take 3 away pointing to the number line to show subtraction (counting back) Repeat with different start numbers Show how 100 square is a different arrangement of the number line and easier to use when dealing with higher numbersWhat if we start on 17 and count back 5 Where will we end up

Number cards 0 ndash 50100 squareSmall counting apparatus

Large number line0 ndash 50 number cardsSmall counting apparatus

Some students will need to work with their own 100 square at a table or seated on the floor

V1 1Y07 Mathematics Stage 1 16

Framework Codes

Learning Objective Activities Resources Comments

1Nc14

1Nn6

1Nc15

1Nc16

1Nc18

1Nn12

Begin to use the + ndash and = signs to record calculations in number sentences Use the = sign to represent equality

Begin partitioning two-digit numbers into tens and ones and reverse

Understand that changing the order of addition does not change the total

Add a pair of numbers by putting the larger number first and counting on

Begin to add single- and two-digit numbers

Find halves of small numbers and shapes by folding and recognise which shapes are halved

Record simple mental calculations in number sentences Work as a whole class then pairs or individuals

Understand and use in practical contexts units ones tens digit

Activities to help understanding of combining sets to make a total and steps along a number track or line (counting on)

With the aid of apparatus explore different amounts for addition and discuss the strategy of putting the larger quantity or number first

Using dice or number cards generate 1 or 2 digit numbers to be added together

Recognise whole and half as vocabularyUse small apparatus for counting (A handful) Share it equally (in half) Discuss amounts where there is one left over Link with the numbers on 100 square Is there a patternSay half of any even number to 10

Large number and sign cards

Counting apparatus

Place value (arrow) cards

Number trackNumber lineCounting apparatus

Counting apparatus

Counting apparatusNumber track or number line100 square

Counting apparatus number cards

Use a large set for class work and give each child or pair their own for table top work Some students may find colour coding the units and tens useful

Use apparatus for counting and addition before moving to the number trackline

V1 1Y07 Mathematics Stage 1 17

Framework Codes

Learning Objective Activities Resources Comments

1Nc4

1Nc6

1Nc17

1Nc19

1Nc20

1Nc21

Begin using pairs to 10 to bridge 10 when addingsubtracting eg 8 + 3 add 2 then 1

Find near doubles using doubles already known eg 5 + 6

Recognise the use of a sign such as 1048709 to represent an unknowneg 6 + 1048709 = 10

Multiplication and divisionDouble any single-digit number bull

Find halves of even numbers of objects up to 10

Try to share numbers to 10 to find which are even and which are odd

Begin to add a pair of single digit numbers past 10Use 2 steps and go over 10 as a middle stage (4+8=12 4+6+2=10+2=12) Use different numbers Use subtraction

5+6=11 This can be shown as double 5 (5+5) plus 1 or double 6 minus 1 Use different examples

Use known number facts and knowledge of place valueSet different number sentences with the missing number in different places in the number sentence

Understand the vocabulary of double and half

Count out 10 objects Share into two equal sets Count each set Recombine

Count out 10 objects Share into 2 equal sets Recombine Remove some objects Share the remainders What happens Any left over Repeat several times so that all of the numbers 1-10 are coveredRecord those numbers which share with no remainder and those that share with a remainder

1 ndash 6 dice 7 ndash 12 dice numbers cards to appropriate level

Counting apparatus100 square

Slide number strips

Counting apparatusNumber line100 square

Counting apparatus to 10

Counting apparatus100 squareNumber line

Slide number strips

This can be a difficult concept for some students who may need more time

A list of near doubles may be useful as reference for some students

A strip of card with a calculation written horizontally Over the strip moves a flattened tube of card which can cover any of the numbers at any one time which will be the unknown number

V1 1Y07 Mathematics Stage 1 18

Framework Codes

Learning Objective Activities Resources Comments

1Nc22 Share objects into two equal groups in a context

Use lsquostoryrsquo problemsI have 4 cakes to share with my friend Before we can eat them another friend arrives How many whole cakes would we have had each before the friend arrived How many whole cakes would we have each after the friend arrived How many left overChange the story working with numbers to 10

Picture vocabulary cards

Counting apparatus up to 10

Counting apparatus up to 10

1Pt2

1Pt5

1Pt6

1Pt7

1Pt8

Problem solvingExplore number problems and puzzles

Check the answer to an addition by adding the numbers in a different order

Check the answer to a subtraction by adding the answer to the smaller number in the question

Describe and continue patterns such as count on and back in tenseg 90 80 70

Identify simple relationships between numbers and shapes eg this number is ten bigger than that number

Set in the context of a story or real life experience where people or objects are added to or taken away from the total

Work as inverse operations set in familiar contexts

Using the recording of odd and even numbers continue the sequence of even numbersodd numbersRecord on 100 square or number line

Counting on 100 square finding the pattern of going to the number below to add 10 and to the number above to subtract 10

Story books

Counting apparatus

100 squareNumber line

100 square

V1 1Y07 Mathematics Stage 1 19

Scheme of Work ndash Mathematics stage 1

Unit 3B Handling Data and Problem Solving

Framework Codes

Learning Objective Activities Resources Comments

1Dh1

Organising categorising and representing dataAnswer a question by sorting and organising data or objects in a variety of ways eg

using block graphs and pictograms with practical resources discussing the results

in lists and tables with practical resources discussing the results

in Venn or Carroll diagrams giving different criteria for grouping the same objects

Use questions set in real life contexts egWhat do you like to doHow can we find out How shall we organise the informationMake a simple block graph

Classify numbers and organise them in lists and tables all the even numbers to 30 all the odd numbers to 50 6 numbers more than 10 but less

than 30

Using sorting diagrams display information collected Begin with familiar sorting numbers using a Venn diagram numbers with 2 tens even numbers Repeat using shapes

Vocabulary cards displayed

Any apparatus that allows the information to be displayed interlocking cubes pictures etc

V1 1Y07 Mathematics Stage 1 20

Framework Codes

Learning Objective Activities Resources Comments

1Pt1Problem solvingChoose appropriate strategies to carry out calculations explaining working out

Solving problems by collecting sorting and organising informationCollect information quickly by sorting or voting then represent it by drawing placing objects or pictures

Any materials that allow the information to be displayed

Allow time for discussion between teacher and students and students to students At this stage students should be allowed some choice on how they display their data

V1 1Y07 Mathematics Stage 1 21

Scheme of Work ndash Mathematics stage 1

Unit 3C Measure and Problem Solving

Framework Codes

Learning Objective Activities Resources Comments

1Mm1

1Ml1

1Ml2

1Ml3

MoneyRecognise all coins and work out how to pay an exact sum using smaller coins

Length mass and capacityCompare lengths and weights by direct comparison then by using uniform non-standard units

Estimate and compare capacities by direct comparison then by using uniform non-standard units

Use comparative language eg longer shorter heavier lighter

Recognise all coinsExchange coins for an equivalent valueTotal coinsHow many different ways can an item be paid for Use different coins to make the same total

Understand and use the vocabulary related to length mass and capacityMake direct comparisons side by side (no counting) in a variety of contextsUse uniform units to measure or estimate

Use uniform non-standard and standard units to measure count and solve problems in a variety of contextsAsk for suggestions for things that could be measured using different standard measures

Use in context comparative words such as shorter shortest

Coins

Written vocabulary

People ribbon heavy and light objects large and small cups etc

Balance scales objects to weigh cups to fill etc

Written vocabulary

Written vocabulary

V1 1Y07 Mathematics Stage 1 22

Framework Codes

Learning Objective Activities Resources Comments

1Mt1

1Mt2

1Mt3

TimeBegin to understand and use some units of time eg minuteshours days weeks months and years

Read the time to the hour (orsquoclock) and know key times of day to the nearest hour

Order the days of the week and other familiar events

Order the days of the week months of the yearKnow that 1 week = 7 days1 day = 24 hoursMake estimates and check

Order familiar events in a day a week or a story

Sand timers

1Pt1

1Pt2

Problem solvingChoose appropriate strategies to carry out calculations explain working out

Explore number problems and puzzles

Put in the context of a lesson using measuresWhat could we use How could we record it How do we know What do you think Will it always be the same

Linking with a practical lesson the questions will allow students to develop their reasoning and thinking skills

V1 1Y07 Mathematics Stage 1 23

Scheme of Work ndash Mathematics stage 1

Unit 1C Measure and Problem Solving

Framework Codes

Learning Objective Activities Resources Comments

1Mm1

1Ml1

1Ml2

1Ml3

1Mt1

MeasureRecognise all coins and work out how to pay an exact sum using smaller coins

Compare weights and lengths by direct comparison then by using uniform non-standard units

Estimate and compare capacities by direct comparison then by using uniform non-standard units

Use comparative language eg longer shorter heavier lighter

Begin to understand and use some units of time such as minutes hours day weeks months and years

Sort all coins into same valueExchange coins for an equivalent value in smaller coinsTotal coins

Make direct comparisons in a variety of contexts heights of 2 children use a balance to find which of 3 parcels is the heaviest

Use different size containers to find which holds most

Understand and use in practical contexts

Understand and use in context link to daily routines and activities What can you do in 1 minute how many jumps How many times can you write your name

Coins of appropriate value (real not plastic)Small sorting pots

Objects to weigh and measure as appropriate

Water sand rice lentils containers

Sand timers clocks

It is better to use real coins rather than pretend as it is more meaningful

Make the activities as practical as possible to develop understanding Use observations as an assessment tool

As above

Ask the class for other ideas Extend to 2 minutes or 5 minutesUse the vocabulary of time eg today tomorrow yesterday

V1 1Y07 Mathematics Stage 1 7

Framework Codes

Learning Objective Activities Resources Comments

1Pt1

1Pt2

1Pt9

Problem solvingChoose appropriate strategies to carry out calculations explain working out

Explore number problems and puzzles

Make a sensible estimation of a calculation and consider whether an answer is reasonable

Use own strategies to solve measurement problems in classroom contexts eg 6 bricks balance my book 8 bricks balance my shoe how many bricks to balance them both

The cupboard is 2 metres wide The table is 1 metre wide The cupboard is wider than the table How much widerChoose other examples in the classroom to cover measuresI spent in the shop My friend spent How much did we spend all together

Count some coins in a pot add 4 more How much now Change the amounts as appropriateWork out totals what can we buy

Objects to weigh and measure

Measuring equipmentCoins

Coins pots priced items

Encourage discussion about strategies This can be used as an assessment tool

These activities should be as practical as possible before moving to paper and pencil methods

V1 1Y07 Mathematics Stage 1 8

Scheme of Work ndash Mathematics stage 1

Unit 2A Number and Problem Solving

Framework Codes

Learning Objective Activities Resources Comments

1Nc12

1Nc8

Find two more or less than a number to 20 recording the jumps on a number line

Understand addition as counting on and combining two sets record related addition sentences

Give out number cards around the class Class work in pairs lsquoWhat is 2 more than What is 2 less than rsquo Choose numbers as appropriate After questions the pair that has that number holds it up Record on the number lineDisplay the number line Students hide their cards lsquoShow me a number that is more than 7 and less than 10rsquo Pairs that have the number hold it up Continue Class devise their own questions

Display the number cards Point to some randomly lsquoWhat is this number Substitute numbers for objects Count them and place number card next to them lsquoWhat if we put this set with this set How many altogether Write and say the action Write the calculation Record it as counting on a number line

0 -20 number cardsNumber line

Small counting apparatusLarge 0 ndash 20 number cardsLarge number line

Pairs could be mixed ability

When recording the calculation write each number and symbol as you say them so that students can make the connection

V1 1Y07 Mathematics Stage 1 9

Framework Codes

Learning Objective Activities Resources Comments

1Nc9

1Nc14

1Nn7

1Nn10

1Nn6

Understand subtraction as counting back and lsquotake awayrsquo record related subtraction sentences

Begin to use the + ndash and = signs to record calculations in number sentences

Within the range 0 to 30 say the number that is 1 or 10 more or less than any given number

Use the = sign to represent equality

Begin partitioning two-digit numbers into tens and ones and reverse

Display a large number line and 0 ndash 20 number cards Count backwards along the line and along the cards from different starting pointsReplace number cards with objects Choose one of the numbers and take 3 away pointing to the number line to show subtraction (counting back) Repeat with different start numbers

Once students are familiar with the operations of addition and subtraction introduce the symbols to replace the spoken sentence writing them as the matching word is said

Give out number cards Ask questions such as lsquoWho has 1 more than 3rsquorsquo Who has 10 more than 3rsquo targeting the question as appropriate

Using balance scales number balances or objects show how each side of = must have the same total quantity

Understand and use in practical contexts units ones tens digit

Large number line0 ndash 20 number cardsSmall counting apparatus

Class set of number cards 0 ndash 30

Balance scales number balances objects

Place value (arrow) cards Have a teacher set that all students can see as well as sets per pair on the tables

V1 1Y07 Mathematics Stage 1 10

Framework Codes

Learning Objective Activities Resources Comments

1Nc13

1Nc15

1Nc16

1Nc18

Relate counting on and back in tens to finding 10 moreless than a number (lt 100)

Understand that changing the order of addition does not change the total

Add a pair of numbers by putting the larger number first and counting on

Begin to add single- and two-digit numbers

Oral counting in tens from zero Oral counting in tens from 0 pointing to the pattern of 10 on 100 square Oral counting in tens from any number pointing to the pattern on the 100 square

Activities to help understanding of combining sets to make a total and steps along a number track or line (counting on)

With the aid of apparatus explore different amounts for addition and discuss the strategy of putting the larger quantity or number first

Using dice or number cards generate 1 or 2 digit numbers to be added together

100 square

Counting apparatusNumber track or number line

Counting apparatus number cards

DiceNumber cards

Have a large square that all can see as well as individual squares on the tables

V1 1Y07 Mathematics Stage 1 11

Framework Codes

Learning Objective Activities Resources Comments

1Pt2

1Pt3

1Pt4

1Pt5

1Pt6

1Pt1

1Pt4

1Pt9

Problem solvingExplore number problems and puzzles

Find many combinations eg combinations of three pieces of different coloured clothing

Solve simple word problems and represent it with objects

Check the answer to an addition by adding the numbers in a different order

Check the answer to a subtraction by adding the answer to the smaller number in the question

Choose appropriate strategies to carry out calculations explaining working out

Decide to add or subtract to solve a simple word problem (oral) and represent it with objects

Make a sensible estimate of a calculation and consider whether an answer is reasonable

lsquoWhat if and what could we try next lsquoactivities

Using 3-scoop ice-creams 3-bobbles on a hat etc

Simple problems set in a lsquoreal-lifersquo context

Use within the context of a lesson on addition Allow discussion to include student ideas

Use within the context of a lesson on subtraction Allow discussion to include student ideas

Use within the context of lessons allowing students to contribute their ideas

Use within the context of lessons allowing students to contribute their ideas

Discuss appropriate strategies

Dice dominoes cards to explore totals

Any pictures where there is a total of 3 things the same

Any materials that help to visualise the problem

Model the use of the apparatus then allow pairs to generate their own numbers

V1 1Y07 Mathematics Stage 1 12

Scheme of Work ndash Mathematics stage 1

Unit 2B Handling Data and Problem Solving

Framework Codes

Learning Objective Activities Resources Comments

1Dh1

Organising categorising and representing dataAnswer a question by sorting and organising data or objects in a variety of ways eg using block graphs and

pictograms with practical resources discussing the results

in lists and tables with practical resources discussing the results

in Venn or Carroll diagrams giving different criteria for grouping the same objects

Understand and use in context relevant vocabularySolve problems such as how many beads can I hold in my hand How can we find out How can we organise the information

Make and organise a listCollect data and make a table

Ask questions to find out favourite food Represent with a block graph or pictogram

Vocabulary cards displayed

Any apparatus that allows the information to be displayed interlocking cubes pictures etc

1Pt1Problem solvingChoose appropriate strategies to carry out calculations explaining working out

Solving problems by collecting sorting and organising informationCollect information quickly by sorting or voting then represent it by drawing placing objects or pictures

Any materials that allow the information to be displayed

Allow time for discussion between teacher and students and students to students At this stage students should be allowed some choice on how they display their data

V1 1Y07 Mathematics Stage 1 13

Scheme of Work ndash Mathematics stage 1

Unit 2C Measure and Problem Solving

Framework Codes

Learning Objective Activities Resources Comments

1Mm1

1Ml1

1Ml2

1Ml3

1Mt1

MoneyRecognise all coins and work out how to pay an exact sum using smaller coins

Length mass and capacityCompare lengths and weights by direct comparison then by using uniform non-standard units

Estimate and compare capacities by direct comparison then by using uniform non-standard units

Use comparative language eg longer shorter heavier lighter

TimeBegin to understand and use some units of time eg minutes hours days weeks months and years

Recognise all coinsExchange coins for an equivalent valueTotal coins

Understand and use the vocabulary related to length mass and capacityMake direct comparisons side by side (no counting) in a variety of contexts

Use uniform non-standard and standard units to measure count and solve problems in a variety of contexts

Use in context comparative words such as shorter shortest

Order the days of the week months of the yearKnow that 1 week = 7 days1 day = 24 hoursMake estimates and check

Coins

Written vocabulary

People ribbon heavy and light objects large and small cups etc

Balance scales objects to weigh cups to fill etc

Written vocabulary

Written vocabularySand timers

The use of real money should be encouraged in order to make more sense to the students

Display the vocabulary so that all the students can see it and use it as a reference Illustrate with pictures for those students who may have difficulty with the spoken word

Display the vocabulary so that all the students can see it and use it as a reference Illustrate with pictures for those students who may have difficulty with the spoken word

V1 1Y07 Mathematics Stage 1 14

Framework Codes

Learning Objective Activities Resources Comments

1Mt2

1Mt3

Read the time to the hour (orsquoclock) and know key times of day to the nearest hour

Order the days of the week and other familiar events

Order familiar events in a day a week or a story

1Pt1

1Pt2

Problem solvingChoose appropriate strategies to carry out calculations explain working out

Explore number problems and puzzles

How long is it from 3 orsquoclock to 5 orsquoclockWhat was the time 2 ours ago

It is now 6 orsquoclock What time will it bein 4 hoursIn 2 hoursWhat time was it 2 hours agoTarget questions according to ability

Clocks

Clocks

Clocks with hands that move as a real clock rather than free hand movement would allow students to become more familiar with how the hands of a clock move

V1 1Y07 Mathematics Stage 1 15

Scheme of Work ndash Mathematics stage 1Unit 3A Number and Problem solving

Framework Codes

Learning Objective Activities Resources Comments

1Nc8

1Nc9

Understand addition as counting on and combining two sets record related addition sentences

Understand subtraction as counting back and lsquotake awayrsquo record related subtraction sentences

Display the number cards Point to some randomly lsquoWhat is this number Substitute numbers for objects Count them and place number card next to them Show how 100 square is a different arrangement of the number line and easier to use when dealing with higher numbersWhat if We start on 7 and count on 5 Where will we end upUse different start numbersUsing small counting materials make sets of different amountslsquoWhat if we put this set with this set How many altogether Write and say the action Write the calculation Record it as it is being said

Display a large number line and 0 ndash 50 number cards Count backwards along the line and along the cards from different starting pointsReplace number cards with objects Take 3 away pointing to the number line to show subtraction (counting back) Repeat with different start numbers Show how 100 square is a different arrangement of the number line and easier to use when dealing with higher numbersWhat if we start on 17 and count back 5 Where will we end up

Number cards 0 ndash 50100 squareSmall counting apparatus

Large number line0 ndash 50 number cardsSmall counting apparatus

Some students will need to work with their own 100 square at a table or seated on the floor

V1 1Y07 Mathematics Stage 1 16

Framework Codes

Learning Objective Activities Resources Comments

1Nc14

1Nn6

1Nc15

1Nc16

1Nc18

1Nn12

Begin to use the + ndash and = signs to record calculations in number sentences Use the = sign to represent equality

Begin partitioning two-digit numbers into tens and ones and reverse

Understand that changing the order of addition does not change the total

Add a pair of numbers by putting the larger number first and counting on

Begin to add single- and two-digit numbers

Find halves of small numbers and shapes by folding and recognise which shapes are halved

Record simple mental calculations in number sentences Work as a whole class then pairs or individuals

Understand and use in practical contexts units ones tens digit

Activities to help understanding of combining sets to make a total and steps along a number track or line (counting on)

With the aid of apparatus explore different amounts for addition and discuss the strategy of putting the larger quantity or number first

Using dice or number cards generate 1 or 2 digit numbers to be added together

Recognise whole and half as vocabularyUse small apparatus for counting (A handful) Share it equally (in half) Discuss amounts where there is one left over Link with the numbers on 100 square Is there a patternSay half of any even number to 10

Large number and sign cards

Counting apparatus

Place value (arrow) cards

Number trackNumber lineCounting apparatus

Counting apparatus

Counting apparatusNumber track or number line100 square

Counting apparatus number cards

Use a large set for class work and give each child or pair their own for table top work Some students may find colour coding the units and tens useful

Use apparatus for counting and addition before moving to the number trackline

V1 1Y07 Mathematics Stage 1 17

Framework Codes

Learning Objective Activities Resources Comments

1Nc4

1Nc6

1Nc17

1Nc19

1Nc20

1Nc21

Begin using pairs to 10 to bridge 10 when addingsubtracting eg 8 + 3 add 2 then 1

Find near doubles using doubles already known eg 5 + 6

Recognise the use of a sign such as 1048709 to represent an unknowneg 6 + 1048709 = 10

Multiplication and divisionDouble any single-digit number bull

Find halves of even numbers of objects up to 10

Try to share numbers to 10 to find which are even and which are odd

Begin to add a pair of single digit numbers past 10Use 2 steps and go over 10 as a middle stage (4+8=12 4+6+2=10+2=12) Use different numbers Use subtraction

5+6=11 This can be shown as double 5 (5+5) plus 1 or double 6 minus 1 Use different examples

