St Ann’s C E Primary School Year 1 Cohort 2020
Medium Term Planning – Spring 1
Mathematics
Topic / Content / Mental maths sessions1.Measurement – Time / Sequence events in chronological order using language such as: before, after, morning next, first, yesterday, tomorrow, morning, afternoon and evening.
Recognise and use language relating to dates, inc days of the week, weeks, months and years.
Use language related to time such as quicker, slower, earlier or later than
Recognise analogue and digital clocks (carried out in summer term).
SEN
Use everyday language related to time such as minutes, seconds and hours.
Measure short periods of time in simple ways, such as counting using claps or using a stopwatch. / Identify odd and even numbers to at least 20 – 30 (HA children)
Number bonds to 10, and 30 using number songs such as ‘Number bonds are pairs of friends’
Review counting in 2 and 5’s.
Counting
Counting in 10’s (ensure place value is ok). Use a 100 square to show.
Count to 100 (use song on You Tube as it has actions the children can join in with: COUNTING SUPER HERO! (Counting by 1s to 100 for kids on You tube)
SEN
Id number bonds to 5 and begin to work towards 10.
Begin to count in 2’s to 12
2.Measurement – length, weight and mass / Compare and describe different lengths and heights, using everyday language such as long/short, longer than/shorter than, tall/short. Making the link with double and half (review making use of practical activities and making comparisons).
Use a variety of methods to measure and record lengths and heights, using non-standards and then standard units such as cm and m. Children need to understand how many cm there are in a metre (measure themselves or draw round one person in their group and measure arms etc. and record)
Compare and describe mass/weight (beware of misconception between mass and weight) using everyday language such as heavy/light and heavier than/lighter than.
SEN (may need separate input)
Orders 2 or 3 items by length, height or weight.
Find the total amount of items in a group they are ordering.
Finds one more/less of the total number of items measured or weighed.
Then moves onto 5 more or less using a number square or number line to consolidate.
(Addition strategies need to be reviewed – how would we write as number sentence-what signs do we use) / Ordering months of the year, sequencing seasons and days of the week.
Doubling days of the week –link to odd and even (two odd numbers equal an even number)
Counting
Count to 100 using an action song.
Count forwards and backwards from any given number using 100 square and number line resources to consolidate.
Review counting 2’s linked to doubling. Count in 5’s.
SEN/LA
As above but with easier numbers. Use concrete objects and pictures to represent.
3.Measurement –
Volume and capacity
(linked to fractions) / Children understand that a fraction can be described as part of a whole i.e. ½ of a litre.
Understand that a unit fraction is one part of the total i.e. ¼ of a pint
Use practical activities and links to tables to illustrate. Use real life examples.
Recognise a half as one part of two equal parts of an object, shape or quantity.
Solve one step problems asking to find a half of an object, shape or quantity (LINK TO MONEY).
Using measuring activities compare and describe capacity/volume using everyday words such as full/empty, more than, half, half full or a quarter.
Begin to measure and record capacity and volume using non-standard units of measure then move to standard units.
Use practical activities to solve problems for volume and capacity.
SEN/LA
Use practical activities to encourage children to measure accurately.
Children to find half of a given volume i.e. 100ml through estimating using jugs.
Record their findings using pictures/drawings. / Compare and order lengths
Re-order number when adding (does it matter which way round you add them together, TA can support SEN with this using place value cards)
Use knowledge of place value to partition smaller numbers such as 16, 18, 23. Linked to understanding of tens and units using ITP program
Match numbers to number names (SEN look at numbers up to 20 using a game format)
Counting:
Count to 100, forwards and back from any given number.
Using Splat begin to count in tens highlighting on the IWB.
Count 10 from any given number.
SEN/LA
Count out 5 objects independently securing 1-1 counting.
Re- order numbers up to 10.
Count on one more for numbers between 5 – 10 using concrete objects or physical jumps.
4. Number and place value / Read and write numbers from 1 – 20
HA children to cross 20
Using dienes rods begin to id how many groups of ten within a given number and represent tens and units using a pictorial representation.
