Holt House Infant School

Transcription

1 2014 Maths Curriculum (year 1) & Pre-School Developed by Charlotte Mugglestone

2 The statements in the maths national curriculum are end of year outcomes. This curriculum breaks the statements down into steps of progression that children will be taught in order to achieve the outcomes. The school is very grateful to Jamie Heathcote, maths consultant, for his help and advice in developing this curriculum. A sample page of the maths medium term planning has been included at the end. The curriculum shows what should be taught; medium term planning shows when it should be taught, short term planning shows how it should be taught. Number Place Value count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number Starting from a number other than 0/1, count up to and back from 20. NRICH: Writing Digits * NRICH: Shut the Box * count in multiples of 2s, 5s and 10s Count in multiples of 10 to and from 100. Use scaffolding to support eg splat hundred square. Use numicon tens to count groups of ten. Count in ones beyond 100. Know the number one more or less than any multiple of ten. Use equipment eg numicons, cuisinaire rods on tacks, 100 square to link multiplication with repeated addition. Use visual support to count in 2s, 5s, 10s. NRICH: What s in a Name? ** count, read and write numbers to 100 in numerals; Count and read numbers to 50. Count, read and write numbers to 50 in Write numbers to 20 with no numerals without support (images or adults). No reversals or transposed reversals or transposed digits. digits/reversals. Step Count in ones Start at a number other than one Count forwards and backwards Count beyond 100. Count in multiples of 2s, 5s, 10s without visual support. Count, read and write numbers to 100 in numerals without support (images or adults). Missing numbers in a sequence. Predicting next number in a sequence (including first number missing). Count back in these multiples. ++ Count in 2s, 5s,10s from a number other than zero. Count backwards in these multiples. Count, read and write numbers beyond 100 in numerals without support (images or adults).

3 given a number, identify 1 more and 1 less Ordering numicon/cuisinerre. Using objects to find 1 more. Ordering numbers up to 100. Instant recall one more/less than a given number. Abstract problems relying on understanding of place value and number system e.g. Missing number number lines eg 26, 27. Or, 27, 28. Give section of hundred square identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least Practise 1 :1 correspondence Counting a given amount eg ho mant cubes are there? Making a given amount eg give me 12 cubes. ] Matching numbers to the correct amount of objects. Use comparative language. Ordering numicon to create own numberline. Count fixed objects in a structured way, e.g pictures on wrapping paper. Place a counter on each object, remove and count by placing on cuisinaire numberline. Find numbers on a numberline. Use comparative language eg which children have an equal amount? read and write numbers from 1 to 20 in numerals and words Visual representations linking the word for a number with the numeral. Reading words for numbers. Writing words for numbers 0-10 in order. Reading all words for numbers in order. Writing words 0-20 in order. Identify pattern in spelling teen numbers and think about why eg fourteen is called this. Be able to Make a given amount up to 100, using dienes or bead bar Count a given amount up to 100 using knowledge of tens and units, Find an amount on hundred square using knowledge of place value. Create a hundred square from strips of tens. Read and write numbers from 1 to 20 in numerals and words out of order and without support. Numberline(could be piece of masking tape) with each end labelled. Where would 12 go etc? NRICH: Making Sticks NRICH: Find the Difference Write words for multiplpes of ten to 100.