Use known number facts and knowledge of place valueSet different number sentences with the missing number in different places in the number sentence

Understand the vocabulary of double and half

Count out 10 objects Share into two equal sets Count each set Recombine

Count out 10 objects Share into 2 equal sets Recombine Remove some objects Share the remainders What happens Any left over Repeat several times so that all of the numbers 1-10 are coveredRecord those numbers which share with no remainder and those that share with a remainder

1 ndash 6 dice 7 ndash 12 dice numbers cards to appropriate level

Counting apparatus100 square

Slide number strips

Counting apparatusNumber line100 square

Counting apparatus to 10

Counting apparatus100 squareNumber line

Slide number strips

This can be a difficult concept for some students who may need more time

A list of near doubles may be useful as reference for some students

A strip of card with a calculation written horizontally Over the strip moves a flattened tube of card which can cover any of the numbers at any one time which will be the unknown number

V1 1Y07 Mathematics Stage 1 18

Framework Codes

Learning Objective Activities Resources Comments

1Nc22 Share objects into two equal groups in a context

Use lsquostoryrsquo problemsI have 4 cakes to share with my friend Before we can eat them another friend arrives How many whole cakes would we have had each before the friend arrived How many whole cakes would we have each after the friend arrived How many left overChange the story working with numbers to 10

Picture vocabulary cards

Counting apparatus up to 10

Counting apparatus up to 10

1Pt2

1Pt5

1Pt6

1Pt7

1Pt8

Problem solvingExplore number problems and puzzles

Check the answer to an addition by adding the numbers in a different order

Check the answer to a subtraction by adding the answer to the smaller number in the question

Describe and continue patterns such as count on and back in tenseg 90 80 70

Identify simple relationships between numbers and shapes eg this number is ten bigger than that number

Set in the context of a story or real life experience where people or objects are added to or taken away from the total

Work as inverse operations set in familiar contexts

Using the recording of odd and even numbers continue the sequence of even numbersodd numbersRecord on 100 square or number line

Counting on 100 square finding the pattern of going to the number below to add 10 and to the number above to subtract 10

Story books

Counting apparatus

100 squareNumber line

100 square

V1 1Y07 Mathematics Stage 1 19

Scheme of Work ndash Mathematics stage 1

Unit 3B Handling Data and Problem Solving

Framework Codes

Learning Objective Activities Resources Comments

1Dh1

Organising categorising and representing dataAnswer a question by sorting and organising data or objects in a variety of ways eg

using block graphs and pictograms with practical resources discussing the results

in lists and tables with practical resources discussing the results

in Venn or Carroll diagrams giving different criteria for grouping the same objects

Use questions set in real life contexts egWhat do you like to doHow can we find out How shall we organise the informationMake a simple block graph

Classify numbers and organise them in lists and tables all the even numbers to 30 all the odd numbers to 50 6 numbers more than 10 but less

than 30

Using sorting diagrams display information collected Begin with familiar sorting numbers using a Venn diagram numbers with 2 tens even numbers Repeat using shapes

Vocabulary cards displayed

Any apparatus that allows the information to be displayed interlocking cubes pictures etc

V1 1Y07 Mathematics Stage 1 20

Framework Codes

Learning Objective Activities Resources Comments

1Pt1Problem solvingChoose appropriate strategies to carry out calculations explaining working out

Solving problems by collecting sorting and organising informationCollect information quickly by sorting or voting then represent it by drawing placing objects or pictures

Any materials that allow the information to be displayed

Allow time for discussion between teacher and students and students to students At this stage students should be allowed some choice on how they display their data

V1 1Y07 Mathematics Stage 1 21

Scheme of Work ndash Mathematics stage 1

Unit 3C Measure and Problem Solving

Framework Codes

Learning Objective Activities Resources Comments

1Mm1

1Ml1

1Ml2

1Ml3

MoneyRecognise all coins and work out how to pay an exact sum using smaller coins

Length mass and capacityCompare lengths and weights by direct comparison then by using uniform non-standard units

Estimate and compare capacities by direct comparison then by using uniform non-standard units

Use comparative language eg longer shorter heavier lighter

Recognise all coinsExchange coins for an equivalent valueTotal coinsHow many different ways can an item be paid for Use different coins to make the same total

Understand and use the vocabulary related to length mass and capacityMake direct comparisons side by side (no counting) in a variety of contextsUse uniform units to measure or estimate

Use uniform non-standard and standard units to measure count and solve problems in a variety of contextsAsk for suggestions for things that could be measured using different standard measures

Use in context comparative words such as shorter shortest

Coins

Written vocabulary

People ribbon heavy and light objects large and small cups etc

Balance scales objects to weigh cups to fill etc

Written vocabulary

Written vocabulary

V1 1Y07 Mathematics Stage 1 22

Framework Codes

Learning Objective Activities Resources Comments

1Mt1

1Mt2

1Mt3

TimeBegin to understand and use some units of time eg minuteshours days weeks months and years

Read the time to the hour (orsquoclock) and know key times of day to the nearest hour

Order the days of the week and other familiar events

Order the days of the week months of the yearKnow that 1 week = 7 days1 day = 24 hoursMake estimates and check

Order familiar events in a day a week or a story

Sand timers

1Pt1

1Pt2

Problem solvingChoose appropriate strategies to carry out calculations explain working out

Explore number problems and puzzles

Put in the context of a lesson using measuresWhat could we use How could we record it How do we know What do you think Will it always be the same

Linking with a practical lesson the questions will allow students to develop their reasoning and thinking skills

V1 1Y07 Mathematics Stage 1 23

Framework Codes

Learning Objective Activities Resources Comments

1Pt1

1Pt2

1Pt9

Problem solvingChoose appropriate strategies to carry out calculations explain working out

Explore number problems and puzzles

Make a sensible estimation of a calculation and consider whether an answer is reasonable

Use own strategies to solve measurement problems in classroom contexts eg 6 bricks balance my book 8 bricks balance my shoe how many bricks to balance them both

The cupboard is 2 metres wide The table is 1 metre wide The cupboard is wider than the table How much widerChoose other examples in the classroom to cover measuresI spent in the shop My friend spent How much did we spend all together

Count some coins in a pot add 4 more How much now Change the amounts as appropriateWork out totals what can we buy

Objects to weigh and measure

Measuring equipmentCoins

Coins pots priced items

Encourage discussion about strategies This can be used as an assessment tool

These activities should be as practical as possible before moving to paper and pencil methods

V1 1Y07 Mathematics Stage 1 8

Scheme of Work ndash Mathematics stage 1

Unit 2A Number and Problem Solving

Framework Codes

Learning Objective Activities Resources Comments

1Nc12

1Nc8

Find two more or less than a number to 20 recording the jumps on a number line

Understand addition as counting on and combining two sets record related addition sentences

Give out number cards around the class Class work in pairs lsquoWhat is 2 more than What is 2 less than rsquo Choose numbers as appropriate After questions the pair that has that number holds it up Record on the number lineDisplay the number line Students hide their cards lsquoShow me a number that is more than 7 and less than 10rsquo Pairs that have the number hold it up Continue Class devise their own questions

Display the number cards Point to some randomly lsquoWhat is this number Substitute numbers for objects Count them and place number card next to them lsquoWhat if we put this set with this set How many altogether Write and say the action Write the calculation Record it as counting on a number line

0 -20 number cardsNumber line

Small counting apparatusLarge 0 ndash 20 number cardsLarge number line

Pairs could be mixed ability

When recording the calculation write each number and symbol as you say them so that students can make the connection

V1 1Y07 Mathematics Stage 1 9

Framework Codes

Learning Objective Activities Resources Comments

1Nc9

1Nc14

1Nn7

1Nn10

1Nn6

Understand subtraction as counting back and lsquotake awayrsquo record related subtraction sentences

Begin to use the + ndash and = signs to record calculations in number sentences

Within the range 0 to 30 say the number that is 1 or 10 more or less than any given number

Use the = sign to represent equality

Begin partitioning two-digit numbers into tens and ones and reverse

Display a large number line and 0 ndash 20 number cards Count backwards along the line and along the cards from different starting pointsReplace number cards with objects Choose one of the numbers and take 3 away pointing to the number line to show subtraction (counting back) Repeat with different start numbers

Once students are familiar with the operations of addition and subtraction introduce the symbols to replace the spoken sentence writing them as the matching word is said

Give out number cards Ask questions such as lsquoWho has 1 more than 3rsquorsquo Who has 10 more than 3rsquo targeting the question as appropriate

Using balance scales number balances or objects show how each side of = must have the same total quantity

Understand and use in practical contexts units ones tens digit

Large number line0 ndash 20 number cardsSmall counting apparatus

Class set of number cards 0 ndash 30

Balance scales number balances objects

Place value (arrow) cards Have a teacher set that all students can see as well as sets per pair on the tables

V1 1Y07 Mathematics Stage 1 10

Framework Codes

Learning Objective Activities Resources Comments

1Nc13

1Nc15

1Nc16

1Nc18

Relate counting on and back in tens to finding 10 moreless than a number (lt 100)

Understand that changing the order of addition does not change the total

Add a pair of numbers by putting the larger number first and counting on

Begin to add single- and two-digit numbers

Oral counting in tens from zero Oral counting in tens from 0 pointing to the pattern of 10 on 100 square Oral counting in tens from any number pointing to the pattern on the 100 square

Activities to help understanding of combining sets to make a total and steps along a number track or line (counting on)

With the aid of apparatus explore different amounts for addition and discuss the strategy of putting the larger quantity or number first

Using dice or number cards generate 1 or 2 digit numbers to be added together

100 square

Counting apparatusNumber track or number line

Counting apparatus number cards

DiceNumber cards

Have a large square that all can see as well as individual squares on the tables

V1 1Y07 Mathematics Stage 1 11

Framework Codes

Learning Objective Activities Resources Comments

1Pt2

1Pt3

1Pt4

1Pt5

1Pt6

1Pt1

1Pt4

1Pt9

Problem solvingExplore number problems and puzzles

Find many combinations eg combinations of three pieces of different coloured clothing

Solve simple word problems and represent it with objects

Check the answer to an addition by adding the numbers in a different order

Check the answer to a subtraction by adding the answer to the smaller number in the question

Choose appropriate strategies to carry out calculations explaining working out

Decide to add or subtract to solve a simple word problem (oral) and represent it with objects

Make a sensible estimate of a calculation and consider whether an answer is reasonable

lsquoWhat if and what could we try next lsquoactivities

Using 3-scoop ice-creams 3-bobbles on a hat etc

Simple problems set in a lsquoreal-lifersquo context

Use within the context of a lesson on addition Allow discussion to include student ideas

Use within the context of a lesson on subtraction Allow discussion to include student ideas

Use within the context of lessons allowing students to contribute their ideas

Use within the context of lessons allowing students to contribute their ideas

Discuss appropriate strategies

Dice dominoes cards to explore totals

Any pictures where there is a total of 3 things the same

Any materials that help to visualise the problem

Model the use of the apparatus then allow pairs to generate their own numbers

V1 1Y07 Mathematics Stage 1 12

Scheme of Work ndash Mathematics stage 1

Unit 2B Handling Data and Problem Solving

Framework Codes

Learning Objective Activities Resources Comments

1Dh1

Organising categorising and representing dataAnswer a question by sorting and organising data or objects in a variety of ways eg using block graphs and

pictograms with practical resources discussing the results

in lists and tables with practical resources discussing the results

in Venn or Carroll diagrams giving different criteria for grouping the same objects

Understand and use in context relevant vocabularySolve problems such as how many beads can I hold in my hand How can we find out How can we organise the information

Make and organise a listCollect data and make a table

Ask questions to find out favourite food Represent with a block graph or pictogram

Vocabulary cards displayed

Any apparatus that allows the information to be displayed interlocking cubes pictures etc

1Pt1Problem solvingChoose appropriate strategies to carry out calculations explaining working out

Solving problems by collecting sorting and organising informationCollect information quickly by sorting or voting then represent it by drawing placing objects or pictures

Any materials that allow the information to be displayed

Allow time for discussion between teacher and students and students to students At this stage students should be allowed some choice on how they display their data

V1 1Y07 Mathematics Stage 1 13

Scheme of Work ndash Mathematics stage 1

Unit 2C Measure and Problem Solving

Framework Codes

Learning Objective Activities Resources Comments

1Mm1

1Ml1

1Ml2

1Ml3

1Mt1

MoneyRecognise all coins and work out how to pay an exact sum using smaller coins

Length mass and capacityCompare lengths and weights by direct comparison then by using uniform non-standard units

Estimate and compare capacities by direct comparison then by using uniform non-standard units

Use comparative language eg longer shorter heavier lighter

TimeBegin to understand and use some units of time eg minutes hours days weeks months and years

Recognise all coinsExchange coins for an equivalent valueTotal coins

Understand and use the vocabulary related to length mass and capacityMake direct comparisons side by side (no counting) in a variety of contexts

Use uniform non-standard and standard units to measure count and solve problems in a variety of contexts

Use in context comparative words such as shorter shortest

Order the days of the week months of the yearKnow that 1 week = 7 days1 day = 24 hoursMake estimates and check

Coins

Written vocabulary

People ribbon heavy and light objects large and small cups etc

Balance scales objects to weigh cups to fill etc

Written vocabulary

Written vocabularySand timers

The use of real money should be encouraged in order to make more sense to the students

Display the vocabulary so that all the students can see it and use it as a reference Illustrate with pictures for those students who may have difficulty with the spoken word

Display the vocabulary so that all the students can see it and use it as a reference Illustrate with pictures for those students who may have difficulty with the spoken word

V1 1Y07 Mathematics Stage 1 14

Framework Codes

Learning Objective Activities Resources Comments

1Mt2

1Mt3

Read the time to the hour (orsquoclock) and know key times of day to the nearest hour

Order the days of the week and other familiar events

Order familiar events in a day a week or a story

1Pt1

1Pt2

Problem solvingChoose appropriate strategies to carry out calculations explain working out

Explore number problems and puzzles

How long is it from 3 orsquoclock to 5 orsquoclockWhat was the time 2 ours ago

It is now 6 orsquoclock What time will it bein 4 hoursIn 2 hoursWhat time was it 2 hours agoTarget questions according to ability

Clocks

Clocks

Clocks with hands that move as a real clock rather than free hand movement would allow students to become more familiar with how the hands of a clock move

V1 1Y07 Mathematics Stage 1 15

Scheme of Work ndash Mathematics stage 1Unit 3A Number and Problem solving

Framework Codes

Learning Objective Activities Resources Comments

1Nc8

1Nc9

Understand addition as counting on and combining two sets record related addition sentences

Understand subtraction as counting back and lsquotake awayrsquo record related subtraction sentences

Display the number cards Point to some randomly lsquoWhat is this number Substitute numbers for objects Count them and place number card next to them Show how 100 square is a different arrangement of the number line and easier to use when dealing with higher numbersWhat if We start on 7 and count on 5 Where will we end upUse different start numbersUsing small counting materials make sets of different amountslsquoWhat if we put this set with this set How many altogether Write and say the action Write the calculation Record it as it is being said

Display a large number line and 0 ndash 50 number cards Count backwards along the line and along the cards from different starting pointsReplace number cards with objects Take 3 away pointing to the number line to show subtraction (counting back) Repeat with different start numbers Show how 100 square is a different arrangement of the number line and easier to use when dealing with higher numbersWhat if we start on 17 and count back 5 Where will we end up

Number cards 0 ndash 50100 squareSmall counting apparatus

Large number line0 ndash 50 number cardsSmall counting apparatus

Some students will need to work with their own 100 square at a table or seated on the floor

V1 1Y07 Mathematics Stage 1 16

Framework Codes

Learning Objective Activities Resources Comments

1Nc14

1Nn6

1Nc15

1Nc16

1Nc18

1Nn12

Begin to use the + ndash and = signs to record calculations in number sentences Use the = sign to represent equality

Begin partitioning two-digit numbers into tens and ones and reverse

Understand that changing the order of addition does not change the total

Add a pair of numbers by putting the larger number first and counting on

Begin to add single- and two-digit numbers

Find halves of small numbers and shapes by folding and recognise which shapes are halved

Record simple mental calculations in number sentences Work as a whole class then pairs or individuals

Understand and use in practical contexts units ones tens digit

Activities to help understanding of combining sets to make a total and steps along a number track or line (counting on)

With the aid of apparatus explore different amounts for addition and discuss the strategy of putting the larger quantity or number first

Using dice or number cards generate 1 or 2 digit numbers to be added together

Recognise whole and half as vocabularyUse small apparatus for counting (A handful) Share it equally (in half) Discuss amounts where there is one left over Link with the numbers on 100 square Is there a patternSay half of any even number to 10

Large number and sign cards

Counting apparatus

Place value (arrow) cards

Number trackNumber lineCounting apparatus

Counting apparatus

Counting apparatusNumber track or number line100 square

Counting apparatus number cards

Use a large set for class work and give each child or pair their own for table top work Some students may find colour coding the units and tens useful

Use apparatus for counting and addition before moving to the number trackline

V1 1Y07 Mathematics Stage 1 17

Framework Codes

Learning Objective Activities Resources Comments

1Nc4

1Nc6

1Nc17

1Nc19

1Nc20

1Nc21

Begin using pairs to 10 to bridge 10 when addingsubtracting eg 8 + 3 add 2 then 1

Find near doubles using doubles already known eg 5 + 6

Recognise the use of a sign such as 1048709 to represent an unknowneg 6 + 1048709 = 10

Multiplication and divisionDouble any single-digit number bull

Find halves of even numbers of objects up to 10

Try to share numbers to 10 to find which are even and which are odd

Begin to add a pair of single digit numbers past 10Use 2 steps and go over 10 as a middle stage (4+8=12 4+6+2=10+2=12) Use different numbers Use subtraction

5+6=11 This can be shown as double 5 (5+5) plus 1 or double 6 minus 1 Use different examples

Use known number facts and knowledge of place valueSet different number sentences with the missing number in different places in the number sentence

Understand the vocabulary of double and half

Count out 10 objects Share into two equal sets Count each set Recombine

Count out 10 objects Share into 2 equal sets Recombine Remove some objects Share the remainders What happens Any left over Repeat several times so that all of the numbers 1-10 are coveredRecord those numbers which share with no remainder and those that share with a remainder

1 ndash 6 dice 7 ndash 12 dice numbers cards to appropriate level

Counting apparatus100 square

Slide number strips

Counting apparatusNumber line100 square

Counting apparatus to 10

Counting apparatus100 squareNumber line

Slide number strips

This can be a difficult concept for some students who may need more time

A list of near doubles may be useful as reference for some students

A strip of card with a calculation written horizontally Over the strip moves a flattened tube of card which can cover any of the numbers at any one time which will be the unknown number

V1 1Y07 Mathematics Stage 1 18

Framework Codes

Learning Objective Activities Resources Comments

1Nc22 Share objects into two equal groups in a context

Use lsquostoryrsquo problemsI have 4 cakes to share with my friend Before we can eat them another friend arrives How many whole cakes would we have had each before the friend arrived How many whole cakes would we have each after the friend arrived How many left overChange the story working with numbers to 10

Picture vocabulary cards

Counting apparatus up to 10

Counting apparatus up to 10

1Pt2

1Pt5

1Pt6

1Pt7

1Pt8

Problem solvingExplore number problems and puzzles

Check the answer to an addition by adding the numbers in a different order

Check the answer to a subtraction by adding the answer to the smaller number in the question

Describe and continue patterns such as count on and back in tenseg 90 80 70

Identify simple relationships between numbers and shapes eg this number is ten bigger than that number

Set in the context of a story or real life experience where people or objects are added to or taken away from the total

Work as inverse operations set in familiar contexts

Using the recording of odd and even numbers continue the sequence of even numbersodd numbersRecord on 100 square or number line

Counting on 100 square finding the pattern of going to the number below to add 10 and to the number above to subtract 10

Story books

Counting apparatus

100 squareNumber line

100 square

V1 1Y07 Mathematics Stage 1 19

Scheme of Work ndash Mathematics stage 1

Unit 3B Handling Data and Problem Solving

Framework Codes

Learning Objective Activities Resources Comments

1Dh1

Organising categorising and representing dataAnswer a question by sorting and organising data or objects in a variety of ways eg

using block graphs and pictograms with practical resources discussing the results

in lists and tables with practical resources discussing the results

in Venn or Carroll diagrams giving different criteria for grouping the same objects

Use questions set in real life contexts egWhat do you like to doHow can we find out How shall we organise the informationMake a simple block graph

Classify numbers and organise them in lists and tables all the even numbers to 30 all the odd numbers to 50 6 numbers more than 10 but less

than 30

Using sorting diagrams display information collected Begin with familiar sorting numbers using a Venn diagram numbers with 2 tens even numbers Repeat using shapes

Vocabulary cards displayed

Any apparatus that allows the information to be displayed interlocking cubes pictures etc

V1 1Y07 Mathematics Stage 1 20

Framework Codes

Learning Objective Activities Resources Comments

1Pt1Problem solvingChoose appropriate strategies to carry out calculations explaining working out

Solving problems by collecting sorting and organising informationCollect information quickly by sorting or voting then represent it by drawing placing objects or pictures

Any materials that allow the information to be displayed

Allow time for discussion between teacher and students and students to students At this stage students should be allowed some choice on how they display their data

V1 1Y07 Mathematics Stage 1 21

Scheme of Work ndash Mathematics stage 1

Unit 3C Measure and Problem Solving

Framework Codes

Learning Objective Activities Resources Comments

1Mm1

1Ml1

1Ml2

1Ml3

MoneyRecognise all coins and work out how to pay an exact sum using smaller coins

Length mass and capacityCompare lengths and weights by direct comparison then by using uniform non-standard units

Estimate and compare capacities by direct comparison then by using uniform non-standard units

Use comparative language eg longer shorter heavier lighter

Recognise all coinsExchange coins for an equivalent valueTotal coinsHow many different ways can an item be paid for Use different coins to make the same total

