Year 1: Block D Three 2-Week Units

Year 1: Block D Three 2-week units

Calculating, measuring and understanding shape  Counting on  Finding a difference  Estimating, measuring, weighing and comparing objects, using uniform non-standard or standard units  Adding or subtracting a 1-digit number or multiple of 10 to/from a 2-digit number

 Solving problems involving counting, adding, subtracting, doubling or halving numbers, money, measures or time

 Time to the hour and half hour  Days of the week and months of the year

 Position, direction and movement  Everyday language

Objectives Units 1 2 3 • Solve problems involving counting, adding, subtracting, doubling or halving in the context of numbers, measures or money, for example to ‘pay’ and ‘give    change’ • 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 • Relate addition to counting on; recognise that addition can be done in any order; use practical and informal written methods to support the addition of a   one-digit number or a multiple of 10 to a one-digit or two-digit number • Understand subtraction as ‘take away’ and find a ‘difference’ by counting up; use practical and informal written methods to support the subtraction of a   one-digit number from a one-digit or two-digit number and a multiple of 10 from a two-digit number • Estimate, measure, weigh and compare objects, choosing and using suitable uniform non-standard or standard units and measuring instruments (e.g. a    lever balance, metre stick or measuring jug) • Use vocabulary related to time; order days of the week and months; read the    time to the hour and half hour • Identify objects that turn about a point (e.g. scissors) or about a line (e.g. a   door); recognise and make whole, half and quarter turns • Visualise and use everyday language to describe the position of objects and direction and distance when moving them, for example when placing or    moving objects on a game board Speaking and listening objectives for the block

Units Objectives 1 2 3 • Retell stories, ordering events using story language   • Experiment with and build new stores of words to communicate in different  contexts

Opportunities to apply mathematics in science

Units Activities 1 2 3

1a Ourselves: Make direct comparisons of heights. 

1b Growing plants: Observe and measure seedlings at regular intervals using  vocabulary: yesterday, tomorrow, days of the week, last week. 1e Pushes and pulls: Describe position, direction and movement of toys. 

Key aspects of learning: focus for the block Enquiry Problem solving Reasoning Creative thinking Information Evaluation Self-awareness Managing feeling processing Social skills Communication Motivation Empathy

Vocabulary problem, method, number sentence, explain, record, compare, order, measure, weigh count, guess, estimate, roughly, enough, not enough, too much, too little, too many, too few, more, less, the same number as, equals (=), add, plus (+), sum, total, altogether, subtract, minus (–), take away, difference, double, halve, half, quarter, how many …?, how much …? money, coin, pence, penny, pound, pay, change, buy, sell, price, spend long, longer, longest, short, shorter, shortest, tall, taller, tallest, light, lighter, lightest, heavy, heavier, heaviest, holds more, holds less, ruler, tape measure, metre stick, balance, scales, measuring jug time, clock, hands, morning, afternoon, evening, midnight, mid-day, noon, hour, night, day, week, month, year, days of the week, months and seasons of the year position, direction, grid, outside, inside, beside, next to, front, back, between, centre, underneath, above, on top of, below, halfway, near, far, whole turn, half turn, quarter turn, right, left

Building on previous learning Check that children can already: • use language such as ‘more’ or ‘less’ to compare two numbers • relate addition to combining two groups of objects and subtraction to ‘taking away’ • use some of the vocabulary involved in adding and subtracting • use everyday words to describe position • use language such as ‘greater’, ‘smaller’, ‘heavier’ or ‘lighter’ to compare quantities

• use everyday language related to time and sequence familiar events Unit 1D1

Learning overview

In this learning overview are suggested assessment opportunities linked to the assessment focuses within the Assessing Pupils' Progress (APP) guidelines. As you plan your teaching for this unit, draw on these suggestions and alternative methods to help you to gather evidence of attainment or to identify barriers to progress that will inform your planning to meet the needs of particular groups of children. When you make a periodic assessment of children's learning, this accumulating evidence will help you to determine the level at which they are working.

To gather evidence related to the three Ma1 assessment focuses (problem solving, reasoning and communicating), it is important to give children space and time to develop their own approaches and strategies throughout the mathematics curriculum, as well as through the application of skills across the curriculum.