4 Addition and Subtraction read, write and interpret mathematical statements involving addition (+), subtraction ( ) and equals (=) signs To have experience solving addition and subtraction problems NB the terms themselves may not be used at this stage. E.g I have 4 teddies, Bob has 7 teddies. Altogether we have 11 teddies. To begin to relate this to a number sentence. To recognise the symbols and read them in a number sentence. To understand that addition is combining two groups and makes an amount stay the same or increase. To understand that subtraction is removing items from a group groups and makes an amount stay the same or decrease. To understand equals as Is the same as. represent and use number bonds and related subtraction facts within 20 Use numicon/cunisenair with trays to make given totals up to 10. Finding patterns (eg ordering number bonds 0+10, etc; commutativity)and related subtraction (also use bar model for this). NRICH: Domino Sorting Using knowledge of number bonds to 10 to make totals up to 20. Order number bonds. Commutativity. To calculate a missing number bond pair (eg 7+ _ = 20) using numicon etc Related subtraction (also use bar model for this). Calculate missing number bond, linking subtraction with addition. NRICH: Dotty Six NRICH: One Big Triangle To translate a problem into a number snentence using understanding of them mathematical symbols. NRICH: 2,4,6,8 To have mental recall of number bonds (add and sub) to20. To know a number bond pair when given a starting number (eg 7 + = 20). Read and understand non traditional number sentences eg 7 + = = + ; = + 3 numbers that make a given total up to 20 using numicon. I have 3 numicon peices in bag that total 18. What could they be? Show first shape. How about now etc. Missing number eg = = 12. NRICH: Number Lines NRICH: Weighted Numbers

5 add and subtract one-digit and two-digit numbers to 20, including 0 Addition by combining two sets of objects. Subtraction by taking away from a set of objects. Using numicon nd cuisinerre to add and subtract two one digit numbers, bridging ten. Relating numbers to 10 and how many more. NRICH: Two Dice Addition by counting on from the first number (e.g ). Using objects including fingers hiding first group, cuisinairre ion a numberline. Subtraction by taking away using objects including cuisinaire on a numberline. Addition by identifying the higher number and counting on from it, mentally and using a numberline. Subtraction by counting back mentally or using a numberline. NRICH: Sort Them Out (1) Adding and subtract a one digit numbers and 2 digit, using known numbe and a 2 digit number facts e.g = 23. I know this because = 13 and it 10 more. Cuisenaire rods on track. NRICH: Robot Monsters solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7 =? 9 Using concrete objects to represent one step problems for addition and subtraction. Eg. I have 12 grapes and I eat 3. How many are left? Draw pics or use counters/numicon to represent. NRICH: Domino Sorting Use only structure imagery to solve 1 step =/- [problems, introducing cuisinairre numberline and the bar model. NRICH: How Do You See it? Focusing on links between addition and subtraction. Using problems that require understanding of the inverse e.g. I have 7 teddies, Bob has 15. How many more than me does he have? Bar Model. 7 =? 9 NRICH: Robot Monsters, One Big Triangle, Number Lines, Weighted Numbers, Butterfly Flowers. Focussiong on none- word problems which explore understanding of the inverse. e.g. addition pyramids. NRICH: Making Sticks, Ladybirds in the Garden, Find the Difference

6 Multiplication and Division solve one-step problems involving multiplication and division, by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher. Multiplication Eg of problem You have 5 eggs in a basket. How many eggs would there be in 4 baskets. Actual eggs in baskets. 1. Division by sharing. There are 20 eggs, I am sharing into 4 baskets. How many eggs would be in each basket? Do practically eggs in baskets. 1. See egg prob. Counting numicon 5s on number track/cuisinere on numberlines. 2. Division by sharing using none structured imagery eg counters. Division Ladybirds in the Garden 1. See egg prob. Arrays, starting with arranging cuisener into array formation. Build up to show reciprocity eg 5 lots of 4 and 4 lots of 5. Division 1. Division by grouping using arrays and numberlines. Grouping Goodies, Making Sticks, Lots of Biscuits! Focussing on links between multiplication and division through problem solving e.g. Ted earns 5 pocket money a week. How many weeks would it take him to earn 20? Focussing on links between multiplication and division through problem solving e.g. Ted earns 5 pocket money a week. How many weeks would it take him to earn 20?

