Scheme of Work ndash Mathematics stage 1
Introduction This document is a scheme of work created by Cambridge as a suggested plan of delivery for Cambridge Primary Mathematics stage 1 Learning objectives for the stage have been grouped into topic areas or lsquoUnitsrsquo These have then been arranged in a recommended teaching order but you are free to teach objectives in any order within a stage as your local requirements and resources dictate
The scheme for Mathematics has assumed a term length of 10 weeks with three terms per stage and three units per term An overview of the sequence number and title of each unit for stage 1 can be seen in the table below
The scheme has been based on the minimum length of a school year to allow flexibility You should be able to add in more teaching time as necessary to suit the pace of your learners and to fit the work comfortably into your own term times
Problem solving learning objectives are recurring appearing in every unit Activities and resources are suggested against the learning objectives to illustrate possible methods of delivery
There is no obligation to follow the published Cambridge Scheme of Work in order to deliver Cambridge Primary It has been created solely to provide an illustration of how delivery might be planned over the six stages A step-by-step guide to creating your own scheme of work and implementing Cambridge Primary in your school can be found in the Cambridge Primary Teacher Guide available on the Cambridge Primary website Blank templates are also available on the Cambridge Primary website for you to use if you wish
OverviewTerm 1 Term 2 Term 3
1A Number and Problem Solving 2A Number and Problem Solving 3A Number and Problem Solving
1B Geometry and Problem Solving 2B Handling data and Problem Solving 3B Handling data and Problem Solving
1C Measure and Problem Solving 2C Measure and Problem Solving 3C Measure and Problem Solving
V1 1Y07 Mathematics Stage 1 1
Scheme of Work ndash Mathematics stage 1
Unit 1A Number and Problem Solving
Framework Codes
Learning Objective Activities Resources Comments
1Nn1
Numbers and the number systemRecite numbers in order Class counting to 20 Number lines or squares for
checking
1Nn3 Count objects up to 20 recognising conservation of number
Counting objects to 20 rearranging and checking
Objects to count Containers to help structure the counting number lines grids or square
1Nn2 Read and write numerals from 0 to 20
Give students a number less than 20 Ask them to continue the series orally or writing
Paper unnumbered number lines 100 square number lines (for reference)
1Nn8 Use more or less to compare two numbers and give a number that lies between them
Count using a number line with pictures as representations as well as the numbers
Number lines Use visual clues for more and less and in between
Framework Codes
Learning Objective Activities Resources Comments
V1 1Y07 Mathematics Stage 1 2
1Nn9
1Nc1
1Nc2
1Nc5
1Nc7
1Nn4
Order numbers to at least 20 positioning on a number track use ordinal numbers
Mental strategiesKnow all number pairs to 10 and record related additionsubtraction facts
Begin to know number pairs to 6 7 8 9 and 10
Know doubles to at least double 5
Begin to recognise multiples of 2 and 10
Count on in tens from zero or a single digit number to 100 or just over
Class or group activity Pick a number card hide it and give clues
Counters in the pot
Counters in the pot
Counters in the pot
Using hands and feet
Becoming familiar with the 100 square
Number cards number lines and grids
CountersSmall pots number cards 0 ndash 10
Counters small pots number cards 0 ndash 10
Counters small pots number cards 0 ndash 10 2 of each card
None
100 square ndash large100 square ndash table top
Developing mental images for small numbers
Extending the previous activity just changing one rule
Using a familiar resource and activity changing the contextStudents being actively engaged in the activity
Give students time to become familiar with 100 square
V1 1Y07 Mathematics Stage 1 3
Framework Codes
Learning Objective Activities Resources Comments
1Nn5
1Nn11
1Nc8
1Nc9
1Nc11
1Nc3
1Nc10
1Nc12
Count on in twos beginning to recognise oddeven numbers to 20 as lsquoevery other number
Give a sensible estimate of some objects that can be checked by counting eg to 30
Addition and subtractionUnderstand addition as counting on and combining two sets
Understand subtraction as counting back and lsquotake awayrsquo
Addsubtract a single digit number by counting backon
Add more than two small numbers spotting pairs to ten (4+3+6 = 10+3)
Understand difference as lsquohow many more to makersquo
Find two more or less than a number to 20 recording jumps on a number line
Becoming familiar with the number line
Counters and cubes estimating the numbers
Domino spots
Domino spots
Stepping stones accurately moving backwards and forwards
Look for the clueEncouraging students to look for the clue of making 10
Making pairs Have a target number more than 6 Throw one die show the number on the number line how many more to make the target
Hops and jumps start on a number jump forward 2 whatrsquos the new number
Number line ndash largeNumber line ndash table top
Counters cubes number line cloth
A large set of dominoes for class work Small sets for group workNumber cards 0 ndash 9Domino set for each pair
A floor number track or line table top number linesBlank tracks or lines
Small counting apparatus
Vertical or horizontal number line ndash large for class small for table top One 1-6 die
Large class number line smaller for table top
Some students may need their own copy of the number line
Using the same resource but different context
Give students experience of blank and numbered lines
This can be done on a floor number line to start
V1 1Y07 Mathematics Stage 1 4
Framework Codes
Learning Objective Activities Resources Comments
1Pt2
1Pt4
1Pt5
1Pt6
Problem solvingExplore number problems and puzzles
Solve simple word problems and represent it with objects
Check the answer to an addition by adding the numbers in a different order
Check the answer to a subtraction by adding the answer to the smaller number in the question
What if activities I had 3 cakes baked 3 more and ate 2 How many left
Telling stories Teacher tells a story where the final quantity is unknown I baked some cakes the dog ate 3 and there were 3 left How many did I start with
Using practical equipment
Using practical equipment
V1 1Y07 Mathematics Stage 1 5
Scheme of Work ndash Mathematics stage 1
Unit 1B Geometry and Problem Solving
Framework Codes
Learning Objective Activities Resources Comments
1Gs1
1Gs2
1Gs3
Shapes and geometric reasoningName and sort common 2D shapes using features such as number of sides curved or straight Use them to make patterns and models
Name and sort common 3D shapes using features such as number of faces flat or curved faces Use them to make patterns or models
Recognise basic line symmetry
Using a collection of flat shapes choose own examples and describe Choose an example to match properties set by teacher or another childMake pictures and patterns
Identify solid shapes in the classroomSort 3D shapes according to propertiesChoose an example and describe itMake patterns and models
Use mirrors to make and describe reflections
Flat shapes drawn shapes
Solid shapes
Mirrors
When talking about 2D make sure that only the face of a shape is used Any shape with any depth is 3D
Also use any pictures patterns from fabric for example to show symmetry in a real life setting
1Pt8 Problem solvingIdentify simple relationships between shapes
Compare and contrast features of both 2D and 3D shapes
Shapes both 2D and 3D
V1 1Y07 Mathematics Stage 1 6
Scheme of Work ndash Mathematics stage 1
Unit 1C Measure and Problem Solving
Framework Codes
Learning Objective Activities Resources Comments
1Mm1
1Ml1
1Ml2
1Ml3
1Mt1
MeasureRecognise all coins and work out how to pay an exact sum using smaller coins
Compare weights and lengths by direct comparison then by using uniform non-standard units
Estimate and compare capacities by direct comparison then by using uniform non-standard units
Use comparative language eg longer shorter heavier lighter
Begin to understand and use some units of time such as minutes hours day weeks months and years
Sort all coins into same valueExchange coins for an equivalent value in smaller coinsTotal coins
Make direct comparisons in a variety of contexts heights of 2 children use a balance to find which of 3 parcels is the heaviest
Use different size containers to find which holds most
Understand and use in practical contexts
Understand and use in context link to daily routines and activities What can you do in 1 minute how many jumps How many times can you write your name
Coins of appropriate value (real not plastic)Small sorting pots
Objects to weigh and measure as appropriate
Water sand rice lentils containers
Sand timers clocks
It is better to use real coins rather than pretend as it is more meaningful
Make the activities as practical as possible to develop understanding Use observations as an assessment tool
As above
Ask the class for other ideas Extend to 2 minutes or 5 minutesUse the vocabulary of time eg today tomorrow yesterday
V1 1Y07 Mathematics Stage 1 7
Framework Codes
Learning Objective Activities Resources Comments
1Pt1
1Pt2
1Pt9
Problem solvingChoose appropriate strategies to carry out calculations explain working out
Explore number problems and puzzles
Make a sensible estimation of a calculation and consider whether an answer is reasonable
Use own strategies to solve measurement problems in classroom contexts eg 6 bricks balance my book 8 bricks balance my shoe how many bricks to balance them both
The cupboard is 2 metres wide The table is 1 metre wide The cupboard is wider than the table How much widerChoose other examples in the classroom to cover measuresI spent in the shop My friend spent How much did we spend all together
Count some coins in a pot add 4 more How much now Change the amounts as appropriateWork out totals what can we buy
Objects to weigh and measure
Measuring equipmentCoins
Coins pots priced items
Encourage discussion about strategies This can be used as an assessment tool
These activities should be as practical as possible before moving to paper and pencil methods
V1 1Y07 Mathematics Stage 1 8
Scheme of Work ndash Mathematics stage 1
Unit 2A Number and Problem Solving
Framework Codes
Learning Objective Activities Resources Comments
1Nc12
1Nc8
Find two more or less than a number to 20 recording the jumps on a number line
Understand addition as counting on and combining two sets record related addition sentences
Give out number cards around the class Class work in pairs lsquoWhat is 2 more than What is 2 less than rsquo Choose numbers as appropriate After questions the pair that has that number holds it up Record on the number lineDisplay the number line Students hide their cards lsquoShow me a number that is more than 7 and less than 10rsquo Pairs that have the number hold it up Continue Class devise their own questions
Display the number cards Point to some randomly lsquoWhat is this number Substitute numbers for objects Count them and place number card next to them lsquoWhat if we put this set with this set How many altogether Write and say the action Write the calculation Record it as counting on a number line
0 -20 number cardsNumber line
Small counting apparatusLarge 0 ndash 20 number cardsLarge number line
Pairs could be mixed ability
When recording the calculation write each number and symbol as you say them so that students can make the connection
V1 1Y07 Mathematics Stage 1 9
Framework Codes
Learning Objective Activities Resources Comments
1Nc9
1Nc14
1Nn7
1Nn10
1Nn6
Understand subtraction as counting back and lsquotake awayrsquo record related subtraction sentences
Begin to use the + ndash and = signs to record calculations in number sentences
Within the range 0 to 30 say the number that is 1 or 10 more or less than any given number
Use the = sign to represent equality
Begin partitioning two-digit numbers into tens and ones and reverse
Display a large number line and 0 ndash 20 number cards Count backwards along the line and along the cards from different starting pointsReplace number cards with objects Choose one of the numbers and take 3 away pointing to the number line to show subtraction (counting back) Repeat with different start numbers
Once students are familiar with the operations of addition and subtraction introduce the symbols to replace the spoken sentence writing them as the matching word is said
Give out number cards Ask questions such as lsquoWho has 1 more than 3rsquorsquo Who has 10 more than 3rsquo targeting the question as appropriate
Using balance scales number balances or objects show how each side of = must have the same total quantity
Understand and use in practical contexts units ones tens digit
Large number line0 ndash 20 number cardsSmall counting apparatus
Class set of number cards 0 ndash 30
Balance scales number balances objects
Place value (arrow) cards Have a teacher set that all students can see as well as sets per pair on the tables
V1 1Y07 Mathematics Stage 1 10
Framework Codes
Learning Objective Activities Resources Comments
1Nc13
1Nc15
1Nc16
1Nc18
Relate counting on and back in tens to finding 10 moreless than a number (lt 100)
Understand that changing the order of addition does not change the total
Add a pair of numbers by putting the larger number first and counting on
Begin to add single- and two-digit numbers
Oral counting in tens from zero Oral counting in tens from 0 pointing to the pattern of 10 on 100 square Oral counting in tens from any number pointing to the pattern on the 100 square
Activities to help understanding of combining sets to make a total and steps along a number track or line (counting on)
With the aid of apparatus explore different amounts for addition and discuss the strategy of putting the larger quantity or number first
Using dice or number cards generate 1 or 2 digit numbers to be added together
100 square
Counting apparatusNumber track or number line
Counting apparatus number cards
DiceNumber cards
Have a large square that all can see as well as individual squares on the tables
V1 1Y07 Mathematics Stage 1 11
Framework Codes
Learning Objective Activities Resources Comments
1Pt2
1Pt3
1Pt4
1Pt5
1Pt6
1Pt1
1Pt4
1Pt9
Problem solvingExplore number problems and puzzles
Find many combinations eg combinations of three pieces of different coloured clothing
Solve simple word problems and represent it with objects
Check the answer to an addition by adding the numbers in a different order
Check the answer to a subtraction by adding the answer to the smaller number in the question
Choose appropriate strategies to carry out calculations explaining working out
Decide to add or subtract to solve a simple word problem (oral) and represent it with objects
Make a sensible estimate of a calculation and consider whether an answer is reasonable
lsquoWhat if and what could we try next lsquoactivities
Using 3-scoop ice-creams 3-bobbles on a hat etc
Simple problems set in a lsquoreal-lifersquo context
Use within the context of a lesson on addition Allow discussion to include student ideas
Use within the context of a lesson on subtraction Allow discussion to include student ideas
Use within the context of lessons allowing students to contribute their ideas
Use within the context of lessons allowing students to contribute their ideas
Discuss appropriate strategies
Dice dominoes cards to explore totals
Any pictures where there is a total of 3 things the same
Any materials that help to visualise the problem
Model the use of the apparatus then allow pairs to generate their own numbers
V1 1Y07 Mathematics Stage 1 12
Scheme of Work ndash Mathematics stage 1
Unit 2B Handling Data and Problem Solving
Framework Codes
Learning Objective Activities Resources Comments
1Dh1
Organising categorising and representing dataAnswer a question by sorting and organising data or objects in a variety of ways eg using block graphs and
pictograms with practical resources discussing the results
in lists and tables with practical resources discussing the results
in Venn or Carroll diagrams giving different criteria for grouping the same objects
Understand and use in context relevant vocabularySolve problems such as how many beads can I hold in my hand How can we find out How can we organise the information
Make and organise a listCollect data and make a table
Ask questions to find out favourite food Represent with a block graph or pictogram
Vocabulary cards displayed
Any apparatus that allows the information to be displayed interlocking cubes pictures etc
1Pt1Problem solvingChoose appropriate strategies to carry out calculations explaining working out
Solving problems by collecting sorting and organising informationCollect information quickly by sorting or voting then represent it by drawing placing objects or pictures
Any materials that allow the information to be displayed
Allow time for discussion between teacher and students and students to students At this stage students should be allowed some choice on how they display their data
V1 1Y07 Mathematics Stage 1 13
Scheme of Work ndash Mathematics stage 1
Unit 2C Measure and Problem Solving
Framework Codes
Learning Objective Activities Resources Comments
1Mm1
1Ml1
1Ml2
1Ml3
1Mt1
MoneyRecognise all coins and work out how to pay an exact sum using smaller coins
Length mass and capacityCompare lengths and weights by direct comparison then by using uniform non-standard units
Estimate and compare capacities by direct comparison then by using uniform non-standard units
Use comparative language eg longer shorter heavier lighter
TimeBegin to understand and use some units of time eg minutes hours days weeks months and years
Recognise all coinsExchange coins for an equivalent valueTotal coins
Understand and use the vocabulary related to length mass and capacityMake direct comparisons side by side (no counting) in a variety of contexts
Use uniform non-standard and standard units to measure count and solve problems in a variety of contexts
Use in context comparative words such as shorter shortest
Order the days of the week months of the yearKnow that 1 week = 7 days1 day = 24 hoursMake estimates and check
Coins
Written vocabulary
People ribbon heavy and light objects large and small cups etc
Balance scales objects to weigh cups to fill etc
Written vocabulary
Written vocabularySand timers
The use of real money should be encouraged in order to make more sense to the students
Display the vocabulary so that all the students can see it and use it as a reference Illustrate with pictures for those students who may have difficulty with the spoken word
Display the vocabulary so that all the students can see it and use it as a reference Illustrate with pictures for those students who may have difficulty with the spoken word
V1 1Y07 Mathematics Stage 1 14
Framework Codes
Learning Objective Activities Resources Comments
1Mt2
1Mt3
Read the time to the hour (orsquoclock) and know key times of day to the nearest hour
Order the days of the week and other familiar events
Order familiar events in a day a week or a story
1Pt1
1Pt2
Problem solvingChoose appropriate strategies to carry out calculations explain working out
Explore number problems and puzzles
How long is it from 3 orsquoclock to 5 orsquoclockWhat was the time 2 ours ago
It is now 6 orsquoclock What time will it bein 4 hoursIn 2 hoursWhat time was it 2 hours agoTarget questions according to ability
Clocks
Clocks
Clocks with hands that move as a real clock rather than free hand movement would allow students to become more familiar with how the hands of a clock move
V1 1Y07 Mathematics Stage 1 15
Scheme of Work ndash Mathematics stage 1Unit 3A Number and Problem solving
Framework Codes
Learning Objective Activities Resources Comments
1Nc8
1Nc9
Understand addition as counting on and combining two sets record related addition sentences
Understand subtraction as counting back and lsquotake awayrsquo record related subtraction sentences
Display the number cards Point to some randomly lsquoWhat is this number Substitute numbers for objects Count them and place number card next to them Show how 100 square is a different arrangement of the number line and easier to use when dealing with higher numbersWhat if We start on 7 and count on 5 Where will we end upUse different start numbersUsing small counting materials make sets of different amountslsquoWhat if we put this set with this set How many altogether Write and say the action Write the calculation Record it as it is being said
Display a large number line and 0 ndash 50 number cards Count backwards along the line and along the cards from different starting pointsReplace number cards with objects Take 3 away pointing to the number line to show subtraction (counting back) Repeat with different start numbers Show how 100 square is a different arrangement of the number line and easier to use when dealing with higher numbersWhat if we start on 17 and count back 5 Where will we end up
Number cards 0 ndash 50100 squareSmall counting apparatus
Large number line0 ndash 50 number cardsSmall counting apparatus
Some students will need to work with their own 100 square at a table or seated on the floor
V1 1Y07 Mathematics Stage 1 16
Framework Codes
Learning Objective Activities Resources Comments
1Nc14
1Nn6
1Nc15
1Nc16
1Nc18
1Nn12
Begin to use the + ndash and = signs to record calculations in number sentences Use the = sign to represent equality
Begin partitioning two-digit numbers into tens and ones and reverse
Understand that changing the order of addition does not change the total
Add a pair of numbers by putting the larger number first and counting on
Begin to add single- and two-digit numbers
Find halves of small numbers and shapes by folding and recognise which shapes are halved
Record simple mental calculations in number sentences Work as a whole class then pairs or individuals
Understand and use in practical contexts units ones tens digit
Activities to help understanding of combining sets to make a total and steps along a number track or line (counting on)
With the aid of apparatus explore different amounts for addition and discuss the strategy of putting the larger quantity or number first
Using dice or number cards generate 1 or 2 digit numbers to be added together
Recognise whole and half as vocabularyUse small apparatus for counting (A handful) Share it equally (in half) Discuss amounts where there is one left over Link with the numbers on 100 square Is there a patternSay half of any even number to 10
Large number and sign cards
Counting apparatus
Place value (arrow) cards
Number trackNumber lineCounting apparatus
Counting apparatus
Counting apparatusNumber track or number line100 square
Counting apparatus number cards
Use a large set for class work and give each child or pair their own for table top work Some students may find colour coding the units and tens useful
Use apparatus for counting and addition before moving to the number trackline
V1 1Y07 Mathematics Stage 1 17
Framework Codes
Learning Objective Activities Resources Comments
1Nc4
1Nc6
1Nc17
1Nc19
1Nc20
1Nc21
Begin using pairs to 10 to bridge 10 when addingsubtracting eg 8 + 3 add 2 then 1
Find near doubles using doubles already known eg 5 + 6
Recognise the use of a sign such as 1048709 to represent an unknowneg 6 + 1048709 = 10
Multiplication and divisionDouble any single-digit number bull
Find halves of even numbers of objects up to 10
Try to share numbers to 10 to find which are even and which are odd
Begin to add a pair of single digit numbers past 10Use 2 steps and go over 10 as a middle stage (4+8=12 4+6+2=10+2=12) Use different numbers Use subtraction
5+6=11 This can be shown as double 5 (5+5) plus 1 or double 6 minus 1 Use different examples
Use known number facts and knowledge of place valueSet different number sentences with the missing number in different places in the number sentence
Understand the vocabulary of double and half
Count out 10 objects Share into two equal sets Count each set Recombine
Count out 10 objects Share into 2 equal sets Recombine Remove some objects Share the remainders What happens Any left over Repeat several times so that all of the numbers 1-10 are coveredRecord those numbers which share with no remainder and those that share with a remainder
1 ndash 6 dice 7 ndash 12 dice numbers cards to appropriate level
Counting apparatus100 square
Slide number strips
Counting apparatusNumber line100 square
Counting apparatus to 10
Counting apparatus100 squareNumber line
Slide number strips
This can be a difficult concept for some students who may need more time
A list of near doubles may be useful as reference for some students
A strip of card with a calculation written horizontally Over the strip moves a flattened tube of card which can cover any of the numbers at any one time which will be the unknown number
V1 1Y07 Mathematics Stage 1 18
Framework Codes
Learning Objective Activities Resources Comments
1Nc22 Share objects into two equal groups in a context
Use lsquostoryrsquo problemsI have 4 cakes to share with my friend Before we can eat them another friend arrives How many whole cakes would we have had each before the friend arrived How many whole cakes would we have each after the friend arrived How many left overChange the story working with numbers to 10
Picture vocabulary cards
Counting apparatus up to 10
Counting apparatus up to 10
1Pt2
1Pt5
1Pt6
1Pt7
1Pt8
Problem solvingExplore number problems and puzzles
Check the answer to an addition by adding the numbers in a different order
Check the answer to a subtraction by adding the answer to the smaller number in the question
Describe and continue patterns such as count on and back in tenseg 90 80 70
Identify simple relationships between numbers and shapes eg this number is ten bigger than that number
Set in the context of a story or real life experience where people or objects are added to or taken away from the total
Work as inverse operations set in familiar contexts
Using the recording of odd and even numbers continue the sequence of even numbersodd numbersRecord on 100 square or number line
Counting on 100 square finding the pattern of going to the number below to add 10 and to the number above to subtract 10
Story books
Counting apparatus
100 squareNumber line
100 square
V1 1Y07 Mathematics Stage 1 19
Scheme of Work ndash Mathematics stage 1
Unit 3B Handling Data and Problem Solving
Framework Codes
Learning Objective Activities Resources Comments
1Dh1
Organising categorising and representing dataAnswer a question by sorting and organising data or objects in a variety of ways eg
using block graphs and pictograms with practical resources discussing the results
in lists and tables with practical resources discussing the results
in Venn or Carroll diagrams giving different criteria for grouping the same objects
Use questions set in real life contexts egWhat do you like to doHow can we find out How shall we organise the informationMake a simple block graph
Classify numbers and organise them in lists and tables all the even numbers to 30 all the odd numbers to 50 6 numbers more than 10 but less
than 30
Using sorting diagrams display information collected Begin with familiar sorting numbers using a Venn diagram numbers with 2 tens even numbers Repeat using shapes
Vocabulary cards displayed
Any apparatus that allows the information to be displayed interlocking cubes pictures etc
V1 1Y07 Mathematics Stage 1 20
Framework Codes
Learning Objective Activities Resources Comments
1Pt1Problem solvingChoose appropriate strategies to carry out calculations explaining working out
Solving problems by collecting sorting and organising informationCollect information quickly by sorting or voting then represent it by drawing placing objects or pictures
Any materials that allow the information to be displayed
Allow time for discussion between teacher and students and students to students At this stage students should be allowed some choice on how they display their data
V1 1Y07 Mathematics Stage 1 21
Scheme of Work ndash Mathematics stage 1
Unit 3C Measure and Problem Solving
Framework Codes
Learning Objective Activities Resources Comments
1Mm1
1Ml1
1Ml2
1Ml3
MoneyRecognise all coins and work out how to pay an exact sum using smaller coins
Length mass and capacityCompare lengths and weights by direct comparison then by using uniform non-standard units
Estimate and compare capacities by direct comparison then by using uniform non-standard units
Use comparative language eg longer shorter heavier lighter
Recognise all coinsExchange coins for an equivalent valueTotal coinsHow many different ways can an item be paid for Use different coins to make the same total
Understand and use the vocabulary related to length mass and capacityMake direct comparisons side by side (no counting) in a variety of contextsUse uniform units to measure or estimate
Use uniform non-standard and standard units to measure count and solve problems in a variety of contextsAsk for suggestions for things that could be measured using different standard measures
Use in context comparative words such as shorter shortest
Coins
Written vocabulary
People ribbon heavy and light objects large and small cups etc
Balance scales objects to weigh cups to fill etc
Written vocabulary
Written vocabulary
V1 1Y07 Mathematics Stage 1 22
Framework Codes
Learning Objective Activities Resources Comments
1Mt1
1Mt2
1Mt3
TimeBegin to understand and use some units of time eg minuteshours days weeks months and years
Read the time to the hour (orsquoclock) and know key times of day to the nearest hour
Order the days of the week and other familiar events
Order the days of the week months of the yearKnow that 1 week = 7 days1 day = 24 hoursMake estimates and check
Order familiar events in a day a week or a story
Sand timers
1Pt1
1Pt2
Problem solvingChoose appropriate strategies to carry out calculations explain working out
Explore number problems and puzzles
Put in the context of a lesson using measuresWhat could we use How could we record it How do we know What do you think Will it always be the same
Linking with a practical lesson the questions will allow students to develop their reasoning and thinking skills
V1 1Y07 Mathematics Stage 1 23
Scheme of Work ndash Mathematics stage 1
Unit 1A Number and Problem Solving
Framework Codes
Learning Objective Activities Resources Comments
1Nn1
Numbers and the number systemRecite numbers in order Class counting to 20 Number lines or squares for
checking
1Nn3 Count objects up to 20 recognising conservation of number
Counting objects to 20 rearranging and checking
Objects to count Containers to help structure the counting number lines grids or square
1Nn2 Read and write numerals from 0 to 20
Give students a number less than 20 Ask them to continue the series orally or writing
Paper unnumbered number lines 100 square number lines (for reference)
1Nn8 Use more or less to compare two numbers and give a number that lies between them
Count using a number line with pictures as representations as well as the numbers
Number lines Use visual clues for more and less and in between
Framework Codes
Learning Objective Activities Resources Comments
V1 1Y07 Mathematics Stage 1 2
1Nn9
1Nc1
1Nc2
1Nc5
1Nc7
1Nn4
Order numbers to at least 20 positioning on a number track use ordinal numbers
Mental strategiesKnow all number pairs to 10 and record related additionsubtraction facts