In this unit the illustrated assessment focuses are:

 Ma1, Problem solving  Ma2, Solving numerical problems  Ma3, Measures Children count, compare, add and subtract in contexts involving measures or money. This helps them to transfer their calculation skills from the context of number and apply them to the measures, and vice versa.

When they are working with money, children initially use only 1p coins or only £1 coins to 'pay' in the classroom shop, counting out coins for an object that they want to buy. They buy a number of 2p stamps, using 2p coins. Slowly, they understand that a 2p coin has the same value as two 1p coins, and that a £2 coin has the same value as two £1 coins. They begin to read and write prices such as 8p or £4, responding to instructions such as:

 Tell me how much you think this toy boat costs. Watch while I write how much it is.  This toy car costs 9 pence. Find a price label to match how much.

These activities can be demonstrated on an interactive whiteboard to a large group. They can also be linked to counting in twos to 10 and back again to zero, and to hops of 2 on a number line.

Assessment focus: Ma2, Solving numerical problems

Look out for children interpreting the language used to describe a problem and recognising when counting could be used to solve it. For example, look for children counting coins of one value to solve problems such as, 'How many 2p coins do you need to pay for this sheet of 2p stickers?', 'Which coins from the purse would you use to pay the right amount for the apple?' or 'How much money is there altogether in the bag of £1 coins?' Look for children recognising what they need to do to solve problems that involve both addition and subtraction. Children continue to make direct comparison of the length, weight or capacity of two objects without any counting. They begin to use uniform non-standard units to estimate and then measure length, using objects such as cubes or art-straws that are all the same size. They select an eggcup to measure the capacity of a small jug, and a larger jug to measure the capacity of a bucket, recognising that it would not be appropriate to measure the capacity of the bucket, using the eggcup. They weigh on the scales parcels that have been carefully prepared by the teacher to match an equivalent number of identical bricks or weights, estimating first how many bricks will balance the parcel.

Assessment focus: Ma1, Problem solving

Look for children engaging purposefully with practical mathematical activities and who explain what they are doing and what they want to find out. Look out for children who begin to select the mathematics they need to use in some activities. For example, in order to answer a question that involves the comparison of two lengths that cannot be placed together for direct comparison, such as, 'Are the tables in our classroom as long as the ones in the corridor?', look for children who suggest using string, linking cubes or other material.

Children continue to develop the concept of time in terms of time passing and sequencing events in familiar story or day-to-day routines. They use terms such as morning, afternoon and evening, yesterday and tomorrow. They learn to order the days of the week and learn that weekend days are Saturday and Sunday. They listen to stories and rhymes about time, such as The Very Hungry Caterpillar or The Bad-Tempered Ladybird by Eric Carle, Monster Monday by Susanna Gretz or Hard Boiled Legs by Michael Rosen and Quentin Blake. They count how many times they can clap in a steady rhythm while a child writes their name on the board, and discuss who took more time and who took less time. They count regular beats on a drum while children pace across a room or cut out a square of paper. They estimate whether they can pack the bricks away while someone counts to 20.

Assessment focus: Ma3, Measures

Look out for children who know the order of activities that take place at the start, middle or end of the school day and can say what happens before or just after these activities. Look for evidence of children using the vocabulary of time themselves, including the days of the week.

Children use everyday language to describe position, direction or movement. For example, they place objects above, below, to the right of and to the left of other objects on a magnetic board or interactive whiteboard. They follow instructions to put play-people in a scene. In PE, they follow instructions to roll or slide, or to make whole and half turns on the spot. They turn to the left and they turn to the right. Objectives Children's learning outcomes are emphasised Assessment for learning How did you find out which of these two objects was the lighter, shorter, held the least amount, ...?

Solve problems involving counting, adding, subtracting, doubling or I am giving each of you six paper strips. Find two strips in your set which halving in the context of numbers, measures or money, for example to are the same length. Show them to me. Now find a strip in your set which is 'pay' and 'give change' longer than this one.

I can use counting to solve problems involving measures What is each of these coins worth?

In how many different ways can you make 10p using only 2p and 1p coins? Guess how many cubes are in the jar. Now check by counting. Why did you think it was that number of cubes? Count reliably at least 20 objects, recognising that when rearranged the number of objects stays the same; estimate a number of objects that can How many cubes will balance the parcel on the scales? be checked by counting How many glasses will fill the jug? I can find out how long a room is by counting the paces I take to cross it How many jumbo bricks do you need to make a tower that is as tall as you are? Who is sitting next to you?

