Download Key Stage 1: Block A - Superceded eRiding website

1
FS 2 / KS1 Block A
Year 1
FS 2
9
Year 2
2
Overviews of
Learning
8
3
7
SPEAKING AND LISTENING OBJECTIVES
BLOCK A UNIT 1
FS 2
Objectives linked to CLL
Year 1
Objectives
Children’s learning outcomes in italic
Ask and answer questions, make relevant contributions, offer
suggestions
I can ask and answer questions about counting, adding and
taking away
Year 2
Objectives
Children’s learning outcomes in italic
Speak with clarity and intonation when reading and reciting
texts
FS 2
Objectives linked to CLL
Year 1
Objectives
Children’s learning outcomes in italic
Year 2
Objectives
Children’s learning outcomes in italic
Sustain attentive listening, responding to what they have
heard by relevant comments, questions or actions
Listen to and follow instructions accurately, asking for help if
necessary
Speak with clarity and intonation when reading and reciting
Use talk to organise, sequence and clarify thinking,
ideas, feelings and events
I can speak clearly to the class or group when I show
and explain how I solved a problem or my method for a
calculation
BLOCK A UNIT 2
I can follow instructions to play a number game
I can speak clearly to the class or group when showing
and explaining how I solved a problem or my method
for a calculation
Year 1
Objectives
Children’s learning outcomes in italic
Year 2
Objectives
Children’s learning outcomes in italic
Describe incidents or tell stories from their own experience, in
an audible voice
Respond to presentations by describing characters,
repeating some highlights and commenting
BLOCK A UNIT 3
Year 1
Objectives linked to CLL
Use language to imagine and recreate roles and
experiences
I can tell a number story to my group to show when
constructively
to add or take away
I can listen carefully to someone explaining how they
solved a problem, and ask a question or suggest
another method
BLOCK A UNIT 1 (autumn) 2 weeks
Foundation Stage 2
FS 2 Objectives (ongoing)
Overview of Learning 1
•
Say and use the number names in order in
familiar contexts.
•
Use ordinal numbers in different contexts
•
Match sets of objects to numerals that represent the
number of objects
Overview of Learning 3
•
•
•
Estimate how many objects they can see and
check by counting
Count reliably up to 10 everyday objects
Use developing mathematical ideas and
methods to solve practical problems
Overview of Learning 7
•
Recognise numerals 1 to 9
•
Match sets of objects to numerals that represent the
number of objects
•
Use developing mathematical ideas and
methods to solve practical problems
Year 1
Objectives
Children’s learning outcomes in italic
Describe ways of solving puzzles and problems, explaining
choices and decisions orally or using pictures
I can talk about how I solve problems using counting
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 up to 20 objects
I know that the number of objects does not change even if I
move the objects around
Year 2
Objectives
Children’s learning outcomes in italic
Present solutions to puzzles and problems in an organised
way; explain decisions, methods and results in pictorial,
spoken or written form, using mathematical language and
number sentences
I can explain to others how I solved a problem
Count up to 100 objects by grouping them and counting in
tens, fives or twos; explain what each digit in a two-digit
number represents, including numbers where 0 is a place
holder; partition two-digit numbers in different ways, including
into multiples of 10 and 1
I can count objects by putting them into groups
I can partition numbers
Compare and order numbers, using the related vocabulary;
use the equals (=) sign
I can compare numbers up to 20 and say which number is
bigger
Estimate a number of objects; round two-digit numbers to the
nearest 10
I can round numbers to the nearest 10
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 know how to write numbers up to 20
I can read numbers on a number track
Read and write two-digit and three-digit numbers in figures
and words; describe and extend number sequences and
recognise odd and even numbers
I can read and write two-digit numbers
I know which numbers are odd and which are even
Order two-digit numbers and position them on a number line;
use the greater than (>) and less than (<) signs
I can write numbers in order and position them on a number
line
I can use the greater than and less than symbols to
show that one number is larger or smaller than
another
Say the number that is 1 more or less than any given
number, and 10 more or less for multiples of 10
I can work out the number that is one more or one less than
numbers up to 20
Add or subtract mentally a one-digit number or a multiple of
10 to or from any two-digit number; use practical and informal