Understand and use the vocabulary related to length mass and capacityMake direct comparisons side by side (no counting) in a variety of contextsUse uniform units to measure or estimate

Use uniform non-standard and standard units to measure count and solve problems in a variety of contextsAsk for suggestions for things that could be measured using different standard measures

Use in context comparative words such as shorter shortest

Coins

Written vocabulary

People ribbon heavy and light objects large and small cups etc

Balance scales objects to weigh cups to fill etc

Written vocabulary

Written vocabulary

V1 1Y07 Mathematics Stage 1 22

Framework Codes

Learning Objective Activities Resources Comments

1Mt1

1Mt2

1Mt3

TimeBegin to understand and use some units of time eg minuteshours days weeks months and years

Read the time to the hour (orsquoclock) and know key times of day to the nearest hour

Order the days of the week and other familiar events

Order the days of the week months of the yearKnow that 1 week = 7 days1 day = 24 hoursMake estimates and check

Order familiar events in a day a week or a story

Sand timers

1Pt1

1Pt2

Problem solvingChoose appropriate strategies to carry out calculations explain working out

Explore number problems and puzzles

Put in the context of a lesson using measuresWhat could we use How could we record it How do we know What do you think Will it always be the same

Linking with a practical lesson the questions will allow students to develop their reasoning and thinking skills

V1 1Y07 Mathematics Stage 1 23

Scheme of Work ndash Mathematics stage 1

Unit 2A Number and Problem Solving

Framework Codes

Learning Objective Activities Resources Comments

1Nc12

1Nc8

Find two more or less than a number to 20 recording the jumps on a number line

Understand addition as counting on and combining two sets record related addition sentences

Give out number cards around the class Class work in pairs lsquoWhat is 2 more than What is 2 less than rsquo Choose numbers as appropriate After questions the pair that has that number holds it up Record on the number lineDisplay the number line Students hide their cards lsquoShow me a number that is more than 7 and less than 10rsquo Pairs that have the number hold it up Continue Class devise their own questions

Display the number cards Point to some randomly lsquoWhat is this number Substitute numbers for objects Count them and place number card next to them lsquoWhat if we put this set with this set How many altogether Write and say the action Write the calculation Record it as counting on a number line

0 -20 number cardsNumber line

Small counting apparatusLarge 0 ndash 20 number cardsLarge number line

Pairs could be mixed ability

When recording the calculation write each number and symbol as you say them so that students can make the connection

V1 1Y07 Mathematics Stage 1 9

Framework Codes

Learning Objective Activities Resources Comments

1Nc9

1Nc14

1Nn7

1Nn10

1Nn6

Understand subtraction as counting back and lsquotake awayrsquo record related subtraction sentences

Begin to use the + ndash and = signs to record calculations in number sentences

Within the range 0 to 30 say the number that is 1 or 10 more or less than any given number

Use the = sign to represent equality

Begin partitioning two-digit numbers into tens and ones and reverse

Display a large number line and 0 ndash 20 number cards Count backwards along the line and along the cards from different starting pointsReplace number cards with objects Choose one of the numbers and take 3 away pointing to the number line to show subtraction (counting back) Repeat with different start numbers

Once students are familiar with the operations of addition and subtraction introduce the symbols to replace the spoken sentence writing them as the matching word is said

Give out number cards Ask questions such as lsquoWho has 1 more than 3rsquorsquo Who has 10 more than 3rsquo targeting the question as appropriate

Using balance scales number balances or objects show how each side of = must have the same total quantity

Understand and use in practical contexts units ones tens digit

Large number line0 ndash 20 number cardsSmall counting apparatus

Class set of number cards 0 ndash 30

Balance scales number balances objects

Place value (arrow) cards Have a teacher set that all students can see as well as sets per pair on the tables

V1 1Y07 Mathematics Stage 1 10

Framework Codes

Learning Objective Activities Resources Comments

1Nc13

1Nc15

1Nc16

1Nc18

Relate counting on and back in tens to finding 10 moreless than a number (lt 100)

Understand that changing the order of addition does not change the total

Add a pair of numbers by putting the larger number first and counting on

Begin to add single- and two-digit numbers

Oral counting in tens from zero Oral counting in tens from 0 pointing to the pattern of 10 on 100 square Oral counting in tens from any number pointing to the pattern on the 100 square

Activities to help understanding of combining sets to make a total and steps along a number track or line (counting on)

With the aid of apparatus explore different amounts for addition and discuss the strategy of putting the larger quantity or number first

Using dice or number cards generate 1 or 2 digit numbers to be added together

100 square

Counting apparatusNumber track or number line

Counting apparatus number cards

DiceNumber cards

Have a large square that all can see as well as individual squares on the tables

V1 1Y07 Mathematics Stage 1 11

Framework Codes

Learning Objective Activities Resources Comments

1Pt2

1Pt3

1Pt4

1Pt5

1Pt6

1Pt1

1Pt4

1Pt9

Problem solvingExplore number problems and puzzles

Find many combinations eg combinations of three pieces of different coloured clothing

Solve simple word problems and represent it with objects

Check the answer to an addition by adding the numbers in a different order

Check the answer to a subtraction by adding the answer to the smaller number in the question

Choose appropriate strategies to carry out calculations explaining working out

Decide to add or subtract to solve a simple word problem (oral) and represent it with objects

Make a sensible estimate of a calculation and consider whether an answer is reasonable

lsquoWhat if and what could we try next lsquoactivities

Using 3-scoop ice-creams 3-bobbles on a hat etc

Simple problems set in a lsquoreal-lifersquo context

Use within the context of a lesson on addition Allow discussion to include student ideas

Use within the context of a lesson on subtraction Allow discussion to include student ideas

Use within the context of lessons allowing students to contribute their ideas

Use within the context of lessons allowing students to contribute their ideas

Discuss appropriate strategies

Dice dominoes cards to explore totals

Any pictures where there is a total of 3 things the same

Any materials that help to visualise the problem

Model the use of the apparatus then allow pairs to generate their own numbers

V1 1Y07 Mathematics Stage 1 12

Scheme of Work ndash Mathematics stage 1

Unit 2B Handling Data and Problem Solving

Framework Codes

Learning Objective Activities Resources Comments

1Dh1

Organising categorising and representing dataAnswer a question by sorting and organising data or objects in a variety of ways eg using block graphs and

pictograms with practical resources discussing the results

in lists and tables with practical resources discussing the results

in Venn or Carroll diagrams giving different criteria for grouping the same objects

Understand and use in context relevant vocabularySolve problems such as how many beads can I hold in my hand How can we find out How can we organise the information

Make and organise a listCollect data and make a table

Ask questions to find out favourite food Represent with a block graph or pictogram

Vocabulary cards displayed

Any apparatus that allows the information to be displayed interlocking cubes pictures etc

1Pt1Problem solvingChoose appropriate strategies to carry out calculations explaining working out

Solving problems by collecting sorting and organising informationCollect information quickly by sorting or voting then represent it by drawing placing objects or pictures

Any materials that allow the information to be displayed

Allow time for discussion between teacher and students and students to students At this stage students should be allowed some choice on how they display their data

V1 1Y07 Mathematics Stage 1 13

Scheme of Work ndash Mathematics stage 1

Unit 2C Measure and Problem Solving

Framework Codes

Learning Objective Activities Resources Comments

1Mm1

1Ml1

1Ml2

1Ml3

1Mt1

MoneyRecognise all coins and work out how to pay an exact sum using smaller coins

Length mass and capacityCompare lengths and weights by direct comparison then by using uniform non-standard units

Estimate and compare capacities by direct comparison then by using uniform non-standard units

Use comparative language eg longer shorter heavier lighter

TimeBegin to understand and use some units of time eg minutes hours days weeks months and years

Recognise all coinsExchange coins for an equivalent valueTotal coins

Understand and use the vocabulary related to length mass and capacityMake direct comparisons side by side (no counting) in a variety of contexts

Use uniform non-standard and standard units to measure count and solve problems in a variety of contexts

Use in context comparative words such as shorter shortest

Order the days of the week months of the yearKnow that 1 week = 7 days1 day = 24 hoursMake estimates and check

Coins

Written vocabulary

People ribbon heavy and light objects large and small cups etc

Balance scales objects to weigh cups to fill etc

Written vocabulary

Written vocabularySand timers

The use of real money should be encouraged in order to make more sense to the students

Display the vocabulary so that all the students can see it and use it as a reference Illustrate with pictures for those students who may have difficulty with the spoken word

Display the vocabulary so that all the students can see it and use it as a reference Illustrate with pictures for those students who may have difficulty with the spoken word

V1 1Y07 Mathematics Stage 1 14

Framework Codes

Learning Objective Activities Resources Comments

1Mt2

1Mt3

Read the time to the hour (orsquoclock) and know key times of day to the nearest hour

Order the days of the week and other familiar events

Order familiar events in a day a week or a story

1Pt1

1Pt2

Problem solvingChoose appropriate strategies to carry out calculations explain working out

Explore number problems and puzzles

How long is it from 3 orsquoclock to 5 orsquoclockWhat was the time 2 ours ago

It is now 6 orsquoclock What time will it bein 4 hoursIn 2 hoursWhat time was it 2 hours agoTarget questions according to ability

Clocks

Clocks

Clocks with hands that move as a real clock rather than free hand movement would allow students to become more familiar with how the hands of a clock move

V1 1Y07 Mathematics Stage 1 15

Scheme of Work ndash Mathematics stage 1Unit 3A Number and Problem solving

Framework Codes

Learning Objective Activities Resources Comments

1Nc8

1Nc9

Understand addition as counting on and combining two sets record related addition sentences

Understand subtraction as counting back and lsquotake awayrsquo record related subtraction sentences

Display the number cards Point to some randomly lsquoWhat is this number Substitute numbers for objects Count them and place number card next to them Show how 100 square is a different arrangement of the number line and easier to use when dealing with higher numbersWhat if We start on 7 and count on 5 Where will we end upUse different start numbersUsing small counting materials make sets of different amountslsquoWhat if we put this set with this set How many altogether Write and say the action Write the calculation Record it as it is being said

Display a large number line and 0 ndash 50 number cards Count backwards along the line and along the cards from different starting pointsReplace number cards with objects Take 3 away pointing to the number line to show subtraction (counting back) Repeat with different start numbers Show how 100 square is a different arrangement of the number line and easier to use when dealing with higher numbersWhat if we start on 17 and count back 5 Where will we end up

Number cards 0 ndash 50100 squareSmall counting apparatus

Large number line0 ndash 50 number cardsSmall counting apparatus

Some students will need to work with their own 100 square at a table or seated on the floor

V1 1Y07 Mathematics Stage 1 16

Framework Codes

Learning Objective Activities Resources Comments

1Nc14

1Nn6

1Nc15

1Nc16

1Nc18

1Nn12

Begin to use the + ndash and = signs to record calculations in number sentences Use the = sign to represent equality

Begin partitioning two-digit numbers into tens and ones and reverse

Understand that changing the order of addition does not change the total

Add a pair of numbers by putting the larger number first and counting on

Begin to add single- and two-digit numbers

Find halves of small numbers and shapes by folding and recognise which shapes are halved

Record simple mental calculations in number sentences Work as a whole class then pairs or individuals

Understand and use in practical contexts units ones tens digit

Activities to help understanding of combining sets to make a total and steps along a number track or line (counting on)

With the aid of apparatus explore different amounts for addition and discuss the strategy of putting the larger quantity or number first

Using dice or number cards generate 1 or 2 digit numbers to be added together

Recognise whole and half as vocabularyUse small apparatus for counting (A handful) Share it equally (in half) Discuss amounts where there is one left over Link with the numbers on 100 square Is there a patternSay half of any even number to 10

Large number and sign cards

Counting apparatus

Place value (arrow) cards

Number trackNumber lineCounting apparatus

Counting apparatus

Counting apparatusNumber track or number line100 square

Counting apparatus number cards

Use a large set for class work and give each child or pair their own for table top work Some students may find colour coding the units and tens useful

Use apparatus for counting and addition before moving to the number trackline

V1 1Y07 Mathematics Stage 1 17

Framework Codes

Learning Objective Activities Resources Comments

1Nc4

1Nc6

1Nc17

1Nc19

1Nc20

1Nc21

Begin using pairs to 10 to bridge 10 when addingsubtracting eg 8 + 3 add 2 then 1

Find near doubles using doubles already known eg 5 + 6

Recognise the use of a sign such as 1048709 to represent an unknowneg 6 + 1048709 = 10

Multiplication and divisionDouble any single-digit number bull

Find halves of even numbers of objects up to 10

Try to share numbers to 10 to find which are even and which are odd

Begin to add a pair of single digit numbers past 10Use 2 steps and go over 10 as a middle stage (4+8=12 4+6+2=10+2=12) Use different numbers Use subtraction

5+6=11 This can be shown as double 5 (5+5) plus 1 or double 6 minus 1 Use different examples

Use known number facts and knowledge of place valueSet different number sentences with the missing number in different places in the number sentence

Understand the vocabulary of double and half

Count out 10 objects Share into two equal sets Count each set Recombine

Count out 10 objects Share into 2 equal sets Recombine Remove some objects Share the remainders What happens Any left over Repeat several times so that all of the numbers 1-10 are coveredRecord those numbers which share with no remainder and those that share with a remainder

1 ndash 6 dice 7 ndash 12 dice numbers cards to appropriate level

Counting apparatus100 square

Slide number strips

Counting apparatusNumber line100 square

Counting apparatus to 10

Counting apparatus100 squareNumber line

Slide number strips

This can be a difficult concept for some students who may need more time

A list of near doubles may be useful as reference for some students

A strip of card with a calculation written horizontally Over the strip moves a flattened tube of card which can cover any of the numbers at any one time which will be the unknown number

V1 1Y07 Mathematics Stage 1 18

Framework Codes

Learning Objective Activities Resources Comments

1Nc22 Share objects into two equal groups in a context

Use lsquostoryrsquo problemsI have 4 cakes to share with my friend Before we can eat them another friend arrives How many whole cakes would we have had each before the friend arrived How many whole cakes would we have each after the friend arrived How many left overChange the story working with numbers to 10

Picture vocabulary cards

Counting apparatus up to 10

Counting apparatus up to 10

1Pt2

1Pt5

1Pt6

1Pt7

1Pt8

Problem solvingExplore number problems and puzzles

Check the answer to an addition by adding the numbers in a different order

Check the answer to a subtraction by adding the answer to the smaller number in the question

Describe and continue patterns such as count on and back in tenseg 90 80 70

Identify simple relationships between numbers and shapes eg this number is ten bigger than that number

Set in the context of a story or real life experience where people or objects are added to or taken away from the total

Work as inverse operations set in familiar contexts

Using the recording of odd and even numbers continue the sequence of even numbersodd numbersRecord on 100 square or number line

Counting on 100 square finding the pattern of going to the number below to add 10 and to the number above to subtract 10

Story books

Counting apparatus

100 squareNumber line

100 square

V1 1Y07 Mathematics Stage 1 19

Scheme of Work ndash Mathematics stage 1

Unit 3B Handling Data and Problem Solving

Framework Codes

Learning Objective Activities Resources Comments

1Dh1

Organising categorising and representing dataAnswer a question by sorting and organising data or objects in a variety of ways eg

using block graphs and pictograms with practical resources discussing the results

in lists and tables with practical resources discussing the results

in Venn or Carroll diagrams giving different criteria for grouping the same objects

Use questions set in real life contexts egWhat do you like to doHow can we find out How shall we organise the informationMake a simple block graph

Classify numbers and organise them in lists and tables all the even numbers to 30 all the odd numbers to 50 6 numbers more than 10 but less

than 30

Using sorting diagrams display information collected Begin with familiar sorting numbers using a Venn diagram numbers with 2 tens even numbers Repeat using shapes

Vocabulary cards displayed

Any apparatus that allows the information to be displayed interlocking cubes pictures etc

V1 1Y07 Mathematics Stage 1 20

Framework Codes

Learning Objective Activities Resources Comments

1Pt1Problem solvingChoose appropriate strategies to carry out calculations explaining working out

Solving problems by collecting sorting and organising informationCollect information quickly by sorting or voting then represent it by drawing placing objects or pictures

Any materials that allow the information to be displayed

Allow time for discussion between teacher and students and students to students At this stage students should be allowed some choice on how they display their data

V1 1Y07 Mathematics Stage 1 21

Scheme of Work ndash Mathematics stage 1

Unit 3C Measure and Problem Solving

Framework Codes

Learning Objective Activities Resources Comments

1Mm1

1Ml1

1Ml2

1Ml3

MoneyRecognise all coins and work out how to pay an exact sum using smaller coins

Length mass and capacityCompare lengths and weights by direct comparison then by using uniform non-standard units

Estimate and compare capacities by direct comparison then by using uniform non-standard units

Use comparative language eg longer shorter heavier lighter

Recognise all coinsExchange coins for an equivalent valueTotal coinsHow many different ways can an item be paid for Use different coins to make the same total

Understand and use the vocabulary related to length mass and capacityMake direct comparisons side by side (no counting) in a variety of contextsUse uniform units to measure or estimate

Use uniform non-standard and standard units to measure count and solve problems in a variety of contextsAsk for suggestions for things that could be measured using different standard measures

Use in context comparative words such as shorter shortest

Coins

Written vocabulary

People ribbon heavy and light objects large and small cups etc

Balance scales objects to weigh cups to fill etc

Written vocabulary

Written vocabulary

V1 1Y07 Mathematics Stage 1 22

Framework Codes

Learning Objective Activities Resources Comments

1Mt1

1Mt2

1Mt3

TimeBegin to understand and use some units of time eg minuteshours days weeks months and years

Read the time to the hour (orsquoclock) and know key times of day to the nearest hour

Order the days of the week and other familiar events

Order the days of the week months of the yearKnow that 1 week = 7 days1 day = 24 hoursMake estimates and check

Order familiar events in a day a week or a story

Sand timers

1Pt1

1Pt2

Problem solvingChoose appropriate strategies to carry out calculations explain working out

Explore number problems and puzzles

Put in the context of a lesson using measuresWhat could we use How could we record it How do we know What do you think Will it always be the same

Linking with a practical lesson the questions will allow students to develop their reasoning and thinking skills

V1 1Y07 Mathematics Stage 1 23

Framework Codes

Learning Objective Activities Resources Comments

1Nc9

1Nc14

1Nn7

1Nn10

1Nn6

Understand subtraction as counting back and lsquotake awayrsquo record related subtraction sentences

Begin to use the + ndash and = signs to record calculations in number sentences

Within the range 0 to 30 say the number that is 1 or 10 more or less than any given number

Use the = sign to represent equality

Begin partitioning two-digit numbers into tens and ones and reverse

Display a large number line and 0 ndash 20 number cards Count backwards along the line and along the cards from different starting pointsReplace number cards with objects Choose one of the numbers and take 3 away pointing to the number line to show subtraction (counting back) Repeat with different start numbers

Once students are familiar with the operations of addition and subtraction introduce the symbols to replace the spoken sentence writing them as the matching word is said

Give out number cards Ask questions such as lsquoWho has 1 more than 3rsquorsquo Who has 10 more than 3rsquo targeting the question as appropriate

Using balance scales number balances or objects show how each side of = must have the same total quantity

Understand and use in practical contexts units ones tens digit

Large number line0 ndash 20 number cardsSmall counting apparatus

Class set of number cards 0 ndash 30

Balance scales number balances objects

Place value (arrow) cards Have a teacher set that all students can see as well as sets per pair on the tables

V1 1Y07 Mathematics Stage 1 10

Framework Codes

Learning Objective Activities Resources Comments

1Nc13

1Nc15

1Nc16

1Nc18

Relate counting on and back in tens to finding 10 moreless than a number (lt 100)

Understand that changing the order of addition does not change the total

Add a pair of numbers by putting the larger number first and counting on

Begin to add single- and two-digit numbers

Oral counting in tens from zero Oral counting in tens from 0 pointing to the pattern of 10 on 100 square Oral counting in tens from any number pointing to the pattern on the 100 square

Activities to help understanding of combining sets to make a total and steps along a number track or line (counting on)

With the aid of apparatus explore different amounts for addition and discuss the strategy of putting the larger quantity or number first

Using dice or number cards generate 1 or 2 digit numbers to be added together

100 square

Counting apparatusNumber track or number line

Counting apparatus number cards

DiceNumber cards

Have a large square that all can see as well as individual squares on the tables

V1 1Y07 Mathematics Stage 1 11

Framework Codes

Learning Objective Activities Resources Comments

1Pt2

1Pt3

1Pt4

1Pt5

1Pt6

1Pt1

1Pt4

1Pt9

Problem solvingExplore number problems and puzzles

Find many combinations eg combinations of three pieces of different coloured clothing

Solve simple word problems and represent it with objects

Check the answer to an addition by adding the numbers in a different order

Check the answer to a subtraction by adding the answer to the smaller number in the question

Choose appropriate strategies to carry out calculations explaining working out

Decide to add or subtract to solve a simple word problem (oral) and represent it with objects

Make a sensible estimate of a calculation and consider whether an answer is reasonable

lsquoWhat if and what could we try next lsquoactivities

Using 3-scoop ice-creams 3-bobbles on a hat etc

Simple problems set in a lsquoreal-lifersquo context

Use within the context of a lesson on addition Allow discussion to include student ideas

Use within the context of a lesson on subtraction Allow discussion to include student ideas

Use within the context of lessons allowing students to contribute their ideas

Use within the context of lessons allowing students to contribute their ideas

Discuss appropriate strategies

Dice dominoes cards to explore totals

Any pictures where there is a total of 3 things the same

Any materials that help to visualise the problem

Model the use of the apparatus then allow pairs to generate their own numbers

V1 1Y07 Mathematics Stage 1 12

Scheme of Work ndash Mathematics stage 1

Unit 2B Handling Data and Problem Solving

Framework Codes

Learning Objective Activities Resources Comments

1Dh1

Organising categorising and representing dataAnswer a question by sorting and organising data or objects in a variety of ways eg using block graphs and

pictograms with practical resources discussing the results

in lists and tables with practical resources discussing the results

in Venn or Carroll diagrams giving different criteria for grouping the same objects