7 Fractions recognise, find and name a half as 1 of 2 equal parts of an object, shape or quantity Folding shapes to find half, cut and put halves on top to check equal. Square, equilateral triangle, rectangle, circle. 1. Dividing by sharing counters into two equal groups. Domino Sorting Shape Halving using visual memory, extend Halving shapes drawing line at to halving irregular symmetrical different angles eg diagonally, shapes. Happy Halving horizontally. Halve a cross with 14 squares using knowledge of number, Number 1. Use numicon to develop Mental recall of halves to 20. understanding of even Drawing array using knowledge of numbers and why some numicon shapes to structure. Use this to halve amounts. numbers can/not be halved. 2. Use actual numicion to Questions where halving a static amount calculate halves. of objects eg pics of 12 shells, what is half? NRICH: Share Bears * Show half of a more complex shape (eg rhombus NB they do not need to be able to name the shapoe). Chn draw the whole shaspe. NRICH: Share Bears * Link halving and doubling. Numicon towers eg 6 with 2 threes on top. I have half of the sweets in a jar, this is 15. Howmany sweets were in the jar?

8 recognise, find and name a quarter as 1 of 4 equal parts of an object, shape or quantity Share objects into 4 equal groups. 3. Use numicon to develop understanding of even numbers and why some numbers can/not be quartered. 1. Use actual numicon to quarter amounts. Use numicon to develop understanding of even numbers and why some numbers can/not be quatered. 1. Drawing array using knowledge of numicon shapes to structure. Use this to quarter. Solve probs where static image of objects. 1. Link quartering with halving and with 4 times tables.. Numicon towers eg 8 with 4 twos on top.

9 Measurement Compare, describe and solve practical problems for: lengths and heights [for example, long/short, longer/shorter, tall/short, double/half] mass or weight [for example, heavy/light, heavier than, lighter than] capacity/volume [for example, full/empty, more than, less than, half, half full, quarter] time [for example, quicker, slower, earlier, later] Understanding comparative language when used by someone else g this line is longer. Focus on two linked terms at a time eg sorting heavier ligher objects. NRICH: Wallpaper ** NRICH: Sizing Them Up * NRICH: The Animals Sports Day * NRICH: Different Sizes * Measure and begin to record the following: lengths and heights mass/weight capacity and volume time (hours, minutes, seconds) NRICH: How Tall? * NRICH: Can You Do it Too? ** Selecting the correct terms to use when comparing two things eg I am taller not I am longer. Using understading of language of comparison to solve problems eg who s sunflower gre the tallest? Can you order according to height? Which sunflower is half the height of mine? etc. Comparison of more than two items. Know which unit of measurement to use. Solve problems in all areas alongside each other eg in context of a party. Recognise and know the value of different denominations of coins and notes

10 Sequence events in chronological order using language (for example, before and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening NRICH: The Games Medals ** NRICH: Times of Day * Recognise and use language relating to dates, including days of the week, weeks, months and years Tell the time to the hour and half past the hour and draw the hands on a clock face to show these times

11 Medium Term Planning Sample AUTUMN 1 Week 1 Week 2 Week 3 Week 4 Mental and Oral Consolidated/ Enhanced Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number Read and write numbers from 1 to 20 in numerals and words Key Objective Given a number, identify 1 more and 1 less Suggested activities for Key Objectives Ordering numicon/cuisinerre. Ordering numbers. Abstract problems relying on uinderstainding of place value and number system e.g. Missing number number lines eg 26, 27. Or, 27, 28. Give section of hundred square Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number Given a number, identify 1 more and 1 less Add and subtract one-digit and twodigit numbers to 20, including 0 At all stages use of bar model to show relationship between addition and subtraction. 1 Using numicon to add and subtract two one digit numbers, bridging ten. Relating numbers to 10 and how many more. 2 Adding and subtract 2 and one digit numbers, using known number facts eg = 23. I know this because = 13 and it 10 more. Cuisinaire rods on track. 3 Use of 100 square using knowledge of place value. Identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least Add and subtract one-digit and two-digit numbers to 20, including 0 Recognise and name common 2-D and 3- D shapes, including: 2-D shapes [for example, rectangles (including squares), circles and triangles] BA A AA Identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least Add and subtract one-digit and twodigit numbers to 20, including 0 Recognise and name common 2-D and 3-D shapes, including: 2-D shapes [for example, rectangles (including squares), circles and triangles] BA A AA