Begin to know number pairs to 6 7 8 9 and 10
Know doubles to at least double 5
Begin to recognise multiples of 2 and 10
Count on in tens from zero or a single digit number to 100 or just over
Class or group activity Pick a number card hide it and give clues
Counters in the pot
Counters in the pot
Counters in the pot
Using hands and feet
Becoming familiar with the 100 square
Number cards number lines and grids
CountersSmall pots number cards 0 ndash 10
Counters small pots number cards 0 ndash 10
Counters small pots number cards 0 ndash 10 2 of each card
None
100 square ndash large100 square ndash table top
Developing mental images for small numbers
Extending the previous activity just changing one rule
Using a familiar resource and activity changing the contextStudents being actively engaged in the activity
Give students time to become familiar with 100 square
V1 1Y07 Mathematics Stage 1 3
Framework Codes
Learning Objective Activities Resources Comments
1Nn5
1Nn11
1Nc8
1Nc9
1Nc11
1Nc3
1Nc10
1Nc12
Count on in twos beginning to recognise oddeven numbers to 20 as lsquoevery other number
Give a sensible estimate of some objects that can be checked by counting eg to 30
Addition and subtractionUnderstand addition as counting on and combining two sets
Understand subtraction as counting back and lsquotake awayrsquo
Addsubtract a single digit number by counting backon
Add more than two small numbers spotting pairs to ten (4+3+6 = 10+3)
Understand difference as lsquohow many more to makersquo
Find two more or less than a number to 20 recording jumps on a number line
Becoming familiar with the number line
Counters and cubes estimating the numbers
Domino spots
Domino spots
Stepping stones accurately moving backwards and forwards
Look for the clueEncouraging students to look for the clue of making 10
Making pairs Have a target number more than 6 Throw one die show the number on the number line how many more to make the target
Hops and jumps start on a number jump forward 2 whatrsquos the new number
Number line ndash largeNumber line ndash table top
Counters cubes number line cloth
A large set of dominoes for class work Small sets for group workNumber cards 0 ndash 9Domino set for each pair
A floor number track or line table top number linesBlank tracks or lines
Small counting apparatus
Vertical or horizontal number line ndash large for class small for table top One 1-6 die
Large class number line smaller for table top
Some students may need their own copy of the number line
Using the same resource but different context
Give students experience of blank and numbered lines
This can be done on a floor number line to start
V1 1Y07 Mathematics Stage 1 4
Framework Codes
Learning Objective Activities Resources Comments
1Pt2
1Pt4
1Pt5
1Pt6
Problem solvingExplore number problems and puzzles
Solve simple word problems and represent it with objects
Check the answer to an addition by adding the numbers in a different order
Check the answer to a subtraction by adding the answer to the smaller number in the question
What if activities I had 3 cakes baked 3 more and ate 2 How many left
Telling stories Teacher tells a story where the final quantity is unknown I baked some cakes the dog ate 3 and there were 3 left How many did I start with
Using practical equipment
Using practical equipment
V1 1Y07 Mathematics Stage 1 5
Scheme of Work ndash Mathematics stage 1
Unit 1B Geometry and Problem Solving
Framework Codes
Learning Objective Activities Resources Comments
1Gs1
1Gs2
1Gs3
Shapes and geometric reasoningName and sort common 2D shapes using features such as number of sides curved or straight Use them to make patterns and models
Name and sort common 3D shapes using features such as number of faces flat or curved faces Use them to make patterns or models
Recognise basic line symmetry
Using a collection of flat shapes choose own examples and describe Choose an example to match properties set by teacher or another childMake pictures and patterns
Identify solid shapes in the classroomSort 3D shapes according to propertiesChoose an example and describe itMake patterns and models
Use mirrors to make and describe reflections
Flat shapes drawn shapes
Solid shapes
Mirrors
When talking about 2D make sure that only the face of a shape is used Any shape with any depth is 3D
Also use any pictures patterns from fabric for example to show symmetry in a real life setting
1Pt8 Problem solvingIdentify simple relationships between shapes
Compare and contrast features of both 2D and 3D shapes
Shapes both 2D and 3D
V1 1Y07 Mathematics Stage 1 6
Scheme of Work ndash Mathematics stage 1
Unit 1C Measure and Problem Solving
Framework Codes
Learning Objective Activities Resources Comments
1Mm1
1Ml1
1Ml2
1Ml3
1Mt1
MeasureRecognise all coins and work out how to pay an exact sum using smaller coins
Compare weights and lengths by direct comparison then by using uniform non-standard units
Estimate and compare capacities by direct comparison then by using uniform non-standard units
Use comparative language eg longer shorter heavier lighter
Begin to understand and use some units of time such as minutes hours day weeks months and years
Sort all coins into same valueExchange coins for an equivalent value in smaller coinsTotal coins
Make direct comparisons in a variety of contexts heights of 2 children use a balance to find which of 3 parcels is the heaviest
Use different size containers to find which holds most
Understand and use in practical contexts
Understand and use in context link to daily routines and activities What can you do in 1 minute how many jumps How many times can you write your name
Coins of appropriate value (real not plastic)Small sorting pots
Objects to weigh and measure as appropriate
Water sand rice lentils containers
Sand timers clocks
It is better to use real coins rather than pretend as it is more meaningful
Make the activities as practical as possible to develop understanding Use observations as an assessment tool
As above
Ask the class for other ideas Extend to 2 minutes or 5 minutesUse the vocabulary of time eg today tomorrow yesterday
V1 1Y07 Mathematics Stage 1 7
Framework Codes
Learning Objective Activities Resources Comments
1Pt1
1Pt2
1Pt9
Problem solvingChoose appropriate strategies to carry out calculations explain working out
Explore number problems and puzzles
Make a sensible estimation of a calculation and consider whether an answer is reasonable
Use own strategies to solve measurement problems in classroom contexts eg 6 bricks balance my book 8 bricks balance my shoe how many bricks to balance them both
The cupboard is 2 metres wide The table is 1 metre wide The cupboard is wider than the table How much widerChoose other examples in the classroom to cover measuresI spent in the shop My friend spent How much did we spend all together
Count some coins in a pot add 4 more How much now Change the amounts as appropriateWork out totals what can we buy
Objects to weigh and measure
Measuring equipmentCoins
Coins pots priced items
Encourage discussion about strategies This can be used as an assessment tool
These activities should be as practical as possible before moving to paper and pencil methods
V1 1Y07 Mathematics Stage 1 8
Scheme of Work ndash Mathematics stage 1
Unit 2A Number and Problem Solving
Framework Codes
Learning Objective Activities Resources Comments
1Nc12
1Nc8
Find two more or less than a number to 20 recording the jumps on a number line
Understand addition as counting on and combining two sets record related addition sentences
Give out number cards around the class Class work in pairs lsquoWhat is 2 more than What is 2 less than rsquo Choose numbers as appropriate After questions the pair that has that number holds it up Record on the number lineDisplay the number line Students hide their cards lsquoShow me a number that is more than 7 and less than 10rsquo Pairs that have the number hold it up Continue Class devise their own questions
Display the number cards Point to some randomly lsquoWhat is this number Substitute numbers for objects Count them and place number card next to them lsquoWhat if we put this set with this set How many altogether Write and say the action Write the calculation Record it as counting on a number line
0 -20 number cardsNumber line
Small counting apparatusLarge 0 ndash 20 number cardsLarge number line
Pairs could be mixed ability
When recording the calculation write each number and symbol as you say them so that students can make the connection
V1 1Y07 Mathematics Stage 1 9
Framework Codes
Learning Objective Activities Resources Comments
1Nc9
1Nc14
1Nn7
1Nn10
1Nn6
Understand subtraction as counting back and lsquotake awayrsquo record related subtraction sentences
Begin to use the + ndash and = signs to record calculations in number sentences
Within the range 0 to 30 say the number that is 1 or 10 more or less than any given number
Use the = sign to represent equality
Begin partitioning two-digit numbers into tens and ones and reverse
Display a large number line and 0 ndash 20 number cards Count backwards along the line and along the cards from different starting pointsReplace number cards with objects Choose one of the numbers and take 3 away pointing to the number line to show subtraction (counting back) Repeat with different start numbers
Once students are familiar with the operations of addition and subtraction introduce the symbols to replace the spoken sentence writing them as the matching word is said
Give out number cards Ask questions such as lsquoWho has 1 more than 3rsquorsquo Who has 10 more than 3rsquo targeting the question as appropriate
Using balance scales number balances or objects show how each side of = must have the same total quantity
Understand and use in practical contexts units ones tens digit
Large number line0 ndash 20 number cardsSmall counting apparatus
Class set of number cards 0 ndash 30
Balance scales number balances objects
Place value (arrow) cards Have a teacher set that all students can see as well as sets per pair on the tables
V1 1Y07 Mathematics Stage 1 10
Framework Codes
Learning Objective Activities Resources Comments
1Nc13
1Nc15
1Nc16
1Nc18
Relate counting on and back in tens to finding 10 moreless than a number (lt 100)
Understand that changing the order of addition does not change the total
Add a pair of numbers by putting the larger number first and counting on
Begin to add single- and two-digit numbers
Oral counting in tens from zero Oral counting in tens from 0 pointing to the pattern of 10 on 100 square Oral counting in tens from any number pointing to the pattern on the 100 square
Activities to help understanding of combining sets to make a total and steps along a number track or line (counting on)
With the aid of apparatus explore different amounts for addition and discuss the strategy of putting the larger quantity or number first
Using dice or number cards generate 1 or 2 digit numbers to be added together
100 square
Counting apparatusNumber track or number line
Counting apparatus number cards
DiceNumber cards
Have a large square that all can see as well as individual squares on the tables
V1 1Y07 Mathematics Stage 1 11
Framework Codes
Learning Objective Activities Resources Comments
1Pt2
1Pt3
1Pt4
1Pt5
1Pt6
1Pt1
1Pt4
1Pt9
Problem solvingExplore number problems and puzzles
Find many combinations eg combinations of three pieces of different coloured clothing
Solve simple word problems and represent it with objects
Check the answer to an addition by adding the numbers in a different order
Check the answer to a subtraction by adding the answer to the smaller number in the question
Choose appropriate strategies to carry out calculations explaining working out
Decide to add or subtract to solve a simple word problem (oral) and represent it with objects
Make a sensible estimate of a calculation and consider whether an answer is reasonable
lsquoWhat if and what could we try next lsquoactivities
Using 3-scoop ice-creams 3-bobbles on a hat etc
Simple problems set in a lsquoreal-lifersquo context
Use within the context of a lesson on addition Allow discussion to include student ideas
Use within the context of a lesson on subtraction Allow discussion to include student ideas
Use within the context of lessons allowing students to contribute their ideas
Use within the context of lessons allowing students to contribute their ideas
Discuss appropriate strategies
Dice dominoes cards to explore totals
Any pictures where there is a total of 3 things the same
Any materials that help to visualise the problem
Model the use of the apparatus then allow pairs to generate their own numbers
V1 1Y07 Mathematics Stage 1 12
Scheme of Work ndash Mathematics stage 1
Unit 2B Handling Data and Problem Solving
Framework Codes
Learning Objective Activities Resources Comments
1Dh1
Organising categorising and representing dataAnswer a question by sorting and organising data or objects in a variety of ways eg using block graphs and
pictograms with practical resources discussing the results
in lists and tables with practical resources discussing the results
in Venn or Carroll diagrams giving different criteria for grouping the same objects
Understand and use in context relevant vocabularySolve problems such as how many beads can I hold in my hand How can we find out How can we organise the information
Make and organise a listCollect data and make a table
Ask questions to find out favourite food Represent with a block graph or pictogram
Vocabulary cards displayed
Any apparatus that allows the information to be displayed interlocking cubes pictures etc
1Pt1Problem solvingChoose appropriate strategies to carry out calculations explaining working out
Solving problems by collecting sorting and organising informationCollect information quickly by sorting or voting then represent it by drawing placing objects or pictures
Any materials that allow the information to be displayed
Allow time for discussion between teacher and students and students to students At this stage students should be allowed some choice on how they display their data
V1 1Y07 Mathematics Stage 1 13
Scheme of Work ndash Mathematics stage 1
Unit 2C Measure and Problem Solving
Framework Codes
Learning Objective Activities Resources Comments
1Mm1
1Ml1
1Ml2
1Ml3
1Mt1
MoneyRecognise all coins and work out how to pay an exact sum using smaller coins
Length mass and capacityCompare lengths and weights by direct comparison then by using uniform non-standard units
Estimate and compare capacities by direct comparison then by using uniform non-standard units
Use comparative language eg longer shorter heavier lighter
TimeBegin to understand and use some units of time eg minutes hours days weeks months and years
Recognise all coinsExchange coins for an equivalent valueTotal coins
Understand and use the vocabulary related to length mass and capacityMake direct comparisons side by side (no counting) in a variety of contexts
Use uniform non-standard and standard units to measure count and solve problems in a variety of contexts
Use in context comparative words such as shorter shortest
Order the days of the week months of the yearKnow that 1 week = 7 days1 day = 24 hoursMake estimates and check
Coins
Written vocabulary
People ribbon heavy and light objects large and small cups etc
Balance scales objects to weigh cups to fill etc
Written vocabulary
Written vocabularySand timers
The use of real money should be encouraged in order to make more sense to the students
Display the vocabulary so that all the students can see it and use it as a reference Illustrate with pictures for those students who may have difficulty with the spoken word
Display the vocabulary so that all the students can see it and use it as a reference Illustrate with pictures for those students who may have difficulty with the spoken word
V1 1Y07 Mathematics Stage 1 14
Framework Codes
Learning Objective Activities Resources Comments
1Mt2
1Mt3
Read the time to the hour (orsquoclock) and know key times of day to the nearest hour
Order the days of the week and other familiar events
Order familiar events in a day a week or a story
1Pt1
1Pt2
Problem solvingChoose appropriate strategies to carry out calculations explain working out
Explore number problems and puzzles
How long is it from 3 orsquoclock to 5 orsquoclockWhat was the time 2 ours ago
It is now 6 orsquoclock What time will it bein 4 hoursIn 2 hoursWhat time was it 2 hours agoTarget questions according to ability
Clocks
Clocks
Clocks with hands that move as a real clock rather than free hand movement would allow students to become more familiar with how the hands of a clock move
V1 1Y07 Mathematics Stage 1 15
Scheme of Work ndash Mathematics stage 1Unit 3A Number and Problem solving
Framework Codes
Learning Objective Activities Resources Comments
1Nc8
1Nc9
Understand addition as counting on and combining two sets record related addition sentences
Understand subtraction as counting back and lsquotake awayrsquo record related subtraction sentences
Display the number cards Point to some randomly lsquoWhat is this number Substitute numbers for objects Count them and place number card next to them Show how 100 square is a different arrangement of the number line and easier to use when dealing with higher numbersWhat if We start on 7 and count on 5 Where will we end upUse different start numbersUsing small counting materials make sets of different amountslsquoWhat if we put this set with this set How many altogether Write and say the action Write the calculation Record it as it is being said
Display a large number line and 0 ndash 50 number cards Count backwards along the line and along the cards from different starting pointsReplace number cards with objects Take 3 away pointing to the number line to show subtraction (counting back) Repeat with different start numbers Show how 100 square is a different arrangement of the number line and easier to use when dealing with higher numbersWhat if we start on 17 and count back 5 Where will we end up
Number cards 0 ndash 50100 squareSmall counting apparatus
Large number line0 ndash 50 number cardsSmall counting apparatus
Some students will need to work with their own 100 square at a table or seated on the floor
V1 1Y07 Mathematics Stage 1 16
Framework Codes
Learning Objective Activities Resources Comments
1Nc14
1Nn6
1Nc15
1Nc16
1Nc18
1Nn12
Begin to use the + ndash and = signs to record calculations in number sentences Use the = sign to represent equality
Begin partitioning two-digit numbers into tens and ones and reverse
Understand that changing the order of addition does not change the total
Add a pair of numbers by putting the larger number first and counting on
Begin to add single- and two-digit numbers
Find halves of small numbers and shapes by folding and recognise which shapes are halved
Record simple mental calculations in number sentences Work as a whole class then pairs or individuals
Understand and use in practical contexts units ones tens digit
Activities to help understanding of combining sets to make a total and steps along a number track or line (counting on)
With the aid of apparatus explore different amounts for addition and discuss the strategy of putting the larger quantity or number first
Using dice or number cards generate 1 or 2 digit numbers to be added together
Recognise whole and half as vocabularyUse small apparatus for counting (A handful) Share it equally (in half) Discuss amounts where there is one left over Link with the numbers on 100 square Is there a patternSay half of any even number to 10
Large number and sign cards
Counting apparatus
Place value (arrow) cards
Number trackNumber lineCounting apparatus
Counting apparatus
Counting apparatusNumber track or number line100 square
Counting apparatus number cards
Use a large set for class work and give each child or pair their own for table top work Some students may find colour coding the units and tens useful
Use apparatus for counting and addition before moving to the number trackline
V1 1Y07 Mathematics Stage 1 17
Framework Codes
Learning Objective Activities Resources Comments
1Nc4
1Nc6
1Nc17
1Nc19
1Nc20
1Nc21
Begin using pairs to 10 to bridge 10 when addingsubtracting eg 8 + 3 add 2 then 1
Find near doubles using doubles already known eg 5 + 6
Recognise the use of a sign such as 1048709 to represent an unknowneg 6 + 1048709 = 10
Multiplication and divisionDouble any single-digit number bull
Find halves of even numbers of objects up to 10
Try to share numbers to 10 to find which are even and which are odd
Begin to add a pair of single digit numbers past 10Use 2 steps and go over 10 as a middle stage (4+8=12 4+6+2=10+2=12) Use different numbers Use subtraction
5+6=11 This can be shown as double 5 (5+5) plus 1 or double 6 minus 1 Use different examples
Use known number facts and knowledge of place valueSet different number sentences with the missing number in different places in the number sentence
Understand the vocabulary of double and half
Count out 10 objects Share into two equal sets Count each set Recombine
Count out 10 objects Share into 2 equal sets Recombine Remove some objects Share the remainders What happens Any left over Repeat several times so that all of the numbers 1-10 are coveredRecord those numbers which share with no remainder and those that share with a remainder
1 ndash 6 dice 7 ndash 12 dice numbers cards to appropriate level
Counting apparatus100 square
Slide number strips
Counting apparatusNumber line100 square
Counting apparatus to 10
Counting apparatus100 squareNumber line
Slide number strips
This can be a difficult concept for some students who may need more time
A list of near doubles may be useful as reference for some students
A strip of card with a calculation written horizontally Over the strip moves a flattened tube of card which can cover any of the numbers at any one time which will be the unknown number
V1 1Y07 Mathematics Stage 1 18
Framework Codes
Learning Objective Activities Resources Comments
1Nc22 Share objects into two equal groups in a context
Use lsquostoryrsquo problemsI have 4 cakes to share with my friend Before we can eat them another friend arrives How many whole cakes would we have had each before the friend arrived How many whole cakes would we have each after the friend arrived How many left overChange the story working with numbers to 10
Picture vocabulary cards
Counting apparatus up to 10
Counting apparatus up to 10
1Pt2
1Pt5
1Pt6
1Pt7
1Pt8
Problem solvingExplore number problems and puzzles
Check the answer to an addition by adding the numbers in a different order
Check the answer to a subtraction by adding the answer to the smaller number in the question
Describe and continue patterns such as count on and back in tenseg 90 80 70
Identify simple relationships between numbers and shapes eg this number is ten bigger than that number
Set in the context of a story or real life experience where people or objects are added to or taken away from the total
Work as inverse operations set in familiar contexts
Using the recording of odd and even numbers continue the sequence of even numbersodd numbersRecord on 100 square or number line
Counting on 100 square finding the pattern of going to the number below to add 10 and to the number above to subtract 10
Story books
Counting apparatus
100 squareNumber line
100 square
V1 1Y07 Mathematics Stage 1 19
Scheme of Work ndash Mathematics stage 1
Unit 3B Handling Data and Problem Solving
Framework Codes
Learning Objective Activities Resources Comments
1Dh1
Organising categorising and representing dataAnswer a question by sorting and organising data or objects in a variety of ways eg
using block graphs and pictograms with practical resources discussing the results
in lists and tables with practical resources discussing the results
in Venn or Carroll diagrams giving different criteria for grouping the same objects
Use questions set in real life contexts egWhat do you like to doHow can we find out How shall we organise the informationMake a simple block graph
Classify numbers and organise them in lists and tables all the even numbers to 30 all the odd numbers to 50 6 numbers more than 10 but less
than 30
Using sorting diagrams display information collected Begin with familiar sorting numbers using a Venn diagram numbers with 2 tens even numbers Repeat using shapes
Vocabulary cards displayed
Any apparatus that allows the information to be displayed interlocking cubes pictures etc
V1 1Y07 Mathematics Stage 1 20
Framework Codes
Learning Objective Activities Resources Comments
1Pt1Problem solvingChoose appropriate strategies to carry out calculations explaining working out
Solving problems by collecting sorting and organising informationCollect information quickly by sorting or voting then represent it by drawing placing objects or pictures
Any materials that allow the information to be displayed
Allow time for discussion between teacher and students and students to students At this stage students should be allowed some choice on how they display their data
V1 1Y07 Mathematics Stage 1 21
Scheme of Work ndash Mathematics stage 1
Unit 3C Measure and Problem Solving
Framework Codes
Learning Objective Activities Resources Comments
1Mm1
1Ml1
1Ml2
1Ml3
MoneyRecognise all coins and work out how to pay an exact sum using smaller coins
Length mass and capacityCompare lengths and weights by direct comparison then by using uniform non-standard units
Estimate and compare capacities by direct comparison then by using uniform non-standard units
Use comparative language eg longer shorter heavier lighter
Recognise all coinsExchange coins for an equivalent valueTotal coinsHow many different ways can an item be paid for Use different coins to make the same total
Understand and use the vocabulary related to length mass and capacityMake direct comparisons side by side (no counting) in a variety of contextsUse uniform units to measure or estimate
Use uniform non-standard and standard units to measure count and solve problems in a variety of contextsAsk for suggestions for things that could be measured using different standard measures
Use in context comparative words such as shorter shortest
Coins
Written vocabulary
People ribbon heavy and light objects large and small cups etc
Balance scales objects to weigh cups to fill etc
Written vocabulary
Written vocabulary
V1 1Y07 Mathematics Stage 1 22
Framework Codes
Learning Objective Activities Resources Comments
1Mt1
1Mt2
1Mt3
TimeBegin to understand and use some units of time eg minuteshours days weeks months and years
Read the time to the hour (orsquoclock) and know key times of day to the nearest hour
Order the days of the week and other familiar events
Order the days of the week months of the yearKnow that 1 week = 7 days1 day = 24 hoursMake estimates and check
Order familiar events in a day a week or a story
Sand timers
1Pt1
1Pt2
Problem solvingChoose appropriate strategies to carry out calculations explain working out
Explore number problems and puzzles
Put in the context of a lesson using measuresWhat could we use How could we record it How do we know What do you think Will it always be the same
Linking with a practical lesson the questions will allow students to develop their reasoning and thinking skills
V1 1Y07 Mathematics Stage 1 23
1Nn9
1Nc1
1Nc2
1Nc5
1Nc7
1Nn4
Order numbers to at least 20 positioning on a number track use ordinal numbers
Mental strategiesKnow all number pairs to 10 and record related additionsubtraction facts
Begin to know number pairs to 6 7 8 9 and 10
Know doubles to at least double 5
Begin to recognise multiples of 2 and 10
Count on in tens from zero or a single digit number to 100 or just over
Class or group activity Pick a number card hide it and give clues
Counters in the pot
Counters in the pot
Counters in the pot
Using hands and feet
Becoming familiar with the 100 square
Number cards number lines and grids
CountersSmall pots number cards 0 ndash 10
Counters small pots number cards 0 ndash 10
Counters small pots number cards 0 ndash 10 2 of each card
None
100 square ndash large100 square ndash table top
Developing mental images for small numbers
Extending the previous activity just changing one rule
Using a familiar resource and activity changing the contextStudents being actively engaged in the activity
Give students time to become familiar with 100 square
V1 1Y07 Mathematics Stage 1 3
Framework Codes
Learning Objective Activities Resources Comments
1Nn5
1Nn11
1Nc8
1Nc9
1Nc11
1Nc3
1Nc10
1Nc12
Count on in twos beginning to recognise oddeven numbers to 20 as lsquoevery other number
Give a sensible estimate of some objects that can be checked by counting eg to 30
Addition and subtractionUnderstand addition as counting on and combining two sets
Understand subtraction as counting back and lsquotake awayrsquo
Addsubtract a single digit number by counting backon
Add more than two small numbers spotting pairs to ten (4+3+6 = 10+3)
Understand difference as lsquohow many more to makersquo
Find two more or less than a number to 20 recording jumps on a number line
Becoming familiar with the number line
Counters and cubes estimating the numbers
Domino spots
Domino spots
Stepping stones accurately moving backwards and forwards
Look for the clueEncouraging students to look for the clue of making 10
Making pairs Have a target number more than 6 Throw one die show the number on the number line how many more to make the target
Hops and jumps start on a number jump forward 2 whatrsquos the new number
Number line ndash largeNumber line ndash table top
Counters cubes number line cloth
A large set of dominoes for class work Small sets for group workNumber cards 0 ndash 9Domino set for each pair
A floor number track or line table top number linesBlank tracks or lines
Small counting apparatus
Vertical or horizontal number line ndash large for class small for table top One 1-6 die
Large class number line smaller for table top
Some students may need their own copy of the number line
Using the same resource but different context
Give students experience of blank and numbered lines
This can be done on a floor number line to start
V1 1Y07 Mathematics Stage 1 4
Framework Codes
Learning Objective Activities Resources Comments
1Pt2
1Pt4
1Pt5
1Pt6
Problem solvingExplore number problems and puzzles
Solve simple word problems and represent it with objects
Check the answer to an addition by adding the numbers in a different order
Check the answer to a subtraction by adding the answer to the smaller number in the question
What if activities I had 3 cakes baked 3 more and ate 2 How many left
Telling stories Teacher tells a story where the final quantity is unknown I baked some cakes the dog ate 3 and there were 3 left How many did I start with
Using practical equipment
Using practical equipment
V1 1Y07 Mathematics Stage 1 5
Scheme of Work ndash Mathematics stage 1
Unit 1B Geometry and Problem Solving
Framework Codes
Learning Objective Activities Resources Comments
1Gs1
1Gs2
1Gs3
Shapes and geometric reasoningName and sort common 2D shapes using features such as number of sides curved or straight Use them to make patterns and models
Name and sort common 3D shapes using features such as number of faces flat or curved faces Use them to make patterns or models
Recognise basic line symmetry
Using a collection of flat shapes choose own examples and describe Choose an example to match properties set by teacher or another childMake pictures and patterns