Understand and use in context relevant vocabularySolve problems such as how many beads can I hold in my hand How can we find out How can we organise the information

Make and organise a listCollect data and make a table

Ask questions to find out favourite food Represent with a block graph or pictogram

Vocabulary cards displayed

Any apparatus that allows the information to be displayed interlocking cubes pictures etc

1Pt1Problem solvingChoose appropriate strategies to carry out calculations explaining working out

Solving problems by collecting sorting and organising informationCollect information quickly by sorting or voting then represent it by drawing placing objects or pictures

Any materials that allow the information to be displayed

Allow time for discussion between teacher and students and students to students At this stage students should be allowed some choice on how they display their data

V1 1Y07 Mathematics Stage 1 13

Scheme of Work ndash Mathematics stage 1

Unit 2C Measure and Problem Solving

Framework Codes

Learning Objective Activities Resources Comments

1Mm1

1Ml1

1Ml2

1Ml3

1Mt1

MoneyRecognise all coins and work out how to pay an exact sum using smaller coins

Length mass and capacityCompare lengths and weights by direct comparison then by using uniform non-standard units

Estimate and compare capacities by direct comparison then by using uniform non-standard units

Use comparative language eg longer shorter heavier lighter

TimeBegin to understand and use some units of time eg minutes hours days weeks months and years

Recognise all coinsExchange coins for an equivalent valueTotal coins

Understand and use the vocabulary related to length mass and capacityMake direct comparisons side by side (no counting) in a variety of contexts

Use uniform non-standard and standard units to measure count and solve problems in a variety of contexts

Use in context comparative words such as shorter shortest

Order the days of the week months of the yearKnow that 1 week = 7 days1 day = 24 hoursMake estimates and check

Coins

Written vocabulary

People ribbon heavy and light objects large and small cups etc

Balance scales objects to weigh cups to fill etc

Written vocabulary

Written vocabularySand timers

The use of real money should be encouraged in order to make more sense to the students

Display the vocabulary so that all the students can see it and use it as a reference Illustrate with pictures for those students who may have difficulty with the spoken word

Display the vocabulary so that all the students can see it and use it as a reference Illustrate with pictures for those students who may have difficulty with the spoken word

V1 1Y07 Mathematics Stage 1 14

Framework Codes

Learning Objective Activities Resources Comments

1Mt2

1Mt3

Read the time to the hour (orsquoclock) and know key times of day to the nearest hour

Order the days of the week and other familiar events

Order familiar events in a day a week or a story

1Pt1

1Pt2

Problem solvingChoose appropriate strategies to carry out calculations explain working out

Explore number problems and puzzles

How long is it from 3 orsquoclock to 5 orsquoclockWhat was the time 2 ours ago

It is now 6 orsquoclock What time will it bein 4 hoursIn 2 hoursWhat time was it 2 hours agoTarget questions according to ability

Clocks

Clocks

Clocks with hands that move as a real clock rather than free hand movement would allow students to become more familiar with how the hands of a clock move

V1 1Y07 Mathematics Stage 1 15

Scheme of Work ndash Mathematics stage 1Unit 3A Number and Problem solving

Framework Codes

Learning Objective Activities Resources Comments

1Nc8

1Nc9

Understand addition as counting on and combining two sets record related addition sentences

Understand subtraction as counting back and lsquotake awayrsquo record related subtraction sentences

Display the number cards Point to some randomly lsquoWhat is this number Substitute numbers for objects Count them and place number card next to them Show how 100 square is a different arrangement of the number line and easier to use when dealing with higher numbersWhat if We start on 7 and count on 5 Where will we end upUse different start numbersUsing small counting materials make sets of different amountslsquoWhat if we put this set with this set How many altogether Write and say the action Write the calculation Record it as it is being said

Display a large number line and 0 ndash 50 number cards Count backwards along the line and along the cards from different starting pointsReplace number cards with objects Take 3 away pointing to the number line to show subtraction (counting back) Repeat with different start numbers Show how 100 square is a different arrangement of the number line and easier to use when dealing with higher numbersWhat if we start on 17 and count back 5 Where will we end up

Number cards 0 ndash 50100 squareSmall counting apparatus

Large number line0 ndash 50 number cardsSmall counting apparatus

Some students will need to work with their own 100 square at a table or seated on the floor

V1 1Y07 Mathematics Stage 1 16

Framework Codes

Learning Objective Activities Resources Comments

1Nc14

1Nn6

1Nc15

1Nc16

1Nc18

1Nn12

Begin to use the + ndash and = signs to record calculations in number sentences Use the = sign to represent equality

Begin partitioning two-digit numbers into tens and ones and reverse

Understand that changing the order of addition does not change the total

Add a pair of numbers by putting the larger number first and counting on

Begin to add single- and two-digit numbers

Find halves of small numbers and shapes by folding and recognise which shapes are halved

Record simple mental calculations in number sentences Work as a whole class then pairs or individuals

Understand and use in practical contexts units ones tens digit

Activities to help understanding of combining sets to make a total and steps along a number track or line (counting on)

With the aid of apparatus explore different amounts for addition and discuss the strategy of putting the larger quantity or number first

Using dice or number cards generate 1 or 2 digit numbers to be added together

Recognise whole and half as vocabularyUse small apparatus for counting (A handful) Share it equally (in half) Discuss amounts where there is one left over Link with the numbers on 100 square Is there a patternSay half of any even number to 10

Large number and sign cards

Counting apparatus

Place value (arrow) cards

Number trackNumber lineCounting apparatus

Counting apparatus

Counting apparatusNumber track or number line100 square

Counting apparatus number cards

Use a large set for class work and give each child or pair their own for table top work Some students may find colour coding the units and tens useful

Use apparatus for counting and addition before moving to the number trackline

V1 1Y07 Mathematics Stage 1 17

Framework Codes

Learning Objective Activities Resources Comments

1Nc4

1Nc6

1Nc17

1Nc19

1Nc20

1Nc21

Begin using pairs to 10 to bridge 10 when addingsubtracting eg 8 + 3 add 2 then 1

Find near doubles using doubles already known eg 5 + 6

Recognise the use of a sign such as 1048709 to represent an unknowneg 6 + 1048709 = 10

Multiplication and divisionDouble any single-digit number bull

Find halves of even numbers of objects up to 10

Try to share numbers to 10 to find which are even and which are odd

Begin to add a pair of single digit numbers past 10Use 2 steps and go over 10 as a middle stage (4+8=12 4+6+2=10+2=12) Use different numbers Use subtraction

5+6=11 This can be shown as double 5 (5+5) plus 1 or double 6 minus 1 Use different examples

Use known number facts and knowledge of place valueSet different number sentences with the missing number in different places in the number sentence

Understand the vocabulary of double and half

Count out 10 objects Share into two equal sets Count each set Recombine

Count out 10 objects Share into 2 equal sets Recombine Remove some objects Share the remainders What happens Any left over Repeat several times so that all of the numbers 1-10 are coveredRecord those numbers which share with no remainder and those that share with a remainder

1 ndash 6 dice 7 ndash 12 dice numbers cards to appropriate level

Counting apparatus100 square

Slide number strips

Counting apparatusNumber line100 square

Counting apparatus to 10

Counting apparatus100 squareNumber line

Slide number strips

This can be a difficult concept for some students who may need more time

A list of near doubles may be useful as reference for some students

A strip of card with a calculation written horizontally Over the strip moves a flattened tube of card which can cover any of the numbers at any one time which will be the unknown number

V1 1Y07 Mathematics Stage 1 18

Framework Codes

Learning Objective Activities Resources Comments

1Nc22 Share objects into two equal groups in a context

Use lsquostoryrsquo problemsI have 4 cakes to share with my friend Before we can eat them another friend arrives How many whole cakes would we have had each before the friend arrived How many whole cakes would we have each after the friend arrived How many left overChange the story working with numbers to 10

Picture vocabulary cards

Counting apparatus up to 10

Counting apparatus up to 10

1Pt2

1Pt5

1Pt6

1Pt7

1Pt8

Problem solvingExplore number problems and puzzles

Check the answer to an addition by adding the numbers in a different order

Check the answer to a subtraction by adding the answer to the smaller number in the question

Describe and continue patterns such as count on and back in tenseg 90 80 70

Identify simple relationships between numbers and shapes eg this number is ten bigger than that number

Set in the context of a story or real life experience where people or objects are added to or taken away from the total

Work as inverse operations set in familiar contexts

Using the recording of odd and even numbers continue the sequence of even numbersodd numbersRecord on 100 square or number line

Counting on 100 square finding the pattern of going to the number below to add 10 and to the number above to subtract 10

Story books

Counting apparatus

100 squareNumber line

100 square

V1 1Y07 Mathematics Stage 1 19

Scheme of Work ndash Mathematics stage 1

Unit 3B Handling Data and Problem Solving

Framework Codes

Learning Objective Activities Resources Comments

1Dh1

Organising categorising and representing dataAnswer a question by sorting and organising data or objects in a variety of ways eg

using block graphs and pictograms with practical resources discussing the results

in lists and tables with practical resources discussing the results

in Venn or Carroll diagrams giving different criteria for grouping the same objects

Use questions set in real life contexts egWhat do you like to doHow can we find out How shall we organise the informationMake a simple block graph

Classify numbers and organise them in lists and tables all the even numbers to 30 all the odd numbers to 50 6 numbers more than 10 but less

than 30

Using sorting diagrams display information collected Begin with familiar sorting numbers using a Venn diagram numbers with 2 tens even numbers Repeat using shapes

Vocabulary cards displayed

Any apparatus that allows the information to be displayed interlocking cubes pictures etc

V1 1Y07 Mathematics Stage 1 20

Framework Codes

Learning Objective Activities Resources Comments

1Pt1Problem solvingChoose appropriate strategies to carry out calculations explaining working out

Solving problems by collecting sorting and organising informationCollect information quickly by sorting or voting then represent it by drawing placing objects or pictures

Any materials that allow the information to be displayed

Allow time for discussion between teacher and students and students to students At this stage students should be allowed some choice on how they display their data

V1 1Y07 Mathematics Stage 1 21

Scheme of Work ndash Mathematics stage 1

Unit 3C Measure and Problem Solving

Framework Codes

Learning Objective Activities Resources Comments

1Mm1

1Ml1

1Ml2

1Ml3

MoneyRecognise all coins and work out how to pay an exact sum using smaller coins

Length mass and capacityCompare lengths and weights by direct comparison then by using uniform non-standard units

Estimate and compare capacities by direct comparison then by using uniform non-standard units

Use comparative language eg longer shorter heavier lighter

Recognise all coinsExchange coins for an equivalent valueTotal coinsHow many different ways can an item be paid for Use different coins to make the same total

Understand and use the vocabulary related to length mass and capacityMake direct comparisons side by side (no counting) in a variety of contextsUse uniform units to measure or estimate

Use uniform non-standard and standard units to measure count and solve problems in a variety of contextsAsk for suggestions for things that could be measured using different standard measures

Use in context comparative words such as shorter shortest

Coins

Written vocabulary

People ribbon heavy and light objects large and small cups etc

Balance scales objects to weigh cups to fill etc

Written vocabulary

Written vocabulary

V1 1Y07 Mathematics Stage 1 22

Framework Codes

Learning Objective Activities Resources Comments

1Mt1

1Mt2

1Mt3

TimeBegin to understand and use some units of time eg minuteshours days weeks months and years

Read the time to the hour (orsquoclock) and know key times of day to the nearest hour

Order the days of the week and other familiar events

Order the days of the week months of the yearKnow that 1 week = 7 days1 day = 24 hoursMake estimates and check

Order familiar events in a day a week or a story

Sand timers

1Pt1

1Pt2

Problem solvingChoose appropriate strategies to carry out calculations explain working out

Explore number problems and puzzles

Put in the context of a lesson using measuresWhat could we use How could we record it How do we know What do you think Will it always be the same

Linking with a practical lesson the questions will allow students to develop their reasoning and thinking skills

V1 1Y07 Mathematics Stage 1 23

Framework Codes

Learning Objective Activities Resources Comments

1Nc13

1Nc15

1Nc16

1Nc18

Relate counting on and back in tens to finding 10 moreless than a number (lt 100)

Understand that changing the order of addition does not change the total

Add a pair of numbers by putting the larger number first and counting on

Begin to add single- and two-digit numbers

Oral counting in tens from zero Oral counting in tens from 0 pointing to the pattern of 10 on 100 square Oral counting in tens from any number pointing to the pattern on the 100 square

Activities to help understanding of combining sets to make a total and steps along a number track or line (counting on)

With the aid of apparatus explore different amounts for addition and discuss the strategy of putting the larger quantity or number first

Using dice or number cards generate 1 or 2 digit numbers to be added together

100 square

Counting apparatusNumber track or number line

Counting apparatus number cards

DiceNumber cards

Have a large square that all can see as well as individual squares on the tables

V1 1Y07 Mathematics Stage 1 11

Framework Codes

Learning Objective Activities Resources Comments

1Pt2

1Pt3

1Pt4

1Pt5

1Pt6

1Pt1

1Pt4

1Pt9

Problem solvingExplore number problems and puzzles

Find many combinations eg combinations of three pieces of different coloured clothing

Solve simple word problems and represent it with objects

Check the answer to an addition by adding the numbers in a different order

Check the answer to a subtraction by adding the answer to the smaller number in the question

Choose appropriate strategies to carry out calculations explaining working out

Decide to add or subtract to solve a simple word problem (oral) and represent it with objects

Make a sensible estimate of a calculation and consider whether an answer is reasonable

lsquoWhat if and what could we try next lsquoactivities

Using 3-scoop ice-creams 3-bobbles on a hat etc

Simple problems set in a lsquoreal-lifersquo context

Use within the context of a lesson on addition Allow discussion to include student ideas

Use within the context of a lesson on subtraction Allow discussion to include student ideas

Use within the context of lessons allowing students to contribute their ideas

Use within the context of lessons allowing students to contribute their ideas

Discuss appropriate strategies

Dice dominoes cards to explore totals

Any pictures where there is a total of 3 things the same

Any materials that help to visualise the problem

Model the use of the apparatus then allow pairs to generate their own numbers

V1 1Y07 Mathematics Stage 1 12

Scheme of Work ndash Mathematics stage 1

Unit 2B Handling Data and Problem Solving

Framework Codes

Learning Objective Activities Resources Comments

1Dh1

Organising categorising and representing dataAnswer a question by sorting and organising data or objects in a variety of ways eg using block graphs and

pictograms with practical resources discussing the results

in lists and tables with practical resources discussing the results

in Venn or Carroll diagrams giving different criteria for grouping the same objects

Understand and use in context relevant vocabularySolve problems such as how many beads can I hold in my hand How can we find out How can we organise the information

Make and organise a listCollect data and make a table

Ask questions to find out favourite food Represent with a block graph or pictogram

Vocabulary cards displayed

Any apparatus that allows the information to be displayed interlocking cubes pictures etc

1Pt1Problem solvingChoose appropriate strategies to carry out calculations explaining working out

Solving problems by collecting sorting and organising informationCollect information quickly by sorting or voting then represent it by drawing placing objects or pictures

Any materials that allow the information to be displayed

Allow time for discussion between teacher and students and students to students At this stage students should be allowed some choice on how they display their data

V1 1Y07 Mathematics Stage 1 13

Scheme of Work ndash Mathematics stage 1

Unit 2C Measure and Problem Solving

Framework Codes

Learning Objective Activities Resources Comments

1Mm1

1Ml1

1Ml2

1Ml3

1Mt1

MoneyRecognise all coins and work out how to pay an exact sum using smaller coins

Length mass and capacityCompare lengths and weights by direct comparison then by using uniform non-standard units

Estimate and compare capacities by direct comparison then by using uniform non-standard units

Use comparative language eg longer shorter heavier lighter

TimeBegin to understand and use some units of time eg minutes hours days weeks months and years

Recognise all coinsExchange coins for an equivalent valueTotal coins

Understand and use the vocabulary related to length mass and capacityMake direct comparisons side by side (no counting) in a variety of contexts

Use uniform non-standard and standard units to measure count and solve problems in a variety of contexts

Use in context comparative words such as shorter shortest

Order the days of the week months of the yearKnow that 1 week = 7 days1 day = 24 hoursMake estimates and check

Coins

Written vocabulary

People ribbon heavy and light objects large and small cups etc

Balance scales objects to weigh cups to fill etc

Written vocabulary

Written vocabularySand timers

The use of real money should be encouraged in order to make more sense to the students

Display the vocabulary so that all the students can see it and use it as a reference Illustrate with pictures for those students who may have difficulty with the spoken word

Display the vocabulary so that all the students can see it and use it as a reference Illustrate with pictures for those students who may have difficulty with the spoken word

V1 1Y07 Mathematics Stage 1 14

Framework Codes

Learning Objective Activities Resources Comments

1Mt2

1Mt3

Read the time to the hour (orsquoclock) and know key times of day to the nearest hour

Order the days of the week and other familiar events

Order familiar events in a day a week or a story

1Pt1

1Pt2

Problem solvingChoose appropriate strategies to carry out calculations explain working out

Explore number problems and puzzles

How long is it from 3 orsquoclock to 5 orsquoclockWhat was the time 2 ours ago

It is now 6 orsquoclock What time will it bein 4 hoursIn 2 hoursWhat time was it 2 hours agoTarget questions according to ability

Clocks

Clocks

Clocks with hands that move as a real clock rather than free hand movement would allow students to become more familiar with how the hands of a clock move

V1 1Y07 Mathematics Stage 1 15

Scheme of Work ndash Mathematics stage 1Unit 3A Number and Problem solving

Framework Codes

Learning Objective Activities Resources Comments

1Nc8

1Nc9

Understand addition as counting on and combining two sets record related addition sentences

Understand subtraction as counting back and lsquotake awayrsquo record related subtraction sentences

Display the number cards Point to some randomly lsquoWhat is this number Substitute numbers for objects Count them and place number card next to them Show how 100 square is a different arrangement of the number line and easier to use when dealing with higher numbersWhat if We start on 7 and count on 5 Where will we end upUse different start numbersUsing small counting materials make sets of different amountslsquoWhat if we put this set with this set How many altogether Write and say the action Write the calculation Record it as it is being said

Display a large number line and 0 ndash 50 number cards Count backwards along the line and along the cards from different starting pointsReplace number cards with objects Take 3 away pointing to the number line to show subtraction (counting back) Repeat with different start numbers Show how 100 square is a different arrangement of the number line and easier to use when dealing with higher numbersWhat if we start on 17 and count back 5 Where will we end up

Number cards 0 ndash 50100 squareSmall counting apparatus

Large number line0 ndash 50 number cardsSmall counting apparatus

Some students will need to work with their own 100 square at a table or seated on the floor

V1 1Y07 Mathematics Stage 1 16

Framework Codes

Learning Objective Activities Resources Comments

1Nc14

1Nn6

1Nc15

1Nc16

1Nc18

1Nn12

Begin to use the + ndash and = signs to record calculations in number sentences Use the = sign to represent equality

Begin partitioning two-digit numbers into tens and ones and reverse

Understand that changing the order of addition does not change the total

Add a pair of numbers by putting the larger number first and counting on

Begin to add single- and two-digit numbers

Find halves of small numbers and shapes by folding and recognise which shapes are halved

Record simple mental calculations in number sentences Work as a whole class then pairs or individuals

Understand and use in practical contexts units ones tens digit

Activities to help understanding of combining sets to make a total and steps along a number track or line (counting on)

With the aid of apparatus explore different amounts for addition and discuss the strategy of putting the larger quantity or number first

Using dice or number cards generate 1 or 2 digit numbers to be added together

Recognise whole and half as vocabularyUse small apparatus for counting (A handful) Share it equally (in half) Discuss amounts where there is one left over Link with the numbers on 100 square Is there a patternSay half of any even number to 10

Large number and sign cards

Counting apparatus

Place value (arrow) cards

Number trackNumber lineCounting apparatus

Counting apparatus

Counting apparatusNumber track or number line100 square

Counting apparatus number cards

Use a large set for class work and give each child or pair their own for table top work Some students may find colour coding the units and tens useful

Use apparatus for counting and addition before moving to the number trackline

V1 1Y07 Mathematics Stage 1 17

Framework Codes

Learning Objective Activities Resources Comments

1Nc4

1Nc6

1Nc17

1Nc19

1Nc20

1Nc21

Begin using pairs to 10 to bridge 10 when addingsubtracting eg 8 + 3 add 2 then 1

Find near doubles using doubles already known eg 5 + 6

Recognise the use of a sign such as 1048709 to represent an unknowneg 6 + 1048709 = 10

Multiplication and divisionDouble any single-digit number bull

Find halves of even numbers of objects up to 10

Try to share numbers to 10 to find which are even and which are odd

Begin to add a pair of single digit numbers past 10Use 2 steps and go over 10 as a middle stage (4+8=12 4+6+2=10+2=12) Use different numbers Use subtraction

5+6=11 This can be shown as double 5 (5+5) plus 1 or double 6 minus 1 Use different examples

Use known number facts and knowledge of place valueSet different number sentences with the missing number in different places in the number sentence

Understand the vocabulary of double and half

Count out 10 objects Share into two equal sets Count each set Recombine

Count out 10 objects Share into 2 equal sets Recombine Remove some objects Share the remainders What happens Any left over Repeat several times so that all of the numbers 1-10 are coveredRecord those numbers which share with no remainder and those that share with a remainder