LA and SEN to ID how many groups of tens.
Compare numbers and place them on a number line in order to recognise size.
Continue to count on in 2, 5 and tens using a number square.
Use everyday language such as equal to and fewer than.
Use cardinal and ordinal terms to indicate a quantity.
SEN/LA
To do as above but within a practical context and then apply with support. Working within number 1 -10, working towards 20. / Decide which object weighs more.
Solve one step problems to decide half of an object, shape or money.
Continue to count on from a given number up to 100.
What comes after this number, link to 2’s, 5’s and 10’s.
Have children noticed even numbers end in either 2,4,6,8 or 0.
SEN/LA
To have separate input on metal maths using concrete objects to cement understanding.
Sort numbers into odd and even 1 -10.
Use concrete objects to predict patterns of twos and fives. Count the total
5.Addition / Use a numberline to solve a simple number sentence.
Add ten more to a given number, inc smaller numbers up to 20. HA children to cross 20 and add two digit numbers together
Children to use understanding of place value to add one and ten more.
Use and apply knowledge of number bonds to ten and twenty to addition problems.
Solve one step addition problems by understanding the language of addition i.e. equal to, altogether.
Write mathematical statements for their own problems.
Understand numbers can be added in any order
USE CALCULATION POLICY
SEN/LA
To begin to write simple mathematical statements using mathematical signs.
Begin to explain why they are using mathematical symbols.
Experiment with the order of numbers when adding. Use pictures to apply and consolidate.
Use a number line within 15. Use concrete objects / Identify 1st, 2nd and 3rd
Place numbers in the correct order.
Match numbers to their number name.
Using a number square count on from any given number.
Compare numbers and decide which is the smallest, using knowledge of order and place value.
Count backwards and forwards in ones and tens.
Count 20 objects reliably.
SEN/LA
To continue to develop this with support, independent where possible. SEN children to continue to partition numbers to assist learning to count on. Explore a 100 square by cutting up and putting back in the correct order.
6.Subtraction / To be able to subtract one and two digit numbers.
Understand that subtraction can only be carried out in a specific order.
Also to begin to develop flexibility when solving subtractions i.e.children can also count up from the smaller number to find the difference between.
Use existing knowledge of numbers bonds to help children solve missing number problems.
Solve subtraction problems using in familiar practical contexts using difference between, less than and fewer than using money, sweets etc.
SEN/LA
Use numbers stories and ask children which number needs to be taken away from a group.
Encourage children to put the number in their head.
Use language such as less than and take away.
Visually show how they worked out the answer i.e.
- = / Continue to develop knowledge of number bonds to solve missing addition number sentences.
Solve one step addition problems using familiar contexts
Use pictorial references to show how many there is altogether.
Use knowledge of place value to identify how many tens there are within a given number. Show this using partitioning using a circle split in two.
Add ten more to a given number using a number square to support.
SEN/LA
To continue developing knowledge of number bonds to 15.
To use a number line to show jumps from one number to another.
Add 5 more
Half term
7.Position, direction and rotation / Create, copy, continue and reorganise patterns.
Use everyday language to describe position, direction and motion such as next to, near, left and right, in front of etc.
Introduce clockwise and anticlockwise (link to reading a clock)
Introduce quarter, half, ¾ and full turn. Introduce this through movement (cross curricular link through PE)
Poss use Beebots (cross curricular link to ICT and programming using a Bee-bot map)
SEN/LA
Describe their position relative to an object using everyday language and real life contexts using the outdoor classroom.
Also to use Bee-bots within MA groups to further development. / Solve one step subtraction problems.
Use number stories and ask children which numbers need to be taken away.
Verbally explain reasoning.
Solve missing number problems using knowledge of number bonds to 10 and 20
Find the difference by counting on
SEN/LA
Begin to apply knowledge of number bonds. Begin to understand that subtraction is the inverse of addition.
Use number stories and ask the children to solve the problem.