Put the pencil pot in front of/behind the tray of crayons.

Visualise and use everyday language to describe the position of objects and direction and distance when moving them, for example when placing Stand in front of the board. Stand in front of, behind, beside, opposite a partner. Stand or moving objects on a game board between two other children.

Show me your left hand. I can describe where something is using words like 'next to', 'in front of', 'underneath', 'on top of', ... Tell me something in the classroom that is higher than, lower than, above, below, between, beside, next to, in the middle of, at the edge of, in the corner of the ...

We can't see the hall, but what is next to the piano? What is below the big window? Where do you start to measure the length of the carpet?

Ann measured the height of these two dolls in blocks. How many blocks taller is the large doll? Estimate, measure, weigh and compare objects, choosing and using suitable uniform non-standard or standard units and measuring instruments (e.g. a lever balance, metre stick or measuring jug)

I can guess how many cubes will balance a parcel I can use a metre stick to measure how far it is across the hall

What day is it today? So what will tomorrow be?

Which are the weekend days?

Which days are we at school? Use vocabulary related to time; order days of the week and months; read the time to the hour and half hour Look at these pictures. Point to a picture which shows something that you think happened in the morning. I know the days of the week and can say them in order I can remember the order of a favourite story Point to a picture which shows something that you think happened in the afternoon.

Point to a picture which shows something that you think happened in the evening. What happens first? And next? Retell stories, ordering events using story language

What happens at the end of your story? I can tell the robot step by step how to go around the chair and back to me I can tell the story of Goldilocks and the three bears These cards tell a story of how some children built a snowman. Put the cards in order. Resource links to existing published material Mathematical challenges for able pupils Key Stages 1 and 2 Activities Resources Activity 2 - Gob-stopper Puzzles and problems for Year 1 and 2 Intervention programmes Springboard unit Resources None currently available Supporting children with gaps in their mathematical understanding (Wave 3) Diagnostic focus Resources 1 YR +/- Can only begin counting at 1. Inaccurately counts small groups of objects. No Wave 3 (1 YR +/-) Teaching activities to help children count recognition of small groups of objects more accurately 2 YR ×/÷ Has difficulty identifying doubles and adding a small number to itself Wave 3 (2 YR ×/÷) Teaching activities to help children identify and use doubles 6 YR ×/÷ When halving makes 2 unequal groups or splits a single object unequally Wave 3 (6 YR ×/÷) Teaching activities to help children understand halving Unit 1D2

Learning overview

In this learning overview are suggested assessment opportunities linked to the assessment focuses within the Assessing Pupils' Progress (APP) guidelines. As you plan your teaching for this unit, draw on these suggestions and alternative methods to help you to gather evidence of attainment or to identify barriers to progress that will inform your planning to meet the needs of particular groups of children. When you make a periodic assessment of children's learning, this accumulating evidence will help you to determine the level at which they are working.

 Ma1, Communicating  Ma2, Solving numerical problems  Ma3, Measures Children continue to use and apply their calculation skills to solve problems involving measures. For example, they solve problems such as:

 One bottle of water will fill 10 cups. How many cups will two bottles fill?  Which is heavier: the large roll of cotton wool or the small tin of tomatoes?  Estimate how many art-straws will fit across this table. How many of the long paintbrushes will fit across the table?

They order small sets of objects according to their weight, capacity, length, height or width. At first they use direct comparisons to order the objects. They then use uniform non-standard units to match each object and count the number of units.

Look for evidence of children measuring by direct comparison, for example, when they compare two objects, using a balance or pouring water from one container to another to find out which holds more. When they are using direct comparison, look for the strategies children use to compare three or more objects, for example, look for children who balance pairs of objects to find the heavier object of each pair and then reason about which must be the heaviest of the three.

Look for children who are beginning to use uniform non-standard or standard units. For example, look for children balancing each object with a number of cubes or a number of weights of the same size and using the numbers to order the objects by weight. Similarly, look for children ordering containers by counting how many cups of water it takes to fill each. They record each count in a table and work out which of the set of objects is longest or shortest, heaviest or lightest, and so on. These activities involve children in making decisions about the accuracy of the measure; for example: 'The shelf is 6 and a bit exercise books long. Is it nearer to 6 or 7 exercise books?' They discuss questions such as: 'If the book is 24 cubes long, will it also be 24 counters long?'