written methods to add and subtract two-digit numbers
I can add and subtract some numbers in my head
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
I can add two one-digit numbers
Understand that subtraction is the inverse of addition and vice
versa; use this to derive and record related addition and
subtraction number sentences
I know that addition and subtraction ‘undo’ each other
I can write three other related number sentences for 6 + 3 = 9
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
I can use objects to take away a small number from any
number up to 20
Use the vocabulary related to addition and
subtraction and symbols to describe and record
addition and subtraction number sentences
I can talk about adding/subtracting
I can record
additions/subtractions
BLOCK A UNIT 2 (spring) 2 weeks
Foundation Stage 2
FS 2 Objectives (ongoing)
Overview of Learning 1
•
Say and use the number names in order in
familiar contexts
•
Use ordinal numbers in different contexts
•
Match sets of objects to numerals that represents
the number of objects
Overview of Learning 2
•
Use language such as 'more' or 'less' to
compare two numbers
Year 1
Year 2
Objectives
Children’s learning outcomes in italic
Objectives
Children’s learning outcomes in italic
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 solve a problem or puzzle using adding/subtracting
Present solutions to puzzles and problems in an organised
way; explain decisions, methods and results in pictorial,
spoken or written form, using mathematical language and
number sentences
I can explain how I solved a problem and say why I did it
that way
Describe ways of solving puzzles and problems, explaining
choices and decisions orally or using pictures
I can talk about how I solve problems using
adding/subtracting
•
•
compare two numbers
Find one more or one less than a number from
1 to 10
Sort objects, making choices and justifying
decisions
Overview of Learning 3
•
Estimate how many objects they can see and
check by counting
•
Count reliably up to 10 everyday objects
•
Use developing mathematical ideas and
methods to solve practical problems
Overview of Learning 7
•
Recognise numerals 1 to 9
•
Match sets of objects to numerals that represent
the number of objects
Overview of Learning 9
• Begin to relate addition to combining two
groups of objects and subtraction to 'taking
away'
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 estimate the number in a group of up to 20 objects
I can check the number by counting
Compare and order numbers, using the related vocabulary;
use the equals (=) sign
I can put numbers up to 20 or more in order
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 know how to write numbers up to 20
I know where numbers up to 20 or more belong on a
number track
Count up to 100 objects by grouping them and counting in
tens, fives or twos; explain what each digit in a two-digit
number represents, including numbers where 0 is a place
holder; partition two-digit numbers in different ways, including
into multiples of 10 and 1
I can explain what each digit in a two-digit number stands for
I can partition numbers in different ways
Read and write two-digit and three-digit numbers in figures
and words; describe and extend number sequences and
recognise odd and even numbers
I can read and write numbers up to 1000 in figures and in
words
I know which numbers are odd and which are even
•
•
In practical activities and discussion begin
to use the vocabulary involved in adding
and subtracting
Describe solutions to practical problems,
drawing on experience, talking about their own
ideas, methods and choices
Say the number that is 1 more or less than any given
number, and 10 more or less for multiples of 10
I know the number that is one more or one less than any
number up to 20 or more
Add or subtract mentally a one-digit number or a multiple of
10 to or from any two-digit number; use practical and informal
written methods to add and subtract two-digit numbers
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
I can add 1, 2, 3, 4, 5, 6, 7, 8 or 9 to numbers up to 20 or
more
I can add and subtract bigger numbers using practical
equipment or by writing 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 a one-digit
or two-digit number and a multiple of 10 from a two-digit
number
I can work out the difference between two numbers
I know how to write number sentences using the symbols +, –
, ×, ÷ and =
I can add and subtract some numbers in my head
Use the symbols +, –, ×, ÷ and = to record and interpret
number sentences involving all four operations; calculate the
value of an unknown in a number sentence (e.g. … ÷ 2 = 6,
30 – … = 24)
I can explain what different number sentences mean
Use the vocabulary related to addition and subtraction and
