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

Objectives Children's learning outcomes are emphasised	Assessment for learning
Describe simple patterns and relationships involving numbers or shapes; decide whether examples satisfy given conditions I can use numbers or shapes to copy and continue a simple pattern	Can you see a pattern in the number of objects? Is there a pattern in the shapes? How do you know what comes next? Can you talk about the pattern in your own words?
Solve problems involving counting, adding, subtracting, doubling or halving in the context of numbers, measures or money, for example to 'pay' and 'give change' I can begin to solve a problem or puzzle by deciding what the important information is	How are you going to tackle this? What is the important information that you have? What approach are you going to use? Why?
Count reliably at least 20 objects, recognising that when rearranged the number of objects stays the same; estimate a number of objects that can be checked by counting I can count at least 20 objects and know that the last number I say is how many there are altogether	Spread out these ten counters that you put in a line. How many counters are there? How do you know? Can you count the cubes (up to five) I have tipped out of the pot without touching them? Make an estimate of the number of cubes in the jar. Is it near 10 or 20?
Read and write numerals from 0 to 20, then beyond; use knowledge of place value to position these numbers on a number track and number line I can read, write and order numbers up to 20	What is the number before/after 10? What is the number before 20? What numbers are between 15 and 20? What number on the track is hidden?
Say the number that is 1 more or less than any given number, and 10 more or less for multiples of 10 I can use counters or the number line/100-square to find the number that is one more or one less than a number I can find the number that is ten more or ten less for a particular tens number	There are four counters in the pot. How many will there be if I put in one more? There are six spots on my dice. Imagine there is one less spot. How many spots would there be? I am thinking of 30. What is ten more/less than 30? How could a number line or 100-square help you?
Derive and recall all pairs of numbers with a total of 10 and addition facts for totals to at least 5; work out the corresponding subtraction facts I know some pairs of numbers that total 10 I can use counters or blocks to add numbers with answers up to 5	If you know that 7 + 3 = 10 what else do you know? What numbers could you add to give a total of 4? Are there other ways to get a total of 4?
Visualise and name common 2-D shapes and 3-D solids and describe their features; use them to make patterns, pictures and models I can use 2-D and 3-D shapes to make patterns, pictures and models I can name most of the 2-D and 3-D shapes I use in my work as well as those I see in my classroom and playground I am beginning to picture a shape in my head	Picture a rectangle in your head. Can you tell me about it so that I can picture it? When you imagine a square, how many edges does it have? How is it like this square? Is it different in any way? Draw arrows to show which shapes belong in the set.
Listen with sustained concentration I can listen carefully to my teacher, to my partner and to other children	Look at the shapes. Listen to this description of one of them. Can you tell which shape is being described?

Learning overview

Children count in as many different contexts as possible. They count aloud in ones as whole class, and continue the count after given a sequence such as four, five, six, ... They count forwards and backwards. They say number rhymes and sing number songs. They count the number of claps that they hear. They count sets of objects in the classroom: books on the shelf, toys in a toy box, knives and forks, the children in a group. When shown a numeral, they count out that number of small toys or crayons. They recognise a small number of objects without counting them and explain how they know.

Children begin to use patterns and relationships to solve problems and puzzles involving numbers and shapes. For example, they continue a simple pattern of dominoes or put the domino doubles in order. They learn to identify problems and re-state them for themselves. They think about the methods they could use to reach a solution.
7 double dominos in sequence; double blank to double six

They locate numbers on a number track and begin to identify that the number before is one less and the next number is one more. They respond to questions such as:

What number comes after 6? Two after 6?
What number comes before 9? Two before 9?

They use this information to support addition and subtraction calculations. They explore calculation patterns in pairs of numbers with a total of 10, using their fingers in support. They continue their counting strategies, which underpin much of their work. They count on and back in steps of 5 to 30, and steps of 10 to 50. They make estimates of a number of objects based on their experience of visual patterns and arrays of objects.

Children use 2-D shapes and 3-D solids to build models, pictures and patterns. They learn to name shapes and describe their features. In describing the features they refine their everyday language to include appropriate mathematical terms. The children use flat '2-D shapes' made from card or thin plastic to support the early development of visualisation and mental imagery of shapes. They take part in activities such as:

I spy something that will roll, ... has a curved face, ... has two holes in it, ... has lots of points, ...
Put your hands into this big box. Can you find something soft? An object with corners? Something round? Something spiky?
Look at this collection of objects or shapes. Shut your eyes while I pick one up and hide it. Open your eyes. Tell me which object or shape I have hidden.

Children listen carefully to instructions, descriptions and explanations and pick out the key points. For example, they listen carefully to a description of a shape so that they can select the shape that matches the description from a collection. They talk about patterns they have made, describe the way they have solved a problem and respond to questions about what they have done, which helps them to clarify their mathematical thinking and understanding.

Resource links to existing published material

Mathematical challenges for able pupils Key Stages 1 and 2

Activities	PDF 645KB
Activity 3 - Pick a pair
Activity 14 - Card sharp

Intervention programmes

Springboard unit

None currently available

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

Diagnostic focus	Resource
Can only begin counting at one; inaccurately counts objects when rearranged; has no consistent recognition of small number of objects; lacks systematic approaches	1 YR /- DfES 1118-2005 (PDF 87KB)
Does not relate combining groups of objects to and/or does not interpret the counting of all of the objects as an answer to the question 'How many are there altogether?'	3 YR /- DfES 1120-2005 (PDF 97KB)
Misunderstands one more and one less	2 YR /- DfES 1119-2005 (PDF 79KB)

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