Assessment focus: Ma1, Communicating

Look for evidence of children using appropriate mathematical language when they describe and discuss numbers and the measurements they make. Look for children who compare numbers and measurements and are beginning to use comparative language such as 'more/fewer than', 'longer', 'longest', 'holds more/less than', 'holds most' and 'heavier' or 'heaviest'.

Children continue to work with money. They distinguish coins by sorting them and start to understand their value. They begin to recognise that some coins have a greater value than others, and will buy more: for example, 2p is worth more than 1p; 5p is worth more than 2p; £2 is worth more than £1. They play money games and collect 1p or 2p coins to the value of 10p and begin to count up 'how much this is altogether'. They extend their activities in the classroom shop, paying for items that cost 1p, 3p, 5p, 7p or 9p using only 2p coins, and receiving the appropriate amount of change in 1p coins. They use coins to help them to respond to questions such as:

 Michael had £5. He spent £3. How much did he have left?  Rosie had a 10p coin. She spent 3p. How much change did she get?  How much altogether is 1p and 2p and 5p?  Sunita spent 5p and 6p on toffees. What did she pay altogether?  Chews cost 2p each. How much do three chews cost?  An apple costs 12p. Which two coins would pay for it?  Which three coins make 11p? How else could you make 11p?  James paid 13p for chews. What coins could he use? What if he paid 17p?

Look for evidence of children solving problems that involve money. Look for children who can find the total of sets of 1p or £1 coins and those children who can find the total value of a small set of mixed coins, for example, 1p, 2p and 5p coins. Look for children who use coins to work out the change from 10p when they pay various amounts. When paying larger amounts such as 15p look for the coins children choose to pay and their strategies for checking the total.

This unit continues to develop the concept of time. Children use the language of clock time in rhymes such as Hickory Dickory Dock or stories such as Mr Wolf's Week by Colin Hawkins. They being to know key times of the day such as assembly at 9 o'clock, going home at 3 o'clock and bed time at 8 o'clock. They read and record the time to the hour on a clock with hands and use the clock hands to respond to questions such as:

 It's 5 o'clock. What time will it be in two hours' time? What time was it three hours ago?  Mum cooked a cake. She put it in the oven at 8 o'clock. She took it out at 10 o'clock. How long was the cake in the oven?

Look for evidence of children's understanding of time. Look for children who can put familiar daily events into order and describe the sequence. Look out for children who are able to read the time from an analogue clock on the hour and those who are beginning to read it at the half hour.

Children continue to develop the use of everyday language to describe position, direction and movement, capitalising on opportunities in classroom games and in PE, for example, playing 'Simon says ...' or 'Follow my leader'. They describe where objects are in a picture or on a playing board, or how things are stored on shelves or in a cupboard.

Objectives Children's learning outcomes are emphasised Assessment for learning Which of these:

 containers holds the most water?  ribbons is the longest?  packages is the heaviest? Solve problems involving counting, adding, subtracting, doubling or halving in the context of numbers, measures or money, for example to 'pay' and 'give How do you know? How could you check? change'

Look at the five paper strips. Put all your five strips in order, from I can add up and take away when I measure longest to shortest.

Now put your longest strip on its own on the table. Find two strips which, put together, are the same length as your longest strip.

Show me how to find half of this strip of paper. How do you know it is exactly half? How did you work out how much they cost altogether?

Relate addition to counting on; recognise that addition can be done in any Does it cost more if I buy them in a different order? order; use practical and informal written methods to support the addition of a one-digit number or a multiple of 10 to a one-digit or two-digit number Make up a question using the words 'sum of' and tell me how to do it.

I can buy two toys and work out how much they cost altogether Tell me some addition questions that have 20p as an answer.

Understand subtraction as 'take away' and find a 'difference' by counting up; How did you work out how much you had left? use practical and informal written methods to support the subtraction of a one- digit number from a one-digit or two-digit number and a multiple of 10 from a two-digit number Make up a 'take away' question and show me how to do it.