symbols to describe and record addition and subtraction
number sentences
I can talk about adding and subtracting
I can use the signs +, –
and = when I write
addition and subtraction
sentences
BLOCK A UNIT 3 (summer) 2 weeks
Foundation Stage 2
FS 2 Objectives (ongoing)
Year 1
Objectives
Children’s learning outcomes in italic
Year 2
Objectives
Children’s learning outcomes in italic
Overview of Learning 1
•
Say and use the number names in order in
familiar contexts
•
Use ordinal numbers in different contexts
•
Match sets of objects to numerals that represent
the number of objects
Overview of Learning 2
•
Use language such as 'more' or 'less' to
compare two numbers
•
Find one more or one less than a number from
1 to 10
•
Sort objects, making choices and justifying
decisions
Overview of Learning 3
•
Estimate how many objects they can see and
check by counting
•
Count reliably up to 10 everyday objects
•
Use developing mathematical ideas and
methods to solve practical problems
Overview of Learning 7
•
Recognise numerals 1 to 9
•
Match sets of objects to numerals that represent
the number of objects
Overview of Learning 8
•
Select two groups of objects to make a given total
of objects
•
Use developing mathematical ideas and
methods to solve practical problems
Overview of Learning 9
• Begin to relate addition to combining two
groups of objects and subtraction to 'taking
away'
• In practical activities and discussion begin
to use the vocabulary involved in adding
and subtracting
• Describe solutions to practical problems,
drawing on experience, talking about their own
ideas, methods and choices
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 solve a problem or puzzle by using doubling and
halving
Present solutions to puzzles and problems in an organised
way; explain decisions, methods and results in pictorial,
spoken or written form, using mathematical language and
number sentences
I can show and explain clearly how I solved a problem
Describe ways of solving puzzles and problems, explaining
choices and decisions orally or using pictures
I can explain how I solve problems
Compare and order numbers, using the related vocabulary;
use the equals (=) sign
I know the order of numbers up to 20 and more
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 write numbers up to 20 and more
I can find them on a number line/100-square
Say the number that is 1 more or less than any given
number, and 10 more or less for multiples of 10
I can say the number that is ten more or ten less than 10,
20, 30, …
Read and write two-digit and three-digit numbers in figures
and words; describe and extend number sequences and
recognise odd and even numbers
I can read and write numbers up to 1000 in figures and in
words
I can explain the pattern for a sequence of numbers
and work out the next few numbers in the list
Count up to 100 objects by grouping them and
counting in tens, fives or twos; explain what each digit
in a two-digit number represents, including numbers
where 0 is a place holder; partition two-digit numbers in
different ways, including into multiples of 10 and 1
I can use partitioning to help me to carry out #
calculations
Order two-digit numbers and position them on a
number line; use the greater than (>) and less than (<)
signs
I can write numbers in order and position them on a
number line
I can use the greater than and less than symbols to
show that one number is larger or smaller than
another
Estimate a number of objects; round two-digit numbers
to the nearest 10
I can say roughly how many there are in a group of objects
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
I can add 10, 20, 30, … to any number up to 50
Add or subtract mentally a one-digit number or a
multiple of 10 to or from any two-digit number; use
practical and informal written methods to add and
subtract two-digit numbers
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
I can add or subtract 20 to a number and tell you the
answer
practical equipment or written notes to help me
I can add and subtract two-digit numbers using
Understand that subtraction is the inverse of addition
and vice versa; use this to derive and record related
addition and subtraction number sentences
I know when it is easier to use addition to work out
a subtraction
Use the vocabulary related to addition and subtraction and
symbols to describe and record addition and subtraction
number sentences
I can ask addition and subtraction questions in different
ways
I can use the signs +, – and = when I write addition and
subtraction sentences
Use the symbols +, –, ×, ÷ and = to record and interpret
number sentences involving all four operations;
calculate the value of an unknown in a number
sentence (e.g. … ÷ 2 = 6, 30 – … = 24)
I can work out the missing number in a number
sentence such as 14 + … = 35