Block B: Securing Number Facts, Understanding Shape

The National Strategies | Primary

Key - Italic text signifies objectives which do not appear in the single-age version of this unit but have been added to create a coherent mixed-age unit - Smaller font indicates objectives which do appear in the single-age version of this unit, but which are addressed elsewhere within the mixed-age units - Bold font indicates ‘End-of-year’ objectives and Early Learning Goals I can… statements: red are MA1 Using and Applying, green are MA2, MA3 or MA4

Block B: Securing number facts, understanding shape Unit 1 – 15 days Foundation Stage (Suggested Year 1 Year 2 objectives tracked back from Year 1)

Talk about, recognise and Describe simple patterns and Describe patterns and recreate simple patterns relationships involving numbers or relationships involving numbers or shapes; decide whether examples shapes, make predictions and test satisfy given conditions these with examples I can use numbers or shapes to copy I can sort a set of 3D shapes Use developing mathematical and continue a simple pattern I can continue a number pattern ideas and methods to solve I can explain how I know practical problems Solve problems involving counting, adding, subtracting, doubling or Solve problems involving addition, halving in the context of numbers, subtraction, multiplication or measures or money, for example to division in contexts of numbers, 'pay' and 'give change' measures or pounds and pence I can begin to solve a problem or a I can solve a problem involving puzzle by deciding what the money important information is

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 Count aloud in ones, twos, fives or more or ten less for a particular tens tens number

Count reliably at least 20 objects, recognising that when they are rearranged the number of objects stays the same; estimate a number of objects that can be checked by counting (combined with A1)

Read and write numerals, numbers from 0 to 20, then beyond; use knowledge of place value to position these numbers on a number track and number line (combined with A1)

Observe number relationships and Derive and recall all pairs of Derive and recall all addition patterns in the environment and use numbers with a total of 10 and and subtraction facts for each these to derive facts addition facts for totals to at least number to at least 10, all pairs 5; work out the corresponding with totals to 20 and all pairs of Find one more and one less than subtraction facts multiples of 10 with totals up to a number from 1 to 10 I know some pairs of numbers that 100 total 10 I can recall number facts for

Select two groups of objects to make I can use counters or blocks to add each number up to 10 a given total of objects numbers with answers up to 5 Use knowledge of number facts Count on and back in ones, twos, and operations to estimate and fives and tens and use this check answers to calculations knowledge to derive the multiples of I can check the answer to an 2, 5 and 10 to the tenth multiples addition by doing the related I can count on and back in ones and subtraction tens Derive and recall multiplication facts for the 2, 5 and 10 times- tables and the related division facts; recognise multiples of 2, 5 and 10 I can count in steps of 2, 5 or 10

Understand that halving is the inverse of doubling and derive and recall doubles of all numbers to 20, and the corresponding halves I know that if I double a number then halve the number I get back to the number I started with

00646-2008DWO-EN-02 © Crown Copyright 2008 The National Strategies | Primary shapes to create and recreate I can use 2-D and 3-D shapes to referring to their properties. patterns and build models. make patterns, pictures and models I can look at pictures of 2-D shapes I can name most of the 2-D and 3-D and name them 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

Block B: Securing number facts, understanding shape Unit 2 – 15 days Foundation Stage (Suggested Year 1 Year 2 objectives tracked back from Year 1)

Talk about, recognise and Describe simple patterns and Describe patterns and relationships recreate simple patterns relationships involving numbers or involving numbers or shapes, make shapes; decide whether examples predictions and test these with satisfy given conditions examples I can use numbers or shapes to I can complete a symmetrical picture Use developing mathematical ideas and methods to solve make patterns of my own. I can by drawing the ‘other half’ practical problems describe my patterns to others Solve problems involving addition, Solve problems involving counting, subtraction, multiplication or division adding, subtracting, doubling or in contexts of numbers, measures or halving in the context of numbers, pounds and pence measures or money, for example to I can decide which calculations to do 'pay' and 'give change' to solve a problem I can use what it says in a problem to work out what sum to do (B2) I can solve a problem or puzzle using adding/ subtracting (from A2)

Recognise numerals 1 to 9 Read and write numerals from 0 Read and write two-digit and three- Say and use number names in to 20, then beyond; use digit numbers in figures and words; order in familiar contexts knowledge of place value to describe and extend number Use ordinal numbers in different position these numbers on a sequences and recognise odd and contexts number track and number line even numbers I know how to write numbers up to I can describe the patterns in a set of Count aloud in ones, twos, fives or 20 or more calculations

Say the number that is one more or less than any given number, and ten more or less for multiples of 10 I can say the number that is one more or one less than a number I can say the number that is ten more or ten less than a multiple of ten

Count on or back in ones, twos, fives and tens and use this Derive and recall multiplication facts knowledge to derive the multiples of for the 2, 5 and 10 times-tables and 2, 5 and 10 to the tenth multiple the related division facts; recognise Observe number relationships and I can count on and back in ones and multiples of 2, 5 and 10 patterns in the environment and use tens I know some of the number facts in these to derive facts I can count in fives the 2, 5 and 10 times tables