Identify solid shapes in the classroomSort 3D shapes according to propertiesChoose an example and describe itMake patterns and models
Use mirrors to make and describe reflections
Flat shapes drawn shapes
Solid shapes
Mirrors
When talking about 2D make sure that only the face of a shape is used Any shape with any depth is 3D
Also use any pictures patterns from fabric for example to show symmetry in a real life setting
1Pt8 Problem solvingIdentify simple relationships between shapes
Compare and contrast features of both 2D and 3D shapes
Shapes both 2D and 3D
V1 1Y07 Mathematics Stage 1 6
Scheme of Work ndash Mathematics stage 1
Unit 1C Measure and Problem Solving
Framework Codes
Learning Objective Activities Resources Comments
1Mm1
1Ml1
1Ml2
1Ml3
1Mt1
MeasureRecognise all coins and work out how to pay an exact sum using smaller coins
Compare weights and lengths by direct comparison then by using uniform non-standard units
Estimate and compare capacities by direct comparison then by using uniform non-standard units
Use comparative language eg longer shorter heavier lighter
Begin to understand and use some units of time such as minutes hours day weeks months and years
Sort all coins into same valueExchange coins for an equivalent value in smaller coinsTotal coins
Make direct comparisons in a variety of contexts heights of 2 children use a balance to find which of 3 parcels is the heaviest
Use different size containers to find which holds most
Understand and use in practical contexts
Understand and use in context link to daily routines and activities What can you do in 1 minute how many jumps How many times can you write your name
Coins of appropriate value (real not plastic)Small sorting pots
Objects to weigh and measure as appropriate
Water sand rice lentils containers
Sand timers clocks
It is better to use real coins rather than pretend as it is more meaningful
Make the activities as practical as possible to develop understanding Use observations as an assessment tool
As above
Ask the class for other ideas Extend to 2 minutes or 5 minutesUse the vocabulary of time eg today tomorrow yesterday
V1 1Y07 Mathematics Stage 1 7
Framework Codes
Learning Objective Activities Resources Comments
1Pt1
1Pt2
1Pt9
Problem solvingChoose appropriate strategies to carry out calculations explain working out
Explore number problems and puzzles
Make a sensible estimation of a calculation and consider whether an answer is reasonable
Use own strategies to solve measurement problems in classroom contexts eg 6 bricks balance my book 8 bricks balance my shoe how many bricks to balance them both
The cupboard is 2 metres wide The table is 1 metre wide The cupboard is wider than the table How much widerChoose other examples in the classroom to cover measuresI spent in the shop My friend spent How much did we spend all together
Count some coins in a pot add 4 more How much now Change the amounts as appropriateWork out totals what can we buy
Objects to weigh and measure
Measuring equipmentCoins
Coins pots priced items
Encourage discussion about strategies This can be used as an assessment tool
These activities should be as practical as possible before moving to paper and pencil methods
V1 1Y07 Mathematics Stage 1 8
Scheme of Work ndash Mathematics stage 1
Unit 2A Number and Problem Solving
Framework Codes
Learning Objective Activities Resources Comments
1Nc12
1Nc8
Find two more or less than a number to 20 recording the jumps on a number line
Understand addition as counting on and combining two sets record related addition sentences
Give out number cards around the class Class work in pairs lsquoWhat is 2 more than What is 2 less than rsquo Choose numbers as appropriate After questions the pair that has that number holds it up Record on the number lineDisplay the number line Students hide their cards lsquoShow me a number that is more than 7 and less than 10rsquo Pairs that have the number hold it up Continue Class devise their own questions
Display the number cards Point to some randomly lsquoWhat is this number Substitute numbers for objects Count them and place number card next to them lsquoWhat if we put this set with this set How many altogether Write and say the action Write the calculation Record it as counting on a number line
0 -20 number cardsNumber line
Small counting apparatusLarge 0 ndash 20 number cardsLarge number line
Pairs could be mixed ability
When recording the calculation write each number and symbol as you say them so that students can make the connection
V1 1Y07 Mathematics Stage 1 9
Framework Codes
Learning Objective Activities Resources Comments
1Nc9
1Nc14
1Nn7
1Nn10
1Nn6
Understand subtraction as counting back and lsquotake awayrsquo record related subtraction sentences
Begin to use the + ndash and = signs to record calculations in number sentences
Within the range 0 to 30 say the number that is 1 or 10 more or less than any given number
Use the = sign to represent equality
Begin partitioning two-digit numbers into tens and ones and reverse
Display a large number line and 0 ndash 20 number cards Count backwards along the line and along the cards from different starting pointsReplace number cards with objects Choose one of the numbers and take 3 away pointing to the number line to show subtraction (counting back) Repeat with different start numbers
Once students are familiar with the operations of addition and subtraction introduce the symbols to replace the spoken sentence writing them as the matching word is said
Give out number cards Ask questions such as lsquoWho has 1 more than 3rsquorsquo Who has 10 more than 3rsquo targeting the question as appropriate
Using balance scales number balances or objects show how each side of = must have the same total quantity
Understand and use in practical contexts units ones tens digit
Large number line0 ndash 20 number cardsSmall counting apparatus
Class set of number cards 0 ndash 30
Balance scales number balances objects
Place value (arrow) cards Have a teacher set that all students can see as well as sets per pair on the tables
V1 1Y07 Mathematics Stage 1 10
Framework Codes
Learning Objective Activities Resources Comments
1Nc13
1Nc15
1Nc16
1Nc18
Relate counting on and back in tens to finding 10 moreless than a number (lt 100)
Understand that changing the order of addition does not change the total
Add a pair of numbers by putting the larger number first and counting on
Begin to add single- and two-digit numbers
Oral counting in tens from zero Oral counting in tens from 0 pointing to the pattern of 10 on 100 square Oral counting in tens from any number pointing to the pattern on the 100 square
Activities to help understanding of combining sets to make a total and steps along a number track or line (counting on)
With the aid of apparatus explore different amounts for addition and discuss the strategy of putting the larger quantity or number first
Using dice or number cards generate 1 or 2 digit numbers to be added together
100 square
Counting apparatusNumber track or number line
Counting apparatus number cards
DiceNumber cards
Have a large square that all can see as well as individual squares on the tables
V1 1Y07 Mathematics Stage 1 11
Framework Codes
Learning Objective Activities Resources Comments
1Pt2
1Pt3
1Pt4
1Pt5
1Pt6
1Pt1
1Pt4
1Pt9
Problem solvingExplore number problems and puzzles
Find many combinations eg combinations of three pieces of different coloured clothing
Solve simple word problems and represent it with objects
Check the answer to an addition by adding the numbers in a different order
Check the answer to a subtraction by adding the answer to the smaller number in the question
Choose appropriate strategies to carry out calculations explaining working out
Decide to add or subtract to solve a simple word problem (oral) and represent it with objects
Make a sensible estimate of a calculation and consider whether an answer is reasonable
lsquoWhat if and what could we try next lsquoactivities
Using 3-scoop ice-creams 3-bobbles on a hat etc
Simple problems set in a lsquoreal-lifersquo context
Use within the context of a lesson on addition Allow discussion to include student ideas
Use within the context of a lesson on subtraction Allow discussion to include student ideas
Use within the context of lessons allowing students to contribute their ideas
Use within the context of lessons allowing students to contribute their ideas
Discuss appropriate strategies
Dice dominoes cards to explore totals
Any pictures where there is a total of 3 things the same
Any materials that help to visualise the problem
Model the use of the apparatus then allow pairs to generate their own numbers
V1 1Y07 Mathematics Stage 1 12
Scheme of Work ndash Mathematics stage 1
Unit 2B Handling Data and Problem Solving
Framework Codes
Learning Objective Activities Resources Comments
1Dh1
Organising categorising and representing dataAnswer a question by sorting and organising data or objects in a variety of ways eg using block graphs and
pictograms with practical resources discussing the results
in lists and tables with practical resources discussing the results
in Venn or Carroll diagrams giving different criteria for grouping the same objects
Understand and use in context relevant vocabularySolve problems such as how many beads can I hold in my hand How can we find out How can we organise the information
Make and organise a listCollect data and make a table
Ask questions to find out favourite food Represent with a block graph or pictogram
Vocabulary cards displayed
Any apparatus that allows the information to be displayed interlocking cubes pictures etc
1Pt1Problem solvingChoose appropriate strategies to carry out calculations explaining working out
Solving problems by collecting sorting and organising informationCollect information quickly by sorting or voting then represent it by drawing placing objects or pictures
Any materials that allow the information to be displayed
Allow time for discussion between teacher and students and students to students At this stage students should be allowed some choice on how they display their data
V1 1Y07 Mathematics Stage 1 13
Scheme of Work ndash Mathematics stage 1
Unit 2C Measure and Problem Solving
Framework Codes
Learning Objective Activities Resources Comments
1Mm1
1Ml1
1Ml2
1Ml3
1Mt1
MoneyRecognise all coins and work out how to pay an exact sum using smaller coins
Length mass and capacityCompare lengths and weights by direct comparison then by using uniform non-standard units
Estimate and compare capacities by direct comparison then by using uniform non-standard units
Use comparative language eg longer shorter heavier lighter
TimeBegin to understand and use some units of time eg minutes hours days weeks months and years
Recognise all coinsExchange coins for an equivalent valueTotal coins
Understand and use the vocabulary related to length mass and capacityMake direct comparisons side by side (no counting) in a variety of contexts
Use uniform non-standard and standard units to measure count and solve problems in a variety of contexts
Use in context comparative words such as shorter shortest
Order the days of the week months of the yearKnow that 1 week = 7 days1 day = 24 hoursMake estimates and check
Coins
Written vocabulary
People ribbon heavy and light objects large and small cups etc
Balance scales objects to weigh cups to fill etc
Written vocabulary
Written vocabularySand timers
The use of real money should be encouraged in order to make more sense to the students
Display the vocabulary so that all the students can see it and use it as a reference Illustrate with pictures for those students who may have difficulty with the spoken word
Display the vocabulary so that all the students can see it and use it as a reference Illustrate with pictures for those students who may have difficulty with the spoken word
V1 1Y07 Mathematics Stage 1 14
Framework Codes
Learning Objective Activities Resources Comments
1Mt2
1Mt3
Read the time to the hour (orsquoclock) and know key times of day to the nearest hour
Order the days of the week and other familiar events
Order familiar events in a day a week or a story
1Pt1
1Pt2
Problem solvingChoose appropriate strategies to carry out calculations explain working out
Explore number problems and puzzles
How long is it from 3 orsquoclock to 5 orsquoclockWhat was the time 2 ours ago
It is now 6 orsquoclock What time will it bein 4 hoursIn 2 hoursWhat time was it 2 hours agoTarget questions according to ability
Clocks
Clocks
Clocks with hands that move as a real clock rather than free hand movement would allow students to become more familiar with how the hands of a clock move
V1 1Y07 Mathematics Stage 1 15
Scheme of Work ndash Mathematics stage 1Unit 3A Number and Problem solving
Framework Codes
Learning Objective Activities Resources Comments
1Nc8
1Nc9
Understand addition as counting on and combining two sets record related addition sentences
Understand subtraction as counting back and lsquotake awayrsquo record related subtraction sentences
Display the number cards Point to some randomly lsquoWhat is this number Substitute numbers for objects Count them and place number card next to them Show how 100 square is a different arrangement of the number line and easier to use when dealing with higher numbersWhat if We start on 7 and count on 5 Where will we end upUse different start numbersUsing small counting materials make sets of different amountslsquoWhat if we put this set with this set How many altogether Write and say the action Write the calculation Record it as it is being said
Display a large number line and 0 ndash 50 number cards Count backwards along the line and along the cards from different starting pointsReplace number cards with objects Take 3 away pointing to the number line to show subtraction (counting back) Repeat with different start numbers Show how 100 square is a different arrangement of the number line and easier to use when dealing with higher numbersWhat if we start on 17 and count back 5 Where will we end up
Number cards 0 ndash 50100 squareSmall counting apparatus
Large number line0 ndash 50 number cardsSmall counting apparatus
Some students will need to work with their own 100 square at a table or seated on the floor
V1 1Y07 Mathematics Stage 1 16
Framework Codes
Learning Objective Activities Resources Comments
1Nc14
1Nn6
1Nc15
1Nc16
1Nc18
1Nn12
Begin to use the + ndash and = signs to record calculations in number sentences Use the = sign to represent equality
Begin partitioning two-digit numbers into tens and ones and reverse
Understand that changing the order of addition does not change the total
Add a pair of numbers by putting the larger number first and counting on
Begin to add single- and two-digit numbers
Find halves of small numbers and shapes by folding and recognise which shapes are halved
Record simple mental calculations in number sentences Work as a whole class then pairs or individuals
Understand and use in practical contexts units ones tens digit
Activities to help understanding of combining sets to make a total and steps along a number track or line (counting on)
With the aid of apparatus explore different amounts for addition and discuss the strategy of putting the larger quantity or number first
Using dice or number cards generate 1 or 2 digit numbers to be added together
Recognise whole and half as vocabularyUse small apparatus for counting (A handful) Share it equally (in half) Discuss amounts where there is one left over Link with the numbers on 100 square Is there a patternSay half of any even number to 10
Large number and sign cards
Counting apparatus
Place value (arrow) cards
Number trackNumber lineCounting apparatus
Counting apparatus
Counting apparatusNumber track or number line100 square
Counting apparatus number cards
Use a large set for class work and give each child or pair their own for table top work Some students may find colour coding the units and tens useful
Use apparatus for counting and addition before moving to the number trackline
V1 1Y07 Mathematics Stage 1 17
Framework Codes
Learning Objective Activities Resources Comments
1Nc4
1Nc6
1Nc17
1Nc19
1Nc20
1Nc21
Begin using pairs to 10 to bridge 10 when addingsubtracting eg 8 + 3 add 2 then 1
Find near doubles using doubles already known eg 5 + 6
Recognise the use of a sign such as 1048709 to represent an unknowneg 6 + 1048709 = 10
Multiplication and divisionDouble any single-digit number bull
Find halves of even numbers of objects up to 10
Try to share numbers to 10 to find which are even and which are odd
Begin to add a pair of single digit numbers past 10Use 2 steps and go over 10 as a middle stage (4+8=12 4+6+2=10+2=12) Use different numbers Use subtraction
5+6=11 This can be shown as double 5 (5+5) plus 1 or double 6 minus 1 Use different examples
Use known number facts and knowledge of place valueSet different number sentences with the missing number in different places in the number sentence
Understand the vocabulary of double and half
Count out 10 objects Share into two equal sets Count each set Recombine
Count out 10 objects Share into 2 equal sets Recombine Remove some objects Share the remainders What happens Any left over Repeat several times so that all of the numbers 1-10 are coveredRecord those numbers which share with no remainder and those that share with a remainder
1 ndash 6 dice 7 ndash 12 dice numbers cards to appropriate level
Counting apparatus100 square
Slide number strips
Counting apparatusNumber line100 square
Counting apparatus to 10
Counting apparatus100 squareNumber line
Slide number strips
This can be a difficult concept for some students who may need more time
A list of near doubles may be useful as reference for some students
A strip of card with a calculation written horizontally Over the strip moves a flattened tube of card which can cover any of the numbers at any one time which will be the unknown number
V1 1Y07 Mathematics Stage 1 18
Framework Codes
Learning Objective Activities Resources Comments
1Nc22 Share objects into two equal groups in a context
Use lsquostoryrsquo problemsI have 4 cakes to share with my friend Before we can eat them another friend arrives How many whole cakes would we have had each before the friend arrived How many whole cakes would we have each after the friend arrived How many left overChange the story working with numbers to 10
Picture vocabulary cards
Counting apparatus up to 10
Counting apparatus up to 10
1Pt2
1Pt5
1Pt6
1Pt7
1Pt8
Problem solvingExplore number problems and puzzles
Check the answer to an addition by adding the numbers in a different order
Check the answer to a subtraction by adding the answer to the smaller number in the question
Describe and continue patterns such as count on and back in tenseg 90 80 70
Identify simple relationships between numbers and shapes eg this number is ten bigger than that number
Set in the context of a story or real life experience where people or objects are added to or taken away from the total
Work as inverse operations set in familiar contexts
Using the recording of odd and even numbers continue the sequence of even numbersodd numbersRecord on 100 square or number line
Counting on 100 square finding the pattern of going to the number below to add 10 and to the number above to subtract 10
Story books
Counting apparatus
100 squareNumber line
100 square
V1 1Y07 Mathematics Stage 1 19
Scheme of Work ndash Mathematics stage 1
Unit 3B Handling Data and Problem Solving
Framework Codes
Learning Objective Activities Resources Comments
1Dh1
Organising categorising and representing dataAnswer a question by sorting and organising data or objects in a variety of ways eg
using block graphs and pictograms with practical resources discussing the results
in lists and tables with practical resources discussing the results
in Venn or Carroll diagrams giving different criteria for grouping the same objects
Use questions set in real life contexts egWhat do you like to doHow can we find out How shall we organise the informationMake a simple block graph
Classify numbers and organise them in lists and tables all the even numbers to 30 all the odd numbers to 50 6 numbers more than 10 but less
than 30
Using sorting diagrams display information collected Begin with familiar sorting numbers using a Venn diagram numbers with 2 tens even numbers Repeat using shapes
Vocabulary cards displayed
Any apparatus that allows the information to be displayed interlocking cubes pictures etc
V1 1Y07 Mathematics Stage 1 20
Framework Codes
Learning Objective Activities Resources Comments
1Pt1Problem solvingChoose appropriate strategies to carry out calculations explaining working out
Solving problems by collecting sorting and organising informationCollect information quickly by sorting or voting then represent it by drawing placing objects or pictures
Any materials that allow the information to be displayed
Allow time for discussion between teacher and students and students to students At this stage students should be allowed some choice on how they display their data
V1 1Y07 Mathematics Stage 1 21
Scheme of Work ndash Mathematics stage 1
Unit 3C Measure and Problem Solving
Framework Codes
Learning Objective Activities Resources Comments
1Mm1
1Ml1
1Ml2
1Ml3
MoneyRecognise all coins and work out how to pay an exact sum using smaller coins
Length mass and capacityCompare lengths and weights by direct comparison then by using uniform non-standard units
Estimate and compare capacities by direct comparison then by using uniform non-standard units
Use comparative language eg longer shorter heavier lighter
Recognise all coinsExchange coins for an equivalent valueTotal coinsHow many different ways can an item be paid for Use different coins to make the same total
Understand and use the vocabulary related to length mass and capacityMake direct comparisons side by side (no counting) in a variety of contextsUse uniform units to measure or estimate
Use uniform non-standard and standard units to measure count and solve problems in a variety of contextsAsk for suggestions for things that could be measured using different standard measures
Use in context comparative words such as shorter shortest
Coins
Written vocabulary
People ribbon heavy and light objects large and small cups etc
Balance scales objects to weigh cups to fill etc
Written vocabulary
Written vocabulary
V1 1Y07 Mathematics Stage 1 22
Framework Codes
Learning Objective Activities Resources Comments
1Mt1
1Mt2
1Mt3
TimeBegin to understand and use some units of time eg minuteshours days weeks months and years
Read the time to the hour (orsquoclock) and know key times of day to the nearest hour
Order the days of the week and other familiar events
Order the days of the week months of the yearKnow that 1 week = 7 days1 day = 24 hoursMake estimates and check
Order familiar events in a day a week or a story
Sand timers
1Pt1
1Pt2
Problem solvingChoose appropriate strategies to carry out calculations explain working out
Explore number problems and puzzles
Put in the context of a lesson using measuresWhat could we use How could we record it How do we know What do you think Will it always be the same
Linking with a practical lesson the questions will allow students to develop their reasoning and thinking skills
V1 1Y07 Mathematics Stage 1 23
Framework Codes
Learning Objective Activities Resources Comments
1Nn5
1Nn11
1Nc8
1Nc9
1Nc11
1Nc3
1Nc10
1Nc12
Count on in twos beginning to recognise oddeven numbers to 20 as lsquoevery other number
Give a sensible estimate of some objects that can be checked by counting eg to 30
Addition and subtractionUnderstand addition as counting on and combining two sets
Understand subtraction as counting back and lsquotake awayrsquo
Addsubtract a single digit number by counting backon
Add more than two small numbers spotting pairs to ten (4+3+6 = 10+3)
Understand difference as lsquohow many more to makersquo
Find two more or less than a number to 20 recording jumps on a number line
Becoming familiar with the number line
Counters and cubes estimating the numbers
Domino spots
Domino spots
Stepping stones accurately moving backwards and forwards
Look for the clueEncouraging students to look for the clue of making 10
Making pairs Have a target number more than 6 Throw one die show the number on the number line how many more to make the target
Hops and jumps start on a number jump forward 2 whatrsquos the new number
Number line ndash largeNumber line ndash table top
Counters cubes number line cloth
A large set of dominoes for class work Small sets for group workNumber cards 0 ndash 9Domino set for each pair
A floor number track or line table top number linesBlank tracks or lines
Small counting apparatus
Vertical or horizontal number line ndash large for class small for table top One 1-6 die
Large class number line smaller for table top
Some students may need their own copy of the number line
Using the same resource but different context
Give students experience of blank and numbered lines
This can be done on a floor number line to start
V1 1Y07 Mathematics Stage 1 4
Framework Codes
Learning Objective Activities Resources Comments
1Pt2
1Pt4
1Pt5
1Pt6
Problem solvingExplore number problems and puzzles
Solve simple word problems and represent it with objects
Check the answer to an addition by adding the numbers in a different order
Check the answer to a subtraction by adding the answer to the smaller number in the question
What if activities I had 3 cakes baked 3 more and ate 2 How many left
Telling stories Teacher tells a story where the final quantity is unknown I baked some cakes the dog ate 3 and there were 3 left How many did I start with
Using practical equipment
Using practical equipment
V1 1Y07 Mathematics Stage 1 5
Scheme of Work ndash Mathematics stage 1
Unit 1B Geometry and Problem Solving
Framework Codes
Learning Objective Activities Resources Comments
1Gs1
1Gs2
1Gs3
Shapes and geometric reasoningName and sort common 2D shapes using features such as number of sides curved or straight Use them to make patterns and models
Name and sort common 3D shapes using features such as number of faces flat or curved faces Use them to make patterns or models
Recognise basic line symmetry
Using a collection of flat shapes choose own examples and describe Choose an example to match properties set by teacher or another childMake pictures and patterns
Identify solid shapes in the classroomSort 3D shapes according to propertiesChoose an example and describe itMake patterns and models
Use mirrors to make and describe reflections
Flat shapes drawn shapes
Solid shapes
Mirrors
When talking about 2D make sure that only the face of a shape is used Any shape with any depth is 3D
Also use any pictures patterns from fabric for example to show symmetry in a real life setting
1Pt8 Problem solvingIdentify simple relationships between shapes
Compare and contrast features of both 2D and 3D shapes
Shapes both 2D and 3D
V1 1Y07 Mathematics Stage 1 6
Scheme of Work ndash Mathematics stage 1
Unit 1C Measure and Problem Solving
Framework Codes
Learning Objective Activities Resources Comments
1Mm1
1Ml1
1Ml2
1Ml3
1Mt1
MeasureRecognise all coins and work out how to pay an exact sum using smaller coins
Compare weights and lengths by direct comparison then by using uniform non-standard units
Estimate and compare capacities by direct comparison then by using uniform non-standard units
Use comparative language eg longer shorter heavier lighter
Begin to understand and use some units of time such as minutes hours day weeks months and years
Sort all coins into same valueExchange coins for an equivalent value in smaller coinsTotal coins
Make direct comparisons in a variety of contexts heights of 2 children use a balance to find which of 3 parcels is the heaviest
Use different size containers to find which holds most
Understand and use in practical contexts
Understand and use in context link to daily routines and activities What can you do in 1 minute how many jumps How many times can you write your name
Coins of appropriate value (real not plastic)Small sorting pots
Objects to weigh and measure as appropriate
Water sand rice lentils containers
Sand timers clocks
It is better to use real coins rather than pretend as it is more meaningful
Make the activities as practical as possible to develop understanding Use observations as an assessment tool
As above
Ask the class for other ideas Extend to 2 minutes or 5 minutesUse the vocabulary of time eg today tomorrow yesterday
V1 1Y07 Mathematics Stage 1 7
Framework Codes
Learning Objective Activities Resources Comments
1Pt1
1Pt2
1Pt9
Problem solvingChoose appropriate strategies to carry out calculations explain working out
Explore number problems and puzzles
Make a sensible estimation of a calculation and consider whether an answer is reasonable
Use own strategies to solve measurement problems in classroom contexts eg 6 bricks balance my book 8 bricks balance my shoe how many bricks to balance them both
The cupboard is 2 metres wide The table is 1 metre wide The cupboard is wider than the table How much widerChoose other examples in the classroom to cover measuresI spent in the shop My friend spent How much did we spend all together
Count some coins in a pot add 4 more How much now Change the amounts as appropriateWork out totals what can we buy
Objects to weigh and measure
Measuring equipmentCoins
Coins pots priced items
Encourage discussion about strategies This can be used as an assessment tool
These activities should be as practical as possible before moving to paper and pencil methods
V1 1Y07 Mathematics Stage 1 8
Scheme of Work ndash Mathematics stage 1
Unit 2A Number and Problem Solving
Framework Codes
Learning Objective Activities Resources Comments
1Nc12
1Nc8
Find two more or less than a number to 20 recording the jumps on a number line
Understand addition as counting on and combining two sets record related addition sentences
Give out number cards around the class Class work in pairs lsquoWhat is 2 more than What is 2 less than rsquo Choose numbers as appropriate After questions the pair that has that number holds it up Record on the number lineDisplay the number line Students hide their cards lsquoShow me a number that is more than 7 and less than 10rsquo Pairs that have the number hold it up Continue Class devise their own questions
Display the number cards Point to some randomly lsquoWhat is this number Substitute numbers for objects Count them and place number card next to them lsquoWhat if we put this set with this set How many altogether Write and say the action Write the calculation Record it as counting on a number line
0 -20 number cardsNumber line
Small counting apparatusLarge 0 ndash 20 number cardsLarge number line
Pairs could be mixed ability
When recording the calculation write each number and symbol as you say them so that students can make the connection
V1 1Y07 Mathematics Stage 1 9
Framework Codes
Learning Objective Activities Resources Comments
1Nc9
1Nc14
1Nn7
1Nn10
1Nn6
Understand subtraction as counting back and lsquotake awayrsquo record related subtraction sentences
Begin to use the + ndash and = signs to record calculations in number sentences
Within the range 0 to 30 say the number that is 1 or 10 more or less than any given number
Use the = sign to represent equality
Begin partitioning two-digit numbers into tens and ones and reverse
Display a large number line and 0 ndash 20 number cards Count backwards along the line and along the cards from different starting pointsReplace number cards with objects Choose one of the numbers and take 3 away pointing to the number line to show subtraction (counting back) Repeat with different start numbers