Find the difference by counting on, working on numbers 1 – 10, progressing toward 15.
Make subtraction number books (zig-zag)
Discuss methods with the children.
8. Multiplication / Begin to understand that multiplication is repeated addition. Encourage children to explain verbally and that it can be simplified from 2+2+2=6 to 3x2=6. Use practical and formal methods.
Use the idea of grouping i.e. how many groups of two/five or ten are there?
.
Link to counting in twos, fives and tens.
Calculate answers using arrays.
Double numbers
Understand that halving is the inverse of doubling and derive and recall doubles of all numbers to 20, and the corresponding halves.
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.
SEN/LA
Double numbers between 10 and 15 using physical objects.
Verbally explain what they have done.
Begin to write mathematical statements using the correct symbols.
Recall their twos and fives. Apply to simple multiplication stories i.e. Sam bought 8 cakes and Billy bought 8 cakes. How many do they have alltogether?
Introduce the idea of repeated addition. Can they think of an easier way?
Understand that you can multiply in any order i.e. 2x4 or 4x2 still get the same answer / Use hand help clocks to understand clockwise and anti - clockwise.
Use physical activities to describe their position
Create and continue patterns of shape and number.
Continue work on numbers bonds, using this to solve addition and subtraction problems.
Count on one and two more than a given number and one/two less than.
SEN/LA
Use outdoor provision so children can describe their position.
Physical activities to show clockwise and anti-clockwise.
Use a number square to support counting on one more and less than
9.Division / Solve one step problems involving division.
Use known multiplication facts to solve division missing number problems. Make connections to counting in twos, fives and tens.
Using arrays, number patterns and groupings begin to understand division as repeated subtraction, using small quantities.
Halving small numbers or sharing between. Understand that halving is the inverse of doubling.
Use mathematical language of sharing and groups of. Using this to write mathematical statements.
SEN/LA
Use number stories to find half of a small number up to and including ten, working towards 20
Use pictorial representations and concrete objects to group objects.
Begin to understand division as repeated subtraction using concrete objects. Initially up to 10, but if confident begin working toward 20.
Begin to use division arrays on a w/b to encourage children to understand they can make mistakes and learn from them / Solve one step multiplication stories
Use repeated addition. Link to twos, fives and tens.
Recall multiplications facts of twos and fives.
Use mathematical language such as larger than.
Write mathematical statements. Extend a given number story. Create their own number story.
Double numbers and link to counting in twos.
SEN/LA
Use multiplication number stories. Children to decide which numbers needs to be multiplied.
Use different methods to solve. Use arrays and pictorial representations.
Use knowledge of twos and link with doubling numbers.
10.Shape –
Revision of 2d shapes. / Revision of 2d shapes and names of them.
(rectangles, squares, triangles and circles)
Use language of edges to describe shapes.
Understand that 2d shapes are different to one another
Find 2d shapes in their immediate environment.
Handle 2d shapes in different sizes and orientation. Begin to recognise irregular shapes.
Use Venn diagrams to sort shapes.
SEN
Talk about shapes they see at home and around school.
Use everyday language to describe 2d shapes.
Use Lego to construct objects and discuss what shapes might fit.
Shape puzzles / Solve simple one step division problems using arrays, grouping or pictorial representations.
Use known multiplications facts to understand division is the inverse of multiplication.
Use mathematical language to explain their reasoning.
Work within twos, fives and tens.
SEN/LA
As above but with TA support. Working within twos and fives. Use a variety of methods to encourage flexibility to support understanding and reasoning. Encourage use of mathematical terms.
11.Shape – 3d / Handle 3d shapes such as cuboids, cubes, pyramids, prisms, pyramids and spheres.
Understand the different types of pyramids and prisms.
Name these and related everyday objects fluently.
Use Venn diagrams to sort and classify 3d shapes.
SEN
As above but with support. Focus on a smaller range of 3d shapes. Possibly link to knowledge of 2d shapes. / Review maths topics through problem solving and reasoning to assess where weaknesses are before moving children on.