I can work out how much I have left from 20p when I buy a toy Tell me some subtraction questions that have 10p as an answer. Make a model using six interlocking cubes. Tell me how to build a model the same as yours. Visualise and use everyday language to describe the position of objects and direction and distance when moving them, for example when placing or moving objects on a game board Take a green cube. Put a second green cube on top of it. Put a yellow cube to the right of the top green cube. Put a red cube behind the yellow cube. Now show me your models. Are they all the same? I can tell my partner where to place their cubes to make the same shape as mine I can follow instructions to make the same shape as my partner Here is a birthday card that I have cut up into interesting shapes. I have shuffled the shapes on the table. Give me instructions so that I can put the card together. Estimate, measure, weigh and compare objects, choosing and using suitable Is this stick longer or shorter than this straw? How do you know? uniform non-standard or standard units and measuring instruments (e.g. a lever balance, metre stick or measuring jug) Is the red parcel heavier than this other one? How do you know?

I can guess how many jugs of water I will put into the bowl to fill it I can use the red weights to balance a parcel Does this container hold more than this other one? How do you know? Objectives Children's learning outcomes are emphasised Assessment for learning

Which of these three containers holds the most water? How do you know? How could you check?

Which of these objects are sensible to use for measuring? Why? What sort of measuring could you use them for?

Would it be fair to measure with ...? Why or why not?

Estimate how many art-straws will fit across this table. How many of the long paintbrushes will fit across the table? Why do you think that there will be fewer paintbrushes? Use vocabulary related to time; order days of the week and months; read the time to the hour and half hour Turn the hands of this clock so that it shows 4 o'clock.

I know that it is 3 o'clock when the big hand points to the 12 and the small Who took the shortest time to ...? hand points to the 3 Which of these shapes will roll in a straight line? Which will roll in a Identify objects that turn about a point (e.g. scissors) or about a line (e.g. a curved line? door); recognise and make whole, half and quarter turns

Follow my instructions to get through the maze. Move forwards, turn I know how to turn right and to turn left left, go straight on, turn the corner, ... Experiment with and build new stores of words to communicate in different contexts Michelle and Solomon are going to take the register to the school office. Give them instructions to tell them how to get there. Use words like forwards, left, right, ... I can use words that describe position and direction

Resource links to existing published material Mathematical challenges for able pupils Key Stages 1 and 2 Activities Activity 8 - Ride at the fair Puzzles and problems for Year 1 and 2 Activity 15 - Jack and the beanstalk Intervention programmes Springboard unit None currently available Supporting children with gaps in their mathematical understanding (Wave 3) Diagnostic focus Resource 2 YR ×/÷ Has difficulty identifying doubles and adding a small number to itself Wave 3 (2 YR ×/÷) Teaching activities to help children identify and use doubles When halving makes two unequal groups or splits a single object 6 YR ×/÷ unequally Wave 3 (6 YR ×/÷) Teaching activities to help children understand halving 3 YR +/- Does not relate combining groups of objects to addition Wave 3 (3 YR +/-) Teaching activities to help combine and count groups of objects 4 YR +/- Is not confident about when to stop counting when taking away Wave 3 (4 YR +/-) Teaching activities to help children work out how many are left when subtracting Counts up unreliably, still counting the smaller number to get one too 3 Y2 +/- many in the answer Wave 3 (3 Y2 +/–) Teaching activities to help children count up reliably Unit 1D3

Learning overview

In this learning overview are suggested assessment opportunities linked to the assessment focuses within the Assessing Pupils' Progress: Assessment guidelines. As you plan your teaching for this unit, draw on these suggestions and alternative methods to help you to gather evidence of attainment or to identify barriers to progress that will inform your planning to meet the needs of particular groups of children. When you make a periodic assessment of children's learning, this accumulating evidence will help you to determine the level at which they are working.

 Ma1, Problem solving and Communicating  Ma2, Solving numerical problems  Ma3, Measures  Ma3, Properties of position and movement Children continue to solve problems involving measurements. They begin to understand the relationship between the size of the unit and the number of units needed for the measurement. They predict whether they will need more counters or more matchboxes to measure the length of a book. They fill a container such as a watering can with jugs of water and then beakers of water. They discover, say, that the watering can holds 4 jugs but 20 beakers, so fewer are needed of the larger unit and more are needed of the smaller unit.