Once students are familiar with the operations of addition and subtraction introduce the symbols to replace the spoken sentence writing them as the matching word is said
Give out number cards Ask questions such as lsquoWho has 1 more than 3rsquorsquo Who has 10 more than 3rsquo targeting the question as appropriate
Using balance scales number balances or objects show how each side of = must have the same total quantity
Understand and use in practical contexts units ones tens digit
Large number line0 ndash 20 number cardsSmall counting apparatus
Class set of number cards 0 ndash 30
Balance scales number balances objects
Place value (arrow) cards Have a teacher set that all students can see as well as sets per pair on the tables
V1 1Y07 Mathematics Stage 1 10
Framework Codes
Learning Objective Activities Resources Comments
1Nc13
1Nc15
1Nc16
1Nc18
Relate counting on and back in tens to finding 10 moreless than a number (lt 100)
Understand that changing the order of addition does not change the total
Add a pair of numbers by putting the larger number first and counting on
Begin to add single- and two-digit numbers
Oral counting in tens from zero Oral counting in tens from 0 pointing to the pattern of 10 on 100 square Oral counting in tens from any number pointing to the pattern on the 100 square
Activities to help understanding of combining sets to make a total and steps along a number track or line (counting on)
With the aid of apparatus explore different amounts for addition and discuss the strategy of putting the larger quantity or number first
Using dice or number cards generate 1 or 2 digit numbers to be added together
100 square
Counting apparatusNumber track or number line
Counting apparatus number cards
DiceNumber cards
Have a large square that all can see as well as individual squares on the tables
V1 1Y07 Mathematics Stage 1 11
Framework Codes
Learning Objective Activities Resources Comments
1Pt2
1Pt3
1Pt4
1Pt5
1Pt6
1Pt1
1Pt4
1Pt9
Problem solvingExplore number problems and puzzles
Find many combinations eg combinations of three pieces of different coloured clothing
Solve simple word problems and represent it with objects
Check the answer to an addition by adding the numbers in a different order
Check the answer to a subtraction by adding the answer to the smaller number in the question
Choose appropriate strategies to carry out calculations explaining working out
Decide to add or subtract to solve a simple word problem (oral) and represent it with objects
Make a sensible estimate of a calculation and consider whether an answer is reasonable
lsquoWhat if and what could we try next lsquoactivities
Using 3-scoop ice-creams 3-bobbles on a hat etc
Simple problems set in a lsquoreal-lifersquo context
Use within the context of a lesson on addition Allow discussion to include student ideas
Use within the context of a lesson on subtraction Allow discussion to include student ideas
Use within the context of lessons allowing students to contribute their ideas
Use within the context of lessons allowing students to contribute their ideas
Discuss appropriate strategies
Dice dominoes cards to explore totals
Any pictures where there is a total of 3 things the same
Any materials that help to visualise the problem
Model the use of the apparatus then allow pairs to generate their own numbers
V1 1Y07 Mathematics Stage 1 12
Scheme of Work ndash Mathematics stage 1
Unit 2B Handling Data and Problem Solving
Framework Codes
Learning Objective Activities Resources Comments
1Dh1
Organising categorising and representing dataAnswer a question by sorting and organising data or objects in a variety of ways eg using block graphs and
pictograms with practical resources discussing the results
in lists and tables with practical resources discussing the results
in Venn or Carroll diagrams giving different criteria for grouping the same objects
Understand and use in context relevant vocabularySolve problems such as how many beads can I hold in my hand How can we find out How can we organise the information
Make and organise a listCollect data and make a table
Ask questions to find out favourite food Represent with a block graph or pictogram
Vocabulary cards displayed
Any apparatus that allows the information to be displayed interlocking cubes pictures etc
1Pt1Problem solvingChoose appropriate strategies to carry out calculations explaining working out
Solving problems by collecting sorting and organising informationCollect information quickly by sorting or voting then represent it by drawing placing objects or pictures
Any materials that allow the information to be displayed
Allow time for discussion between teacher and students and students to students At this stage students should be allowed some choice on how they display their data
V1 1Y07 Mathematics Stage 1 13
Scheme of Work ndash Mathematics stage 1
Unit 2C Measure and Problem Solving
Framework Codes
Learning Objective Activities Resources Comments
1Mm1
1Ml1
1Ml2
1Ml3
1Mt1
MoneyRecognise all coins and work out how to pay an exact sum using smaller coins
Length mass and capacityCompare lengths and weights by direct comparison then by using uniform non-standard units
Estimate and compare capacities by direct comparison then by using uniform non-standard units
Use comparative language eg longer shorter heavier lighter
TimeBegin to understand and use some units of time eg minutes hours days weeks months and years
Recognise all coinsExchange coins for an equivalent valueTotal coins
Understand and use the vocabulary related to length mass and capacityMake direct comparisons side by side (no counting) in a variety of contexts
Use uniform non-standard and standard units to measure count and solve problems in a variety of contexts
Use in context comparative words such as shorter shortest
Order the days of the week months of the yearKnow that 1 week = 7 days1 day = 24 hoursMake estimates and check
Coins
Written vocabulary
People ribbon heavy and light objects large and small cups etc
Balance scales objects to weigh cups to fill etc
Written vocabulary
Written vocabularySand timers
The use of real money should be encouraged in order to make more sense to the students
Display the vocabulary so that all the students can see it and use it as a reference Illustrate with pictures for those students who may have difficulty with the spoken word
Display the vocabulary so that all the students can see it and use it as a reference Illustrate with pictures for those students who may have difficulty with the spoken word
V1 1Y07 Mathematics Stage 1 14
Framework Codes
Learning Objective Activities Resources Comments
1Mt2
1Mt3
Read the time to the hour (orsquoclock) and know key times of day to the nearest hour
Order the days of the week and other familiar events
Order familiar events in a day a week or a story
1Pt1
1Pt2
Problem solvingChoose appropriate strategies to carry out calculations explain working out
Explore number problems and puzzles
How long is it from 3 orsquoclock to 5 orsquoclockWhat was the time 2 ours ago
It is now 6 orsquoclock What time will it bein 4 hoursIn 2 hoursWhat time was it 2 hours agoTarget questions according to ability
Clocks
Clocks
Clocks with hands that move as a real clock rather than free hand movement would allow students to become more familiar with how the hands of a clock move
V1 1Y07 Mathematics Stage 1 15
Scheme of Work ndash Mathematics stage 1Unit 3A Number and Problem solving
Framework Codes
Learning Objective Activities Resources Comments
1Nc8
1Nc9
Understand addition as counting on and combining two sets record related addition sentences
Understand subtraction as counting back and lsquotake awayrsquo record related subtraction sentences
Display the number cards Point to some randomly lsquoWhat is this number Substitute numbers for objects Count them and place number card next to them Show how 100 square is a different arrangement of the number line and easier to use when dealing with higher numbersWhat if We start on 7 and count on 5 Where will we end upUse different start numbersUsing small counting materials make sets of different amountslsquoWhat if we put this set with this set How many altogether Write and say the action Write the calculation Record it as it is being said
Display a large number line and 0 ndash 50 number cards Count backwards along the line and along the cards from different starting pointsReplace number cards with objects Take 3 away pointing to the number line to show subtraction (counting back) Repeat with different start numbers Show how 100 square is a different arrangement of the number line and easier to use when dealing with higher numbersWhat if we start on 17 and count back 5 Where will we end up
Number cards 0 ndash 50100 squareSmall counting apparatus
Large number line0 ndash 50 number cardsSmall counting apparatus
Some students will need to work with their own 100 square at a table or seated on the floor
V1 1Y07 Mathematics Stage 1 16
Framework Codes
Learning Objective Activities Resources Comments
1Nc14
1Nn6
1Nc15
1Nc16
1Nc18
1Nn12
Begin to use the + ndash and = signs to record calculations in number sentences Use the = sign to represent equality
Begin partitioning two-digit numbers into tens and ones and reverse
Understand that changing the order of addition does not change the total
Add a pair of numbers by putting the larger number first and counting on
Begin to add single- and two-digit numbers
Find halves of small numbers and shapes by folding and recognise which shapes are halved
Record simple mental calculations in number sentences Work as a whole class then pairs or individuals
Understand and use in practical contexts units ones tens digit
Activities to help understanding of combining sets to make a total and steps along a number track or line (counting on)
With the aid of apparatus explore different amounts for addition and discuss the strategy of putting the larger quantity or number first
Using dice or number cards generate 1 or 2 digit numbers to be added together
Recognise whole and half as vocabularyUse small apparatus for counting (A handful) Share it equally (in half) Discuss amounts where there is one left over Link with the numbers on 100 square Is there a patternSay half of any even number to 10
Large number and sign cards
Counting apparatus
Place value (arrow) cards
Number trackNumber lineCounting apparatus
Counting apparatus
Counting apparatusNumber track or number line100 square
Counting apparatus number cards
Use a large set for class work and give each child or pair their own for table top work Some students may find colour coding the units and tens useful
Use apparatus for counting and addition before moving to the number trackline
V1 1Y07 Mathematics Stage 1 17
Framework Codes
Learning Objective Activities Resources Comments
1Nc4
1Nc6
1Nc17
1Nc19
1Nc20
1Nc21
Begin using pairs to 10 to bridge 10 when addingsubtracting eg 8 + 3 add 2 then 1
Find near doubles using doubles already known eg 5 + 6
Recognise the use of a sign such as 1048709 to represent an unknowneg 6 + 1048709 = 10
Multiplication and divisionDouble any single-digit number bull
Find halves of even numbers of objects up to 10
Try to share numbers to 10 to find which are even and which are odd
Begin to add a pair of single digit numbers past 10Use 2 steps and go over 10 as a middle stage (4+8=12 4+6+2=10+2=12) Use different numbers Use subtraction
5+6=11 This can be shown as double 5 (5+5) plus 1 or double 6 minus 1 Use different examples
Use known number facts and knowledge of place valueSet different number sentences with the missing number in different places in the number sentence
Understand the vocabulary of double and half
Count out 10 objects Share into two equal sets Count each set Recombine
Count out 10 objects Share into 2 equal sets Recombine Remove some objects Share the remainders What happens Any left over Repeat several times so that all of the numbers 1-10 are coveredRecord those numbers which share with no remainder and those that share with a remainder
1 ndash 6 dice 7 ndash 12 dice numbers cards to appropriate level
Counting apparatus100 square
Slide number strips
Counting apparatusNumber line100 square
Counting apparatus to 10
Counting apparatus100 squareNumber line
Slide number strips
This can be a difficult concept for some students who may need more time
A list of near doubles may be useful as reference for some students
A strip of card with a calculation written horizontally Over the strip moves a flattened tube of card which can cover any of the numbers at any one time which will be the unknown number
V1 1Y07 Mathematics Stage 1 18
Framework Codes
Learning Objective Activities Resources Comments
1Nc22 Share objects into two equal groups in a context
Use lsquostoryrsquo problemsI have 4 cakes to share with my friend Before we can eat them another friend arrives How many whole cakes would we have had each before the friend arrived How many whole cakes would we have each after the friend arrived How many left overChange the story working with numbers to 10
Picture vocabulary cards
Counting apparatus up to 10
Counting apparatus up to 10
1Pt2
1Pt5
1Pt6
1Pt7
1Pt8
Problem solvingExplore number problems and puzzles
Check the answer to an addition by adding the numbers in a different order
Check the answer to a subtraction by adding the answer to the smaller number in the question
Describe and continue patterns such as count on and back in tenseg 90 80 70
Identify simple relationships between numbers and shapes eg this number is ten bigger than that number
Set in the context of a story or real life experience where people or objects are added to or taken away from the total
Work as inverse operations set in familiar contexts
Using the recording of odd and even numbers continue the sequence of even numbersodd numbersRecord on 100 square or number line
Counting on 100 square finding the pattern of going to the number below to add 10 and to the number above to subtract 10
Story books
Counting apparatus
100 squareNumber line
100 square
V1 1Y07 Mathematics Stage 1 19
Scheme of Work ndash Mathematics stage 1
Unit 3B Handling Data and Problem Solving
Framework Codes
Learning Objective Activities Resources Comments
1Dh1
Organising categorising and representing dataAnswer a question by sorting and organising data or objects in a variety of ways eg
using block graphs and pictograms with practical resources discussing the results
in lists and tables with practical resources discussing the results
in Venn or Carroll diagrams giving different criteria for grouping the same objects
Use questions set in real life contexts egWhat do you like to doHow can we find out How shall we organise the informationMake a simple block graph
Classify numbers and organise them in lists and tables all the even numbers to 30 all the odd numbers to 50 6 numbers more than 10 but less
than 30
Using sorting diagrams display information collected Begin with familiar sorting numbers using a Venn diagram numbers with 2 tens even numbers Repeat using shapes
Vocabulary cards displayed
Any apparatus that allows the information to be displayed interlocking cubes pictures etc
V1 1Y07 Mathematics Stage 1 20
Framework Codes
Learning Objective Activities Resources Comments
1Pt1Problem solvingChoose appropriate strategies to carry out calculations explaining working out
Solving problems by collecting sorting and organising informationCollect information quickly by sorting or voting then represent it by drawing placing objects or pictures
Any materials that allow the information to be displayed
Allow time for discussion between teacher and students and students to students At this stage students should be allowed some choice on how they display their data
V1 1Y07 Mathematics Stage 1 21
Scheme of Work ndash Mathematics stage 1
Unit 3C Measure and Problem Solving
Framework Codes
Learning Objective Activities Resources Comments
1Mm1
1Ml1
1Ml2
1Ml3
MoneyRecognise all coins and work out how to pay an exact sum using smaller coins
Length mass and capacityCompare lengths and weights by direct comparison then by using uniform non-standard units
Estimate and compare capacities by direct comparison then by using uniform non-standard units
Use comparative language eg longer shorter heavier lighter
Recognise all coinsExchange coins for an equivalent valueTotal coinsHow many different ways can an item be paid for Use different coins to make the same total
Understand and use the vocabulary related to length mass and capacityMake direct comparisons side by side (no counting) in a variety of contextsUse uniform units to measure or estimate
Use uniform non-standard and standard units to measure count and solve problems in a variety of contextsAsk for suggestions for things that could be measured using different standard measures
Use in context comparative words such as shorter shortest
Coins
Written vocabulary
People ribbon heavy and light objects large and small cups etc
Balance scales objects to weigh cups to fill etc
Written vocabulary
Written vocabulary
V1 1Y07 Mathematics Stage 1 22
Framework Codes
Learning Objective Activities Resources Comments
1Mt1
1Mt2
1Mt3
TimeBegin to understand and use some units of time eg minuteshours days weeks months and years
Read the time to the hour (orsquoclock) and know key times of day to the nearest hour
Order the days of the week and other familiar events
Order the days of the week months of the yearKnow that 1 week = 7 days1 day = 24 hoursMake estimates and check
Order familiar events in a day a week or a story
Sand timers
1Pt1
1Pt2
Problem solvingChoose appropriate strategies to carry out calculations explain working out
Explore number problems and puzzles
Put in the context of a lesson using measuresWhat could we use How could we record it How do we know What do you think Will it always be the same
Linking with a practical lesson the questions will allow students to develop their reasoning and thinking skills
V1 1Y07 Mathematics Stage 1 23
Framework Codes
Learning Objective Activities Resources Comments
1Pt2
1Pt4
1Pt5
1Pt6
Problem solvingExplore number problems and puzzles
Solve simple word problems and represent it with objects
Check the answer to an addition by adding the numbers in a different order
Check the answer to a subtraction by adding the answer to the smaller number in the question
What if activities I had 3 cakes baked 3 more and ate 2 How many left
Telling stories Teacher tells a story where the final quantity is unknown I baked some cakes the dog ate 3 and there were 3 left How many did I start with
Using practical equipment
Using practical equipment
V1 1Y07 Mathematics Stage 1 5
Scheme of Work ndash Mathematics stage 1
Unit 1B Geometry and Problem Solving
Framework Codes
Learning Objective Activities Resources Comments
1Gs1
1Gs2
1Gs3
Shapes and geometric reasoningName and sort common 2D shapes using features such as number of sides curved or straight Use them to make patterns and models
Name and sort common 3D shapes using features such as number of faces flat or curved faces Use them to make patterns or models
Recognise basic line symmetry
Using a collection of flat shapes choose own examples and describe Choose an example to match properties set by teacher or another childMake pictures and patterns
Identify solid shapes in the classroomSort 3D shapes according to propertiesChoose an example and describe itMake patterns and models
Use mirrors to make and describe reflections
Flat shapes drawn shapes
Solid shapes
Mirrors
When talking about 2D make sure that only the face of a shape is used Any shape with any depth is 3D
Also use any pictures patterns from fabric for example to show symmetry in a real life setting
1Pt8 Problem solvingIdentify simple relationships between shapes
Compare and contrast features of both 2D and 3D shapes
Shapes both 2D and 3D
V1 1Y07 Mathematics Stage 1 6
Scheme of Work ndash Mathematics stage 1
Unit 1C Measure and Problem Solving
Framework Codes
Learning Objective Activities Resources Comments
1Mm1
1Ml1
1Ml2
1Ml3
1Mt1
MeasureRecognise all coins and work out how to pay an exact sum using smaller coins
Compare weights and lengths by direct comparison then by using uniform non-standard units
Estimate and compare capacities by direct comparison then by using uniform non-standard units
Use comparative language eg longer shorter heavier lighter
Begin to understand and use some units of time such as minutes hours day weeks months and years
Sort all coins into same valueExchange coins for an equivalent value in smaller coinsTotal coins
Make direct comparisons in a variety of contexts heights of 2 children use a balance to find which of 3 parcels is the heaviest
Use different size containers to find which holds most
Understand and use in practical contexts
Understand and use in context link to daily routines and activities What can you do in 1 minute how many jumps How many times can you write your name
Coins of appropriate value (real not plastic)Small sorting pots
Objects to weigh and measure as appropriate
Water sand rice lentils containers
Sand timers clocks
It is better to use real coins rather than pretend as it is more meaningful
Make the activities as practical as possible to develop understanding Use observations as an assessment tool
As above
Ask the class for other ideas Extend to 2 minutes or 5 minutesUse the vocabulary of time eg today tomorrow yesterday
V1 1Y07 Mathematics Stage 1 7
Framework Codes
Learning Objective Activities Resources Comments
1Pt1
1Pt2
1Pt9
Problem solvingChoose appropriate strategies to carry out calculations explain working out
Explore number problems and puzzles
Make a sensible estimation of a calculation and consider whether an answer is reasonable
Use own strategies to solve measurement problems in classroom contexts eg 6 bricks balance my book 8 bricks balance my shoe how many bricks to balance them both
The cupboard is 2 metres wide The table is 1 metre wide The cupboard is wider than the table How much widerChoose other examples in the classroom to cover measuresI spent in the shop My friend spent How much did we spend all together
Count some coins in a pot add 4 more How much now Change the amounts as appropriateWork out totals what can we buy
Objects to weigh and measure
Measuring equipmentCoins
Coins pots priced items
Encourage discussion about strategies This can be used as an assessment tool
These activities should be as practical as possible before moving to paper and pencil methods
V1 1Y07 Mathematics Stage 1 8
Scheme of Work ndash Mathematics stage 1
Unit 2A Number and Problem Solving
Framework Codes
Learning Objective Activities Resources Comments
1Nc12
1Nc8
Find two more or less than a number to 20 recording the jumps on a number line
Understand addition as counting on and combining two sets record related addition sentences
Give out number cards around the class Class work in pairs lsquoWhat is 2 more than What is 2 less than rsquo Choose numbers as appropriate After questions the pair that has that number holds it up Record on the number lineDisplay the number line Students hide their cards lsquoShow me a number that is more than 7 and less than 10rsquo Pairs that have the number hold it up Continue Class devise their own questions
Display the number cards Point to some randomly lsquoWhat is this number Substitute numbers for objects Count them and place number card next to them lsquoWhat if we put this set with this set How many altogether Write and say the action Write the calculation Record it as counting on a number line
0 -20 number cardsNumber line
Small counting apparatusLarge 0 ndash 20 number cardsLarge number line
Pairs could be mixed ability
When recording the calculation write each number and symbol as you say them so that students can make the connection
V1 1Y07 Mathematics Stage 1 9
Framework Codes
Learning Objective Activities Resources Comments
1Nc9
1Nc14
1Nn7
1Nn10
1Nn6
Understand subtraction as counting back and lsquotake awayrsquo record related subtraction sentences
Begin to use the + ndash and = signs to record calculations in number sentences
Within the range 0 to 30 say the number that is 1 or 10 more or less than any given number
Use the = sign to represent equality
Begin partitioning two-digit numbers into tens and ones and reverse
Display a large number line and 0 ndash 20 number cards Count backwards along the line and along the cards from different starting pointsReplace number cards with objects Choose one of the numbers and take 3 away pointing to the number line to show subtraction (counting back) Repeat with different start numbers
Once students are familiar with the operations of addition and subtraction introduce the symbols to replace the spoken sentence writing them as the matching word is said
Give out number cards Ask questions such as lsquoWho has 1 more than 3rsquorsquo Who has 10 more than 3rsquo targeting the question as appropriate
Using balance scales number balances or objects show how each side of = must have the same total quantity
Understand and use in practical contexts units ones tens digit
Large number line0 ndash 20 number cardsSmall counting apparatus
Class set of number cards 0 ndash 30
Balance scales number balances objects
Place value (arrow) cards Have a teacher set that all students can see as well as sets per pair on the tables
V1 1Y07 Mathematics Stage 1 10
Framework Codes
Learning Objective Activities Resources Comments
1Nc13
1Nc15
1Nc16
1Nc18
Relate counting on and back in tens to finding 10 moreless than a number (lt 100)
Understand that changing the order of addition does not change the total
Add a pair of numbers by putting the larger number first and counting on
Begin to add single- and two-digit numbers
Oral counting in tens from zero Oral counting in tens from 0 pointing to the pattern of 10 on 100 square Oral counting in tens from any number pointing to the pattern on the 100 square
Activities to help understanding of combining sets to make a total and steps along a number track or line (counting on)
With the aid of apparatus explore different amounts for addition and discuss the strategy of putting the larger quantity or number first
Using dice or number cards generate 1 or 2 digit numbers to be added together
100 square
Counting apparatusNumber track or number line
Counting apparatus number cards
DiceNumber cards
Have a large square that all can see as well as individual squares on the tables
V1 1Y07 Mathematics Stage 1 11
Framework Codes
Learning Objective Activities Resources Comments
1Pt2
1Pt3
1Pt4
1Pt5
1Pt6
1Pt1
1Pt4
1Pt9
Problem solvingExplore number problems and puzzles
Find many combinations eg combinations of three pieces of different coloured clothing
Solve simple word problems and represent it with objects
Check the answer to an addition by adding the numbers in a different order
Check the answer to a subtraction by adding the answer to the smaller number in the question
Choose appropriate strategies to carry out calculations explaining working out
Decide to add or subtract to solve a simple word problem (oral) and represent it with objects
Make a sensible estimate of a calculation and consider whether an answer is reasonable
lsquoWhat if and what could we try next lsquoactivities
Using 3-scoop ice-creams 3-bobbles on a hat etc
Simple problems set in a lsquoreal-lifersquo context
Use within the context of a lesson on addition Allow discussion to include student ideas
Use within the context of a lesson on subtraction Allow discussion to include student ideas
Use within the context of lessons allowing students to contribute their ideas
Use within the context of lessons allowing students to contribute their ideas
Discuss appropriate strategies
Dice dominoes cards to explore totals
Any pictures where there is a total of 3 things the same
Any materials that help to visualise the problem
Model the use of the apparatus then allow pairs to generate their own numbers
V1 1Y07 Mathematics Stage 1 12
Scheme of Work ndash Mathematics stage 1
Unit 2B Handling Data and Problem Solving
Framework Codes
Learning Objective Activities Resources Comments
1Dh1
Organising categorising and representing dataAnswer a question by sorting and organising data or objects in a variety of ways eg using block graphs and
pictograms with practical resources discussing the results
in lists and tables with practical resources discussing the results
in Venn or Carroll diagrams giving different criteria for grouping the same objects
Understand and use in context relevant vocabularySolve problems such as how many beads can I hold in my hand How can we find out How can we organise the information
Make and organise a listCollect data and make a table
Ask questions to find out favourite food Represent with a block graph or pictogram
Vocabulary cards displayed
Any apparatus that allows the information to be displayed interlocking cubes pictures etc
1Pt1Problem solvingChoose appropriate strategies to carry out calculations explaining working out
Solving problems by collecting sorting and organising informationCollect information quickly by sorting or voting then represent it by drawing placing objects or pictures
Any materials that allow the information to be displayed
Allow time for discussion between teacher and students and students to students At this stage students should be allowed some choice on how they display their data
V1 1Y07 Mathematics Stage 1 13
Scheme of Work ndash Mathematics stage 1
Unit 2C Measure and Problem Solving
Framework Codes
Learning Objective Activities Resources Comments
1Mm1
1Ml1
1Ml2
1Ml3
1Mt1
MoneyRecognise all coins and work out how to pay an exact sum using smaller coins
Length mass and capacityCompare lengths and weights by direct comparison then by using uniform non-standard units
Estimate and compare capacities by direct comparison then by using uniform non-standard units
Use comparative language eg longer shorter heavier lighter
TimeBegin to understand and use some units of time eg minutes hours days weeks months and years
Recognise all coinsExchange coins for an equivalent valueTotal coins
Understand and use the vocabulary related to length mass and capacityMake direct comparisons side by side (no counting) in a variety of contexts
Use uniform non-standard and standard units to measure count and solve problems in a variety of contexts
Use in context comparative words such as shorter shortest
Order the days of the week months of the yearKnow that 1 week = 7 days1 day = 24 hoursMake estimates and check
Coins
Written vocabulary
People ribbon heavy and light objects large and small cups etc
Balance scales objects to weigh cups to fill etc
Written vocabulary
Written vocabularySand timers
The use of real money should be encouraged in order to make more sense to the students
Display the vocabulary so that all the students can see it and use it as a reference Illustrate with pictures for those students who may have difficulty with the spoken word
Display the vocabulary so that all the students can see it and use it as a reference Illustrate with pictures for those students who may have difficulty with the spoken word
V1 1Y07 Mathematics Stage 1 14
Framework Codes
Learning Objective Activities Resources Comments
1Mt2
1Mt3
Read the time to the hour (orsquoclock) and know key times of day to the nearest hour
Order the days of the week and other familiar events
Order familiar events in a day a week or a story