1 ndash 6 dice 7 ndash 12 dice numbers cards to appropriate level

Counting apparatus100 square

Slide number strips

Counting apparatusNumber line100 square

Counting apparatus to 10

Counting apparatus100 squareNumber line

Slide number strips

This can be a difficult concept for some students who may need more time

A list of near doubles may be useful as reference for some students

A strip of card with a calculation written horizontally Over the strip moves a flattened tube of card which can cover any of the numbers at any one time which will be the unknown number

V1 1Y07 Mathematics Stage 1 18

Framework Codes

Learning Objective Activities Resources Comments

1Nc22 Share objects into two equal groups in a context

Use lsquostoryrsquo problemsI have 4 cakes to share with my friend Before we can eat them another friend arrives How many whole cakes would we have had each before the friend arrived How many whole cakes would we have each after the friend arrived How many left overChange the story working with numbers to 10

Picture vocabulary cards

Counting apparatus up to 10

Counting apparatus up to 10

1Pt2

1Pt5

1Pt6

1Pt7

1Pt8

Problem solvingExplore number problems and puzzles

Check the answer to an addition by adding the numbers in a different order

Check the answer to a subtraction by adding the answer to the smaller number in the question

Describe and continue patterns such as count on and back in tenseg 90 80 70

Identify simple relationships between numbers and shapes eg this number is ten bigger than that number

Set in the context of a story or real life experience where people or objects are added to or taken away from the total

Work as inverse operations set in familiar contexts

Using the recording of odd and even numbers continue the sequence of even numbersodd numbersRecord on 100 square or number line

Counting on 100 square finding the pattern of going to the number below to add 10 and to the number above to subtract 10

Story books

Counting apparatus

100 squareNumber line

100 square

V1 1Y07 Mathematics Stage 1 19

Scheme of Work ndash Mathematics stage 1

Unit 3B Handling Data and Problem Solving

Framework Codes

Learning Objective Activities Resources Comments

1Dh1

Organising categorising and representing dataAnswer a question by sorting and organising data or objects in a variety of ways eg

using block graphs and pictograms with practical resources discussing the results

in lists and tables with practical resources discussing the results

in Venn or Carroll diagrams giving different criteria for grouping the same objects

Use questions set in real life contexts egWhat do you like to doHow can we find out How shall we organise the informationMake a simple block graph

Classify numbers and organise them in lists and tables all the even numbers to 30 all the odd numbers to 50 6 numbers more than 10 but less

than 30

Using sorting diagrams display information collected Begin with familiar sorting numbers using a Venn diagram numbers with 2 tens even numbers Repeat using shapes

Vocabulary cards displayed

Any apparatus that allows the information to be displayed interlocking cubes pictures etc

V1 1Y07 Mathematics Stage 1 20

Framework Codes

Learning Objective Activities Resources Comments

1Pt1Problem solvingChoose appropriate strategies to carry out calculations explaining working out

Solving problems by collecting sorting and organising informationCollect information quickly by sorting or voting then represent it by drawing placing objects or pictures

Any materials that allow the information to be displayed

Allow time for discussion between teacher and students and students to students At this stage students should be allowed some choice on how they display their data

V1 1Y07 Mathematics Stage 1 21

Scheme of Work ndash Mathematics stage 1

Unit 3C Measure and Problem Solving

Framework Codes

Learning Objective Activities Resources Comments

1Mm1

1Ml1

1Ml2

1Ml3

MoneyRecognise all coins and work out how to pay an exact sum using smaller coins

Length mass and capacityCompare lengths and weights by direct comparison then by using uniform non-standard units

Estimate and compare capacities by direct comparison then by using uniform non-standard units

Use comparative language eg longer shorter heavier lighter

Recognise all coinsExchange coins for an equivalent valueTotal coinsHow many different ways can an item be paid for Use different coins to make the same total

Understand and use the vocabulary related to length mass and capacityMake direct comparisons side by side (no counting) in a variety of contextsUse uniform units to measure or estimate

Use uniform non-standard and standard units to measure count and solve problems in a variety of contextsAsk for suggestions for things that could be measured using different standard measures

Use in context comparative words such as shorter shortest

Coins

Written vocabulary

People ribbon heavy and light objects large and small cups etc

Balance scales objects to weigh cups to fill etc

Written vocabulary

Written vocabulary

V1 1Y07 Mathematics Stage 1 22

Framework Codes

Learning Objective Activities Resources Comments

1Mt1

1Mt2

1Mt3

TimeBegin to understand and use some units of time eg minuteshours days weeks months and years

Read the time to the hour (orsquoclock) and know key times of day to the nearest hour

Order the days of the week and other familiar events

Order the days of the week months of the yearKnow that 1 week = 7 days1 day = 24 hoursMake estimates and check

Order familiar events in a day a week or a story

Sand timers

1Pt1

1Pt2

Problem solvingChoose appropriate strategies to carry out calculations explain working out

Explore number problems and puzzles

Put in the context of a lesson using measuresWhat could we use How could we record it How do we know What do you think Will it always be the same

Linking with a practical lesson the questions will allow students to develop their reasoning and thinking skills

V1 1Y07 Mathematics Stage 1 23

Framework Codes

Learning Objective Activities Resources Comments

1Pt2

1Pt3

1Pt4

1Pt5

1Pt6

1Pt1

1Pt4

1Pt9

Problem solvingExplore number problems and puzzles

Find many combinations eg combinations of three pieces of different coloured clothing

Solve simple word problems and represent it with objects

Check the answer to an addition by adding the numbers in a different order

Check the answer to a subtraction by adding the answer to the smaller number in the question

Choose appropriate strategies to carry out calculations explaining working out

Decide to add or subtract to solve a simple word problem (oral) and represent it with objects

Make a sensible estimate of a calculation and consider whether an answer is reasonable

lsquoWhat if and what could we try next lsquoactivities

Using 3-scoop ice-creams 3-bobbles on a hat etc

Simple problems set in a lsquoreal-lifersquo context

Use within the context of a lesson on addition Allow discussion to include student ideas

Use within the context of a lesson on subtraction Allow discussion to include student ideas

Use within the context of lessons allowing students to contribute their ideas

Use within the context of lessons allowing students to contribute their ideas

Discuss appropriate strategies

Dice dominoes cards to explore totals

Any pictures where there is a total of 3 things the same

Any materials that help to visualise the problem

Model the use of the apparatus then allow pairs to generate their own numbers

V1 1Y07 Mathematics Stage 1 12

Scheme of Work ndash Mathematics stage 1

Unit 2B Handling Data and Problem Solving

Framework Codes

Learning Objective Activities Resources Comments

1Dh1

Organising categorising and representing dataAnswer a question by sorting and organising data or objects in a variety of ways eg using block graphs and

pictograms with practical resources discussing the results

in lists and tables with practical resources discussing the results

in Venn or Carroll diagrams giving different criteria for grouping the same objects

Understand and use in context relevant vocabularySolve problems such as how many beads can I hold in my hand How can we find out How can we organise the information

Make and organise a listCollect data and make a table

Ask questions to find out favourite food Represent with a block graph or pictogram

Vocabulary cards displayed

Any apparatus that allows the information to be displayed interlocking cubes pictures etc

1Pt1Problem solvingChoose appropriate strategies to carry out calculations explaining working out

Solving problems by collecting sorting and organising informationCollect information quickly by sorting or voting then represent it by drawing placing objects or pictures

Any materials that allow the information to be displayed

Allow time for discussion between teacher and students and students to students At this stage students should be allowed some choice on how they display their data

V1 1Y07 Mathematics Stage 1 13

Scheme of Work ndash Mathematics stage 1

Unit 2C Measure and Problem Solving

Framework Codes

Learning Objective Activities Resources Comments

1Mm1

1Ml1

1Ml2

1Ml3

1Mt1

MoneyRecognise all coins and work out how to pay an exact sum using smaller coins

Length mass and capacityCompare lengths and weights by direct comparison then by using uniform non-standard units

Estimate and compare capacities by direct comparison then by using uniform non-standard units

Use comparative language eg longer shorter heavier lighter

TimeBegin to understand and use some units of time eg minutes hours days weeks months and years

Recognise all coinsExchange coins for an equivalent valueTotal coins

Understand and use the vocabulary related to length mass and capacityMake direct comparisons side by side (no counting) in a variety of contexts

Use uniform non-standard and standard units to measure count and solve problems in a variety of contexts

Use in context comparative words such as shorter shortest

Order the days of the week months of the yearKnow that 1 week = 7 days1 day = 24 hoursMake estimates and check

Coins

Written vocabulary

People ribbon heavy and light objects large and small cups etc

Balance scales objects to weigh cups to fill etc

Written vocabulary

Written vocabularySand timers

The use of real money should be encouraged in order to make more sense to the students

Display the vocabulary so that all the students can see it and use it as a reference Illustrate with pictures for those students who may have difficulty with the spoken word

Display the vocabulary so that all the students can see it and use it as a reference Illustrate with pictures for those students who may have difficulty with the spoken word

V1 1Y07 Mathematics Stage 1 14

Framework Codes

Learning Objective Activities Resources Comments

1Mt2

1Mt3

Read the time to the hour (orsquoclock) and know key times of day to the nearest hour

Order the days of the week and other familiar events

Order familiar events in a day a week or a story

1Pt1

1Pt2

Problem solvingChoose appropriate strategies to carry out calculations explain working out

Explore number problems and puzzles

How long is it from 3 orsquoclock to 5 orsquoclockWhat was the time 2 ours ago

It is now 6 orsquoclock What time will it bein 4 hoursIn 2 hoursWhat time was it 2 hours agoTarget questions according to ability

Clocks

Clocks

Clocks with hands that move as a real clock rather than free hand movement would allow students to become more familiar with how the hands of a clock move

V1 1Y07 Mathematics Stage 1 15

Scheme of Work ndash Mathematics stage 1Unit 3A Number and Problem solving

Framework Codes

Learning Objective Activities Resources Comments

1Nc8

1Nc9

Understand addition as counting on and combining two sets record related addition sentences

Understand subtraction as counting back and lsquotake awayrsquo record related subtraction sentences

Display the number cards Point to some randomly lsquoWhat is this number Substitute numbers for objects Count them and place number card next to them Show how 100 square is a different arrangement of the number line and easier to use when dealing with higher numbersWhat if We start on 7 and count on 5 Where will we end upUse different start numbersUsing small counting materials make sets of different amountslsquoWhat if we put this set with this set How many altogether Write and say the action Write the calculation Record it as it is being said

Display a large number line and 0 ndash 50 number cards Count backwards along the line and along the cards from different starting pointsReplace number cards with objects Take 3 away pointing to the number line to show subtraction (counting back) Repeat with different start numbers Show how 100 square is a different arrangement of the number line and easier to use when dealing with higher numbersWhat if we start on 17 and count back 5 Where will we end up

Number cards 0 ndash 50100 squareSmall counting apparatus

Large number line0 ndash 50 number cardsSmall counting apparatus

Some students will need to work with their own 100 square at a table or seated on the floor

V1 1Y07 Mathematics Stage 1 16

Framework Codes

Learning Objective Activities Resources Comments

1Nc14

1Nn6

1Nc15

1Nc16

1Nc18

1Nn12

Begin to use the + ndash and = signs to record calculations in number sentences Use the = sign to represent equality

Begin partitioning two-digit numbers into tens and ones and reverse

Understand that changing the order of addition does not change the total

Add a pair of numbers by putting the larger number first and counting on

Begin to add single- and two-digit numbers

Find halves of small numbers and shapes by folding and recognise which shapes are halved

Record simple mental calculations in number sentences Work as a whole class then pairs or individuals

Understand and use in practical contexts units ones tens digit

Activities to help understanding of combining sets to make a total and steps along a number track or line (counting on)

With the aid of apparatus explore different amounts for addition and discuss the strategy of putting the larger quantity or number first

Using dice or number cards generate 1 or 2 digit numbers to be added together

Recognise whole and half as vocabularyUse small apparatus for counting (A handful) Share it equally (in half) Discuss amounts where there is one left over Link with the numbers on 100 square Is there a patternSay half of any even number to 10

Large number and sign cards

Counting apparatus

Place value (arrow) cards

Number trackNumber lineCounting apparatus

Counting apparatus

Counting apparatusNumber track or number line100 square

Counting apparatus number cards

Use a large set for class work and give each child or pair their own for table top work Some students may find colour coding the units and tens useful

Use apparatus for counting and addition before moving to the number trackline

V1 1Y07 Mathematics Stage 1 17

Framework Codes

Learning Objective Activities Resources Comments

1Nc4

1Nc6

1Nc17

1Nc19

1Nc20

1Nc21

Begin using pairs to 10 to bridge 10 when addingsubtracting eg 8 + 3 add 2 then 1

Find near doubles using doubles already known eg 5 + 6

Recognise the use of a sign such as 1048709 to represent an unknowneg 6 + 1048709 = 10

Multiplication and divisionDouble any single-digit number bull

Find halves of even numbers of objects up to 10

Try to share numbers to 10 to find which are even and which are odd

Begin to add a pair of single digit numbers past 10Use 2 steps and go over 10 as a middle stage (4+8=12 4+6+2=10+2=12) Use different numbers Use subtraction

5+6=11 This can be shown as double 5 (5+5) plus 1 or double 6 minus 1 Use different examples

Use known number facts and knowledge of place valueSet different number sentences with the missing number in different places in the number sentence

Understand the vocabulary of double and half

Count out 10 objects Share into two equal sets Count each set Recombine

Count out 10 objects Share into 2 equal sets Recombine Remove some objects Share the remainders What happens Any left over Repeat several times so that all of the numbers 1-10 are coveredRecord those numbers which share with no remainder and those that share with a remainder

1 ndash 6 dice 7 ndash 12 dice numbers cards to appropriate level

Counting apparatus100 square

Slide number strips

Counting apparatusNumber line100 square

Counting apparatus to 10

Counting apparatus100 squareNumber line

Slide number strips

This can be a difficult concept for some students who may need more time

A list of near doubles may be useful as reference for some students

A strip of card with a calculation written horizontally Over the strip moves a flattened tube of card which can cover any of the numbers at any one time which will be the unknown number

V1 1Y07 Mathematics Stage 1 18

Framework Codes

Learning Objective Activities Resources Comments

1Nc22 Share objects into two equal groups in a context

Use lsquostoryrsquo problemsI have 4 cakes to share with my friend Before we can eat them another friend arrives How many whole cakes would we have had each before the friend arrived How many whole cakes would we have each after the friend arrived How many left overChange the story working with numbers to 10

Picture vocabulary cards

Counting apparatus up to 10

Counting apparatus up to 10

1Pt2

1Pt5

1Pt6

1Pt7

1Pt8

Problem solvingExplore number problems and puzzles

Check the answer to an addition by adding the numbers in a different order

Check the answer to a subtraction by adding the answer to the smaller number in the question

Describe and continue patterns such as count on and back in tenseg 90 80 70

Identify simple relationships between numbers and shapes eg this number is ten bigger than that number

Set in the context of a story or real life experience where people or objects are added to or taken away from the total

Work as inverse operations set in familiar contexts

Using the recording of odd and even numbers continue the sequence of even numbersodd numbersRecord on 100 square or number line

Counting on 100 square finding the pattern of going to the number below to add 10 and to the number above to subtract 10

Story books

Counting apparatus

100 squareNumber line

100 square

V1 1Y07 Mathematics Stage 1 19

Scheme of Work ndash Mathematics stage 1

Unit 3B Handling Data and Problem Solving

Framework Codes

Learning Objective Activities Resources Comments

1Dh1

Organising categorising and representing dataAnswer a question by sorting and organising data or objects in a variety of ways eg

using block graphs and pictograms with practical resources discussing the results

in lists and tables with practical resources discussing the results

in Venn or Carroll diagrams giving different criteria for grouping the same objects

Use questions set in real life contexts egWhat do you like to doHow can we find out How shall we organise the informationMake a simple block graph

Classify numbers and organise them in lists and tables all the even numbers to 30 all the odd numbers to 50 6 numbers more than 10 but less

than 30

Using sorting diagrams display information collected Begin with familiar sorting numbers using a Venn diagram numbers with 2 tens even numbers Repeat using shapes

Vocabulary cards displayed

Any apparatus that allows the information to be displayed interlocking cubes pictures etc

V1 1Y07 Mathematics Stage 1 20

Framework Codes

Learning Objective Activities Resources Comments

1Pt1Problem solvingChoose appropriate strategies to carry out calculations explaining working out

Solving problems by collecting sorting and organising informationCollect information quickly by sorting or voting then represent it by drawing placing objects or pictures

Any materials that allow the information to be displayed

Allow time for discussion between teacher and students and students to students At this stage students should be allowed some choice on how they display their data

V1 1Y07 Mathematics Stage 1 21

Scheme of Work ndash Mathematics stage 1

Unit 3C Measure and Problem Solving

Framework Codes

Learning Objective Activities Resources Comments

1Mm1

1Ml1

1Ml2

1Ml3

MoneyRecognise all coins and work out how to pay an exact sum using smaller coins

Length mass and capacityCompare lengths and weights by direct comparison then by using uniform non-standard units

Estimate and compare capacities by direct comparison then by using uniform non-standard units

Use comparative language eg longer shorter heavier lighter

Recognise all coinsExchange coins for an equivalent valueTotal coinsHow many different ways can an item be paid for Use different coins to make the same total

Understand and use the vocabulary related to length mass and capacityMake direct comparisons side by side (no counting) in a variety of contextsUse uniform units to measure or estimate

Use uniform non-standard and standard units to measure count and solve problems in a variety of contextsAsk for suggestions for things that could be measured using different standard measures

Use in context comparative words such as shorter shortest

Coins

Written vocabulary

People ribbon heavy and light objects large and small cups etc

Balance scales objects to weigh cups to fill etc

Written vocabulary

Written vocabulary

V1 1Y07 Mathematics Stage 1 22

Framework Codes

Learning Objective Activities Resources Comments

1Mt1

1Mt2

1Mt3

TimeBegin to understand and use some units of time eg minuteshours days weeks months and years

Read the time to the hour (orsquoclock) and know key times of day to the nearest hour

Order the days of the week and other familiar events

Order the days of the week months of the yearKnow that 1 week = 7 days1 day = 24 hoursMake estimates and check

Order familiar events in a day a week or a story

Sand timers

1Pt1

1Pt2

Problem solvingChoose appropriate strategies to carry out calculations explain working out

Explore number problems and puzzles

Put in the context of a lesson using measuresWhat could we use How could we record it How do we know What do you think Will it always be the same

Linking with a practical lesson the questions will allow students to develop their reasoning and thinking skills

V1 1Y07 Mathematics Stage 1 23

Scheme of Work ndash Mathematics stage 1

Unit 2B Handling Data and Problem Solving

Framework Codes

Learning Objective Activities Resources Comments

1Dh1

Organising categorising and representing dataAnswer a question by sorting and organising data or objects in a variety of ways eg using block graphs and

pictograms with practical resources discussing the results

in lists and tables with practical resources discussing the results

in Venn or Carroll diagrams giving different criteria for grouping the same objects

Understand and use in context relevant vocabularySolve problems such as how many beads can I hold in my hand How can we find out How can we organise the information

Make and organise a listCollect data and make a table

Ask questions to find out favourite food Represent with a block graph or pictogram

Vocabulary cards displayed

Any apparatus that allows the information to be displayed interlocking cubes pictures etc

1Pt1Problem solvingChoose appropriate strategies to carry out calculations explaining working out

Solving problems by collecting sorting and organising informationCollect information quickly by sorting or voting then represent it by drawing placing objects or pictures

Any materials that allow the information to be displayed

Allow time for discussion between teacher and students and students to students At this stage students should be allowed some choice on how they display their data

V1 1Y07 Mathematics Stage 1 13

Scheme of Work ndash Mathematics stage 1

Unit 2C Measure and Problem Solving

Framework Codes

Learning Objective Activities Resources Comments

1Mm1

1Ml1

1Ml2

1Ml3

1Mt1

MoneyRecognise all coins and work out how to pay an exact sum using smaller coins

Length mass and capacityCompare lengths and weights by direct comparison then by using uniform non-standard units

Estimate and compare capacities by direct comparison then by using uniform non-standard units

Use comparative language eg longer shorter heavier lighter

TimeBegin to understand and use some units of time eg minutes hours days weeks months and years

Recognise all coinsExchange coins for an equivalent valueTotal coins

Understand and use the vocabulary related to length mass and capacityMake direct comparisons side by side (no counting) in a variety of contexts

Use uniform non-standard and standard units to measure count and solve problems in a variety of contexts

Use in context comparative words such as shorter shortest

Order the days of the week months of the yearKnow that 1 week = 7 days1 day = 24 hoursMake estimates and check

Coins

Written vocabulary

People ribbon heavy and light objects large and small cups etc

Balance scales objects to weigh cups to fill etc

Written vocabulary

Written vocabularySand timers

The use of real money should be encouraged in order to make more sense to the students

Display the vocabulary so that all the students can see it and use it as a reference Illustrate with pictures for those students who may have difficulty with the spoken word

Display the vocabulary so that all the students can see it and use it as a reference Illustrate with pictures for those students who may have difficulty with the spoken word

V1 1Y07 Mathematics Stage 1 14

Framework Codes

Learning Objective Activities Resources Comments

1Mt2

1Mt3

Read the time to the hour (orsquoclock) and know key times of day to the nearest hour

Order the days of the week and other familiar events

Order familiar events in a day a week or a story

1Pt1

1Pt2

Problem solvingChoose appropriate strategies to carry out calculations explain working out

Explore number problems and puzzles

How long is it from 3 orsquoclock to 5 orsquoclockWhat was the time 2 ours ago

It is now 6 orsquoclock What time will it bein 4 hoursIn 2 hoursWhat time was it 2 hours agoTarget questions according to ability

Clocks

Clocks

Clocks with hands that move as a real clock rather than free hand movement would allow students to become more familiar with how the hands of a clock move