Find one more or one less than a Recall the doubles of all numbers to Derive and recall all addition and number from 1 to 10 at least 10 subtraction facts for each number I can recall or work out the doubles to at least 10, all pairs with totals Select two groups of objects to make of numbers to 5 + 5 or more to 20 and all pairs of multiples of a given total of objects 10 with totals up to 100 Derive and recall all pairs of I can recall number facts for each numbers with a total of 10 and number up to 10 addition facts for totals to at least I know which pairs of numbers make 5; work out the corresponding 20 subtraction facts I know the pairs of numbers that total 10 I know how to add numbers to make

different totals up to 5 and I am beginning to work out take away answers as well

Use language such as 'circle' or Visualise and name common 2-D Visualise common 2-D shapes 'bigger' to describe the shape and shapes and 3-D solids and and 3-D solids; identify shapes size of solids and flat shapes describe their features; use them from pictures of them in different to make patterns, pictures and positions and orientations; sort, Use familiar objects and common models make and describe shapes, shapes to create patterns and build I know the names of familiar 2-D and referring to their properties models 3-D shapes and I can picture these I can use a construction kit to make shapes in my head a model of a 3-D solid that I know

Identify reflective symmetry in patterns and 2-D shapes and draw lines of symmetry in shapes I can make a symmetrical pattern using coloured tiles I can draw a line of symmetry on a shape

Block B: Securing number facts, understanding shape Unit 3 – 15 days Foundation Stage (Suggested Year 1 Year 2 objectives tracked back from Year 1)

Talk about, recognise and Describe simple patterns and Describe patterns and relationships recreate simple patterns relationships involving numbers or involving numbers or shapes, make shapes; decide whether examples predictions and test these with satisfy given conditions examples Use developing mathematical I can use numbers or shapes to I can describe and continue the ideas and methods to solve make patterns of my own and pattern for a set of numbers or practical problems explain what comes next (B3) shapes I can describe a pattern made from shapes or numbers and tell you how Solve problems involving addition, it would continue (from E3) subtraction, multiplication or division in contexts of numbers, measures or Solve problems involving counting, pounds and pence adding, subtracting, doubling or I can decide which calculations are halving in the context of numbers, needed to solve a two-step word measures or money, for example to problem 'pay' and 'give change' I can talk about how I solved a problem or a puzzle

Observe number relationships and Derive and recall all pairs of Derive and recall all addition and patterns in the environment and use numbers with a total of 10 and subtraction facts for each number these to derive facts addition facts for totals to at least to at least 10, all pairs with totals 5; work out the corresponding to 20 and all pairs of multiples of Find one more and one less than subtraction facts 10 with totals up to 100 a number from 1 to 10 I know the pairs of numbers that total I know which pairs of numbers make

10 20 Select two groups of objects to make I can remember or work out simple I know all pairs of multiples of 10 that a given total of objects add and take away calculations with make 100 answers to 5 Understand that halving is the Recall the doubles of all numbers to inverse of doubling and derive and at least 10 recall doubles of all numbers to 20, I can recall doubles of numbers up and the corresponding halves to 10 + 10 I know the doubles of all the numbers up to 20

Count on or back in ones, twos, Derive and recall multiplication facts fives and tens and use this for the 2, 5 and 10 times-tables and knowledge to derive the multiples of the related division facts; recognise 2, 5 and 10 to the tenth multiple multiples of 2, 5 and 10 I can count on and back in ones, I know my 2, 5 and 10 times tables fives and tens and can work out the division facts that go with them

Use knowledge of number facts and operations to estimate and check answers to calculations I can check answers to calculations involving doubling by halving the answer

Count repeated groups of the same size Relate addition to counting on; recognise that addition can be done Add or subtract mentally a one- Begin to relate addition to in any order, use practical and digit number or a multiple of 10 to combining two groups of objects informal written methods to support or from any two-digit number; use and subtraction to 'taking away' the addition of a one-digit number or practical and informal written a multiple of 10 to a one-digit or two- methods to add or subtract two-

In practical activities and digit number digit numbers discussion begin to use the I can add using counting on I can add and subtract two-digit vocabulary involved in adding and I know that if I add my numbers in numbers using practical equipment subtracting any order I will get the same answer or written notes to help me

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 one-digit or two-digit number and a multiple of 10 from a two-digit number I can subtract by taking away and by counting up to find the difference between the numbers

Use the vocabulary related to addition and subtraction and symbols to describe and record addition and subtraction number sentences I can use mathematical words and symbols to describe and record add and take away calculations

Visualise and name common 2-D Use familiar objects and common shapes and 3-D solids and Visualise common 2-D shapes shapes to create and recreate describe their features; use them and 3-D solids; identify shapes patterns and build models to make patterns, pictures and from pictures of them in different models positions and orientations; sort, Use language such as 'circle' or I can describe and match a shape make and describe shapes,

'bigger' to describe the shape and using mathematical features such as referring to their properties size of solids and flat shapes sides, corners, faces I can match familiar solids to their I can work with a partner to pictures pictures a shape in my mind

Sort familiar objects to identify their Use diagrams to sort objects into similarities and differences groups according to a given criterion; suggest a different criterion for grouping the same objects I can choose reasons for sorting my objects into groups and use a diagram to record this I can use the same objects but group them using different reasons