1Pt1
1Pt2
Problem solvingChoose appropriate strategies to carry out calculations explain working out
Explore number problems and puzzles
How long is it from 3 orsquoclock to 5 orsquoclockWhat was the time 2 ours ago
It is now 6 orsquoclock What time will it bein 4 hoursIn 2 hoursWhat time was it 2 hours agoTarget questions according to ability
Clocks
Clocks
Clocks with hands that move as a real clock rather than free hand movement would allow students to become more familiar with how the hands of a clock move
V1 1Y07 Mathematics Stage 1 15
Scheme of Work ndash Mathematics stage 1Unit 3A Number and Problem solving
Framework Codes
Learning Objective Activities Resources Comments
1Nc8
1Nc9
Understand addition as counting on and combining two sets record related addition sentences
Understand subtraction as counting back and lsquotake awayrsquo record related subtraction sentences
Display the number cards Point to some randomly lsquoWhat is this number Substitute numbers for objects Count them and place number card next to them Show how 100 square is a different arrangement of the number line and easier to use when dealing with higher numbersWhat if We start on 7 and count on 5 Where will we end upUse different start numbersUsing small counting materials make sets of different amountslsquoWhat if we put this set with this set How many altogether Write and say the action Write the calculation Record it as it is being said
Display a large number line and 0 ndash 50 number cards Count backwards along the line and along the cards from different starting pointsReplace number cards with objects Take 3 away pointing to the number line to show subtraction (counting back) Repeat with different start numbers Show how 100 square is a different arrangement of the number line and easier to use when dealing with higher numbersWhat if we start on 17 and count back 5 Where will we end up
Number cards 0 ndash 50100 squareSmall counting apparatus
Large number line0 ndash 50 number cardsSmall counting apparatus
Some students will need to work with their own 100 square at a table or seated on the floor
V1 1Y07 Mathematics Stage 1 16
Framework Codes
Learning Objective Activities Resources Comments
1Nc14
1Nn6
1Nc15
1Nc16
1Nc18
1Nn12
Begin to use the + ndash and = signs to record calculations in number sentences Use the = sign to represent equality
Begin partitioning two-digit numbers into tens and ones and reverse
Understand that changing the order of addition does not change the total
Add a pair of numbers by putting the larger number first and counting on
Begin to add single- and two-digit numbers
Find halves of small numbers and shapes by folding and recognise which shapes are halved
Record simple mental calculations in number sentences Work as a whole class then pairs or individuals
Understand and use in practical contexts units ones tens digit
Activities to help understanding of combining sets to make a total and steps along a number track or line (counting on)
With the aid of apparatus explore different amounts for addition and discuss the strategy of putting the larger quantity or number first
Using dice or number cards generate 1 or 2 digit numbers to be added together
Recognise whole and half as vocabularyUse small apparatus for counting (A handful) Share it equally (in half) Discuss amounts where there is one left over Link with the numbers on 100 square Is there a patternSay half of any even number to 10
Large number and sign cards
Counting apparatus
Place value (arrow) cards
Number trackNumber lineCounting apparatus
Counting apparatus
Counting apparatusNumber track or number line100 square
Counting apparatus number cards
Use a large set for class work and give each child or pair their own for table top work Some students may find colour coding the units and tens useful
Use apparatus for counting and addition before moving to the number trackline
V1 1Y07 Mathematics Stage 1 17
Framework Codes
Learning Objective Activities Resources Comments
1Nc4
1Nc6
1Nc17
1Nc19
1Nc20
1Nc21
Begin using pairs to 10 to bridge 10 when addingsubtracting eg 8 + 3 add 2 then 1
Find near doubles using doubles already known eg 5 + 6
Recognise the use of a sign such as 1048709 to represent an unknowneg 6 + 1048709 = 10
Multiplication and divisionDouble any single-digit number bull
Find halves of even numbers of objects up to 10
Try to share numbers to 10 to find which are even and which are odd
Begin to add a pair of single digit numbers past 10Use 2 steps and go over 10 as a middle stage (4+8=12 4+6+2=10+2=12) Use different numbers Use subtraction
5+6=11 This can be shown as double 5 (5+5) plus 1 or double 6 minus 1 Use different examples
Use known number facts and knowledge of place valueSet different number sentences with the missing number in different places in the number sentence
Understand the vocabulary of double and half
Count out 10 objects Share into two equal sets Count each set Recombine
Count out 10 objects Share into 2 equal sets Recombine Remove some objects Share the remainders What happens Any left over Repeat several times so that all of the numbers 1-10 are coveredRecord those numbers which share with no remainder and those that share with a remainder
1 ndash 6 dice 7 ndash 12 dice numbers cards to appropriate level
Counting apparatus100 square
Slide number strips
Counting apparatusNumber line100 square
Counting apparatus to 10
Counting apparatus100 squareNumber line
Slide number strips
This can be a difficult concept for some students who may need more time
A list of near doubles may be useful as reference for some students
A strip of card with a calculation written horizontally Over the strip moves a flattened tube of card which can cover any of the numbers at any one time which will be the unknown number
V1 1Y07 Mathematics Stage 1 18
Framework Codes
Learning Objective Activities Resources Comments
1Nc22 Share objects into two equal groups in a context
Use lsquostoryrsquo problemsI have 4 cakes to share with my friend Before we can eat them another friend arrives How many whole cakes would we have had each before the friend arrived How many whole cakes would we have each after the friend arrived How many left overChange the story working with numbers to 10
Picture vocabulary cards
Counting apparatus up to 10
Counting apparatus up to 10
1Pt2
1Pt5
1Pt6
1Pt7
1Pt8
Problem solvingExplore number problems and puzzles
Check the answer to an addition by adding the numbers in a different order
Check the answer to a subtraction by adding the answer to the smaller number in the question
Describe and continue patterns such as count on and back in tenseg 90 80 70
Identify simple relationships between numbers and shapes eg this number is ten bigger than that number
Set in the context of a story or real life experience where people or objects are added to or taken away from the total
Work as inverse operations set in familiar contexts
Using the recording of odd and even numbers continue the sequence of even numbersodd numbersRecord on 100 square or number line
Counting on 100 square finding the pattern of going to the number below to add 10 and to the number above to subtract 10
Story books
Counting apparatus
100 squareNumber line
100 square
V1 1Y07 Mathematics Stage 1 19
Scheme of Work ndash Mathematics stage 1
Unit 3B Handling Data and Problem Solving
Framework Codes
Learning Objective Activities Resources Comments
1Dh1
Organising categorising and representing dataAnswer a question by sorting and organising data or objects in a variety of ways eg
using block graphs and pictograms with practical resources discussing the results
in lists and tables with practical resources discussing the results
in Venn or Carroll diagrams giving different criteria for grouping the same objects
Use questions set in real life contexts egWhat do you like to doHow can we find out How shall we organise the informationMake a simple block graph
Classify numbers and organise them in lists and tables all the even numbers to 30 all the odd numbers to 50 6 numbers more than 10 but less
than 30
Using sorting diagrams display information collected Begin with familiar sorting numbers using a Venn diagram numbers with 2 tens even numbers Repeat using shapes
Vocabulary cards displayed
Any apparatus that allows the information to be displayed interlocking cubes pictures etc
V1 1Y07 Mathematics Stage 1 20
Framework Codes
Learning Objective Activities Resources Comments
1Pt1Problem solvingChoose appropriate strategies to carry out calculations explaining working out
Solving problems by collecting sorting and organising informationCollect information quickly by sorting or voting then represent it by drawing placing objects or pictures
Any materials that allow the information to be displayed
Allow time for discussion between teacher and students and students to students At this stage students should be allowed some choice on how they display their data
V1 1Y07 Mathematics Stage 1 21
Scheme of Work ndash Mathematics stage 1
Unit 3C Measure and Problem Solving
Framework Codes
Learning Objective Activities Resources Comments
1Mm1
1Ml1
1Ml2
1Ml3
MoneyRecognise all coins and work out how to pay an exact sum using smaller coins
Length mass and capacityCompare lengths and weights by direct comparison then by using uniform non-standard units
Estimate and compare capacities by direct comparison then by using uniform non-standard units
Use comparative language eg longer shorter heavier lighter
Recognise all coinsExchange coins for an equivalent valueTotal coinsHow many different ways can an item be paid for Use different coins to make the same total
Understand and use the vocabulary related to length mass and capacityMake direct comparisons side by side (no counting) in a variety of contextsUse uniform units to measure or estimate
Use uniform non-standard and standard units to measure count and solve problems in a variety of contextsAsk for suggestions for things that could be measured using different standard measures
Use in context comparative words such as shorter shortest
Coins
Written vocabulary
People ribbon heavy and light objects large and small cups etc
Balance scales objects to weigh cups to fill etc
Written vocabulary
Written vocabulary
V1 1Y07 Mathematics Stage 1 22
Framework Codes
Learning Objective Activities Resources Comments
1Mt1
1Mt2
1Mt3
TimeBegin to understand and use some units of time eg minuteshours days weeks months and years
Read the time to the hour (orsquoclock) and know key times of day to the nearest hour
Order the days of the week and other familiar events
Order the days of the week months of the yearKnow that 1 week = 7 days1 day = 24 hoursMake estimates and check
Order familiar events in a day a week or a story
Sand timers
1Pt1
1Pt2
Problem solvingChoose appropriate strategies to carry out calculations explain working out
Explore number problems and puzzles
Put in the context of a lesson using measuresWhat could we use How could we record it How do we know What do you think Will it always be the same
Linking with a practical lesson the questions will allow students to develop their reasoning and thinking skills
V1 1Y07 Mathematics Stage 1 23
Scheme of Work ndash Mathematics stage 1
Unit 1B Geometry and Problem Solving
Framework Codes
Learning Objective Activities Resources Comments
1Gs1
1Gs2
1Gs3
Shapes and geometric reasoningName and sort common 2D shapes using features such as number of sides curved or straight Use them to make patterns and models
Name and sort common 3D shapes using features such as number of faces flat or curved faces Use them to make patterns or models
Recognise basic line symmetry
Using a collection of flat shapes choose own examples and describe Choose an example to match properties set by teacher or another childMake pictures and patterns
Identify solid shapes in the classroomSort 3D shapes according to propertiesChoose an example and describe itMake patterns and models
Use mirrors to make and describe reflections
Flat shapes drawn shapes
Solid shapes
Mirrors
When talking about 2D make sure that only the face of a shape is used Any shape with any depth is 3D
Also use any pictures patterns from fabric for example to show symmetry in a real life setting
1Pt8 Problem solvingIdentify simple relationships between shapes
Compare and contrast features of both 2D and 3D shapes
Shapes both 2D and 3D
V1 1Y07 Mathematics Stage 1 6
Scheme of Work ndash Mathematics stage 1
Unit 1C Measure and Problem Solving
Framework Codes
Learning Objective Activities Resources Comments
1Mm1
1Ml1
1Ml2
1Ml3
1Mt1
MeasureRecognise all coins and work out how to pay an exact sum using smaller coins
Compare weights and lengths by direct comparison then by using uniform non-standard units
Estimate and compare capacities by direct comparison then by using uniform non-standard units
Use comparative language eg longer shorter heavier lighter
Begin to understand and use some units of time such as minutes hours day weeks months and years
Sort all coins into same valueExchange coins for an equivalent value in smaller coinsTotal coins
Make direct comparisons in a variety of contexts heights of 2 children use a balance to find which of 3 parcels is the heaviest
Use different size containers to find which holds most
Understand and use in practical contexts
Understand and use in context link to daily routines and activities What can you do in 1 minute how many jumps How many times can you write your name
Coins of appropriate value (real not plastic)Small sorting pots
Objects to weigh and measure as appropriate
Water sand rice lentils containers
Sand timers clocks
It is better to use real coins rather than pretend as it is more meaningful
Make the activities as practical as possible to develop understanding Use observations as an assessment tool
As above
Ask the class for other ideas Extend to 2 minutes or 5 minutesUse the vocabulary of time eg today tomorrow yesterday
V1 1Y07 Mathematics Stage 1 7
Framework Codes
Learning Objective Activities Resources Comments
1Pt1
1Pt2
1Pt9
Problem solvingChoose appropriate strategies to carry out calculations explain working out
Explore number problems and puzzles
Make a sensible estimation of a calculation and consider whether an answer is reasonable
Use own strategies to solve measurement problems in classroom contexts eg 6 bricks balance my book 8 bricks balance my shoe how many bricks to balance them both
The cupboard is 2 metres wide The table is 1 metre wide The cupboard is wider than the table How much widerChoose other examples in the classroom to cover measuresI spent in the shop My friend spent How much did we spend all together
Count some coins in a pot add 4 more How much now Change the amounts as appropriateWork out totals what can we buy
Objects to weigh and measure
Measuring equipmentCoins
Coins pots priced items
Encourage discussion about strategies This can be used as an assessment tool
These activities should be as practical as possible before moving to paper and pencil methods
V1 1Y07 Mathematics Stage 1 8
Scheme of Work ndash Mathematics stage 1
Unit 2A Number and Problem Solving
Framework Codes
Learning Objective Activities Resources Comments
1Nc12
1Nc8
Find two more or less than a number to 20 recording the jumps on a number line
Understand addition as counting on and combining two sets record related addition sentences
Give out number cards around the class Class work in pairs lsquoWhat is 2 more than What is 2 less than rsquo Choose numbers as appropriate After questions the pair that has that number holds it up Record on the number lineDisplay the number line Students hide their cards lsquoShow me a number that is more than 7 and less than 10rsquo Pairs that have the number hold it up Continue Class devise their own questions
Display the number cards Point to some randomly lsquoWhat is this number Substitute numbers for objects Count them and place number card next to them lsquoWhat if we put this set with this set How many altogether Write and say the action Write the calculation Record it as counting on a number line
0 -20 number cardsNumber line
Small counting apparatusLarge 0 ndash 20 number cardsLarge number line
Pairs could be mixed ability
When recording the calculation write each number and symbol as you say them so that students can make the connection
V1 1Y07 Mathematics Stage 1 9
Framework Codes
Learning Objective Activities Resources Comments
1Nc9
1Nc14
1Nn7
1Nn10
1Nn6
Understand subtraction as counting back and lsquotake awayrsquo record related subtraction sentences
Begin to use the + ndash and = signs to record calculations in number sentences
Within the range 0 to 30 say the number that is 1 or 10 more or less than any given number
Use the = sign to represent equality
Begin partitioning two-digit numbers into tens and ones and reverse
Display a large number line and 0 ndash 20 number cards Count backwards along the line and along the cards from different starting pointsReplace number cards with objects Choose one of the numbers and take 3 away pointing to the number line to show subtraction (counting back) Repeat with different start numbers
Once students are familiar with the operations of addition and subtraction introduce the symbols to replace the spoken sentence writing them as the matching word is said
Give out number cards Ask questions such as lsquoWho has 1 more than 3rsquorsquo Who has 10 more than 3rsquo targeting the question as appropriate
Using balance scales number balances or objects show how each side of = must have the same total quantity
Understand and use in practical contexts units ones tens digit
Large number line0 ndash 20 number cardsSmall counting apparatus
Class set of number cards 0 ndash 30
Balance scales number balances objects
Place value (arrow) cards Have a teacher set that all students can see as well as sets per pair on the tables
V1 1Y07 Mathematics Stage 1 10
Framework Codes
Learning Objective Activities Resources Comments
1Nc13
1Nc15
1Nc16
1Nc18
Relate counting on and back in tens to finding 10 moreless than a number (lt 100)
Understand that changing the order of addition does not change the total
Add a pair of numbers by putting the larger number first and counting on
Begin to add single- and two-digit numbers
Oral counting in tens from zero Oral counting in tens from 0 pointing to the pattern of 10 on 100 square Oral counting in tens from any number pointing to the pattern on the 100 square
Activities to help understanding of combining sets to make a total and steps along a number track or line (counting on)
With the aid of apparatus explore different amounts for addition and discuss the strategy of putting the larger quantity or number first
Using dice or number cards generate 1 or 2 digit numbers to be added together
100 square
Counting apparatusNumber track or number line
Counting apparatus number cards
DiceNumber cards
Have a large square that all can see as well as individual squares on the tables
V1 1Y07 Mathematics Stage 1 11
Framework Codes
Learning Objective Activities Resources Comments
1Pt2
1Pt3
1Pt4
1Pt5
1Pt6
1Pt1
1Pt4
1Pt9
Problem solvingExplore number problems and puzzles
Find many combinations eg combinations of three pieces of different coloured clothing
Solve simple word problems and represent it with objects
Check the answer to an addition by adding the numbers in a different order
Check the answer to a subtraction by adding the answer to the smaller number in the question
Choose appropriate strategies to carry out calculations explaining working out
Decide to add or subtract to solve a simple word problem (oral) and represent it with objects
Make a sensible estimate of a calculation and consider whether an answer is reasonable
lsquoWhat if and what could we try next lsquoactivities
Using 3-scoop ice-creams 3-bobbles on a hat etc
Simple problems set in a lsquoreal-lifersquo context
Use within the context of a lesson on addition Allow discussion to include student ideas
Use within the context of a lesson on subtraction Allow discussion to include student ideas
Use within the context of lessons allowing students to contribute their ideas
Use within the context of lessons allowing students to contribute their ideas
Discuss appropriate strategies
Dice dominoes cards to explore totals
Any pictures where there is a total of 3 things the same
Any materials that help to visualise the problem
Model the use of the apparatus then allow pairs to generate their own numbers
V1 1Y07 Mathematics Stage 1 12
Scheme of Work ndash Mathematics stage 1
Unit 2B Handling Data and Problem Solving
Framework Codes
Learning Objective Activities Resources Comments
1Dh1
Organising categorising and representing dataAnswer a question by sorting and organising data or objects in a variety of ways eg using block graphs and
pictograms with practical resources discussing the results
in lists and tables with practical resources discussing the results
in Venn or Carroll diagrams giving different criteria for grouping the same objects
Understand and use in context relevant vocabularySolve problems such as how many beads can I hold in my hand How can we find out How can we organise the information
Make and organise a listCollect data and make a table
Ask questions to find out favourite food Represent with a block graph or pictogram
Vocabulary cards displayed
Any apparatus that allows the information to be displayed interlocking cubes pictures etc
1Pt1Problem solvingChoose appropriate strategies to carry out calculations explaining working out
Solving problems by collecting sorting and organising informationCollect information quickly by sorting or voting then represent it by drawing placing objects or pictures
Any materials that allow the information to be displayed
Allow time for discussion between teacher and students and students to students At this stage students should be allowed some choice on how they display their data
V1 1Y07 Mathematics Stage 1 13
Scheme of Work ndash Mathematics stage 1
Unit 2C Measure and Problem Solving
Framework Codes
Learning Objective Activities Resources Comments
1Mm1
1Ml1
1Ml2
1Ml3
1Mt1
MoneyRecognise all coins and work out how to pay an exact sum using smaller coins
Length mass and capacityCompare lengths and weights by direct comparison then by using uniform non-standard units
Estimate and compare capacities by direct comparison then by using uniform non-standard units
Use comparative language eg longer shorter heavier lighter
TimeBegin to understand and use some units of time eg minutes hours days weeks months and years
Recognise all coinsExchange coins for an equivalent valueTotal coins
Understand and use the vocabulary related to length mass and capacityMake direct comparisons side by side (no counting) in a variety of contexts
Use uniform non-standard and standard units to measure count and solve problems in a variety of contexts
Use in context comparative words such as shorter shortest
Order the days of the week months of the yearKnow that 1 week = 7 days1 day = 24 hoursMake estimates and check
Coins
Written vocabulary
People ribbon heavy and light objects large and small cups etc
Balance scales objects to weigh cups to fill etc
Written vocabulary
Written vocabularySand timers
The use of real money should be encouraged in order to make more sense to the students
Display the vocabulary so that all the students can see it and use it as a reference Illustrate with pictures for those students who may have difficulty with the spoken word
Display the vocabulary so that all the students can see it and use it as a reference Illustrate with pictures for those students who may have difficulty with the spoken word
V1 1Y07 Mathematics Stage 1 14
Framework Codes
Learning Objective Activities Resources Comments
1Mt2
1Mt3
Read the time to the hour (orsquoclock) and know key times of day to the nearest hour
Order the days of the week and other familiar events
Order familiar events in a day a week or a story
1Pt1
1Pt2
Problem solvingChoose appropriate strategies to carry out calculations explain working out
Explore number problems and puzzles
How long is it from 3 orsquoclock to 5 orsquoclockWhat was the time 2 ours ago
It is now 6 orsquoclock What time will it bein 4 hoursIn 2 hoursWhat time was it 2 hours agoTarget questions according to ability
Clocks
Clocks
Clocks with hands that move as a real clock rather than free hand movement would allow students to become more familiar with how the hands of a clock move
V1 1Y07 Mathematics Stage 1 15
Scheme of Work ndash Mathematics stage 1Unit 3A Number and Problem solving
Framework Codes
Learning Objective Activities Resources Comments
1Nc8
1Nc9
Understand addition as counting on and combining two sets record related addition sentences
Understand subtraction as counting back and lsquotake awayrsquo record related subtraction sentences
Display the number cards Point to some randomly lsquoWhat is this number Substitute numbers for objects Count them and place number card next to them Show how 100 square is a different arrangement of the number line and easier to use when dealing with higher numbersWhat if We start on 7 and count on 5 Where will we end upUse different start numbersUsing small counting materials make sets of different amountslsquoWhat if we put this set with this set How many altogether Write and say the action Write the calculation Record it as it is being said
Display a large number line and 0 ndash 50 number cards Count backwards along the line and along the cards from different starting pointsReplace number cards with objects Take 3 away pointing to the number line to show subtraction (counting back) Repeat with different start numbers Show how 100 square is a different arrangement of the number line and easier to use when dealing with higher numbersWhat if we start on 17 and count back 5 Where will we end up
Number cards 0 ndash 50100 squareSmall counting apparatus
Large number line0 ndash 50 number cardsSmall counting apparatus
Some students will need to work with their own 100 square at a table or seated on the floor
V1 1Y07 Mathematics Stage 1 16
Framework Codes
Learning Objective Activities Resources Comments
1Nc14
1Nn6
1Nc15
1Nc16
1Nc18
1Nn12
Begin to use the + ndash and = signs to record calculations in number sentences Use the = sign to represent equality
Begin partitioning two-digit numbers into tens and ones and reverse
Understand that changing the order of addition does not change the total
Add a pair of numbers by putting the larger number first and counting on
Begin to add single- and two-digit numbers
Find halves of small numbers and shapes by folding and recognise which shapes are halved
Record simple mental calculations in number sentences Work as a whole class then pairs or individuals
Understand and use in practical contexts units ones tens digit
Activities to help understanding of combining sets to make a total and steps along a number track or line (counting on)
With the aid of apparatus explore different amounts for addition and discuss the strategy of putting the larger quantity or number first
Using dice or number cards generate 1 or 2 digit numbers to be added together
Recognise whole and half as vocabularyUse small apparatus for counting (A handful) Share it equally (in half) Discuss amounts where there is one left over Link with the numbers on 100 square Is there a patternSay half of any even number to 10
Large number and sign cards
Counting apparatus
Place value (arrow) cards
Number trackNumber lineCounting apparatus
Counting apparatus
Counting apparatusNumber track or number line100 square
Counting apparatus number cards
Use a large set for class work and give each child or pair their own for table top work Some students may find colour coding the units and tens useful
Use apparatus for counting and addition before moving to the number trackline
V1 1Y07 Mathematics Stage 1 17
Framework Codes
Learning Objective Activities Resources Comments
1Nc4
1Nc6
1Nc17
1Nc19
1Nc20
1Nc21
Begin using pairs to 10 to bridge 10 when addingsubtracting eg 8 + 3 add 2 then 1
Find near doubles using doubles already known eg 5 + 6
Recognise the use of a sign such as 1048709 to represent an unknowneg 6 + 1048709 = 10
Multiplication and divisionDouble any single-digit number bull
Find halves of even numbers of objects up to 10
Try to share numbers to 10 to find which are even and which are odd
Begin to add a pair of single digit numbers past 10Use 2 steps and go over 10 as a middle stage (4+8=12 4+6+2=10+2=12) Use different numbers Use subtraction
5+6=11 This can be shown as double 5 (5+5) plus 1 or double 6 minus 1 Use different examples
Use known number facts and knowledge of place valueSet different number sentences with the missing number in different places in the number sentence
Understand the vocabulary of double and half
Count out 10 objects Share into two equal sets Count each set Recombine
Count out 10 objects Share into 2 equal sets Recombine Remove some objects Share the remainders What happens Any left over Repeat several times so that all of the numbers 1-10 are coveredRecord those numbers which share with no remainder and those that share with a remainder
1 ndash 6 dice 7 ndash 12 dice numbers cards to appropriate level
Counting apparatus100 square
Slide number strips
Counting apparatusNumber line100 square
Counting apparatus to 10
Counting apparatus100 squareNumber line
Slide number strips
This can be a difficult concept for some students who may need more time
A list of near doubles may be useful as reference for some students
A strip of card with a calculation written horizontally Over the strip moves a flattened tube of card which can cover any of the numbers at any one time which will be the unknown number
V1 1Y07 Mathematics Stage 1 18
Framework Codes
Learning Objective Activities Resources Comments
1Nc22 Share objects into two equal groups in a context
Use lsquostoryrsquo problemsI have 4 cakes to share with my friend Before we can eat them another friend arrives How many whole cakes would we have had each before the friend arrived How many whole cakes would we have each after the friend arrived How many left overChange the story working with numbers to 10
Picture vocabulary cards
Counting apparatus up to 10
Counting apparatus up to 10
1Pt2
1Pt5
1Pt6
1Pt7
1Pt8
Problem solvingExplore number problems and puzzles
Check the answer to an addition by adding the numbers in a different order
Check the answer to a subtraction by adding the answer to the smaller number in the question
Describe and continue patterns such as count on and back in tenseg 90 80 70
Identify simple relationships between numbers and shapes eg this number is ten bigger than that number
Set in the context of a story or real life experience where people or objects are added to or taken away from the total
Work as inverse operations set in familiar contexts
Using the recording of odd and even numbers continue the sequence of even numbersodd numbersRecord on 100 square or number line
Counting on 100 square finding the pattern of going to the number below to add 10 and to the number above to subtract 10
Story books
Counting apparatus
100 squareNumber line
100 square
V1 1Y07 Mathematics Stage 1 19
Scheme of Work ndash Mathematics stage 1
Unit 3B Handling Data and Problem Solving
Framework Codes
Learning Objective Activities Resources Comments
1Dh1
Organising categorising and representing dataAnswer a question by sorting and organising data or objects in a variety of ways eg
using block graphs and pictograms with practical resources discussing the results