Children begin to use standard units such as a metre stick to estimate, measure and compare how far they can throw a bean bag, recording distances to the nearest metre. They use a litre jug to fill three different large bowls or buckets, estimating first. They use their calculation skills to respond to questions such as:

 The telegraph pole is 7 metres tall. The tree is 11 metres tall. How much taller is the tree?  Tom bought 18 litres of lemonade for a party. Children at the party drank 15 litres of lemonade. How many litres were left? Assessment focus: Ma3, Measures

As children measure lengths that cannot be compared by direct comparison, look for evidence of them choosing appropriate materials and units for the task. As they gain confidence using standard units, look out for children who can make sensible estimates. For example, look for children who recognise when a length is about a metre, or when a container might hold about a litre.

Children continue to work with money and understand the value of all coins. They exchange 20p and 50p coins for smaller coins in different ways. They count up 'how much altogether' there is in a purse containing several 2p coins, or several 5p coins or several 10p coins, linking the counting to counting in twos, fives and tens. They then count up how much there is in a purse with a few mixed coins. They learn that when they are counting up coins it is usually easier to start with the largest coin or coins, and finish with the smallest. They link this to putting the larger number first when adding.

Children extend their activities in the classroom shop, paying exactly for items costing less than 50p using 10p, 5p, 2p and 1p coins. They then pay for an item costing, say, 17p by rounding up to 20p and paying that amount. They work out the change that they expect to get from the shopkeeper. They use coins to help them to respond to questions such as:

 Fatima paid 57p for a yogurt. What coins could she use?  Carole has 30p. She spends 25p. How much does she have left?  Robert had a 50p coin. He spent 3p. How much change did he get?  How much altogether is 5p and 10p and 10p?  Ahmed spent 14p and 9p on apples. What did he pay altogether?  Lollipops cost 5p each. How much do six lollipops cost?  An orange costs 17p. Which three coins would pay for it?  Which three coins make 32p? How else could you make 32p?

Look for evidence of children choosing to use coins to help them solve problems involving money. Look out for children who choose to represent problems using just 1p coins and for those who are able to select and use larger denominations. Look for children who can use their knowledge of counting in twos, fives or tens to work out the value of a number of coins of one type.

Children continue to develop the concept of time. They order the months of the year and make a 12-page classroom 'calendar' with pictures of each month, writing significant events underneath, such as Divali, Pancake Day or Midsummer's Day, or the dates of their birthdays. They read time to the hour and half hour on a clock with hands and recognise half past the hour in day-to-day routines. They use time lines or clocks to help them to respond to questions such as:

 It's half past seven. What time will it be in four hours' time? What time was it two hours ago?  John went to the park at 9 o'clock. He left at half past eleven. How long was he at the park?

Assessment focus: Ma1, Problem solving and Communicating

Look out for children who can choose and use a clock or a time-line independently to help them solve time problems. Look for evidence of children knowing and using the order of everyday events. Look out for children using the correct mathematical vocabulary when working with time; for example, using the names of days of the week in the correct order and terms such as 'first', 'second', 'before', 'after', 'hour', 'day' and 'week'.

Children continue to use everyday language to describe position, direction and movement. For example, they follow and give instructions to make whole, half and quarter turns to the left or right. They describe the route through a simple maze. They program a simple floor robot to follow a route that is marked on the floor, using previous moves and 'trial and improvement' to estimate how many 'robot steps' are needed.

Assessment focus: Ma3, Properties of position and movement

Look out for children using directional language. As they give instructions to another child, look for evidence of children using 'half-turn' and 'quarter-turn' as their units and knowing that they need to use 'right' or 'left' to complete the instruction.

Objectives Children's learning outcomes are emphasised Assessment for learning At the shop, all packets of crisps cost the same. Hannah buys two packets. She pays 40 pence. How much does one packet cost?

In how many different ways can you make 30p using only silver coins?

Put this box on one side of the balance (scales). Find two other boxes that together balance this one. [Point to the box on the balance.] Tell me when both sides balance. Solve problems involving counting, adding, subtracting, doubling or halving in the context of numbers, measures or money, for example to 'pay' and 'give change' Use the balance (scales) to find out which of these three boxes is heaviest, which is the lightest, and which is in between. I can find out which of three objects is the heaviest by using the scales I can work out which coins to use to pay the exact price for something Use statements like: I can work out what something costs when it is half price The taller the container, the more water it holds. The larger the package, the heavier it is.