V1 1Y07 Mathematics Stage 1 15

Scheme of Work ndash Mathematics stage 1Unit 3A Number and Problem solving

Framework Codes

Learning Objective Activities Resources Comments

1Nc8

1Nc9

Understand addition as counting on and combining two sets record related addition sentences

Understand subtraction as counting back and lsquotake awayrsquo record related subtraction sentences

Display the number cards Point to some randomly lsquoWhat is this number Substitute numbers for objects Count them and place number card next to them Show how 100 square is a different arrangement of the number line and easier to use when dealing with higher numbersWhat if We start on 7 and count on 5 Where will we end upUse different start numbersUsing small counting materials make sets of different amountslsquoWhat if we put this set with this set How many altogether Write and say the action Write the calculation Record it as it is being said

Display a large number line and 0 ndash 50 number cards Count backwards along the line and along the cards from different starting pointsReplace number cards with objects Take 3 away pointing to the number line to show subtraction (counting back) Repeat with different start numbers Show how 100 square is a different arrangement of the number line and easier to use when dealing with higher numbersWhat if we start on 17 and count back 5 Where will we end up

Number cards 0 ndash 50100 squareSmall counting apparatus

Large number line0 ndash 50 number cardsSmall counting apparatus

Some students will need to work with their own 100 square at a table or seated on the floor

V1 1Y07 Mathematics Stage 1 16

Framework Codes

Learning Objective Activities Resources Comments

1Nc14

1Nn6

1Nc15

1Nc16

1Nc18

1Nn12

Begin to use the + ndash and = signs to record calculations in number sentences Use the = sign to represent equality

Begin partitioning two-digit numbers into tens and ones and reverse

Understand that changing the order of addition does not change the total

Add a pair of numbers by putting the larger number first and counting on

Begin to add single- and two-digit numbers

Find halves of small numbers and shapes by folding and recognise which shapes are halved

Record simple mental calculations in number sentences Work as a whole class then pairs or individuals

Understand and use in practical contexts units ones tens digit

Activities to help understanding of combining sets to make a total and steps along a number track or line (counting on)

With the aid of apparatus explore different amounts for addition and discuss the strategy of putting the larger quantity or number first

Using dice or number cards generate 1 or 2 digit numbers to be added together

Recognise whole and half as vocabularyUse small apparatus for counting (A handful) Share it equally (in half) Discuss amounts where there is one left over Link with the numbers on 100 square Is there a patternSay half of any even number to 10

Large number and sign cards

Counting apparatus

Place value (arrow) cards

Number trackNumber lineCounting apparatus

Counting apparatus

Counting apparatusNumber track or number line100 square

Counting apparatus number cards

Use a large set for class work and give each child or pair their own for table top work Some students may find colour coding the units and tens useful

Use apparatus for counting and addition before moving to the number trackline

V1 1Y07 Mathematics Stage 1 17

Framework Codes

Learning Objective Activities Resources Comments

1Nc4

1Nc6

1Nc17

1Nc19

1Nc20

1Nc21

Begin using pairs to 10 to bridge 10 when addingsubtracting eg 8 + 3 add 2 then 1

Find near doubles using doubles already known eg 5 + 6

Recognise the use of a sign such as 1048709 to represent an unknowneg 6 + 1048709 = 10

Multiplication and divisionDouble any single-digit number bull

Find halves of even numbers of objects up to 10

Try to share numbers to 10 to find which are even and which are odd

Begin to add a pair of single digit numbers past 10Use 2 steps and go over 10 as a middle stage (4+8=12 4+6+2=10+2=12) Use different numbers Use subtraction

5+6=11 This can be shown as double 5 (5+5) plus 1 or double 6 minus 1 Use different examples

Use known number facts and knowledge of place valueSet different number sentences with the missing number in different places in the number sentence

Understand the vocabulary of double and half

Count out 10 objects Share into two equal sets Count each set Recombine

Count out 10 objects Share into 2 equal sets Recombine Remove some objects Share the remainders What happens Any left over Repeat several times so that all of the numbers 1-10 are coveredRecord those numbers which share with no remainder and those that share with a remainder

1 ndash 6 dice 7 ndash 12 dice numbers cards to appropriate level

Counting apparatus100 square

Slide number strips

Counting apparatusNumber line100 square

Counting apparatus to 10

Counting apparatus100 squareNumber line

Slide number strips

This can be a difficult concept for some students who may need more time

A list of near doubles may be useful as reference for some students

A strip of card with a calculation written horizontally Over the strip moves a flattened tube of card which can cover any of the numbers at any one time which will be the unknown number

V1 1Y07 Mathematics Stage 1 18

Framework Codes

Learning Objective Activities Resources Comments

1Nc22 Share objects into two equal groups in a context

Use lsquostoryrsquo problemsI have 4 cakes to share with my friend Before we can eat them another friend arrives How many whole cakes would we have had each before the friend arrived How many whole cakes would we have each after the friend arrived How many left overChange the story working with numbers to 10

Picture vocabulary cards

Counting apparatus up to 10

Counting apparatus up to 10

1Pt2

1Pt5

1Pt6

1Pt7

1Pt8

Problem solvingExplore number problems and puzzles

Check the answer to an addition by adding the numbers in a different order

Check the answer to a subtraction by adding the answer to the smaller number in the question

Describe and continue patterns such as count on and back in tenseg 90 80 70

Identify simple relationships between numbers and shapes eg this number is ten bigger than that number

Set in the context of a story or real life experience where people or objects are added to or taken away from the total

Work as inverse operations set in familiar contexts

Using the recording of odd and even numbers continue the sequence of even numbersodd numbersRecord on 100 square or number line

Counting on 100 square finding the pattern of going to the number below to add 10 and to the number above to subtract 10

Story books

Counting apparatus

100 squareNumber line

100 square

V1 1Y07 Mathematics Stage 1 19

Scheme of Work ndash Mathematics stage 1

Unit 3B Handling Data and Problem Solving

Framework Codes

Learning Objective Activities Resources Comments

1Dh1

Organising categorising and representing dataAnswer a question by sorting and organising data or objects in a variety of ways eg

using block graphs and pictograms with practical resources discussing the results

in lists and tables with practical resources discussing the results

in Venn or Carroll diagrams giving different criteria for grouping the same objects

Use questions set in real life contexts egWhat do you like to doHow can we find out How shall we organise the informationMake a simple block graph

Classify numbers and organise them in lists and tables all the even numbers to 30 all the odd numbers to 50 6 numbers more than 10 but less

than 30

Using sorting diagrams display information collected Begin with familiar sorting numbers using a Venn diagram numbers with 2 tens even numbers Repeat using shapes

Vocabulary cards displayed

Any apparatus that allows the information to be displayed interlocking cubes pictures etc

V1 1Y07 Mathematics Stage 1 20

Framework Codes

Learning Objective Activities Resources Comments

1Pt1Problem solvingChoose appropriate strategies to carry out calculations explaining working out

Solving problems by collecting sorting and organising informationCollect information quickly by sorting or voting then represent it by drawing placing objects or pictures

Any materials that allow the information to be displayed

Allow time for discussion between teacher and students and students to students At this stage students should be allowed some choice on how they display their data

V1 1Y07 Mathematics Stage 1 21

Scheme of Work ndash Mathematics stage 1

Unit 3C Measure and Problem Solving

Framework Codes

Learning Objective Activities Resources Comments

1Mm1

1Ml1

1Ml2

1Ml3

MoneyRecognise all coins and work out how to pay an exact sum using smaller coins

Length mass and capacityCompare lengths and weights by direct comparison then by using uniform non-standard units

Estimate and compare capacities by direct comparison then by using uniform non-standard units

Use comparative language eg longer shorter heavier lighter

Recognise all coinsExchange coins for an equivalent valueTotal coinsHow many different ways can an item be paid for Use different coins to make the same total

Understand and use the vocabulary related to length mass and capacityMake direct comparisons side by side (no counting) in a variety of contextsUse uniform units to measure or estimate

Use uniform non-standard and standard units to measure count and solve problems in a variety of contextsAsk for suggestions for things that could be measured using different standard measures

Use in context comparative words such as shorter shortest

Coins

Written vocabulary

People ribbon heavy and light objects large and small cups etc

Balance scales objects to weigh cups to fill etc

Written vocabulary

Written vocabulary

V1 1Y07 Mathematics Stage 1 22

Framework Codes

Learning Objective Activities Resources Comments

1Mt1

1Mt2

1Mt3

TimeBegin to understand and use some units of time eg minuteshours days weeks months and years

Read the time to the hour (orsquoclock) and know key times of day to the nearest hour

Order the days of the week and other familiar events

Order the days of the week months of the yearKnow that 1 week = 7 days1 day = 24 hoursMake estimates and check

Order familiar events in a day a week or a story

Sand timers

1Pt1

1Pt2

Problem solvingChoose appropriate strategies to carry out calculations explain working out

Explore number problems and puzzles

Put in the context of a lesson using measuresWhat could we use How could we record it How do we know What do you think Will it always be the same

Linking with a practical lesson the questions will allow students to develop their reasoning and thinking skills

V1 1Y07 Mathematics Stage 1 23

Scheme of Work ndash Mathematics stage 1

Unit 2C Measure and Problem Solving

Framework Codes

Learning Objective Activities Resources Comments

1Mm1

1Ml1

1Ml2

1Ml3

1Mt1

MoneyRecognise all coins and work out how to pay an exact sum using smaller coins

Length mass and capacityCompare lengths and weights by direct comparison then by using uniform non-standard units

Estimate and compare capacities by direct comparison then by using uniform non-standard units

Use comparative language eg longer shorter heavier lighter

TimeBegin to understand and use some units of time eg minutes hours days weeks months and years

Recognise all coinsExchange coins for an equivalent valueTotal coins

Understand and use the vocabulary related to length mass and capacityMake direct comparisons side by side (no counting) in a variety of contexts

Use uniform non-standard and standard units to measure count and solve problems in a variety of contexts

Use in context comparative words such as shorter shortest

Order the days of the week months of the yearKnow that 1 week = 7 days1 day = 24 hoursMake estimates and check

Coins

Written vocabulary

People ribbon heavy and light objects large and small cups etc

Balance scales objects to weigh cups to fill etc

Written vocabulary

Written vocabularySand timers

The use of real money should be encouraged in order to make more sense to the students

Display the vocabulary so that all the students can see it and use it as a reference Illustrate with pictures for those students who may have difficulty with the spoken word

Display the vocabulary so that all the students can see it and use it as a reference Illustrate with pictures for those students who may have difficulty with the spoken word

V1 1Y07 Mathematics Stage 1 14

Framework Codes

Learning Objective Activities Resources Comments

1Mt2

1Mt3

Read the time to the hour (orsquoclock) and know key times of day to the nearest hour

Order the days of the week and other familiar events

Order familiar events in a day a week or a story

1Pt1

1Pt2

Problem solvingChoose appropriate strategies to carry out calculations explain working out

Explore number problems and puzzles

How long is it from 3 orsquoclock to 5 orsquoclockWhat was the time 2 ours ago

It is now 6 orsquoclock What time will it bein 4 hoursIn 2 hoursWhat time was it 2 hours agoTarget questions according to ability

Clocks

Clocks

Clocks with hands that move as a real clock rather than free hand movement would allow students to become more familiar with how the hands of a clock move

V1 1Y07 Mathematics Stage 1 15

Scheme of Work ndash Mathematics stage 1Unit 3A Number and Problem solving

Framework Codes

Learning Objective Activities Resources Comments

1Nc8

1Nc9

Understand addition as counting on and combining two sets record related addition sentences

Understand subtraction as counting back and lsquotake awayrsquo record related subtraction sentences

Display the number cards Point to some randomly lsquoWhat is this number Substitute numbers for objects Count them and place number card next to them Show how 100 square is a different arrangement of the number line and easier to use when dealing with higher numbersWhat if We start on 7 and count on 5 Where will we end upUse different start numbersUsing small counting materials make sets of different amountslsquoWhat if we put this set with this set How many altogether Write and say the action Write the calculation Record it as it is being said

Display a large number line and 0 ndash 50 number cards Count backwards along the line and along the cards from different starting pointsReplace number cards with objects Take 3 away pointing to the number line to show subtraction (counting back) Repeat with different start numbers Show how 100 square is a different arrangement of the number line and easier to use when dealing with higher numbersWhat if we start on 17 and count back 5 Where will we end up

Number cards 0 ndash 50100 squareSmall counting apparatus

Large number line0 ndash 50 number cardsSmall counting apparatus

Some students will need to work with their own 100 square at a table or seated on the floor

V1 1Y07 Mathematics Stage 1 16

Framework Codes

Learning Objective Activities Resources Comments

1Nc14

1Nn6

1Nc15

1Nc16

1Nc18

1Nn12

Begin to use the + ndash and = signs to record calculations in number sentences Use the = sign to represent equality

Begin partitioning two-digit numbers into tens and ones and reverse

Understand that changing the order of addition does not change the total

Add a pair of numbers by putting the larger number first and counting on

Begin to add single- and two-digit numbers

Find halves of small numbers and shapes by folding and recognise which shapes are halved

Record simple mental calculations in number sentences Work as a whole class then pairs or individuals

Understand and use in practical contexts units ones tens digit

Activities to help understanding of combining sets to make a total and steps along a number track or line (counting on)

With the aid of apparatus explore different amounts for addition and discuss the strategy of putting the larger quantity or number first

Using dice or number cards generate 1 or 2 digit numbers to be added together

Recognise whole and half as vocabularyUse small apparatus for counting (A handful) Share it equally (in half) Discuss amounts where there is one left over Link with the numbers on 100 square Is there a patternSay half of any even number to 10

Large number and sign cards

Counting apparatus

Place value (arrow) cards

Number trackNumber lineCounting apparatus

Counting apparatus

Counting apparatusNumber track or number line100 square

Counting apparatus number cards

Use a large set for class work and give each child or pair their own for table top work Some students may find colour coding the units and tens useful

Use apparatus for counting and addition before moving to the number trackline

V1 1Y07 Mathematics Stage 1 17

Framework Codes

Learning Objective Activities Resources Comments

1Nc4

1Nc6

1Nc17

1Nc19

1Nc20

1Nc21

Begin using pairs to 10 to bridge 10 when addingsubtracting eg 8 + 3 add 2 then 1

Find near doubles using doubles already known eg 5 + 6

Recognise the use of a sign such as 1048709 to represent an unknowneg 6 + 1048709 = 10

Multiplication and divisionDouble any single-digit number bull

Find halves of even numbers of objects up to 10

Try to share numbers to 10 to find which are even and which are odd

Begin to add a pair of single digit numbers past 10Use 2 steps and go over 10 as a middle stage (4+8=12 4+6+2=10+2=12) Use different numbers Use subtraction

5+6=11 This can be shown as double 5 (5+5) plus 1 or double 6 minus 1 Use different examples

Use known number facts and knowledge of place valueSet different number sentences with the missing number in different places in the number sentence

Understand the vocabulary of double and half

Count out 10 objects Share into two equal sets Count each set Recombine

Count out 10 objects Share into 2 equal sets Recombine Remove some objects Share the remainders What happens Any left over Repeat several times so that all of the numbers 1-10 are coveredRecord those numbers which share with no remainder and those that share with a remainder

1 ndash 6 dice 7 ndash 12 dice numbers cards to appropriate level

Counting apparatus100 square

Slide number strips

Counting apparatusNumber line100 square

Counting apparatus to 10

Counting apparatus100 squareNumber line

Slide number strips

This can be a difficult concept for some students who may need more time

A list of near doubles may be useful as reference for some students

A strip of card with a calculation written horizontally Over the strip moves a flattened tube of card which can cover any of the numbers at any one time which will be the unknown number

V1 1Y07 Mathematics Stage 1 18

Framework Codes

Learning Objective Activities Resources Comments

1Nc22 Share objects into two equal groups in a context

Use lsquostoryrsquo problemsI have 4 cakes to share with my friend Before we can eat them another friend arrives How many whole cakes would we have had each before the friend arrived How many whole cakes would we have each after the friend arrived How many left overChange the story working with numbers to 10

Picture vocabulary cards

Counting apparatus up to 10

Counting apparatus up to 10

1Pt2

1Pt5

1Pt6

1Pt7

1Pt8

Problem solvingExplore number problems and puzzles

Check the answer to an addition by adding the numbers in a different order

Check the answer to a subtraction by adding the answer to the smaller number in the question

Describe and continue patterns such as count on and back in tenseg 90 80 70

Identify simple relationships between numbers and shapes eg this number is ten bigger than that number

Set in the context of a story or real life experience where people or objects are added to or taken away from the total

Work as inverse operations set in familiar contexts

Using the recording of odd and even numbers continue the sequence of even numbersodd numbersRecord on 100 square or number line

Counting on 100 square finding the pattern of going to the number below to add 10 and to the number above to subtract 10

Story books

Counting apparatus

100 squareNumber line

100 square

V1 1Y07 Mathematics Stage 1 19

Scheme of Work ndash Mathematics stage 1

Unit 3B Handling Data and Problem Solving

Framework Codes

Learning Objective Activities Resources Comments

1Dh1

Organising categorising and representing dataAnswer a question by sorting and organising data or objects in a variety of ways eg

using block graphs and pictograms with practical resources discussing the results

in lists and tables with practical resources discussing the results

in Venn or Carroll diagrams giving different criteria for grouping the same objects

Use questions set in real life contexts egWhat do you like to doHow can we find out How shall we organise the informationMake a simple block graph

Classify numbers and organise them in lists and tables all the even numbers to 30 all the odd numbers to 50 6 numbers more than 10 but less

than 30

Using sorting diagrams display information collected Begin with familiar sorting numbers using a Venn diagram numbers with 2 tens even numbers Repeat using shapes

Vocabulary cards displayed

Any apparatus that allows the information to be displayed interlocking cubes pictures etc

V1 1Y07 Mathematics Stage 1 20

Framework Codes

Learning Objective Activities Resources Comments

1Pt1Problem solvingChoose appropriate strategies to carry out calculations explaining working out

Solving problems by collecting sorting and organising informationCollect information quickly by sorting or voting then represent it by drawing placing objects or pictures

Any materials that allow the information to be displayed

Allow time for discussion between teacher and students and students to students At this stage students should be allowed some choice on how they display their data

V1 1Y07 Mathematics Stage 1 21

Scheme of Work ndash Mathematics stage 1

Unit 3C Measure and Problem Solving

Framework Codes

Learning Objective Activities Resources Comments

1Mm1

1Ml1

1Ml2

1Ml3

MoneyRecognise all coins and work out how to pay an exact sum using smaller coins

Length mass and capacityCompare lengths and weights by direct comparison then by using uniform non-standard units

Estimate and compare capacities by direct comparison then by using uniform non-standard units

Use comparative language eg longer shorter heavier lighter

Recognise all coinsExchange coins for an equivalent valueTotal coinsHow many different ways can an item be paid for Use different coins to make the same total

Understand and use the vocabulary related to length mass and capacityMake direct comparisons side by side (no counting) in a variety of contextsUse uniform units to measure or estimate

Use uniform non-standard and standard units to measure count and solve problems in a variety of contextsAsk for suggestions for things that could be measured using different standard measures

Use in context comparative words such as shorter shortest

Coins

Written vocabulary

People ribbon heavy and light objects large and small cups etc

Balance scales objects to weigh cups to fill etc

Written vocabulary

Written vocabulary

V1 1Y07 Mathematics Stage 1 22

Framework Codes

Learning Objective Activities Resources Comments

1Mt1

1Mt2

1Mt3

TimeBegin to understand and use some units of time eg minuteshours days weeks months and years

Read the time to the hour (orsquoclock) and know key times of day to the nearest hour

Order the days of the week and other familiar events

Order the days of the week months of the yearKnow that 1 week = 7 days1 day = 24 hoursMake estimates and check

Order familiar events in a day a week or a story

Sand timers

1Pt1

1Pt2

Problem solvingChoose appropriate strategies to carry out calculations explain working out

Explore number problems and puzzles

Put in the context of a lesson using measuresWhat could we use How could we record it How do we know What do you think Will it always be the same

Linking with a practical lesson the questions will allow students to develop their reasoning and thinking skills

V1 1Y07 Mathematics Stage 1 23

Framework Codes

Learning Objective Activities Resources Comments

1Mt2

1Mt3

Read the time to the hour (orsquoclock) and know key times of day to the nearest hour

Order the days of the week and other familiar events

Order familiar events in a day a week or a story

1Pt1

1Pt2

Problem solvingChoose appropriate strategies to carry out calculations explain working out

Explore number problems and puzzles

How long is it from 3 orsquoclock to 5 orsquoclockWhat was the time 2 ours ago

It is now 6 orsquoclock What time will it bein 4 hoursIn 2 hoursWhat time was it 2 hours agoTarget questions according to ability

Clocks

Clocks

Clocks with hands that move as a real clock rather than free hand movement would allow students to become more familiar with how the hands of a clock move

V1 1Y07 Mathematics Stage 1 15

Scheme of Work ndash Mathematics stage 1Unit 3A Number and Problem solving

Framework Codes

Learning Objective Activities Resources Comments

1Nc8

1Nc9

Understand addition as counting on and combining two sets record related addition sentences

Understand subtraction as counting back and lsquotake awayrsquo record related subtraction sentences

Display the number cards Point to some randomly lsquoWhat is this number Substitute numbers for objects Count them and place number card next to them Show how 100 square is a different arrangement of the number line and easier to use when dealing with higher numbersWhat if We start on 7 and count on 5 Where will we end upUse different start numbersUsing small counting materials make sets of different amountslsquoWhat if we put this set with this set How many altogether Write and say the action Write the calculation Record it as it is being said

Display a large number line and 0 ndash 50 number cards Count backwards along the line and along the cards from different starting pointsReplace number cards with objects Take 3 away pointing to the number line to show subtraction (counting back) Repeat with different start numbers Show how 100 square is a different arrangement of the number line and easier to use when dealing with higher numbersWhat if we start on 17 and count back 5 Where will we end up