in lists and tables with practical resources discussing the results
in Venn or Carroll diagrams giving different criteria for grouping the same objects
Use questions set in real life contexts egWhat do you like to doHow can we find out How shall we organise the informationMake a simple block graph
Classify numbers and organise them in lists and tables all the even numbers to 30 all the odd numbers to 50 6 numbers more than 10 but less
than 30
Using sorting diagrams display information collected Begin with familiar sorting numbers using a Venn diagram numbers with 2 tens even numbers Repeat using shapes
Vocabulary cards displayed
Any apparatus that allows the information to be displayed interlocking cubes pictures etc
V1 1Y07 Mathematics Stage 1 20
Framework Codes
Learning Objective Activities Resources Comments
1Pt1Problem solvingChoose appropriate strategies to carry out calculations explaining working out
Solving problems by collecting sorting and organising informationCollect information quickly by sorting or voting then represent it by drawing placing objects or pictures
Any materials that allow the information to be displayed
Allow time for discussion between teacher and students and students to students At this stage students should be allowed some choice on how they display their data
V1 1Y07 Mathematics Stage 1 21
Scheme of Work ndash Mathematics stage 1
Unit 3C Measure and Problem Solving
Framework Codes
Learning Objective Activities Resources Comments
1Mm1
1Ml1
1Ml2
1Ml3
MoneyRecognise all coins and work out how to pay an exact sum using smaller coins
Length mass and capacityCompare lengths and weights by direct comparison then by using uniform non-standard units
Estimate and compare capacities by direct comparison then by using uniform non-standard units
Use comparative language eg longer shorter heavier lighter
Recognise all coinsExchange coins for an equivalent valueTotal coinsHow many different ways can an item be paid for Use different coins to make the same total
Understand and use the vocabulary related to length mass and capacityMake direct comparisons side by side (no counting) in a variety of contextsUse uniform units to measure or estimate
Use uniform non-standard and standard units to measure count and solve problems in a variety of contextsAsk for suggestions for things that could be measured using different standard measures
Use in context comparative words such as shorter shortest
Coins
Written vocabulary
People ribbon heavy and light objects large and small cups etc
Balance scales objects to weigh cups to fill etc
Written vocabulary
Written vocabulary
V1 1Y07 Mathematics Stage 1 22
Framework Codes
Learning Objective Activities Resources Comments
1Mt1
1Mt2
1Mt3
TimeBegin to understand and use some units of time eg minuteshours days weeks months and years
Read the time to the hour (orsquoclock) and know key times of day to the nearest hour
Order the days of the week and other familiar events
Order the days of the week months of the yearKnow that 1 week = 7 days1 day = 24 hoursMake estimates and check
Order familiar events in a day a week or a story
Sand timers
1Pt1
1Pt2
Problem solvingChoose appropriate strategies to carry out calculations explain working out
Explore number problems and puzzles
Put in the context of a lesson using measuresWhat could we use How could we record it How do we know What do you think Will it always be the same
Linking with a practical lesson the questions will allow students to develop their reasoning and thinking skills
V1 1Y07 Mathematics Stage 1 23
Scheme of Work ndash Mathematics stage 1
Unit 1C Measure and Problem Solving
Framework Codes
Learning Objective Activities Resources Comments
1Mm1
1Ml1
1Ml2
1Ml3
1Mt1
MeasureRecognise all coins and work out how to pay an exact sum using smaller coins
Compare weights and lengths by direct comparison then by using uniform non-standard units
Estimate and compare capacities by direct comparison then by using uniform non-standard units
Use comparative language eg longer shorter heavier lighter
Begin to understand and use some units of time such as minutes hours day weeks months and years
Sort all coins into same valueExchange coins for an equivalent value in smaller coinsTotal coins
Make direct comparisons in a variety of contexts heights of 2 children use a balance to find which of 3 parcels is the heaviest
Use different size containers to find which holds most
Understand and use in practical contexts
Understand and use in context link to daily routines and activities What can you do in 1 minute how many jumps How many times can you write your name
Coins of appropriate value (real not plastic)Small sorting pots
Objects to weigh and measure as appropriate
Water sand rice lentils containers
Sand timers clocks
It is better to use real coins rather than pretend as it is more meaningful
Make the activities as practical as possible to develop understanding Use observations as an assessment tool
As above
Ask the class for other ideas Extend to 2 minutes or 5 minutesUse the vocabulary of time eg today tomorrow yesterday
V1 1Y07 Mathematics Stage 1 7
Framework Codes
Learning Objective Activities Resources Comments
1Pt1
1Pt2
1Pt9
Problem solvingChoose appropriate strategies to carry out calculations explain working out
Explore number problems and puzzles
Make a sensible estimation of a calculation and consider whether an answer is reasonable
Use own strategies to solve measurement problems in classroom contexts eg 6 bricks balance my book 8 bricks balance my shoe how many bricks to balance them both
The cupboard is 2 metres wide The table is 1 metre wide The cupboard is wider than the table How much widerChoose other examples in the classroom to cover measuresI spent in the shop My friend spent How much did we spend all together
Count some coins in a pot add 4 more How much now Change the amounts as appropriateWork out totals what can we buy
Objects to weigh and measure
Measuring equipmentCoins
Coins pots priced items
Encourage discussion about strategies This can be used as an assessment tool
These activities should be as practical as possible before moving to paper and pencil methods
V1 1Y07 Mathematics Stage 1 8
Scheme of Work ndash Mathematics stage 1
Unit 2A Number and Problem Solving
Framework Codes
Learning Objective Activities Resources Comments
1Nc12
1Nc8
Find two more or less than a number to 20 recording the jumps on a number line
Understand addition as counting on and combining two sets record related addition sentences
Give out number cards around the class Class work in pairs lsquoWhat is 2 more than What is 2 less than rsquo Choose numbers as appropriate After questions the pair that has that number holds it up Record on the number lineDisplay the number line Students hide their cards lsquoShow me a number that is more than 7 and less than 10rsquo Pairs that have the number hold it up Continue Class devise their own questions
Display the number cards Point to some randomly lsquoWhat is this number Substitute numbers for objects Count them and place number card next to them lsquoWhat if we put this set with this set How many altogether Write and say the action Write the calculation Record it as counting on a number line
0 -20 number cardsNumber line
Small counting apparatusLarge 0 ndash 20 number cardsLarge number line
Pairs could be mixed ability
When recording the calculation write each number and symbol as you say them so that students can make the connection
V1 1Y07 Mathematics Stage 1 9
Framework Codes
Learning Objective Activities Resources Comments
1Nc9
1Nc14
1Nn7
1Nn10
1Nn6
Understand subtraction as counting back and lsquotake awayrsquo record related subtraction sentences
Begin to use the + ndash and = signs to record calculations in number sentences
Within the range 0 to 30 say the number that is 1 or 10 more or less than any given number
Use the = sign to represent equality
Begin partitioning two-digit numbers into tens and ones and reverse
Display a large number line and 0 ndash 20 number cards Count backwards along the line and along the cards from different starting pointsReplace number cards with objects Choose one of the numbers and take 3 away pointing to the number line to show subtraction (counting back) Repeat with different start numbers
Once students are familiar with the operations of addition and subtraction introduce the symbols to replace the spoken sentence writing them as the matching word is said
Give out number cards Ask questions such as lsquoWho has 1 more than 3rsquorsquo Who has 10 more than 3rsquo targeting the question as appropriate
Using balance scales number balances or objects show how each side of = must have the same total quantity
Understand and use in practical contexts units ones tens digit
Large number line0 ndash 20 number cardsSmall counting apparatus
Class set of number cards 0 ndash 30
Balance scales number balances objects
Place value (arrow) cards Have a teacher set that all students can see as well as sets per pair on the tables
V1 1Y07 Mathematics Stage 1 10
Framework Codes
Learning Objective Activities Resources Comments
1Nc13
1Nc15
1Nc16
1Nc18
Relate counting on and back in tens to finding 10 moreless than a number (lt 100)
Understand that changing the order of addition does not change the total
Add a pair of numbers by putting the larger number first and counting on
Begin to add single- and two-digit numbers
Oral counting in tens from zero Oral counting in tens from 0 pointing to the pattern of 10 on 100 square Oral counting in tens from any number pointing to the pattern on the 100 square
Activities to help understanding of combining sets to make a total and steps along a number track or line (counting on)
With the aid of apparatus explore different amounts for addition and discuss the strategy of putting the larger quantity or number first
Using dice or number cards generate 1 or 2 digit numbers to be added together
100 square
Counting apparatusNumber track or number line
Counting apparatus number cards
DiceNumber cards
Have a large square that all can see as well as individual squares on the tables
V1 1Y07 Mathematics Stage 1 11
Framework Codes
Learning Objective Activities Resources Comments
1Pt2
1Pt3
1Pt4
1Pt5
1Pt6
1Pt1
1Pt4
1Pt9
Problem solvingExplore number problems and puzzles
Find many combinations eg combinations of three pieces of different coloured clothing
Solve simple word problems and represent it with objects
Check the answer to an addition by adding the numbers in a different order
Check the answer to a subtraction by adding the answer to the smaller number in the question
Choose appropriate strategies to carry out calculations explaining working out
Decide to add or subtract to solve a simple word problem (oral) and represent it with objects
Make a sensible estimate of a calculation and consider whether an answer is reasonable
lsquoWhat if and what could we try next lsquoactivities
Using 3-scoop ice-creams 3-bobbles on a hat etc
Simple problems set in a lsquoreal-lifersquo context
Use within the context of a lesson on addition Allow discussion to include student ideas
Use within the context of a lesson on subtraction Allow discussion to include student ideas
Use within the context of lessons allowing students to contribute their ideas
Use within the context of lessons allowing students to contribute their ideas
Discuss appropriate strategies
Dice dominoes cards to explore totals
Any pictures where there is a total of 3 things the same
Any materials that help to visualise the problem
Model the use of the apparatus then allow pairs to generate their own numbers
V1 1Y07 Mathematics Stage 1 12
Scheme of Work ndash Mathematics stage 1
Unit 2B Handling Data and Problem Solving
Framework Codes
Learning Objective Activities Resources Comments
1Dh1
Organising categorising and representing dataAnswer a question by sorting and organising data or objects in a variety of ways eg using block graphs and
pictograms with practical resources discussing the results
in lists and tables with practical resources discussing the results
in Venn or Carroll diagrams giving different criteria for grouping the same objects
Understand and use in context relevant vocabularySolve problems such as how many beads can I hold in my hand How can we find out How can we organise the information
Make and organise a listCollect data and make a table
Ask questions to find out favourite food Represent with a block graph or pictogram
Vocabulary cards displayed
Any apparatus that allows the information to be displayed interlocking cubes pictures etc
1Pt1Problem solvingChoose appropriate strategies to carry out calculations explaining working out
Solving problems by collecting sorting and organising informationCollect information quickly by sorting or voting then represent it by drawing placing objects or pictures
Any materials that allow the information to be displayed
Allow time for discussion between teacher and students and students to students At this stage students should be allowed some choice on how they display their data
V1 1Y07 Mathematics Stage 1 13
Scheme of Work ndash Mathematics stage 1
Unit 2C Measure and Problem Solving
Framework Codes
Learning Objective Activities Resources Comments
1Mm1
1Ml1
1Ml2
1Ml3
1Mt1
MoneyRecognise all coins and work out how to pay an exact sum using smaller coins
Length mass and capacityCompare lengths and weights by direct comparison then by using uniform non-standard units
Estimate and compare capacities by direct comparison then by using uniform non-standard units
Use comparative language eg longer shorter heavier lighter
TimeBegin to understand and use some units of time eg minutes hours days weeks months and years
Recognise all coinsExchange coins for an equivalent valueTotal coins
Understand and use the vocabulary related to length mass and capacityMake direct comparisons side by side (no counting) in a variety of contexts
Use uniform non-standard and standard units to measure count and solve problems in a variety of contexts
Use in context comparative words such as shorter shortest
Order the days of the week months of the yearKnow that 1 week = 7 days1 day = 24 hoursMake estimates and check
Coins
Written vocabulary
People ribbon heavy and light objects large and small cups etc
Balance scales objects to weigh cups to fill etc
Written vocabulary
Written vocabularySand timers
The use of real money should be encouraged in order to make more sense to the students
Display the vocabulary so that all the students can see it and use it as a reference Illustrate with pictures for those students who may have difficulty with the spoken word
Display the vocabulary so that all the students can see it and use it as a reference Illustrate with pictures for those students who may have difficulty with the spoken word
V1 1Y07 Mathematics Stage 1 14
Framework Codes
Learning Objective Activities Resources Comments
1Mt2
1Mt3
Read the time to the hour (orsquoclock) and know key times of day to the nearest hour
Order the days of the week and other familiar events
Order familiar events in a day a week or a story
1Pt1
1Pt2
Problem solvingChoose appropriate strategies to carry out calculations explain working out
Explore number problems and puzzles
How long is it from 3 orsquoclock to 5 orsquoclockWhat was the time 2 ours ago
It is now 6 orsquoclock What time will it bein 4 hoursIn 2 hoursWhat time was it 2 hours agoTarget questions according to ability
Clocks
Clocks
Clocks with hands that move as a real clock rather than free hand movement would allow students to become more familiar with how the hands of a clock move
V1 1Y07 Mathematics Stage 1 15
Scheme of Work ndash Mathematics stage 1Unit 3A Number and Problem solving
Framework Codes
Learning Objective Activities Resources Comments
1Nc8
1Nc9
Understand addition as counting on and combining two sets record related addition sentences
Understand subtraction as counting back and lsquotake awayrsquo record related subtraction sentences
Display the number cards Point to some randomly lsquoWhat is this number Substitute numbers for objects Count them and place number card next to them Show how 100 square is a different arrangement of the number line and easier to use when dealing with higher numbersWhat if We start on 7 and count on 5 Where will we end upUse different start numbersUsing small counting materials make sets of different amountslsquoWhat if we put this set with this set How many altogether Write and say the action Write the calculation Record it as it is being said
Display a large number line and 0 ndash 50 number cards Count backwards along the line and along the cards from different starting pointsReplace number cards with objects Take 3 away pointing to the number line to show subtraction (counting back) Repeat with different start numbers Show how 100 square is a different arrangement of the number line and easier to use when dealing with higher numbersWhat if we start on 17 and count back 5 Where will we end up
Number cards 0 ndash 50100 squareSmall counting apparatus
Large number line0 ndash 50 number cardsSmall counting apparatus
Some students will need to work with their own 100 square at a table or seated on the floor
V1 1Y07 Mathematics Stage 1 16
Framework Codes
Learning Objective Activities Resources Comments
1Nc14
1Nn6
1Nc15
1Nc16
1Nc18
1Nn12
Begin to use the + ndash and = signs to record calculations in number sentences Use the = sign to represent equality
Begin partitioning two-digit numbers into tens and ones and reverse
Understand that changing the order of addition does not change the total
Add a pair of numbers by putting the larger number first and counting on
Begin to add single- and two-digit numbers
Find halves of small numbers and shapes by folding and recognise which shapes are halved
Record simple mental calculations in number sentences Work as a whole class then pairs or individuals
Understand and use in practical contexts units ones tens digit
Activities to help understanding of combining sets to make a total and steps along a number track or line (counting on)
With the aid of apparatus explore different amounts for addition and discuss the strategy of putting the larger quantity or number first
Using dice or number cards generate 1 or 2 digit numbers to be added together
Recognise whole and half as vocabularyUse small apparatus for counting (A handful) Share it equally (in half) Discuss amounts where there is one left over Link with the numbers on 100 square Is there a patternSay half of any even number to 10
Large number and sign cards
Counting apparatus
Place value (arrow) cards
Number trackNumber lineCounting apparatus
Counting apparatus
Counting apparatusNumber track or number line100 square
Counting apparatus number cards
Use a large set for class work and give each child or pair their own for table top work Some students may find colour coding the units and tens useful
Use apparatus for counting and addition before moving to the number trackline
V1 1Y07 Mathematics Stage 1 17
Framework Codes
Learning Objective Activities Resources Comments
1Nc4
1Nc6
1Nc17
1Nc19
1Nc20
1Nc21
Begin using pairs to 10 to bridge 10 when addingsubtracting eg 8 + 3 add 2 then 1
Find near doubles using doubles already known eg 5 + 6
Recognise the use of a sign such as 1048709 to represent an unknowneg 6 + 1048709 = 10
Multiplication and divisionDouble any single-digit number bull
Find halves of even numbers of objects up to 10
Try to share numbers to 10 to find which are even and which are odd
Begin to add a pair of single digit numbers past 10Use 2 steps and go over 10 as a middle stage (4+8=12 4+6+2=10+2=12) Use different numbers Use subtraction
5+6=11 This can be shown as double 5 (5+5) plus 1 or double 6 minus 1 Use different examples
Use known number facts and knowledge of place valueSet different number sentences with the missing number in different places in the number sentence
Understand the vocabulary of double and half
Count out 10 objects Share into two equal sets Count each set Recombine
Count out 10 objects Share into 2 equal sets Recombine Remove some objects Share the remainders What happens Any left over Repeat several times so that all of the numbers 1-10 are coveredRecord those numbers which share with no remainder and those that share with a remainder
1 ndash 6 dice 7 ndash 12 dice numbers cards to appropriate level
Counting apparatus100 square
Slide number strips
Counting apparatusNumber line100 square
Counting apparatus to 10
Counting apparatus100 squareNumber line
Slide number strips
This can be a difficult concept for some students who may need more time
A list of near doubles may be useful as reference for some students
A strip of card with a calculation written horizontally Over the strip moves a flattened tube of card which can cover any of the numbers at any one time which will be the unknown number
V1 1Y07 Mathematics Stage 1 18
Framework Codes
Learning Objective Activities Resources Comments
1Nc22 Share objects into two equal groups in a context
Use lsquostoryrsquo problemsI have 4 cakes to share with my friend Before we can eat them another friend arrives How many whole cakes would we have had each before the friend arrived How many whole cakes would we have each after the friend arrived How many left overChange the story working with numbers to 10
Picture vocabulary cards
Counting apparatus up to 10
Counting apparatus up to 10
1Pt2
1Pt5
1Pt6
1Pt7
1Pt8
Problem solvingExplore number problems and puzzles
Check the answer to an addition by adding the numbers in a different order
Check the answer to a subtraction by adding the answer to the smaller number in the question
Describe and continue patterns such as count on and back in tenseg 90 80 70
Identify simple relationships between numbers and shapes eg this number is ten bigger than that number
Set in the context of a story or real life experience where people or objects are added to or taken away from the total
Work as inverse operations set in familiar contexts
Using the recording of odd and even numbers continue the sequence of even numbersodd numbersRecord on 100 square or number line
Counting on 100 square finding the pattern of going to the number below to add 10 and to the number above to subtract 10
Story books
Counting apparatus
100 squareNumber line
100 square
V1 1Y07 Mathematics Stage 1 19
Scheme of Work ndash Mathematics stage 1
Unit 3B Handling Data and Problem Solving
Framework Codes
Learning Objective Activities Resources Comments
1Dh1
Organising categorising and representing dataAnswer a question by sorting and organising data or objects in a variety of ways eg
using block graphs and pictograms with practical resources discussing the results
in lists and tables with practical resources discussing the results
in Venn or Carroll diagrams giving different criteria for grouping the same objects
Use questions set in real life contexts egWhat do you like to doHow can we find out How shall we organise the informationMake a simple block graph
Classify numbers and organise them in lists and tables all the even numbers to 30 all the odd numbers to 50 6 numbers more than 10 but less
than 30
Using sorting diagrams display information collected Begin with familiar sorting numbers using a Venn diagram numbers with 2 tens even numbers Repeat using shapes
Vocabulary cards displayed
Any apparatus that allows the information to be displayed interlocking cubes pictures etc
V1 1Y07 Mathematics Stage 1 20
Framework Codes
Learning Objective Activities Resources Comments
1Pt1Problem solvingChoose appropriate strategies to carry out calculations explaining working out
Solving problems by collecting sorting and organising informationCollect information quickly by sorting or voting then represent it by drawing placing objects or pictures
Any materials that allow the information to be displayed
Allow time for discussion between teacher and students and students to students At this stage students should be allowed some choice on how they display their data
V1 1Y07 Mathematics Stage 1 21
Scheme of Work ndash Mathematics stage 1
Unit 3C Measure and Problem Solving
Framework Codes
Learning Objective Activities Resources Comments
1Mm1
1Ml1
1Ml2
1Ml3
MoneyRecognise all coins and work out how to pay an exact sum using smaller coins
Length mass and capacityCompare lengths and weights by direct comparison then by using uniform non-standard units
Estimate and compare capacities by direct comparison then by using uniform non-standard units
Use comparative language eg longer shorter heavier lighter
Recognise all coinsExchange coins for an equivalent valueTotal coinsHow many different ways can an item be paid for Use different coins to make the same total
Understand and use the vocabulary related to length mass and capacityMake direct comparisons side by side (no counting) in a variety of contextsUse uniform units to measure or estimate
Use uniform non-standard and standard units to measure count and solve problems in a variety of contextsAsk for suggestions for things that could be measured using different standard measures
Use in context comparative words such as shorter shortest
Coins
Written vocabulary
People ribbon heavy and light objects large and small cups etc
Balance scales objects to weigh cups to fill etc
Written vocabulary
Written vocabulary
V1 1Y07 Mathematics Stage 1 22
Framework Codes
Learning Objective Activities Resources Comments
1Mt1
1Mt2
1Mt3
TimeBegin to understand and use some units of time eg minuteshours days weeks months and years
Read the time to the hour (orsquoclock) and know key times of day to the nearest hour
Order the days of the week and other familiar events
Order the days of the week months of the yearKnow that 1 week = 7 days1 day = 24 hoursMake estimates and check
Order familiar events in a day a week or a story
Sand timers
1Pt1
1Pt2
Problem solvingChoose appropriate strategies to carry out calculations explain working out
Explore number problems and puzzles
Put in the context of a lesson using measuresWhat could we use How could we record it How do we know What do you think Will it always be the same
Linking with a practical lesson the questions will allow students to develop their reasoning and thinking skills
V1 1Y07 Mathematics Stage 1 23
Framework Codes
Learning Objective Activities Resources Comments
1Pt1
1Pt2
1Pt9
Problem solvingChoose appropriate strategies to carry out calculations explain working out
Explore number problems and puzzles
Make a sensible estimation of a calculation and consider whether an answer is reasonable
Use own strategies to solve measurement problems in classroom contexts eg 6 bricks balance my book 8 bricks balance my shoe how many bricks to balance them both
The cupboard is 2 metres wide The table is 1 metre wide The cupboard is wider than the table How much widerChoose other examples in the classroom to cover measuresI spent in the shop My friend spent How much did we spend all together
Count some coins in a pot add 4 more How much now Change the amounts as appropriateWork out totals what can we buy
Objects to weigh and measure
Measuring equipmentCoins
Coins pots priced items
Encourage discussion about strategies This can be used as an assessment tool
These activities should be as practical as possible before moving to paper and pencil methods
V1 1Y07 Mathematics Stage 1 8
Scheme of Work ndash Mathematics stage 1
Unit 2A Number and Problem Solving
Framework Codes
Learning Objective Activities Resources Comments
1Nc12
1Nc8
Find two more or less than a number to 20 recording the jumps on a number line
Understand addition as counting on and combining two sets record related addition sentences
Give out number cards around the class Class work in pairs lsquoWhat is 2 more than What is 2 less than rsquo Choose numbers as appropriate After questions the pair that has that number holds it up Record on the number lineDisplay the number line Students hide their cards lsquoShow me a number that is more than 7 and less than 10rsquo Pairs that have the number hold it up Continue Class devise their own questions
Display the number cards Point to some randomly lsquoWhat is this number Substitute numbers for objects Count them and place number card next to them lsquoWhat if we put this set with this set How many altogether Write and say the action Write the calculation Record it as counting on a number line
0 -20 number cardsNumber line
Small counting apparatusLarge 0 ndash 20 number cardsLarge number line
Pairs could be mixed ability
When recording the calculation write each number and symbol as you say them so that students can make the connection
V1 1Y07 Mathematics Stage 1 9
Framework Codes
Learning Objective Activities Resources Comments
1Nc9
1Nc14
1Nn7
1Nn10
1Nn6
Understand subtraction as counting back and lsquotake awayrsquo record related subtraction sentences
Begin to use the + ndash and = signs to record calculations in number sentences
Within the range 0 to 30 say the number that is 1 or 10 more or less than any given number
Use the = sign to represent equality
Begin partitioning two-digit numbers into tens and ones and reverse
Display a large number line and 0 ndash 20 number cards Count backwards along the line and along the cards from different starting pointsReplace number cards with objects Choose one of the numbers and take 3 away pointing to the number line to show subtraction (counting back) Repeat with different start numbers
Once students are familiar with the operations of addition and subtraction introduce the symbols to replace the spoken sentence writing them as the matching word is said
Give out number cards Ask questions such as lsquoWho has 1 more than 3rsquorsquo Who has 10 more than 3rsquo targeting the question as appropriate
Using balance scales number balances or objects show how each side of = must have the same total quantity
Understand and use in practical contexts units ones tens digit
Large number line0 ndash 20 number cardsSmall counting apparatus
Class set of number cards 0 ndash 30
Balance scales number balances objects
Place value (arrow) cards Have a teacher set that all students can see as well as sets per pair on the tables
V1 1Y07 Mathematics Stage 1 10
Framework Codes
Learning Objective Activities Resources Comments
1Nc13
1Nc15
1Nc16
1Nc18
Relate counting on and back in tens to finding 10 moreless than a number (lt 100)
Understand that changing the order of addition does not change the total
Add a pair of numbers by putting the larger number first and counting on
Begin to add single- and two-digit numbers
Oral counting in tens from zero Oral counting in tens from 0 pointing to the pattern of 10 on 100 square Oral counting in tens from any number pointing to the pattern on the 100 square
Activities to help understanding of combining sets to make a total and steps along a number track or line (counting on)
With the aid of apparatus explore different amounts for addition and discuss the strategy of putting the larger quantity or number first
Using dice or number cards generate 1 or 2 digit numbers to be added together
100 square
Counting apparatusNumber track or number line
Counting apparatus number cards
DiceNumber cards
Have a large square that all can see as well as individual squares on the tables
V1 1Y07 Mathematics Stage 1 11
Framework Codes
Learning Objective Activities Resources Comments
1Pt2
1Pt3
1Pt4
1Pt5
1Pt6
1Pt1
1Pt4
1Pt9
Problem solvingExplore number problems and puzzles
