Download Y1 New Curriculum Maths planning 18

Y1 Block 18
Planning grid
Days 1 - 4
Short-Term Planning Grid for Mathematics
Year 1
Block 18
Number and place value
Knowing and using number facts
Addition and subtraction
Multiplication and division
OVERVIEW – WHAT CHILDREN WILL LEARN
Objectives you will cover, partially or fully
Develop work on addition and subtraction further, with a
focus on how one image can show both, e.g. a number line
with 2 jumps, one amount in a box and one outside, two
strips of card. Some children will find this confusing, but it is
the basis of understanding number, so continue with lots of
practical experiences that develop it.
3) Read, write and interpret mathematical statements involving addition (+), subtraction (–) and equals
(=) signs
4) Represent and use number bonds and related subtraction facts within 20
5) Add and subtract one-digit and two-digit numbers to 20, including zero
6) Solve one-step problems that involve addition and subtraction, using concrete objects and pictorial
representations, and missing number problems such as 7 = □ – 9
Whole class oral
mental and main
teaching inputs- 10/15
mins
Adult led activity
Independent activities
Learning review
opportunities
Resources
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Activity ideas
Outdoors
Take a CD player outside to play some music and in a small
group make up a repeating dance where some of the group
split off, then rejoin the group. Chalk a number line to show
what happens. For instance draw 4 jumps back from 6 to show
2 people left. Show how the same jumps could show them
coming back again. The dance can repeat and repeat and the
same image will still show what is happening. To extend this,
try having two different people leaving each time in turn. Does
that make any difference to the number line image?
Construction
Playdough
Construction
Use a similar idea to the outdoor dance,
Make lots of playdough cookies and In a group, take turns to roll a dice to see how
but this time using big bricks on a tower.
put some (or all) on a plate. Take 2
many bricks/ pieces you can take. Start to
Maybe work with partner one as a
(or many more) off and put them on
make a model, keep on adding more bricks
‘putteronner’ and one as a ‘takeroffer’.
the table. Draw what you’ve done
each time it’s your go. On a clip board write
Take turns e.g. adding 3 to 7 then
on a number line. For instance show down how many bricks you take each time,
removing 3. Show that the same 3 jumps
two jumps back from 8 to show 6
and what your new total is. Check at the end
from 7 to 10 on the number line can show cookies left on the plate. Put the 2
that your total is correct. You could use a blank
putting 3 on 7 or taking 3 from 10. Try
cookies back. Draw what you’ve
dice labelled with 1s and 2s, or 0s, 2s and 4s,
this with much larger numbers as well,
done now on the same number line. or 1s, 3s and 5s and so on.
and don’t forget to use zero.
Discuss.
Water
Sand
Bee-Bot
Art
Use a big plastic boat and play people. Have some playpeople
Pick a card with a number line image showing, for instance, 8 jumps
Make Bee Bot travel e.g.
Make ‘lift the flap’ or ‘card
on the boat and some swimming in the sea. Show how 8
from 12 to 20. Ask children to use a dumper truck to add or subtract
from 15 to 17 then back
slider’ pictures to illustrate
people in the boat and 2 in the sea could be 8+2 or 2+8 or 10stones from a pile in the sand pit, telling a story to match the image on from 17 to 15. Draw jumps
addition or subtraction
8 or 10-2 depending on how you tell the story. Can you tell a
the number line. Show your story to the group/class. See whether
on a number line to show
stories. These could fit with
story for each one?
other children can suggest a different story for the same image?
what he did.
your topic theme.
Art
Tuff-Spot
Role Play/drama
Role Play
Cut and stick topic related pictures split between 2
Use small world farm, zoo or dinosaur land,
‘Freeze frame’ an
Pay for items in the shop or café
‘containers’ as in Block 7, but this time an adult writes 4
using the same sort of activity as in the sand,
addition or subtraction
using 1p pieces. Buy two or
number sentences for your picture e.g. 8+2=10 2+8=10 10-2=8 10-8=2. Point to taking a number line image and making up a
story. Can everyone
three things and calculate your
the pictures or cover parts with hands as you read the sentences. Some children story for it, performing the story and then making guess what your number
total. Alternatively have a shop,
will still find this difficult to understand, so draw number lines to match it.
up a different story for the same image.
sentence would be?
where everything costs £1.
Outdoors- BEAN BAG BONUS!
ICT recordable postcards
Tuff spot
Water
Have a race collecting one bean bag at a time from the end of the
Let the children record their own
Make a car park with 10 parking bays in
In shallow water use pebbles
track, bringing it back to a hoop (could be a relay race) How many can spoken number sentences. Encourage
each row. Challenge children to make, then
marked with numbers 0-20 and
you collect in a set time? When the time is up each runner, or team,
them to use all the calculation
draw pictures of, 20 cars in bays with 3 cars
signs + - =. Challenge children
counts and records their score, then rolls a dice to see how many
vocabulary that you use. They then
waiting, together with a number line and
to make number sentences “? +
‘bonus bags’ they win to add to their score. Calculate the new totals.
draw images on cards for other children number sentence to match what happened.
? = ? - ?”. Photograph or write
Play lots of times to avoid too much disappointment.
to match to the recording they made.
Try with different 2 digit numbers.
them to discuss later.
More ideas
Children continue to count on and back to consolidate their understanding of addition and subtraction. They explore the significance of 10 in the number system and the structure of two-digit
numbers. They identify missing numbers when they hear a sequence spoken aloud, such as 44, 45, 46, [one clap], 48, 49. They continue counting over the tens boundary when started with a
sequence such as 66, 67, 68 ... They respond to questions such as: What is one less than 80? What is one more than 39? What is ten less than 60? What is ten more than
45? Look at this addition: 2+3=5 Can you make a subtraction sentence using those numbers? Use counters (or similar) and show me how it works.
This number line could show 3 and 4 more is the same as 7, or 7 subtract 4 is the same as 3.
Assessment opportunities
As they begin to understand the value of each digit in a two-digit number, look for children who know where to find all the numbers that begin forty… or eighty…, for
example, on a line numbered from 0 – 100. Look out for children who can use the number line to help them order a set of numbers such as multiples of five or ten. Look for children who are
beginning to compare the size of numbers, such as 45 and 54, by considering both the 'tens' digit and the 'ones' digit.
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© www.ccjmaths.co.uk
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