12 HOLT HOUSE INFANT SCHOOL Sample Weekly Planning Year 1 Date: Key Stage 1 Mathematics Term-Autumn 1 Week 4 Focus 3D shapes Learning Objectives: Year 1 Weekly Objectives: Recognise and name common 3D shapes, including cuboids, cubes, pyramids, spheres Teaching Resources: T 2D shapes 3D shapes Names of 3D shapes M T Mental/oral count, read and write numbers to 100 LO: To name 3d shapes Watch a video on Espresso: key stage 1/maths/shapes and space/ videos/ 3d shapes sorting. Show children some 3d shapes and ask: what kinds of shapes are these? Can anyone name them? What are they called and why? Children to match the 3D shapes to their labels in a circle. FE to describe the shapes as we sort them. TA to work with circles group to look at a Cube, cuboid and sphere in the outside area, to play a fishing game. Children to fish out the shapes then match them to their names. Mental/oral count, read & write numbers to 100 LO: To explore the flat faces of 3d shapes Watch a video on Espresso: key stage 1/maths/shapes and space/ videos/ 3d shapes making. Show children 3D shapes. Ask them: which shape would make a rectangle? Show children a repeating pattern and have children guess which shape would come next in the pattern. TA to work with hexagons to play a game of guess the shape. TA to describe the shape then children to guess which shape it is and why. FE to play who am I? Teacher Children to find 3D shapes around the classroom and outside area Rectangles Cube, cuboid, sphere, cylinder, cone, pyramid, Hexagons Cube, cuboid, sphere, cylinder, cone, pyramid, FE Sorting, naming and describing 3D shapes. Sort into hoops. To talk about the properties of 3D shapes. E.g. shapes of the faces, how many faces, how many corners and edges Photograph TA Group Children to make 2D shape repeating patterns using paint Triangles Rectangles Extend to triangles Rectangles Rectangles and triangles Independent Group To form numbers Circles Triangles Enhanced Provision ICT Espresso route Show and celebrate the work of the teacher led group. Highlight good and purposeful work that the teacher has seen. Be very specific about what makes good learning.

13 W Th Mental/oral count, read and write numbers to 100 LO: To find 3d shapes in everyday objects Watch a video on Espresso: key stage 1/maths/shapes and space/ videos/ shapes around us/ supermarket + outside. Place different everyday objects around the class. Children to sort these objects by matching them to the correct 3d shape. TA to work with hexagons to use real 2D shapes to complete a repeating pattern. TA to use rectangles and triangles. FE to add pentagons. Mental/oral count, read and write numbers to 100 LO: To identify 3d shapes Watch a video on Espresso: key stage 1/maths/shapes and space/ videos/ shapes fitting together. Go onto Espresso: key stage 1/maths/ shapes and space/ activities/ match 3d shapes. Children to select a shape on the IWB and match it to its name. FE to describe the shapes. Squares Cube, cuboid, sphere, cylinder, cone Circles Fr Inset Triangles Cube, cuboid, sphere KR to find 1 object for each shape then to choose from his timetable Cube, cuboid, sphere, cylinder, cone Key Vocabulary: Cube, cuboid, sphere, cylinder, cone, pyramid, 3d shape Hexagons Rectangles and triangles FE to make a repeating pattern using rectangles, triangles and pentagons Squares Rectangles Circles Rectangles KR to print the shape 4 times then choose from his timetable Assessment / Evaluation: Rectangles Hexagons Squares Highlight good and purposeful work that the teacher has seen. Be very specific about what makes good learning. Highlight good and purposeful work that the teacher has seen. Be very specific about what makes good learning. Highlight good and purposeful work that the teacher has seen. Be very specific about what makes good learning.