Find many combinations eg combinations of three pieces of different coloured clothing
Solve simple word problems and represent it with objects
Check the answer to an addition by adding the numbers in a different order
Check the answer to a subtraction by adding the answer to the smaller number in the question
Choose appropriate strategies to carry out calculations explaining working out
Decide to add or subtract to solve a simple word problem (oral) and represent it with objects
Make a sensible estimate of a calculation and consider whether an answer is reasonable
lsquoWhat if and what could we try next lsquoactivities
Using 3-scoop ice-creams 3-bobbles on a hat etc
Simple problems set in a lsquoreal-lifersquo context
Use within the context of a lesson on addition Allow discussion to include student ideas
Use within the context of a lesson on subtraction Allow discussion to include student ideas
Use within the context of lessons allowing students to contribute their ideas
Use within the context of lessons allowing students to contribute their ideas
Discuss appropriate strategies
Dice dominoes cards to explore totals
Any pictures where there is a total of 3 things the same
Any materials that help to visualise the problem
Model the use of the apparatus then allow pairs to generate their own numbers
V1 1Y07 Mathematics Stage 1 12
Scheme of Work ndash Mathematics stage 1
Unit 2B Handling Data and Problem Solving
Framework Codes
Learning Objective Activities Resources Comments
1Dh1
Organising categorising and representing dataAnswer a question by sorting and organising data or objects in a variety of ways eg using block graphs and
pictograms with practical resources discussing the results
in lists and tables with practical resources discussing the results
in Venn or Carroll diagrams giving different criteria for grouping the same objects
Understand and use in context relevant vocabularySolve problems such as how many beads can I hold in my hand How can we find out How can we organise the information
Make and organise a listCollect data and make a table
Ask questions to find out favourite food Represent with a block graph or pictogram
Vocabulary cards displayed
Any apparatus that allows the information to be displayed interlocking cubes pictures etc
1Pt1Problem solvingChoose appropriate strategies to carry out calculations explaining working out
Solving problems by collecting sorting and organising informationCollect information quickly by sorting or voting then represent it by drawing placing objects or pictures
Any materials that allow the information to be displayed
Allow time for discussion between teacher and students and students to students At this stage students should be allowed some choice on how they display their data
V1 1Y07 Mathematics Stage 1 13
Scheme of Work ndash Mathematics stage 1
Unit 2C Measure and Problem Solving
Framework Codes
Learning Objective Activities Resources Comments
1Mm1
1Ml1
1Ml2
1Ml3
1Mt1
MoneyRecognise all coins and work out how to pay an exact sum using smaller coins
Length mass and capacityCompare lengths and weights by direct comparison then by using uniform non-standard units
Estimate and compare capacities by direct comparison then by using uniform non-standard units
Use comparative language eg longer shorter heavier lighter
TimeBegin to understand and use some units of time eg minutes hours days weeks months and years
Recognise all coinsExchange coins for an equivalent valueTotal coins
Understand and use the vocabulary related to length mass and capacityMake direct comparisons side by side (no counting) in a variety of contexts
Use uniform non-standard and standard units to measure count and solve problems in a variety of contexts
Use in context comparative words such as shorter shortest
Order the days of the week months of the yearKnow that 1 week = 7 days1 day = 24 hoursMake estimates and check
Coins
Written vocabulary
People ribbon heavy and light objects large and small cups etc
Balance scales objects to weigh cups to fill etc
Written vocabulary
Written vocabularySand timers
The use of real money should be encouraged in order to make more sense to the students
Display the vocabulary so that all the students can see it and use it as a reference Illustrate with pictures for those students who may have difficulty with the spoken word
Display the vocabulary so that all the students can see it and use it as a reference Illustrate with pictures for those students who may have difficulty with the spoken word
V1 1Y07 Mathematics Stage 1 14
Framework Codes
Learning Objective Activities Resources Comments
1Mt2
1Mt3
Read the time to the hour (orsquoclock) and know key times of day to the nearest hour
Order the days of the week and other familiar events
Order familiar events in a day a week or a story
1Pt1
1Pt2
Problem solvingChoose appropriate strategies to carry out calculations explain working out
Explore number problems and puzzles
How long is it from 3 orsquoclock to 5 orsquoclockWhat was the time 2 ours ago
It is now 6 orsquoclock What time will it bein 4 hoursIn 2 hoursWhat time was it 2 hours agoTarget questions according to ability
Clocks
Clocks
Clocks with hands that move as a real clock rather than free hand movement would allow students to become more familiar with how the hands of a clock move
V1 1Y07 Mathematics Stage 1 15
Scheme of Work ndash Mathematics stage 1Unit 3A Number and Problem solving
Framework Codes
Learning Objective Activities Resources Comments
1Nc8
1Nc9
Understand addition as counting on and combining two sets record related addition sentences
Understand subtraction as counting back and lsquotake awayrsquo record related subtraction sentences
Display the number cards Point to some randomly lsquoWhat is this number Substitute numbers for objects Count them and place number card next to them Show how 100 square is a different arrangement of the number line and easier to use when dealing with higher numbersWhat if We start on 7 and count on 5 Where will we end upUse different start numbersUsing small counting materials make sets of different amountslsquoWhat if we put this set with this set How many altogether Write and say the action Write the calculation Record it as it is being said
Display a large number line and 0 ndash 50 number cards Count backwards along the line and along the cards from different starting pointsReplace number cards with objects Take 3 away pointing to the number line to show subtraction (counting back) Repeat with different start numbers Show how 100 square is a different arrangement of the number line and easier to use when dealing with higher numbersWhat if we start on 17 and count back 5 Where will we end up
Number cards 0 ndash 50100 squareSmall counting apparatus
Large number line0 ndash 50 number cardsSmall counting apparatus
Some students will need to work with their own 100 square at a table or seated on the floor
V1 1Y07 Mathematics Stage 1 16
Framework Codes
Learning Objective Activities Resources Comments
1Nc14
1Nn6
1Nc15
1Nc16
1Nc18
1Nn12
Begin to use the + ndash and = signs to record calculations in number sentences Use the = sign to represent equality
Begin partitioning two-digit numbers into tens and ones and reverse
Understand that changing the order of addition does not change the total
Add a pair of numbers by putting the larger number first and counting on
Begin to add single- and two-digit numbers
Find halves of small numbers and shapes by folding and recognise which shapes are halved
Record simple mental calculations in number sentences Work as a whole class then pairs or individuals
Understand and use in practical contexts units ones tens digit
Activities to help understanding of combining sets to make a total and steps along a number track or line (counting on)
With the aid of apparatus explore different amounts for addition and discuss the strategy of putting the larger quantity or number first
Using dice or number cards generate 1 or 2 digit numbers to be added together
Recognise whole and half as vocabularyUse small apparatus for counting (A handful) Share it equally (in half) Discuss amounts where there is one left over Link with the numbers on 100 square Is there a patternSay half of any even number to 10
Large number and sign cards
Counting apparatus
Place value (arrow) cards
Number trackNumber lineCounting apparatus
Counting apparatus
Counting apparatusNumber track or number line100 square
Counting apparatus number cards
Use a large set for class work and give each child or pair their own for table top work Some students may find colour coding the units and tens useful
Use apparatus for counting and addition before moving to the number trackline
V1 1Y07 Mathematics Stage 1 17
Framework Codes
Learning Objective Activities Resources Comments
1Nc4
1Nc6
1Nc17
1Nc19
1Nc20
1Nc21
Begin using pairs to 10 to bridge 10 when addingsubtracting eg 8 + 3 add 2 then 1
Find near doubles using doubles already known eg 5 + 6
Recognise the use of a sign such as 1048709 to represent an unknowneg 6 + 1048709 = 10
Multiplication and divisionDouble any single-digit number bull
Find halves of even numbers of objects up to 10
Try to share numbers to 10 to find which are even and which are odd
Begin to add a pair of single digit numbers past 10Use 2 steps and go over 10 as a middle stage (4+8=12 4+6+2=10+2=12) Use different numbers Use subtraction
5+6=11 This can be shown as double 5 (5+5) plus 1 or double 6 minus 1 Use different examples
Use known number facts and knowledge of place valueSet different number sentences with the missing number in different places in the number sentence
Understand the vocabulary of double and half
Count out 10 objects Share into two equal sets Count each set Recombine
Count out 10 objects Share into 2 equal sets Recombine Remove some objects Share the remainders What happens Any left over Repeat several times so that all of the numbers 1-10 are coveredRecord those numbers which share with no remainder and those that share with a remainder
1 ndash 6 dice 7 ndash 12 dice numbers cards to appropriate level
Counting apparatus100 square
Slide number strips
Counting apparatusNumber line100 square
Counting apparatus to 10
Counting apparatus100 squareNumber line
Slide number strips
This can be a difficult concept for some students who may need more time
A list of near doubles may be useful as reference for some students
A strip of card with a calculation written horizontally Over the strip moves a flattened tube of card which can cover any of the numbers at any one time which will be the unknown number
V1 1Y07 Mathematics Stage 1 18
Framework Codes
Learning Objective Activities Resources Comments
1Nc22 Share objects into two equal groups in a context
Use lsquostoryrsquo problemsI have 4 cakes to share with my friend Before we can eat them another friend arrives How many whole cakes would we have had each before the friend arrived How many whole cakes would we have each after the friend arrived How many left overChange the story working with numbers to 10
Picture vocabulary cards
Counting apparatus up to 10
Counting apparatus up to 10
1Pt2
1Pt5
1Pt6
1Pt7
1Pt8
Problem solvingExplore number problems and puzzles
Check the answer to an addition by adding the numbers in a different order
Check the answer to a subtraction by adding the answer to the smaller number in the question
Describe and continue patterns such as count on and back in tenseg 90 80 70
Identify simple relationships between numbers and shapes eg this number is ten bigger than that number
Set in the context of a story or real life experience where people or objects are added to or taken away from the total
Work as inverse operations set in familiar contexts
Using the recording of odd and even numbers continue the sequence of even numbersodd numbersRecord on 100 square or number line
Counting on 100 square finding the pattern of going to the number below to add 10 and to the number above to subtract 10
Story books
Counting apparatus
100 squareNumber line
100 square
V1 1Y07 Mathematics Stage 1 19
Scheme of Work ndash Mathematics stage 1
Unit 3B Handling Data and Problem Solving
Framework Codes
Learning Objective Activities Resources Comments
1Dh1
Organising categorising and representing dataAnswer a question by sorting and organising data or objects in a variety of ways eg
using block graphs and pictograms with practical resources discussing the results
in lists and tables with practical resources discussing the results
in Venn or Carroll diagrams giving different criteria for grouping the same objects
Use questions set in real life contexts egWhat do you like to doHow can we find out How shall we organise the informationMake a simple block graph
Classify numbers and organise them in lists and tables all the even numbers to 30 all the odd numbers to 50 6 numbers more than 10 but less
than 30
Using sorting diagrams display information collected Begin with familiar sorting numbers using a Venn diagram numbers with 2 tens even numbers Repeat using shapes
Vocabulary cards displayed
Any apparatus that allows the information to be displayed interlocking cubes pictures etc
V1 1Y07 Mathematics Stage 1 20
Framework Codes
Learning Objective Activities Resources Comments
1Pt1Problem solvingChoose appropriate strategies to carry out calculations explaining working out
Solving problems by collecting sorting and organising informationCollect information quickly by sorting or voting then represent it by drawing placing objects or pictures
Any materials that allow the information to be displayed
Allow time for discussion between teacher and students and students to students At this stage students should be allowed some choice on how they display their data
V1 1Y07 Mathematics Stage 1 21
Scheme of Work ndash Mathematics stage 1
Unit 3C Measure and Problem Solving
Framework Codes
Learning Objective Activities Resources Comments
1Mm1
1Ml1
1Ml2
1Ml3
MoneyRecognise all coins and work out how to pay an exact sum using smaller coins
Length mass and capacityCompare lengths and weights by direct comparison then by using uniform non-standard units
Estimate and compare capacities by direct comparison then by using uniform non-standard units
Use comparative language eg longer shorter heavier lighter
Recognise all coinsExchange coins for an equivalent valueTotal coinsHow many different ways can an item be paid for Use different coins to make the same total
Understand and use the vocabulary related to length mass and capacityMake direct comparisons side by side (no counting) in a variety of contextsUse uniform units to measure or estimate
Use uniform non-standard and standard units to measure count and solve problems in a variety of contextsAsk for suggestions for things that could be measured using different standard measures
Use in context comparative words such as shorter shortest
Coins
Written vocabulary
People ribbon heavy and light objects large and small cups etc
Balance scales objects to weigh cups to fill etc
Written vocabulary
Written vocabulary
V1 1Y07 Mathematics Stage 1 22
Framework Codes
Learning Objective Activities Resources Comments
1Mt1
1Mt2
1Mt3
TimeBegin to understand and use some units of time eg minuteshours days weeks months and years
Read the time to the hour (orsquoclock) and know key times of day to the nearest hour
Order the days of the week and other familiar events
Order the days of the week months of the yearKnow that 1 week = 7 days1 day = 24 hoursMake estimates and check
Order familiar events in a day a week or a story
Sand timers
1Pt1
1Pt2
Problem solvingChoose appropriate strategies to carry out calculations explain working out
Explore number problems and puzzles
Put in the context of a lesson using measuresWhat could we use How could we record it How do we know What do you think Will it always be the same
Linking with a practical lesson the questions will allow students to develop their reasoning and thinking skills
V1 1Y07 Mathematics Stage 1 23
Scheme of Work ndash Mathematics stage 1
Unit 2A Number and Problem Solving
Framework Codes
Learning Objective Activities Resources Comments
1Nc12
1Nc8
Find two more or less than a number to 20 recording the jumps on a number line
Understand addition as counting on and combining two sets record related addition sentences
Give out number cards around the class Class work in pairs lsquoWhat is 2 more than What is 2 less than rsquo Choose numbers as appropriate After questions the pair that has that number holds it up Record on the number lineDisplay the number line Students hide their cards lsquoShow me a number that is more than 7 and less than 10rsquo Pairs that have the number hold it up Continue Class devise their own questions
Display the number cards Point to some randomly lsquoWhat is this number Substitute numbers for objects Count them and place number card next to them lsquoWhat if we put this set with this set How many altogether Write and say the action Write the calculation Record it as counting on a number line
0 -20 number cardsNumber line
Small counting apparatusLarge 0 ndash 20 number cardsLarge number line
Pairs could be mixed ability
When recording the calculation write each number and symbol as you say them so that students can make the connection
V1 1Y07 Mathematics Stage 1 9
Framework Codes
Learning Objective Activities Resources Comments
1Nc9
1Nc14
1Nn7
1Nn10
1Nn6
Understand subtraction as counting back and lsquotake awayrsquo record related subtraction sentences
Begin to use the + ndash and = signs to record calculations in number sentences
Within the range 0 to 30 say the number that is 1 or 10 more or less than any given number
Use the = sign to represent equality
Begin partitioning two-digit numbers into tens and ones and reverse
Display a large number line and 0 ndash 20 number cards Count backwards along the line and along the cards from different starting pointsReplace number cards with objects Choose one of the numbers and take 3 away pointing to the number line to show subtraction (counting back) Repeat with different start numbers
Once students are familiar with the operations of addition and subtraction introduce the symbols to replace the spoken sentence writing them as the matching word is said
Give out number cards Ask questions such as lsquoWho has 1 more than 3rsquorsquo Who has 10 more than 3rsquo targeting the question as appropriate
Using balance scales number balances or objects show how each side of = must have the same total quantity
Understand and use in practical contexts units ones tens digit
Large number line0 ndash 20 number cardsSmall counting apparatus
Class set of number cards 0 ndash 30
Balance scales number balances objects
Place value (arrow) cards Have a teacher set that all students can see as well as sets per pair on the tables
V1 1Y07 Mathematics Stage 1 10
Framework Codes
Learning Objective Activities Resources Comments
1Nc13
1Nc15
1Nc16
1Nc18
Relate counting on and back in tens to finding 10 moreless than a number (lt 100)
Understand that changing the order of addition does not change the total
Add a pair of numbers by putting the larger number first and counting on
Begin to add single- and two-digit numbers
Oral counting in tens from zero Oral counting in tens from 0 pointing to the pattern of 10 on 100 square Oral counting in tens from any number pointing to the pattern on the 100 square
Activities to help understanding of combining sets to make a total and steps along a number track or line (counting on)
With the aid of apparatus explore different amounts for addition and discuss the strategy of putting the larger quantity or number first
Using dice or number cards generate 1 or 2 digit numbers to be added together
100 square
Counting apparatusNumber track or number line
Counting apparatus number cards
DiceNumber cards
Have a large square that all can see as well as individual squares on the tables
V1 1Y07 Mathematics Stage 1 11
Framework Codes
Learning Objective Activities Resources Comments
1Pt2
1Pt3
1Pt4
1Pt5
1Pt6
1Pt1
1Pt4
1Pt9
Problem solvingExplore number problems and puzzles
Find many combinations eg combinations of three pieces of different coloured clothing
Solve simple word problems and represent it with objects
Check the answer to an addition by adding the numbers in a different order
Check the answer to a subtraction by adding the answer to the smaller number in the question
Choose appropriate strategies to carry out calculations explaining working out
Decide to add or subtract to solve a simple word problem (oral) and represent it with objects
Make a sensible estimate of a calculation and consider whether an answer is reasonable
lsquoWhat if and what could we try next lsquoactivities
Using 3-scoop ice-creams 3-bobbles on a hat etc
Simple problems set in a lsquoreal-lifersquo context
Use within the context of a lesson on addition Allow discussion to include student ideas
Use within the context of a lesson on subtraction Allow discussion to include student ideas
Use within the context of lessons allowing students to contribute their ideas
Use within the context of lessons allowing students to contribute their ideas
Discuss appropriate strategies
Dice dominoes cards to explore totals
Any pictures where there is a total of 3 things the same
Any materials that help to visualise the problem
Model the use of the apparatus then allow pairs to generate their own numbers
V1 1Y07 Mathematics Stage 1 12
Scheme of Work ndash Mathematics stage 1
Unit 2B Handling Data and Problem Solving
Framework Codes
Learning Objective Activities Resources Comments
1Dh1
Organising categorising and representing dataAnswer a question by sorting and organising data or objects in a variety of ways eg using block graphs and
pictograms with practical resources discussing the results
in lists and tables with practical resources discussing the results
in Venn or Carroll diagrams giving different criteria for grouping the same objects
Understand and use in context relevant vocabularySolve problems such as how many beads can I hold in my hand How can we find out How can we organise the information
Make and organise a listCollect data and make a table
Ask questions to find out favourite food Represent with a block graph or pictogram
Vocabulary cards displayed
Any apparatus that allows the information to be displayed interlocking cubes pictures etc
1Pt1Problem solvingChoose appropriate strategies to carry out calculations explaining working out
Solving problems by collecting sorting and organising informationCollect information quickly by sorting or voting then represent it by drawing placing objects or pictures
Any materials that allow the information to be displayed
Allow time for discussion between teacher and students and students to students At this stage students should be allowed some choice on how they display their data
V1 1Y07 Mathematics Stage 1 13
Scheme of Work ndash Mathematics stage 1
Unit 2C Measure and Problem Solving
Framework Codes
Learning Objective Activities Resources Comments
1Mm1
1Ml1
1Ml2
1Ml3
1Mt1
MoneyRecognise all coins and work out how to pay an exact sum using smaller coins
Length mass and capacityCompare lengths and weights by direct comparison then by using uniform non-standard units
Estimate and compare capacities by direct comparison then by using uniform non-standard units
Use comparative language eg longer shorter heavier lighter
TimeBegin to understand and use some units of time eg minutes hours days weeks months and years
Recognise all coinsExchange coins for an equivalent valueTotal coins
Understand and use the vocabulary related to length mass and capacityMake direct comparisons side by side (no counting) in a variety of contexts
Use uniform non-standard and standard units to measure count and solve problems in a variety of contexts
Use in context comparative words such as shorter shortest
Order the days of the week months of the yearKnow that 1 week = 7 days1 day = 24 hoursMake estimates and check
Coins
Written vocabulary
People ribbon heavy and light objects large and small cups etc
Balance scales objects to weigh cups to fill etc
Written vocabulary
Written vocabularySand timers
The use of real money should be encouraged in order to make more sense to the students
Display the vocabulary so that all the students can see it and use it as a reference Illustrate with pictures for those students who may have difficulty with the spoken word
Display the vocabulary so that all the students can see it and use it as a reference Illustrate with pictures for those students who may have difficulty with the spoken word
V1 1Y07 Mathematics Stage 1 14
Framework Codes
Learning Objective Activities Resources Comments
1Mt2
1Mt3
Read the time to the hour (orsquoclock) and know key times of day to the nearest hour
Order the days of the week and other familiar events
Order familiar events in a day a week or a story
1Pt1
1Pt2
Problem solvingChoose appropriate strategies to carry out calculations explain working out
Explore number problems and puzzles
How long is it from 3 orsquoclock to 5 orsquoclockWhat was the time 2 ours ago
It is now 6 orsquoclock What time will it bein 4 hoursIn 2 hoursWhat time was it 2 hours agoTarget questions according to ability
Clocks
Clocks
Clocks with hands that move as a real clock rather than free hand movement would allow students to become more familiar with how the hands of a clock move
V1 1Y07 Mathematics Stage 1 15
Scheme of Work ndash Mathematics stage 1Unit 3A Number and Problem solving
Framework Codes
Learning Objective Activities Resources Comments
1Nc8
1Nc9
Understand addition as counting on and combining two sets record related addition sentences
Understand subtraction as counting back and lsquotake awayrsquo record related subtraction sentences
Display the number cards Point to some randomly lsquoWhat is this number Substitute numbers for objects Count them and place number card next to them Show how 100 square is a different arrangement of the number line and easier to use when dealing with higher numbersWhat if We start on 7 and count on 5 Where will we end upUse different start numbersUsing small counting materials make sets of different amountslsquoWhat if we put this set with this set How many altogether Write and say the action Write the calculation Record it as it is being said
Display a large number line and 0 ndash 50 number cards Count backwards along the line and along the cards from different starting pointsReplace number cards with objects Take 3 away pointing to the number line to show subtraction (counting back) Repeat with different start numbers Show how 100 square is a different arrangement of the number line and easier to use when dealing with higher numbersWhat if we start on 17 and count back 5 Where will we end up
Number cards 0 ndash 50100 squareSmall counting apparatus
Large number line0 ndash 50 number cardsSmall counting apparatus
Some students will need to work with their own 100 square at a table or seated on the floor
V1 1Y07 Mathematics Stage 1 16
Framework Codes
Learning Objective Activities Resources Comments
1Nc14
1Nn6
1Nc15
1Nc16
1Nc18
1Nn12
Begin to use the + ndash and = signs to record calculations in number sentences Use the = sign to represent equality
Begin partitioning two-digit numbers into tens and ones and reverse
Understand that changing the order of addition does not change the total
Add a pair of numbers by putting the larger number first and counting on
Begin to add single- and two-digit numbers
Find halves of small numbers and shapes by folding and recognise which shapes are halved
Record simple mental calculations in number sentences Work as a whole class then pairs or individuals
Understand and use in practical contexts units ones tens digit
Activities to help understanding of combining sets to make a total and steps along a number track or line (counting on)
With the aid of apparatus explore different amounts for addition and discuss the strategy of putting the larger quantity or number first
Using dice or number cards generate 1 or 2 digit numbers to be added together
Recognise whole and half as vocabularyUse small apparatus for counting (A handful) Share it equally (in half) Discuss amounts where there is one left over Link with the numbers on 100 square Is there a patternSay half of any even number to 10
Large number and sign cards
Counting apparatus
Place value (arrow) cards
Number trackNumber lineCounting apparatus
Counting apparatus
Counting apparatusNumber track or number line100 square
Counting apparatus number cards
Use a large set for class work and give each child or pair their own for table top work Some students may find colour coding the units and tens useful
Use apparatus for counting and addition before moving to the number trackline
V1 1Y07 Mathematics Stage 1 17
Framework Codes
Learning Objective Activities Resources Comments
1Nc4
1Nc6
1Nc17
1Nc19
1Nc20
1Nc21
Begin using pairs to 10 to bridge 10 when addingsubtracting eg 8 + 3 add 2 then 1
Find near doubles using doubles already known eg 5 + 6
Recognise the use of a sign such as 1048709 to represent an unknowneg 6 + 1048709 = 10
Multiplication and divisionDouble any single-digit number bull
Find halves of even numbers of objects up to 10
Try to share numbers to 10 to find which are even and which are odd
Begin to add a pair of single digit numbers past 10Use 2 steps and go over 10 as a middle stage (4+8=12 4+6+2=10+2=12) Use different numbers Use subtraction
5+6=11 This can be shown as double 5 (5+5) plus 1 or double 6 minus 1 Use different examples
Use known number facts and knowledge of place valueSet different number sentences with the missing number in different places in the number sentence
Understand the vocabulary of double and half
Count out 10 objects Share into two equal sets Count each set Recombine
Count out 10 objects Share into 2 equal sets Recombine Remove some objects Share the remainders What happens Any left over Repeat several times so that all of the numbers 1-10 are coveredRecord those numbers which share with no remainder and those that share with a remainder
1 ndash 6 dice 7 ndash 12 dice numbers cards to appropriate level
Counting apparatus100 square
Slide number strips
Counting apparatusNumber line100 square
Counting apparatus to 10
Counting apparatus100 squareNumber line
Slide number strips
This can be a difficult concept for some students who may need more time
A list of near doubles may be useful as reference for some students
A strip of card with a calculation written horizontally Over the strip moves a flattened tube of card which can cover any of the numbers at any one time which will be the unknown number
V1 1Y07 Mathematics Stage 1 18
Framework Codes
Learning Objective Activities Resources Comments
1Nc22 Share objects into two equal groups in a context
Use lsquostoryrsquo problemsI have 4 cakes to share with my friend Before we can eat them another friend arrives How many whole cakes would we have had each before the friend arrived How many whole cakes would we have each after the friend arrived How many left overChange the story working with numbers to 10
Picture vocabulary cards
Counting apparatus up to 10
Counting apparatus up to 10
1Pt2
1Pt5
1Pt6
1Pt7
1Pt8
Problem solvingExplore number problems and puzzles
Check the answer to an addition by adding the numbers in a different order
Check the answer to a subtraction by adding the answer to the smaller number in the question
Describe and continue patterns such as count on and back in tenseg 90 80 70
Identify simple relationships between numbers and shapes eg this number is ten bigger than that number