Number cards 0 ndash 50100 squareSmall counting apparatus

Large number line0 ndash 50 number cardsSmall counting apparatus

Some students will need to work with their own 100 square at a table or seated on the floor

V1 1Y07 Mathematics Stage 1 16

Framework Codes

Learning Objective Activities Resources Comments

1Nc14

1Nn6

1Nc15

1Nc16

1Nc18

1Nn12

Begin to use the + ndash and = signs to record calculations in number sentences Use the = sign to represent equality

Begin partitioning two-digit numbers into tens and ones and reverse

Understand that changing the order of addition does not change the total

Add a pair of numbers by putting the larger number first and counting on

Begin to add single- and two-digit numbers

Find halves of small numbers and shapes by folding and recognise which shapes are halved

Record simple mental calculations in number sentences Work as a whole class then pairs or individuals

Understand and use in practical contexts units ones tens digit

Activities to help understanding of combining sets to make a total and steps along a number track or line (counting on)

With the aid of apparatus explore different amounts for addition and discuss the strategy of putting the larger quantity or number first

Using dice or number cards generate 1 or 2 digit numbers to be added together

Recognise whole and half as vocabularyUse small apparatus for counting (A handful) Share it equally (in half) Discuss amounts where there is one left over Link with the numbers on 100 square Is there a patternSay half of any even number to 10

Large number and sign cards

Counting apparatus

Place value (arrow) cards

Number trackNumber lineCounting apparatus

Counting apparatus

Counting apparatusNumber track or number line100 square

Counting apparatus number cards

Use a large set for class work and give each child or pair their own for table top work Some students may find colour coding the units and tens useful

Use apparatus for counting and addition before moving to the number trackline

V1 1Y07 Mathematics Stage 1 17

Framework Codes

Learning Objective Activities Resources Comments

1Nc4

1Nc6

1Nc17

1Nc19

1Nc20

1Nc21

Begin using pairs to 10 to bridge 10 when addingsubtracting eg 8 + 3 add 2 then 1

Find near doubles using doubles already known eg 5 + 6

Recognise the use of a sign such as 1048709 to represent an unknowneg 6 + 1048709 = 10

Multiplication and divisionDouble any single-digit number bull

Find halves of even numbers of objects up to 10

Try to share numbers to 10 to find which are even and which are odd

Begin to add a pair of single digit numbers past 10Use 2 steps and go over 10 as a middle stage (4+8=12 4+6+2=10+2=12) Use different numbers Use subtraction

5+6=11 This can be shown as double 5 (5+5) plus 1 or double 6 minus 1 Use different examples

Use known number facts and knowledge of place valueSet different number sentences with the missing number in different places in the number sentence

Understand the vocabulary of double and half

Count out 10 objects Share into two equal sets Count each set Recombine

Count out 10 objects Share into 2 equal sets Recombine Remove some objects Share the remainders What happens Any left over Repeat several times so that all of the numbers 1-10 are coveredRecord those numbers which share with no remainder and those that share with a remainder

1 ndash 6 dice 7 ndash 12 dice numbers cards to appropriate level

Counting apparatus100 square

Slide number strips

Counting apparatusNumber line100 square

Counting apparatus to 10

Counting apparatus100 squareNumber line

Slide number strips

This can be a difficult concept for some students who may need more time

A list of near doubles may be useful as reference for some students

A strip of card with a calculation written horizontally Over the strip moves a flattened tube of card which can cover any of the numbers at any one time which will be the unknown number

V1 1Y07 Mathematics Stage 1 18

Framework Codes

Learning Objective Activities Resources Comments

1Nc22 Share objects into two equal groups in a context

Use lsquostoryrsquo problemsI have 4 cakes to share with my friend Before we can eat them another friend arrives How many whole cakes would we have had each before the friend arrived How many whole cakes would we have each after the friend arrived How many left overChange the story working with numbers to 10

Picture vocabulary cards

Counting apparatus up to 10

Counting apparatus up to 10

1Pt2

1Pt5

1Pt6

1Pt7

1Pt8

Problem solvingExplore number problems and puzzles

Check the answer to an addition by adding the numbers in a different order

Check the answer to a subtraction by adding the answer to the smaller number in the question

Describe and continue patterns such as count on and back in tenseg 90 80 70

Identify simple relationships between numbers and shapes eg this number is ten bigger than that number

Set in the context of a story or real life experience where people or objects are added to or taken away from the total

Work as inverse operations set in familiar contexts

Using the recording of odd and even numbers continue the sequence of even numbersodd numbersRecord on 100 square or number line

Counting on 100 square finding the pattern of going to the number below to add 10 and to the number above to subtract 10

Story books

Counting apparatus

100 squareNumber line

100 square

V1 1Y07 Mathematics Stage 1 19

Scheme of Work ndash Mathematics stage 1

Unit 3B Handling Data and Problem Solving

Framework Codes

Learning Objective Activities Resources Comments

1Dh1

Organising categorising and representing dataAnswer a question by sorting and organising data or objects in a variety of ways eg

using block graphs and pictograms with practical resources discussing the results

in lists and tables with practical resources discussing the results

in Venn or Carroll diagrams giving different criteria for grouping the same objects

Use questions set in real life contexts egWhat do you like to doHow can we find out How shall we organise the informationMake a simple block graph

Classify numbers and organise them in lists and tables all the even numbers to 30 all the odd numbers to 50 6 numbers more than 10 but less

than 30

Using sorting diagrams display information collected Begin with familiar sorting numbers using a Venn diagram numbers with 2 tens even numbers Repeat using shapes

Vocabulary cards displayed

Any apparatus that allows the information to be displayed interlocking cubes pictures etc

V1 1Y07 Mathematics Stage 1 20

Framework Codes

Learning Objective Activities Resources Comments

1Pt1Problem solvingChoose appropriate strategies to carry out calculations explaining working out

Solving problems by collecting sorting and organising informationCollect information quickly by sorting or voting then represent it by drawing placing objects or pictures

Any materials that allow the information to be displayed

Allow time for discussion between teacher and students and students to students At this stage students should be allowed some choice on how they display their data

V1 1Y07 Mathematics Stage 1 21

Scheme of Work ndash Mathematics stage 1

Unit 3C Measure and Problem Solving

Framework Codes

Learning Objective Activities Resources Comments

1Mm1

1Ml1

1Ml2

1Ml3

MoneyRecognise all coins and work out how to pay an exact sum using smaller coins

Length mass and capacityCompare lengths and weights by direct comparison then by using uniform non-standard units

Estimate and compare capacities by direct comparison then by using uniform non-standard units

Use comparative language eg longer shorter heavier lighter

Recognise all coinsExchange coins for an equivalent valueTotal coinsHow many different ways can an item be paid for Use different coins to make the same total

Understand and use the vocabulary related to length mass and capacityMake direct comparisons side by side (no counting) in a variety of contextsUse uniform units to measure or estimate

Use uniform non-standard and standard units to measure count and solve problems in a variety of contextsAsk for suggestions for things that could be measured using different standard measures

Use in context comparative words such as shorter shortest

Coins

Written vocabulary

People ribbon heavy and light objects large and small cups etc

Balance scales objects to weigh cups to fill etc

Written vocabulary

Written vocabulary

V1 1Y07 Mathematics Stage 1 22

Framework Codes

Learning Objective Activities Resources Comments

1Mt1

1Mt2

1Mt3

TimeBegin to understand and use some units of time eg minuteshours days weeks months and years

Read the time to the hour (orsquoclock) and know key times of day to the nearest hour

Order the days of the week and other familiar events

Order the days of the week months of the yearKnow that 1 week = 7 days1 day = 24 hoursMake estimates and check

Order familiar events in a day a week or a story

Sand timers

1Pt1

1Pt2

Problem solvingChoose appropriate strategies to carry out calculations explain working out

Explore number problems and puzzles

Put in the context of a lesson using measuresWhat could we use How could we record it How do we know What do you think Will it always be the same

Linking with a practical lesson the questions will allow students to develop their reasoning and thinking skills

V1 1Y07 Mathematics Stage 1 23

Scheme of Work ndash Mathematics stage 1Unit 3A Number and Problem solving

Framework Codes

Learning Objective Activities Resources Comments

1Nc8

1Nc9

Understand addition as counting on and combining two sets record related addition sentences

Understand subtraction as counting back and lsquotake awayrsquo record related subtraction sentences

Display the number cards Point to some randomly lsquoWhat is this number Substitute numbers for objects Count them and place number card next to them Show how 100 square is a different arrangement of the number line and easier to use when dealing with higher numbersWhat if We start on 7 and count on 5 Where will we end upUse different start numbersUsing small counting materials make sets of different amountslsquoWhat if we put this set with this set How many altogether Write and say the action Write the calculation Record it as it is being said

Display a large number line and 0 ndash 50 number cards Count backwards along the line and along the cards from different starting pointsReplace number cards with objects Take 3 away pointing to the number line to show subtraction (counting back) Repeat with different start numbers Show how 100 square is a different arrangement of the number line and easier to use when dealing with higher numbersWhat if we start on 17 and count back 5 Where will we end up

Number cards 0 ndash 50100 squareSmall counting apparatus

Large number line0 ndash 50 number cardsSmall counting apparatus

Some students will need to work with their own 100 square at a table or seated on the floor

V1 1Y07 Mathematics Stage 1 16

Framework Codes

Learning Objective Activities Resources Comments

1Nc14

1Nn6

1Nc15

1Nc16

1Nc18

1Nn12

Begin to use the + ndash and = signs to record calculations in number sentences Use the = sign to represent equality

Begin partitioning two-digit numbers into tens and ones and reverse

Understand that changing the order of addition does not change the total

Add a pair of numbers by putting the larger number first and counting on

Begin to add single- and two-digit numbers

Find halves of small numbers and shapes by folding and recognise which shapes are halved

Record simple mental calculations in number sentences Work as a whole class then pairs or individuals

Understand and use in practical contexts units ones tens digit

Activities to help understanding of combining sets to make a total and steps along a number track or line (counting on)

With the aid of apparatus explore different amounts for addition and discuss the strategy of putting the larger quantity or number first

Using dice or number cards generate 1 or 2 digit numbers to be added together

Recognise whole and half as vocabularyUse small apparatus for counting (A handful) Share it equally (in half) Discuss amounts where there is one left over Link with the numbers on 100 square Is there a patternSay half of any even number to 10

Large number and sign cards

Counting apparatus

Place value (arrow) cards

Number trackNumber lineCounting apparatus

Counting apparatus

Counting apparatusNumber track or number line100 square

Counting apparatus number cards

Use a large set for class work and give each child or pair their own for table top work Some students may find colour coding the units and tens useful

Use apparatus for counting and addition before moving to the number trackline

V1 1Y07 Mathematics Stage 1 17

Framework Codes

Learning Objective Activities Resources Comments

1Nc4

1Nc6

1Nc17

1Nc19

1Nc20

1Nc21

Begin using pairs to 10 to bridge 10 when addingsubtracting eg 8 + 3 add 2 then 1

Find near doubles using doubles already known eg 5 + 6

Recognise the use of a sign such as 1048709 to represent an unknowneg 6 + 1048709 = 10

Multiplication and divisionDouble any single-digit number bull

Find halves of even numbers of objects up to 10

Try to share numbers to 10 to find which are even and which are odd

Begin to add a pair of single digit numbers past 10Use 2 steps and go over 10 as a middle stage (4+8=12 4+6+2=10+2=12) Use different numbers Use subtraction

5+6=11 This can be shown as double 5 (5+5) plus 1 or double 6 minus 1 Use different examples

Use known number facts and knowledge of place valueSet different number sentences with the missing number in different places in the number sentence

Understand the vocabulary of double and half

Count out 10 objects Share into two equal sets Count each set Recombine

Count out 10 objects Share into 2 equal sets Recombine Remove some objects Share the remainders What happens Any left over Repeat several times so that all of the numbers 1-10 are coveredRecord those numbers which share with no remainder and those that share with a remainder

1 ndash 6 dice 7 ndash 12 dice numbers cards to appropriate level

Counting apparatus100 square

Slide number strips

Counting apparatusNumber line100 square

Counting apparatus to 10

Counting apparatus100 squareNumber line

Slide number strips

This can be a difficult concept for some students who may need more time

A list of near doubles may be useful as reference for some students

A strip of card with a calculation written horizontally Over the strip moves a flattened tube of card which can cover any of the numbers at any one time which will be the unknown number

V1 1Y07 Mathematics Stage 1 18

Framework Codes

Learning Objective Activities Resources Comments

1Nc22 Share objects into two equal groups in a context

Use lsquostoryrsquo problemsI have 4 cakes to share with my friend Before we can eat them another friend arrives How many whole cakes would we have had each before the friend arrived How many whole cakes would we have each after the friend arrived How many left overChange the story working with numbers to 10

Picture vocabulary cards

Counting apparatus up to 10

Counting apparatus up to 10

1Pt2

1Pt5

1Pt6

1Pt7

1Pt8

Problem solvingExplore number problems and puzzles

Check the answer to an addition by adding the numbers in a different order

Check the answer to a subtraction by adding the answer to the smaller number in the question

Describe and continue patterns such as count on and back in tenseg 90 80 70

Identify simple relationships between numbers and shapes eg this number is ten bigger than that number

Set in the context of a story or real life experience where people or objects are added to or taken away from the total

Work as inverse operations set in familiar contexts

Using the recording of odd and even numbers continue the sequence of even numbersodd numbersRecord on 100 square or number line

Counting on 100 square finding the pattern of going to the number below to add 10 and to the number above to subtract 10

Story books

Counting apparatus

100 squareNumber line

100 square

V1 1Y07 Mathematics Stage 1 19

Scheme of Work ndash Mathematics stage 1

Unit 3B Handling Data and Problem Solving

Framework Codes

Learning Objective Activities Resources Comments

1Dh1

Organising categorising and representing dataAnswer a question by sorting and organising data or objects in a variety of ways eg

using block graphs and pictograms with practical resources discussing the results

in lists and tables with practical resources discussing the results

in Venn or Carroll diagrams giving different criteria for grouping the same objects

Use questions set in real life contexts egWhat do you like to doHow can we find out How shall we organise the informationMake a simple block graph

Classify numbers and organise them in lists and tables all the even numbers to 30 all the odd numbers to 50 6 numbers more than 10 but less

than 30

Using sorting diagrams display information collected Begin with familiar sorting numbers using a Venn diagram numbers with 2 tens even numbers Repeat using shapes

Vocabulary cards displayed

Any apparatus that allows the information to be displayed interlocking cubes pictures etc

V1 1Y07 Mathematics Stage 1 20

Framework Codes

Learning Objective Activities Resources Comments

1Pt1Problem solvingChoose appropriate strategies to carry out calculations explaining working out

Solving problems by collecting sorting and organising informationCollect information quickly by sorting or voting then represent it by drawing placing objects or pictures

Any materials that allow the information to be displayed

Allow time for discussion between teacher and students and students to students At this stage students should be allowed some choice on how they display their data

V1 1Y07 Mathematics Stage 1 21

Scheme of Work ndash Mathematics stage 1

Unit 3C Measure and Problem Solving

Framework Codes

Learning Objective Activities Resources Comments

1Mm1

1Ml1

1Ml2

1Ml3

MoneyRecognise all coins and work out how to pay an exact sum using smaller coins

Length mass and capacityCompare lengths and weights by direct comparison then by using uniform non-standard units

Estimate and compare capacities by direct comparison then by using uniform non-standard units

Use comparative language eg longer shorter heavier lighter

Recognise all coinsExchange coins for an equivalent valueTotal coinsHow many different ways can an item be paid for Use different coins to make the same total

Understand and use the vocabulary related to length mass and capacityMake direct comparisons side by side (no counting) in a variety of contextsUse uniform units to measure or estimate

Use uniform non-standard and standard units to measure count and solve problems in a variety of contextsAsk for suggestions for things that could be measured using different standard measures

Use in context comparative words such as shorter shortest

Coins

Written vocabulary

People ribbon heavy and light objects large and small cups etc

Balance scales objects to weigh cups to fill etc

Written vocabulary

Written vocabulary

V1 1Y07 Mathematics Stage 1 22

Framework Codes

Learning Objective Activities Resources Comments

1Mt1

1Mt2

1Mt3

TimeBegin to understand and use some units of time eg minuteshours days weeks months and years

Read the time to the hour (orsquoclock) and know key times of day to the nearest hour

Order the days of the week and other familiar events

Order the days of the week months of the yearKnow that 1 week = 7 days1 day = 24 hoursMake estimates and check

Order familiar events in a day a week or a story

Sand timers

1Pt1

1Pt2

Problem solvingChoose appropriate strategies to carry out calculations explain working out

Explore number problems and puzzles

Put in the context of a lesson using measuresWhat could we use How could we record it How do we know What do you think Will it always be the same

Linking with a practical lesson the questions will allow students to develop their reasoning and thinking skills

V1 1Y07 Mathematics Stage 1 23

Framework Codes

Learning Objective Activities Resources Comments

1Nc14

1Nn6

1Nc15

1Nc16

1Nc18

1Nn12

Begin to use the + ndash and = signs to record calculations in number sentences Use the = sign to represent equality

Begin partitioning two-digit numbers into tens and ones and reverse

Understand that changing the order of addition does not change the total

Add a pair of numbers by putting the larger number first and counting on

Begin to add single- and two-digit numbers

Find halves of small numbers and shapes by folding and recognise which shapes are halved

Record simple mental calculations in number sentences Work as a whole class then pairs or individuals

Understand and use in practical contexts units ones tens digit

Activities to help understanding of combining sets to make a total and steps along a number track or line (counting on)

With the aid of apparatus explore different amounts for addition and discuss the strategy of putting the larger quantity or number first

Using dice or number cards generate 1 or 2 digit numbers to be added together

Recognise whole and half as vocabularyUse small apparatus for counting (A handful) Share it equally (in half) Discuss amounts where there is one left over Link with the numbers on 100 square Is there a patternSay half of any even number to 10

Large number and sign cards

Counting apparatus

Place value (arrow) cards

Number trackNumber lineCounting apparatus

Counting apparatus

Counting apparatusNumber track or number line100 square

Counting apparatus number cards

Use a large set for class work and give each child or pair their own for table top work Some students may find colour coding the units and tens useful

Use apparatus for counting and addition before moving to the number trackline

V1 1Y07 Mathematics Stage 1 17

Framework Codes

Learning Objective Activities Resources Comments

1Nc4

1Nc6

1Nc17

1Nc19

1Nc20

1Nc21

Begin using pairs to 10 to bridge 10 when addingsubtracting eg 8 + 3 add 2 then 1

Find near doubles using doubles already known eg 5 + 6

Recognise the use of a sign such as 1048709 to represent an unknowneg 6 + 1048709 = 10

Multiplication and divisionDouble any single-digit number bull

Find halves of even numbers of objects up to 10

Try to share numbers to 10 to find which are even and which are odd

Begin to add a pair of single digit numbers past 10Use 2 steps and go over 10 as a middle stage (4+8=12 4+6+2=10+2=12) Use different numbers Use subtraction

5+6=11 This can be shown as double 5 (5+5) plus 1 or double 6 minus 1 Use different examples

Use known number facts and knowledge of place valueSet different number sentences with the missing number in different places in the number sentence

Understand the vocabulary of double and half

Count out 10 objects Share into two equal sets Count each set Recombine

Count out 10 objects Share into 2 equal sets Recombine Remove some objects Share the remainders What happens Any left over Repeat several times so that all of the numbers 1-10 are coveredRecord those numbers which share with no remainder and those that share with a remainder

1 ndash 6 dice 7 ndash 12 dice numbers cards to appropriate level

Counting apparatus100 square

Slide number strips

Counting apparatusNumber line100 square

Counting apparatus to 10

Counting apparatus100 squareNumber line

Slide number strips

This can be a difficult concept for some students who may need more time

A list of near doubles may be useful as reference for some students

A strip of card with a calculation written horizontally Over the strip moves a flattened tube of card which can cover any of the numbers at any one time which will be the unknown number

V1 1Y07 Mathematics Stage 1 18

Framework Codes

Learning Objective Activities Resources Comments

1Nc22 Share objects into two equal groups in a context

Use lsquostoryrsquo problemsI have 4 cakes to share with my friend Before we can eat them another friend arrives How many whole cakes would we have had each before the friend arrived How many whole cakes would we have each after the friend arrived How many left overChange the story working with numbers to 10

Picture vocabulary cards

Counting apparatus up to 10

Counting apparatus up to 10

1Pt2

1Pt5

1Pt6

1Pt7

1Pt8

Problem solvingExplore number problems and puzzles

Check the answer to an addition by adding the numbers in a different order

Check the answer to a subtraction by adding the answer to the smaller number in the question

Describe and continue patterns such as count on and back in tenseg 90 80 70

Identify simple relationships between numbers and shapes eg this number is ten bigger than that number

Set in the context of a story or real life experience where people or objects are added to or taken away from the total

Work as inverse operations set in familiar contexts

Using the recording of odd and even numbers continue the sequence of even numbersodd numbersRecord on 100 square or number line

Counting on 100 square finding the pattern of going to the number below to add 10 and to the number above to subtract 10

Story books

Counting apparatus

100 squareNumber line

100 square

V1 1Y07 Mathematics Stage 1 19

Scheme of Work ndash Mathematics stage 1

Unit 3B Handling Data and Problem Solving

Framework Codes

Learning Objective Activities Resources Comments

1Dh1

Organising categorising and representing dataAnswer a question by sorting and organising data or objects in a variety of ways eg

using block graphs and pictograms with practical resources discussing the results

in lists and tables with practical resources discussing the results

in Venn or Carroll diagrams giving different criteria for grouping the same objects

Use questions set in real life contexts egWhat do you like to doHow can we find out How shall we organise the informationMake a simple block graph