Do you agree? Can you find an example that shows that the statement is wrong?

Relate addition to counting on; recognise that addition can be done in What if the badges cost 5p? How many could you buy £1? Tell me how you any order; use practical and informal written methods to support the worked it out. addition of a one-digit number or a multiple of 10 to a one-digit or two- digit number Tell me some addition questions that have 80p as an answer.

I can work out how many 10p badges I can buy for £1 Make up a question that uses the word total and tell me how to do it. How will you check your change? Understand subtraction as 'take away' and find a 'difference' by counting up; use practical and informal written methods to support the Build me two towers that have a difference of four cubes in their heights. subtraction of a one-digit number from a one-digit or two-digit number and a multiple of 10 from a two-digit number Tell me some subtraction questions that have 50p as an answer. I can count up to find how much I have left from 50p when I buy an object Make up a question that uses the words difference between and tell me how to do it. Objectives Children's learning outcomes are emphasised Assessment for learning How did you decide which way the robot should turn?

How did you decide how many steps the robot needed to move to reach ...?

Visualise and use everyday language to describe the position of Look at this map. Start at the bottom. Point to the second house on the left. objects and direction and distance when moving them, for example when placing or moving objects on a game board

I know how to program the robot to move around the skittles

What did know that helped you to estimate?

Before you measure, what are the important things to remember about measuring?

Estimate, measure, weigh and compare objects, choosing and using Five children used cubes to balance one of their shoes. This table shows the suitable uniform non-standard or standard units and measuring number of cubes they needed. instruments (e.g. a lever balance, metre stick or measuring jug) (end- of-year expectation) Name Cubes Roma 16 I can estimate how many straws I need to measure this table I can find out how many kilogram weights I need to balance the big bag Tina 13 of potatoes Gareth 18 Ali 20 Susan 15

Whose shoe is heaviest? Whose shoe is two cubes lighter than Gareth's shoe? Starting at 12, which number is halfway around the clock face?

What month is your birthday? Is it in the summer?

Which month comes after March?

At what time of the year do the leaves fall off the trees? Use vocabulary related to time; order days of the week and months; read the time to the hour and half hour Sam's school starts at 9 o'clock. Sam went to the dentist and got to school half an hour late. Draw the time Sam got to school on the clock. I know that the big hand points to the 6 when it is half past the hour I can say the months of the year in order

Imagine a clock with hands on the wall in front of you. The long hand is pointing to the 6. The small hand is pointing between 8 and 9. What time is it? The big hand of the clock is pointing to the 3. What number will it point to when it has made half a turn?

If you face the door and make half a turn, what can you then see?

Look at the map. Go to Start. Follow this route from there. Go to the end of Park Street. Turn left. Identify objects that turn about a point (e.g. scissors) or about a line Go to the fourth house on the right. (e.g. a door); recognise and make whole, half and quarter turns Draw a ring around it.

I can turn myself through a number of whole and half turns I can tell you some objects that turn, such as windmill sails or a water tap Objectives Children's learning outcomes are emphasised Assessment for learning Experiment with and build new stores of words to communicate in different contexts The pictures on the cards tell the story that you heard on the tape. Put the cards in time order. What do you think happens next? I can retell a story that I have heard

Resource links to existing published material Mathematical challenges for able pupils Key Stages 1 and 2 Activity Resources Activity 16 - Monster Puzzles and problems for Year 1 and 2 Intervention programmes Springboard unit Resources None currently available Supporting children with gaps in their mathematical understanding (Wave 3) Diagnostic focus Resources 2 YR ×/÷ Has difficulty identifying doubles and adding a small number to itself Teaching activities for children who have difficulty in identifying doubles 6 YR ×/÷ When halving makes 2 unequal groups or splits a single object unequally Wave 3 (6 YR ×/÷) Teaching activities to help children understand halving 3 YR +/- Does not relate combining groups of objects to addition Wave 3 (3 YR +/-) Teaching activities to help combine and count groups of objects 4 YR +/- Is not confident about when to stop counting when taking away Wave 3 (4 YR +/-) Teaching activities to help children work out how many are left when subtracting 4 Y2 +/- Does not relate finding the difference and complementary addition to the Wave 3 (4 Y2 +/–) Teaching activities to help children understand operation of subtraction subtraction