Classify numbers and organise them in lists and tables all the even numbers to 30 all the odd numbers to 50 6 numbers more than 10 but less

than 30

Using sorting diagrams display information collected Begin with familiar sorting numbers using a Venn diagram numbers with 2 tens even numbers Repeat using shapes

Vocabulary cards displayed

Any apparatus that allows the information to be displayed interlocking cubes pictures etc

V1 1Y07 Mathematics Stage 1 20

Framework Codes

Learning Objective Activities Resources Comments

1Pt1Problem solvingChoose appropriate strategies to carry out calculations explaining working out

Solving problems by collecting sorting and organising informationCollect information quickly by sorting or voting then represent it by drawing placing objects or pictures

Any materials that allow the information to be displayed

Allow time for discussion between teacher and students and students to students At this stage students should be allowed some choice on how they display their data

V1 1Y07 Mathematics Stage 1 21

Scheme of Work ndash Mathematics stage 1

Unit 3C Measure and Problem Solving

Framework Codes

Learning Objective Activities Resources Comments

1Mm1

1Ml1

1Ml2

1Ml3

MoneyRecognise all coins and work out how to pay an exact sum using smaller coins

Length mass and capacityCompare lengths and weights by direct comparison then by using uniform non-standard units

Estimate and compare capacities by direct comparison then by using uniform non-standard units

Use comparative language eg longer shorter heavier lighter

Recognise all coinsExchange coins for an equivalent valueTotal coinsHow many different ways can an item be paid for Use different coins to make the same total

Understand and use the vocabulary related to length mass and capacityMake direct comparisons side by side (no counting) in a variety of contextsUse uniform units to measure or estimate

Use uniform non-standard and standard units to measure count and solve problems in a variety of contextsAsk for suggestions for things that could be measured using different standard measures

Use in context comparative words such as shorter shortest

Coins

Written vocabulary

People ribbon heavy and light objects large and small cups etc

Balance scales objects to weigh cups to fill etc

Written vocabulary

Written vocabulary

V1 1Y07 Mathematics Stage 1 22

Framework Codes

Learning Objective Activities Resources Comments

1Mt1

1Mt2

1Mt3

TimeBegin to understand and use some units of time eg minuteshours days weeks months and years

Read the time to the hour (orsquoclock) and know key times of day to the nearest hour

Order the days of the week and other familiar events

Order the days of the week months of the yearKnow that 1 week = 7 days1 day = 24 hoursMake estimates and check

Order familiar events in a day a week or a story

Sand timers

1Pt1

1Pt2

Problem solvingChoose appropriate strategies to carry out calculations explain working out

Explore number problems and puzzles

Put in the context of a lesson using measuresWhat could we use How could we record it How do we know What do you think Will it always be the same

Linking with a practical lesson the questions will allow students to develop their reasoning and thinking skills

V1 1Y07 Mathematics Stage 1 23

Framework Codes

Learning Objective Activities Resources Comments

1Nc4

1Nc6

1Nc17

1Nc19

1Nc20

1Nc21

Begin using pairs to 10 to bridge 10 when addingsubtracting eg 8 + 3 add 2 then 1

Find near doubles using doubles already known eg 5 + 6

Recognise the use of a sign such as 1048709 to represent an unknowneg 6 + 1048709 = 10

Multiplication and divisionDouble any single-digit number bull

Find halves of even numbers of objects up to 10

Try to share numbers to 10 to find which are even and which are odd

Begin to add a pair of single digit numbers past 10Use 2 steps and go over 10 as a middle stage (4+8=12 4+6+2=10+2=12) Use different numbers Use subtraction

5+6=11 This can be shown as double 5 (5+5) plus 1 or double 6 minus 1 Use different examples

Use known number facts and knowledge of place valueSet different number sentences with the missing number in different places in the number sentence

Understand the vocabulary of double and half

Count out 10 objects Share into two equal sets Count each set Recombine

Count out 10 objects Share into 2 equal sets Recombine Remove some objects Share the remainders What happens Any left over Repeat several times so that all of the numbers 1-10 are coveredRecord those numbers which share with no remainder and those that share with a remainder

1 ndash 6 dice 7 ndash 12 dice numbers cards to appropriate level

Counting apparatus100 square

Slide number strips

Counting apparatusNumber line100 square

Counting apparatus to 10

Counting apparatus100 squareNumber line

Slide number strips

This can be a difficult concept for some students who may need more time

A list of near doubles may be useful as reference for some students

A strip of card with a calculation written horizontally Over the strip moves a flattened tube of card which can cover any of the numbers at any one time which will be the unknown number

V1 1Y07 Mathematics Stage 1 18

Framework Codes

Learning Objective Activities Resources Comments

1Nc22 Share objects into two equal groups in a context

Use lsquostoryrsquo problemsI have 4 cakes to share with my friend Before we can eat them another friend arrives How many whole cakes would we have had each before the friend arrived How many whole cakes would we have each after the friend arrived How many left overChange the story working with numbers to 10

Picture vocabulary cards

Counting apparatus up to 10

Counting apparatus up to 10

1Pt2

1Pt5

1Pt6

1Pt7

1Pt8

Problem solvingExplore number problems and puzzles

Check the answer to an addition by adding the numbers in a different order

Check the answer to a subtraction by adding the answer to the smaller number in the question

Describe and continue patterns such as count on and back in tenseg 90 80 70

Identify simple relationships between numbers and shapes eg this number is ten bigger than that number

Set in the context of a story or real life experience where people or objects are added to or taken away from the total

Work as inverse operations set in familiar contexts

Using the recording of odd and even numbers continue the sequence of even numbersodd numbersRecord on 100 square or number line

Counting on 100 square finding the pattern of going to the number below to add 10 and to the number above to subtract 10

Story books

Counting apparatus

100 squareNumber line

100 square

V1 1Y07 Mathematics Stage 1 19

Scheme of Work ndash Mathematics stage 1

Unit 3B Handling Data and Problem Solving

Framework Codes

Learning Objective Activities Resources Comments

1Dh1

Organising categorising and representing dataAnswer a question by sorting and organising data or objects in a variety of ways eg

using block graphs and pictograms with practical resources discussing the results

in lists and tables with practical resources discussing the results

in Venn or Carroll diagrams giving different criteria for grouping the same objects

Use questions set in real life contexts egWhat do you like to doHow can we find out How shall we organise the informationMake a simple block graph

Classify numbers and organise them in lists and tables all the even numbers to 30 all the odd numbers to 50 6 numbers more than 10 but less

than 30

Using sorting diagrams display information collected Begin with familiar sorting numbers using a Venn diagram numbers with 2 tens even numbers Repeat using shapes

Vocabulary cards displayed

Any apparatus that allows the information to be displayed interlocking cubes pictures etc

V1 1Y07 Mathematics Stage 1 20

Framework Codes

Learning Objective Activities Resources Comments

1Pt1Problem solvingChoose appropriate strategies to carry out calculations explaining working out

Solving problems by collecting sorting and organising informationCollect information quickly by sorting or voting then represent it by drawing placing objects or pictures

Any materials that allow the information to be displayed

Allow time for discussion between teacher and students and students to students At this stage students should be allowed some choice on how they display their data

V1 1Y07 Mathematics Stage 1 21

Scheme of Work ndash Mathematics stage 1

Unit 3C Measure and Problem Solving

Framework Codes

Learning Objective Activities Resources Comments

1Mm1

1Ml1

1Ml2

1Ml3

MoneyRecognise all coins and work out how to pay an exact sum using smaller coins

Length mass and capacityCompare lengths and weights by direct comparison then by using uniform non-standard units

Estimate and compare capacities by direct comparison then by using uniform non-standard units

Use comparative language eg longer shorter heavier lighter

Recognise all coinsExchange coins for an equivalent valueTotal coinsHow many different ways can an item be paid for Use different coins to make the same total

Understand and use the vocabulary related to length mass and capacityMake direct comparisons side by side (no counting) in a variety of contextsUse uniform units to measure or estimate

Use uniform non-standard and standard units to measure count and solve problems in a variety of contextsAsk for suggestions for things that could be measured using different standard measures

Use in context comparative words such as shorter shortest

Coins

Written vocabulary

People ribbon heavy and light objects large and small cups etc

Balance scales objects to weigh cups to fill etc

Written vocabulary

Written vocabulary

V1 1Y07 Mathematics Stage 1 22

Framework Codes

Learning Objective Activities Resources Comments

1Mt1

1Mt2

1Mt3

TimeBegin to understand and use some units of time eg minuteshours days weeks months and years

Read the time to the hour (orsquoclock) and know key times of day to the nearest hour

Order the days of the week and other familiar events

Order the days of the week months of the yearKnow that 1 week = 7 days1 day = 24 hoursMake estimates and check

Order familiar events in a day a week or a story

Sand timers

1Pt1

1Pt2

Problem solvingChoose appropriate strategies to carry out calculations explain working out

Explore number problems and puzzles

Put in the context of a lesson using measuresWhat could we use How could we record it How do we know What do you think Will it always be the same

Linking with a practical lesson the questions will allow students to develop their reasoning and thinking skills

V1 1Y07 Mathematics Stage 1 23

Framework Codes

Learning Objective Activities Resources Comments

1Nc22 Share objects into two equal groups in a context

Use lsquostoryrsquo problemsI have 4 cakes to share with my friend Before we can eat them another friend arrives How many whole cakes would we have had each before the friend arrived How many whole cakes would we have each after the friend arrived How many left overChange the story working with numbers to 10

Picture vocabulary cards

Counting apparatus up to 10

Counting apparatus up to 10

1Pt2

1Pt5

1Pt6

1Pt7

1Pt8

Problem solvingExplore number problems and puzzles

Check the answer to an addition by adding the numbers in a different order

Check the answer to a subtraction by adding the answer to the smaller number in the question

Describe and continue patterns such as count on and back in tenseg 90 80 70

Identify simple relationships between numbers and shapes eg this number is ten bigger than that number

Set in the context of a story or real life experience where people or objects are added to or taken away from the total

Work as inverse operations set in familiar contexts

Using the recording of odd and even numbers continue the sequence of even numbersodd numbersRecord on 100 square or number line

Counting on 100 square finding the pattern of going to the number below to add 10 and to the number above to subtract 10

Story books

Counting apparatus

100 squareNumber line

100 square

V1 1Y07 Mathematics Stage 1 19

Scheme of Work ndash Mathematics stage 1

Unit 3B Handling Data and Problem Solving

Framework Codes

Learning Objective Activities Resources Comments

1Dh1

Organising categorising and representing dataAnswer a question by sorting and organising data or objects in a variety of ways eg

using block graphs and pictograms with practical resources discussing the results

in lists and tables with practical resources discussing the results

in Venn or Carroll diagrams giving different criteria for grouping the same objects

Use questions set in real life contexts egWhat do you like to doHow can we find out How shall we organise the informationMake a simple block graph

Classify numbers and organise them in lists and tables all the even numbers to 30 all the odd numbers to 50 6 numbers more than 10 but less

than 30

Using sorting diagrams display information collected Begin with familiar sorting numbers using a Venn diagram numbers with 2 tens even numbers Repeat using shapes

Vocabulary cards displayed

Any apparatus that allows the information to be displayed interlocking cubes pictures etc

V1 1Y07 Mathematics Stage 1 20

Framework Codes

Learning Objective Activities Resources Comments

1Pt1Problem solvingChoose appropriate strategies to carry out calculations explaining working out

Solving problems by collecting sorting and organising informationCollect information quickly by sorting or voting then represent it by drawing placing objects or pictures

Any materials that allow the information to be displayed

Allow time for discussion between teacher and students and students to students At this stage students should be allowed some choice on how they display their data

V1 1Y07 Mathematics Stage 1 21

Scheme of Work ndash Mathematics stage 1

Unit 3C Measure and Problem Solving

Framework Codes

Learning Objective Activities Resources Comments

1Mm1

1Ml1

1Ml2

1Ml3

MoneyRecognise all coins and work out how to pay an exact sum using smaller coins

Length mass and capacityCompare lengths and weights by direct comparison then by using uniform non-standard units

Estimate and compare capacities by direct comparison then by using uniform non-standard units

Use comparative language eg longer shorter heavier lighter

Recognise all coinsExchange coins for an equivalent valueTotal coinsHow many different ways can an item be paid for Use different coins to make the same total

Understand and use the vocabulary related to length mass and capacityMake direct comparisons side by side (no counting) in a variety of contextsUse uniform units to measure or estimate

Use uniform non-standard and standard units to measure count and solve problems in a variety of contextsAsk for suggestions for things that could be measured using different standard measures

Use in context comparative words such as shorter shortest

Coins

Written vocabulary

People ribbon heavy and light objects large and small cups etc

Balance scales objects to weigh cups to fill etc

Written vocabulary

Written vocabulary

V1 1Y07 Mathematics Stage 1 22

Framework Codes

Learning Objective Activities Resources Comments

1Mt1

1Mt2

1Mt3

TimeBegin to understand and use some units of time eg minuteshours days weeks months and years

Read the time to the hour (orsquoclock) and know key times of day to the nearest hour

Order the days of the week and other familiar events

Order the days of the week months of the yearKnow that 1 week = 7 days1 day = 24 hoursMake estimates and check

Order familiar events in a day a week or a story

Sand timers

1Pt1

1Pt2

Problem solvingChoose appropriate strategies to carry out calculations explain working out

Explore number problems and puzzles

Put in the context of a lesson using measuresWhat could we use How could we record it How do we know What do you think Will it always be the same

Linking with a practical lesson the questions will allow students to develop their reasoning and thinking skills

V1 1Y07 Mathematics Stage 1 23

Scheme of Work ndash Mathematics stage 1

Unit 3B Handling Data and Problem Solving

Framework Codes

Learning Objective Activities Resources Comments

1Dh1

Organising categorising and representing dataAnswer a question by sorting and organising data or objects in a variety of ways eg

using block graphs and pictograms with practical resources discussing the results

in lists and tables with practical resources discussing the results

in Venn or Carroll diagrams giving different criteria for grouping the same objects

Use questions set in real life contexts egWhat do you like to doHow can we find out How shall we organise the informationMake a simple block graph

Classify numbers and organise them in lists and tables all the even numbers to 30 all the odd numbers to 50 6 numbers more than 10 but less

than 30

Using sorting diagrams display information collected Begin with familiar sorting numbers using a Venn diagram numbers with 2 tens even numbers Repeat using shapes

Vocabulary cards displayed

Any apparatus that allows the information to be displayed interlocking cubes pictures etc

V1 1Y07 Mathematics Stage 1 20

Framework Codes

Learning Objective Activities Resources Comments

1Pt1Problem solvingChoose appropriate strategies to carry out calculations explaining working out

Solving problems by collecting sorting and organising informationCollect information quickly by sorting or voting then represent it by drawing placing objects or pictures

Any materials that allow the information to be displayed

Allow time for discussion between teacher and students and students to students At this stage students should be allowed some choice on how they display their data

V1 1Y07 Mathematics Stage 1 21

Scheme of Work ndash Mathematics stage 1

Unit 3C Measure and Problem Solving

Framework Codes

Learning Objective Activities Resources Comments

1Mm1

1Ml1

1Ml2

1Ml3

MoneyRecognise all coins and work out how to pay an exact sum using smaller coins

Length mass and capacityCompare lengths and weights by direct comparison then by using uniform non-standard units

Estimate and compare capacities by direct comparison then by using uniform non-standard units

Use comparative language eg longer shorter heavier lighter

Recognise all coinsExchange coins for an equivalent valueTotal coinsHow many different ways can an item be paid for Use different coins to make the same total

Understand and use the vocabulary related to length mass and capacityMake direct comparisons side by side (no counting) in a variety of contextsUse uniform units to measure or estimate

Use uniform non-standard and standard units to measure count and solve problems in a variety of contextsAsk for suggestions for things that could be measured using different standard measures

Use in context comparative words such as shorter shortest

Coins

Written vocabulary

People ribbon heavy and light objects large and small cups etc

Balance scales objects to weigh cups to fill etc

Written vocabulary

Written vocabulary

V1 1Y07 Mathematics Stage 1 22

Framework Codes

Learning Objective Activities Resources Comments

1Mt1

1Mt2

1Mt3

TimeBegin to understand and use some units of time eg minuteshours days weeks months and years

Read the time to the hour (orsquoclock) and know key times of day to the nearest hour

Order the days of the week and other familiar events

Order the days of the week months of the yearKnow that 1 week = 7 days1 day = 24 hoursMake estimates and check

Order familiar events in a day a week or a story

Sand timers

1Pt1

1Pt2

Problem solvingChoose appropriate strategies to carry out calculations explain working out

Explore number problems and puzzles

Put in the context of a lesson using measuresWhat could we use How could we record it How do we know What do you think Will it always be the same

Linking with a practical lesson the questions will allow students to develop their reasoning and thinking skills

V1 1Y07 Mathematics Stage 1 23

Framework Codes

Learning Objective Activities Resources Comments

1Pt1Problem solvingChoose appropriate strategies to carry out calculations explaining working out

Solving problems by collecting sorting and organising informationCollect information quickly by sorting or voting then represent it by drawing placing objects or pictures

Any materials that allow the information to be displayed

Allow time for discussion between teacher and students and students to students At this stage students should be allowed some choice on how they display their data

V1 1Y07 Mathematics Stage 1 21

Scheme of Work ndash Mathematics stage 1

Unit 3C Measure and Problem Solving

Framework Codes

Learning Objective Activities Resources Comments

1Mm1

1Ml1

1Ml2

1Ml3

MoneyRecognise all coins and work out how to pay an exact sum using smaller coins

Length mass and capacityCompare lengths and weights by direct comparison then by using uniform non-standard units

Estimate and compare capacities by direct comparison then by using uniform non-standard units

Use comparative language eg longer shorter heavier lighter

Recognise all coinsExchange coins for an equivalent valueTotal coinsHow many different ways can an item be paid for Use different coins to make the same total

Understand and use the vocabulary related to length mass and capacityMake direct comparisons side by side (no counting) in a variety of contextsUse uniform units to measure or estimate

Use uniform non-standard and standard units to measure count and solve problems in a variety of contextsAsk for suggestions for things that could be measured using different standard measures

Use in context comparative words such as shorter shortest

Coins

Written vocabulary

People ribbon heavy and light objects large and small cups etc

Balance scales objects to weigh cups to fill etc

Written vocabulary

Written vocabulary

V1 1Y07 Mathematics Stage 1 22

Framework Codes

Learning Objective Activities Resources Comments

1Mt1

1Mt2

1Mt3

TimeBegin to understand and use some units of time eg minuteshours days weeks months and years

Read the time to the hour (orsquoclock) and know key times of day to the nearest hour

Order the days of the week and other familiar events

Order the days of the week months of the yearKnow that 1 week = 7 days1 day = 24 hoursMake estimates and check

Order familiar events in a day a week or a story

Sand timers

1Pt1

1Pt2

Problem solvingChoose appropriate strategies to carry out calculations explain working out

Explore number problems and puzzles

Put in the context of a lesson using measuresWhat could we use How could we record it How do we know What do you think Will it always be the same

Linking with a practical lesson the questions will allow students to develop their reasoning and thinking skills

V1 1Y07 Mathematics Stage 1 23

Scheme of Work ndash Mathematics stage 1

Unit 3C Measure and Problem Solving

Framework Codes

Learning Objective Activities Resources Comments

1Mm1

1Ml1

1Ml2

1Ml3

MoneyRecognise all coins and work out how to pay an exact sum using smaller coins

Length mass and capacityCompare lengths and weights by direct comparison then by using uniform non-standard units

Estimate and compare capacities by direct comparison then by using uniform non-standard units

Use comparative language eg longer shorter heavier lighter

Recognise all coinsExchange coins for an equivalent valueTotal coinsHow many different ways can an item be paid for Use different coins to make the same total

Understand and use the vocabulary related to length mass and capacityMake direct comparisons side by side (no counting) in a variety of contextsUse uniform units to measure or estimate

Use uniform non-standard and standard units to measure count and solve problems in a variety of contextsAsk for suggestions for things that could be measured using different standard measures

Use in context comparative words such as shorter shortest

Coins

Written vocabulary

People ribbon heavy and light objects large and small cups etc

Balance scales objects to weigh cups to fill etc

Written vocabulary

Written vocabulary

V1 1Y07 Mathematics Stage 1 22

Framework Codes

Learning Objective Activities Resources Comments

1Mt1

1Mt2

1Mt3

TimeBegin to understand and use some units of time eg minuteshours days weeks months and years

Read the time to the hour (orsquoclock) and know key times of day to the nearest hour

Order the days of the week and other familiar events

Order the days of the week months of the yearKnow that 1 week = 7 days1 day = 24 hoursMake estimates and check

Order familiar events in a day a week or a story

Sand timers

1Pt1

1Pt2

Problem solvingChoose appropriate strategies to carry out calculations explain working out

Explore number problems and puzzles

Put in the context of a lesson using measuresWhat could we use How could we record it How do we know What do you think Will it always be the same

Linking with a practical lesson the questions will allow students to develop their reasoning and thinking skills

V1 1Y07 Mathematics Stage 1 23

Framework Codes

Learning Objective Activities Resources Comments

1Mt1

1Mt2

1Mt3

TimeBegin to understand and use some units of time eg minuteshours days weeks months and years

Read the time to the hour (orsquoclock) and know key times of day to the nearest hour

Order the days of the week and other familiar events

Order the days of the week months of the yearKnow that 1 week = 7 days1 day = 24 hoursMake estimates and check

Order familiar events in a day a week or a story

Sand timers

1Pt1

1Pt2

Problem solvingChoose appropriate strategies to carry out calculations explain working out

Explore number problems and puzzles

Put in the context of a lesson using measuresWhat could we use How could we record it How do we know What do you think Will it always be the same

Linking with a practical lesson the questions will allow students to develop their reasoning and thinking skills

V1 1Y07 Mathematics Stage 1 23