Set in the context of a story or real life experience where people or objects are added to or taken away from the total
Work as inverse operations set in familiar contexts
Using the recording of odd and even numbers continue the sequence of even numbersodd numbersRecord on 100 square or number line
Counting on 100 square finding the pattern of going to the number below to add 10 and to the number above to subtract 10
Story books
Counting apparatus
100 squareNumber line
100 square
V1 1Y07 Mathematics Stage 1 19
Scheme of Work ndash Mathematics stage 1
Unit 3B Handling Data and Problem Solving
Framework Codes
Learning Objective Activities Resources Comments
1Dh1
Organising categorising and representing dataAnswer a question by sorting and organising data or objects in a variety of ways eg
using block graphs and pictograms with practical resources discussing the results
in lists and tables with practical resources discussing the results
in Venn or Carroll diagrams giving different criteria for grouping the same objects
Use questions set in real life contexts egWhat do you like to doHow can we find out How shall we organise the informationMake a simple block graph
Classify numbers and organise them in lists and tables all the even numbers to 30 all the odd numbers to 50 6 numbers more than 10 but less
than 30
Using sorting diagrams display information collected Begin with familiar sorting numbers using a Venn diagram numbers with 2 tens even numbers Repeat using shapes
Vocabulary cards displayed
Any apparatus that allows the information to be displayed interlocking cubes pictures etc
V1 1Y07 Mathematics Stage 1 20
Framework Codes
Learning Objective Activities Resources Comments
1Pt1Problem solvingChoose appropriate strategies to carry out calculations explaining working out
Solving problems by collecting sorting and organising informationCollect information quickly by sorting or voting then represent it by drawing placing objects or pictures
Any materials that allow the information to be displayed
Allow time for discussion between teacher and students and students to students At this stage students should be allowed some choice on how they display their data
V1 1Y07 Mathematics Stage 1 21
Scheme of Work ndash Mathematics stage 1
Unit 3C Measure and Problem Solving
Framework Codes
Learning Objective Activities Resources Comments
1Mm1
1Ml1
1Ml2
1Ml3
MoneyRecognise all coins and work out how to pay an exact sum using smaller coins
Length mass and capacityCompare lengths and weights by direct comparison then by using uniform non-standard units
Estimate and compare capacities by direct comparison then by using uniform non-standard units
Use comparative language eg longer shorter heavier lighter
Recognise all coinsExchange coins for an equivalent valueTotal coinsHow many different ways can an item be paid for Use different coins to make the same total
Understand and use the vocabulary related to length mass and capacityMake direct comparisons side by side (no counting) in a variety of contextsUse uniform units to measure or estimate
Use uniform non-standard and standard units to measure count and solve problems in a variety of contextsAsk for suggestions for things that could be measured using different standard measures
Use in context comparative words such as shorter shortest
Coins
Written vocabulary
People ribbon heavy and light objects large and small cups etc
Balance scales objects to weigh cups to fill etc
Written vocabulary
Written vocabulary
V1 1Y07 Mathematics Stage 1 22
Framework Codes
Learning Objective Activities Resources Comments
1Mt1
1Mt2
1Mt3
TimeBegin to understand and use some units of time eg minuteshours days weeks months and years
Read the time to the hour (orsquoclock) and know key times of day to the nearest hour
Order the days of the week and other familiar events
Order the days of the week months of the yearKnow that 1 week = 7 days1 day = 24 hoursMake estimates and check
Order familiar events in a day a week or a story
Sand timers
1Pt1
1Pt2
Problem solvingChoose appropriate strategies to carry out calculations explain working out
Explore number problems and puzzles
Put in the context of a lesson using measuresWhat could we use How could we record it How do we know What do you think Will it always be the same
Linking with a practical lesson the questions will allow students to develop their reasoning and thinking skills
V1 1Y07 Mathematics Stage 1 23
Framework Codes
Learning Objective Activities Resources Comments
1Nc9
1Nc14
1Nn7
1Nn10
1Nn6
Understand subtraction as counting back and lsquotake awayrsquo record related subtraction sentences
Begin to use the + ndash and = signs to record calculations in number sentences
Within the range 0 to 30 say the number that is 1 or 10 more or less than any given number
Use the = sign to represent equality
Begin partitioning two-digit numbers into tens and ones and reverse
Display a large number line and 0 ndash 20 number cards Count backwards along the line and along the cards from different starting pointsReplace number cards with objects Choose one of the numbers and take 3 away pointing to the number line to show subtraction (counting back) Repeat with different start numbers
Once students are familiar with the operations of addition and subtraction introduce the symbols to replace the spoken sentence writing them as the matching word is said
Give out number cards Ask questions such as lsquoWho has 1 more than 3rsquorsquo Who has 10 more than 3rsquo targeting the question as appropriate
Using balance scales number balances or objects show how each side of = must have the same total quantity
Understand and use in practical contexts units ones tens digit
Large number line0 ndash 20 number cardsSmall counting apparatus
Class set of number cards 0 ndash 30
Balance scales number balances objects
Place value (arrow) cards Have a teacher set that all students can see as well as sets per pair on the tables
V1 1Y07 Mathematics Stage 1 10
Framework Codes
Learning Objective Activities Resources Comments
1Nc13
1Nc15
1Nc16
1Nc18
Relate counting on and back in tens to finding 10 moreless than a number (lt 100)
Understand that changing the order of addition does not change the total
Add a pair of numbers by putting the larger number first and counting on
Begin to add single- and two-digit numbers
Oral counting in tens from zero Oral counting in tens from 0 pointing to the pattern of 10 on 100 square Oral counting in tens from any number pointing to the pattern on the 100 square
Activities to help understanding of combining sets to make a total and steps along a number track or line (counting on)
With the aid of apparatus explore different amounts for addition and discuss the strategy of putting the larger quantity or number first
Using dice or number cards generate 1 or 2 digit numbers to be added together
100 square
Counting apparatusNumber track or number line
Counting apparatus number cards
DiceNumber cards
Have a large square that all can see as well as individual squares on the tables
V1 1Y07 Mathematics Stage 1 11
Framework Codes
Learning Objective Activities Resources Comments
1Pt2
1Pt3
1Pt4
1Pt5
1Pt6
1Pt1
1Pt4
1Pt9
Problem solvingExplore number problems and puzzles
Find many combinations eg combinations of three pieces of different coloured clothing
Solve simple word problems and represent it with objects
Check the answer to an addition by adding the numbers in a different order
Check the answer to a subtraction by adding the answer to the smaller number in the question
Choose appropriate strategies to carry out calculations explaining working out
Decide to add or subtract to solve a simple word problem (oral) and represent it with objects
Make a sensible estimate of a calculation and consider whether an answer is reasonable
lsquoWhat if and what could we try next lsquoactivities
Using 3-scoop ice-creams 3-bobbles on a hat etc
Simple problems set in a lsquoreal-lifersquo context
Use within the context of a lesson on addition Allow discussion to include student ideas
Use within the context of a lesson on subtraction Allow discussion to include student ideas
Use within the context of lessons allowing students to contribute their ideas
Use within the context of lessons allowing students to contribute their ideas
Discuss appropriate strategies
Dice dominoes cards to explore totals
Any pictures where there is a total of 3 things the same
Any materials that help to visualise the problem
Model the use of the apparatus then allow pairs to generate their own numbers
V1 1Y07 Mathematics Stage 1 12
Scheme of Work ndash Mathematics stage 1
Unit 2B Handling Data and Problem Solving
Framework Codes
Learning Objective Activities Resources Comments
1Dh1
Organising categorising and representing dataAnswer a question by sorting and organising data or objects in a variety of ways eg using block graphs and
pictograms with practical resources discussing the results
in lists and tables with practical resources discussing the results
in Venn or Carroll diagrams giving different criteria for grouping the same objects
Understand and use in context relevant vocabularySolve problems such as how many beads can I hold in my hand How can we find out How can we organise the information
Make and organise a listCollect data and make a table
Ask questions to find out favourite food Represent with a block graph or pictogram
Vocabulary cards displayed
Any apparatus that allows the information to be displayed interlocking cubes pictures etc
1Pt1Problem solvingChoose appropriate strategies to carry out calculations explaining working out
Solving problems by collecting sorting and organising informationCollect information quickly by sorting or voting then represent it by drawing placing objects or pictures
Any materials that allow the information to be displayed
Allow time for discussion between teacher and students and students to students At this stage students should be allowed some choice on how they display their data
V1 1Y07 Mathematics Stage 1 13
Scheme of Work ndash Mathematics stage 1
Unit 2C Measure and Problem Solving
Framework Codes
Learning Objective Activities Resources Comments
1Mm1
1Ml1
1Ml2
1Ml3
1Mt1
MoneyRecognise all coins and work out how to pay an exact sum using smaller coins
Length mass and capacityCompare lengths and weights by direct comparison then by using uniform non-standard units
Estimate and compare capacities by direct comparison then by using uniform non-standard units
Use comparative language eg longer shorter heavier lighter
TimeBegin to understand and use some units of time eg minutes hours days weeks months and years
Recognise all coinsExchange coins for an equivalent valueTotal coins
Understand and use the vocabulary related to length mass and capacityMake direct comparisons side by side (no counting) in a variety of contexts
Use uniform non-standard and standard units to measure count and solve problems in a variety of contexts
Use in context comparative words such as shorter shortest
Order the days of the week months of the yearKnow that 1 week = 7 days1 day = 24 hoursMake estimates and check
Coins
Written vocabulary
People ribbon heavy and light objects large and small cups etc
Balance scales objects to weigh cups to fill etc
Written vocabulary
Written vocabularySand timers
The use of real money should be encouraged in order to make more sense to the students
Display the vocabulary so that all the students can see it and use it as a reference Illustrate with pictures for those students who may have difficulty with the spoken word
Display the vocabulary so that all the students can see it and use it as a reference Illustrate with pictures for those students who may have difficulty with the spoken word
V1 1Y07 Mathematics Stage 1 14
Framework Codes
Learning Objective Activities Resources Comments
1Mt2
1Mt3
Read the time to the hour (orsquoclock) and know key times of day to the nearest hour
Order the days of the week and other familiar events
Order familiar events in a day a week or a story
1Pt1
1Pt2
Problem solvingChoose appropriate strategies to carry out calculations explain working out
Explore number problems and puzzles
How long is it from 3 orsquoclock to 5 orsquoclockWhat was the time 2 ours ago
It is now 6 orsquoclock What time will it bein 4 hoursIn 2 hoursWhat time was it 2 hours agoTarget questions according to ability
Clocks
Clocks
Clocks with hands that move as a real clock rather than free hand movement would allow students to become more familiar with how the hands of a clock move
V1 1Y07 Mathematics Stage 1 15
Scheme of Work ndash Mathematics stage 1Unit 3A Number and Problem solving
Framework Codes
Learning Objective Activities Resources Comments
1Nc8
1Nc9
Understand addition as counting on and combining two sets record related addition sentences
Understand subtraction as counting back and lsquotake awayrsquo record related subtraction sentences
Display the number cards Point to some randomly lsquoWhat is this number Substitute numbers for objects Count them and place number card next to them Show how 100 square is a different arrangement of the number line and easier to use when dealing with higher numbersWhat if We start on 7 and count on 5 Where will we end upUse different start numbersUsing small counting materials make sets of different amountslsquoWhat if we put this set with this set How many altogether Write and say the action Write the calculation Record it as it is being said
Display a large number line and 0 ndash 50 number cards Count backwards along the line and along the cards from different starting pointsReplace number cards with objects Take 3 away pointing to the number line to show subtraction (counting back) Repeat with different start numbers Show how 100 square is a different arrangement of the number line and easier to use when dealing with higher numbersWhat if we start on 17 and count back 5 Where will we end up
Number cards 0 ndash 50100 squareSmall counting apparatus
Large number line0 ndash 50 number cardsSmall counting apparatus
Some students will need to work with their own 100 square at a table or seated on the floor
V1 1Y07 Mathematics Stage 1 16
Framework Codes
Learning Objective Activities Resources Comments
1Nc14
1Nn6
1Nc15
1Nc16
1Nc18
1Nn12
Begin to use the + ndash and = signs to record calculations in number sentences Use the = sign to represent equality
Begin partitioning two-digit numbers into tens and ones and reverse
Understand that changing the order of addition does not change the total
Add a pair of numbers by putting the larger number first and counting on
Begin to add single- and two-digit numbers
Find halves of small numbers and shapes by folding and recognise which shapes are halved
Record simple mental calculations in number sentences Work as a whole class then pairs or individuals
Understand and use in practical contexts units ones tens digit
Activities to help understanding of combining sets to make a total and steps along a number track or line (counting on)
With the aid of apparatus explore different amounts for addition and discuss the strategy of putting the larger quantity or number first
Using dice or number cards generate 1 or 2 digit numbers to be added together
Recognise whole and half as vocabularyUse small apparatus for counting (A handful) Share it equally (in half) Discuss amounts where there is one left over Link with the numbers on 100 square Is there a patternSay half of any even number to 10
Large number and sign cards
Counting apparatus
Place value (arrow) cards
Number trackNumber lineCounting apparatus
Counting apparatus
Counting apparatusNumber track or number line100 square
Counting apparatus number cards
Use a large set for class work and give each child or pair their own for table top work Some students may find colour coding the units and tens useful
Use apparatus for counting and addition before moving to the number trackline
V1 1Y07 Mathematics Stage 1 17
Framework Codes
Learning Objective Activities Resources Comments
1Nc4
1Nc6
1Nc17
1Nc19
1Nc20
1Nc21
Begin using pairs to 10 to bridge 10 when addingsubtracting eg 8 + 3 add 2 then 1
Find near doubles using doubles already known eg 5 + 6
Recognise the use of a sign such as 1048709 to represent an unknowneg 6 + 1048709 = 10
Multiplication and divisionDouble any single-digit number bull
Find halves of even numbers of objects up to 10
Try to share numbers to 10 to find which are even and which are odd
Begin to add a pair of single digit numbers past 10Use 2 steps and go over 10 as a middle stage (4+8=12 4+6+2=10+2=12) Use different numbers Use subtraction
5+6=11 This can be shown as double 5 (5+5) plus 1 or double 6 minus 1 Use different examples
Use known number facts and knowledge of place valueSet different number sentences with the missing number in different places in the number sentence
Understand the vocabulary of double and half
Count out 10 objects Share into two equal sets Count each set Recombine
Count out 10 objects Share into 2 equal sets Recombine Remove some objects Share the remainders What happens Any left over Repeat several times so that all of the numbers 1-10 are coveredRecord those numbers which share with no remainder and those that share with a remainder
1 ndash 6 dice 7 ndash 12 dice numbers cards to appropriate level
Counting apparatus100 square
Slide number strips
Counting apparatusNumber line100 square
Counting apparatus to 10
Counting apparatus100 squareNumber line
Slide number strips
This can be a difficult concept for some students who may need more time
A list of near doubles may be useful as reference for some students
A strip of card with a calculation written horizontally Over the strip moves a flattened tube of card which can cover any of the numbers at any one time which will be the unknown number
V1 1Y07 Mathematics Stage 1 18
Framework Codes
Learning Objective Activities Resources Comments
1Nc22 Share objects into two equal groups in a context
Use lsquostoryrsquo problemsI have 4 cakes to share with my friend Before we can eat them another friend arrives How many whole cakes would we have had each before the friend arrived How many whole cakes would we have each after the friend arrived How many left overChange the story working with numbers to 10
Picture vocabulary cards
Counting apparatus up to 10
Counting apparatus up to 10
1Pt2
1Pt5
1Pt6
1Pt7
1Pt8
Problem solvingExplore number problems and puzzles
Check the answer to an addition by adding the numbers in a different order
Check the answer to a subtraction by adding the answer to the smaller number in the question
Describe and continue patterns such as count on and back in tenseg 90 80 70
Identify simple relationships between numbers and shapes eg this number is ten bigger than that number
Set in the context of a story or real life experience where people or objects are added to or taken away from the total
Work as inverse operations set in familiar contexts
Using the recording of odd and even numbers continue the sequence of even numbersodd numbersRecord on 100 square or number line
Counting on 100 square finding the pattern of going to the number below to add 10 and to the number above to subtract 10
Story books
Counting apparatus
100 squareNumber line
100 square
V1 1Y07 Mathematics Stage 1 19
Scheme of Work ndash Mathematics stage 1
Unit 3B Handling Data and Problem Solving
Framework Codes
Learning Objective Activities Resources Comments
1Dh1
Organising categorising and representing dataAnswer a question by sorting and organising data or objects in a variety of ways eg
using block graphs and pictograms with practical resources discussing the results
in lists and tables with practical resources discussing the results
in Venn or Carroll diagrams giving different criteria for grouping the same objects
Use questions set in real life contexts egWhat do you like to doHow can we find out How shall we organise the informationMake a simple block graph
Classify numbers and organise them in lists and tables all the even numbers to 30 all the odd numbers to 50 6 numbers more than 10 but less
than 30
Using sorting diagrams display information collected Begin with familiar sorting numbers using a Venn diagram numbers with 2 tens even numbers Repeat using shapes
Vocabulary cards displayed
Any apparatus that allows the information to be displayed interlocking cubes pictures etc
V1 1Y07 Mathematics Stage 1 20
Framework Codes
Learning Objective Activities Resources Comments
1Pt1Problem solvingChoose appropriate strategies to carry out calculations explaining working out
Solving problems by collecting sorting and organising informationCollect information quickly by sorting or voting then represent it by drawing placing objects or pictures
Any materials that allow the information to be displayed
Allow time for discussion between teacher and students and students to students At this stage students should be allowed some choice on how they display their data
V1 1Y07 Mathematics Stage 1 21
Scheme of Work ndash Mathematics stage 1
Unit 3C Measure and Problem Solving
Framework Codes
Learning Objective Activities Resources Comments
1Mm1
1Ml1
1Ml2
1Ml3
MoneyRecognise all coins and work out how to pay an exact sum using smaller coins
Length mass and capacityCompare lengths and weights by direct comparison then by using uniform non-standard units
Estimate and compare capacities by direct comparison then by using uniform non-standard units
Use comparative language eg longer shorter heavier lighter
Recognise all coinsExchange coins for an equivalent valueTotal coinsHow many different ways can an item be paid for Use different coins to make the same total
Understand and use the vocabulary related to length mass and capacityMake direct comparisons side by side (no counting) in a variety of contextsUse uniform units to measure or estimate
Use uniform non-standard and standard units to measure count and solve problems in a variety of contextsAsk for suggestions for things that could be measured using different standard measures
Use in context comparative words such as shorter shortest
Coins
Written vocabulary
People ribbon heavy and light objects large and small cups etc
Balance scales objects to weigh cups to fill etc
Written vocabulary
Written vocabulary
V1 1Y07 Mathematics Stage 1 22
Framework Codes
Learning Objective Activities Resources Comments
1Mt1
1Mt2
1Mt3
TimeBegin to understand and use some units of time eg minuteshours days weeks months and years
Read the time to the hour (orsquoclock) and know key times of day to the nearest hour
Order the days of the week and other familiar events
Order the days of the week months of the yearKnow that 1 week = 7 days1 day = 24 hoursMake estimates and check
Order familiar events in a day a week or a story
Sand timers
1Pt1
1Pt2
Problem solvingChoose appropriate strategies to carry out calculations explain working out
Explore number problems and puzzles
Put in the context of a lesson using measuresWhat could we use How could we record it How do we know What do you think Will it always be the same
Linking with a practical lesson the questions will allow students to develop their reasoning and thinking skills
V1 1Y07 Mathematics Stage 1 23
Framework Codes
Learning Objective Activities Resources Comments
1Nc13
1Nc15
1Nc16
1Nc18
Relate counting on and back in tens to finding 10 moreless than a number (lt 100)
Understand that changing the order of addition does not change the total
Add a pair of numbers by putting the larger number first and counting on
Begin to add single- and two-digit numbers
Oral counting in tens from zero Oral counting in tens from 0 pointing to the pattern of 10 on 100 square Oral counting in tens from any number pointing to the pattern on the 100 square
Activities to help understanding of combining sets to make a total and steps along a number track or line (counting on)
With the aid of apparatus explore different amounts for addition and discuss the strategy of putting the larger quantity or number first
Using dice or number cards generate 1 or 2 digit numbers to be added together
100 square
Counting apparatusNumber track or number line
Counting apparatus number cards
DiceNumber cards
Have a large square that all can see as well as individual squares on the tables
V1 1Y07 Mathematics Stage 1 11
Framework Codes
Learning Objective Activities Resources Comments
1Pt2
1Pt3
1Pt4
1Pt5
1Pt6
1Pt1
1Pt4
1Pt9
Problem solvingExplore number problems and puzzles
Find many combinations eg combinations of three pieces of different coloured clothing
Solve simple word problems and represent it with objects
Check the answer to an addition by adding the numbers in a different order
Check the answer to a subtraction by adding the answer to the smaller number in the question
Choose appropriate strategies to carry out calculations explaining working out
Decide to add or subtract to solve a simple word problem (oral) and represent it with objects
Make a sensible estimate of a calculation and consider whether an answer is reasonable
lsquoWhat if and what could we try next lsquoactivities
Using 3-scoop ice-creams 3-bobbles on a hat etc
Simple problems set in a lsquoreal-lifersquo context
Use within the context of a lesson on addition Allow discussion to include student ideas
Use within the context of a lesson on subtraction Allow discussion to include student ideas
Use within the context of lessons allowing students to contribute their ideas
Use within the context of lessons allowing students to contribute their ideas
Discuss appropriate strategies
Dice dominoes cards to explore totals
Any pictures where there is a total of 3 things the same
Any materials that help to visualise the problem
Model the use of the apparatus then allow pairs to generate their own numbers
V1 1Y07 Mathematics Stage 1 12
Scheme of Work ndash Mathematics stage 1
Unit 2B Handling Data and Problem Solving
Framework Codes
Learning Objective Activities Resources Comments
1Dh1
Organising categorising and representing dataAnswer a question by sorting and organising data or objects in a variety of ways eg using block graphs and
pictograms with practical resources discussing the results
in lists and tables with practical resources discussing the results
in Venn or Carroll diagrams giving different criteria for grouping the same objects
Understand and use in context relevant vocabularySolve problems such as how many beads can I hold in my hand How can we find out How can we organise the information
Make and organise a listCollect data and make a table
Ask questions to find out favourite food Represent with a block graph or pictogram
Vocabulary cards displayed
Any apparatus that allows the information to be displayed interlocking cubes pictures etc
1Pt1Problem solvingChoose appropriate strategies to carry out calculations explaining working out
Solving problems by collecting sorting and organising informationCollect information quickly by sorting or voting then represent it by drawing placing objects or pictures
Any materials that allow the information to be displayed
Allow time for discussion between teacher and students and students to students At this stage students should be allowed some choice on how they display their data
V1 1Y07 Mathematics Stage 1 13
Scheme of Work ndash Mathematics stage 1
Unit 2C Measure and Problem Solving
Framework Codes
Learning Objective Activities Resources Comments
1Mm1
1Ml1
1Ml2
1Ml3
1Mt1
MoneyRecognise all coins and work out how to pay an exact sum using smaller coins
Length mass and capacityCompare lengths and weights by direct comparison then by using uniform non-standard units
Estimate and compare capacities by direct comparison then by using uniform non-standard units
Use comparative language eg longer shorter heavier lighter
TimeBegin to understand and use some units of time eg minutes hours days weeks months and years
Recognise all coinsExchange coins for an equivalent valueTotal coins
Understand and use the vocabulary related to length mass and capacityMake direct comparisons side by side (no counting) in a variety of contexts
Use uniform non-standard and standard units to measure count and solve problems in a variety of contexts
Use in context comparative words such as shorter shortest
Order the days of the week months of the yearKnow that 1 week = 7 days1 day = 24 hoursMake estimates and check
Coins
Written vocabulary
People ribbon heavy and light objects large and small cups etc
Balance scales objects to weigh cups to fill etc
Written vocabulary
Written vocabularySand timers
The use of real money should be encouraged in order to make more sense to the students
Display the vocabulary so that all the students can see it and use it as a reference Illustrate with pictures for those students who may have difficulty with the spoken word
Display the vocabulary so that all the students can see it and use it as a reference Illustrate with pictures for those students who may have difficulty with the spoken word
V1 1Y07 Mathematics Stage 1 14
Framework Codes
Learning Objective Activities Resources Comments
1Mt2
1Mt3
Read the time to the hour (orsquoclock) and know key times of day to the nearest hour
Order the days of the week and other familiar events
Order familiar events in a day a week or a story
1Pt1
1Pt2
Problem solvingChoose appropriate strategies to carry out calculations explain working out
Explore number problems and puzzles
How long is it from 3 orsquoclock to 5 orsquoclockWhat was the time 2 ours ago
It is now 6 orsquoclock What time will it bein 4 hoursIn 2 hoursWhat time was it 2 hours agoTarget questions according to ability
Clocks
Clocks
Clocks with hands that move as a real clock rather than free hand movement would allow students to become more familiar with how the hands of a clock move
V1 1Y07 Mathematics Stage 1 15
Scheme of Work ndash Mathematics stage 1Unit 3A Number and Problem solving
Framework Codes
Learning Objective Activities Resources Comments
1Nc8
1Nc9
Understand addition as counting on and combining two sets record related addition sentences
Understand subtraction as counting back and lsquotake awayrsquo record related subtraction sentences
Display the number cards Point to some randomly lsquoWhat is this number Substitute numbers for objects Count them and place number card next to them Show how 100 square is a different arrangement of the number line and easier to use when dealing with higher numbersWhat if We start on 7 and count on 5 Where will we end upUse different start numbersUsing small counting materials make sets of different amountslsquoWhat if we put this set with this set How many altogether Write and say the action Write the calculation Record it as it is being said
Display a large number line and 0 ndash 50 number cards Count backwards along the line and along the cards from different starting pointsReplace number cards with objects Take 3 away pointing to the number line to show subtraction (counting back) Repeat with different start numbers Show how 100 square is a different arrangement of the number line and easier to use when dealing with higher numbersWhat if we start on 17 and count back 5 Where will we end up
Number cards 0 ndash 50100 squareSmall counting apparatus
Large number line0 ndash 50 number cardsSmall counting apparatus
Some students will need to work with their own 100 square at a table or seated on the floor
V1 1Y07 Mathematics Stage 1 16
Framework Codes
Learning Objective Activities Resources Comments
1Nc14
1Nn6
1Nc15
1Nc16
1Nc18
1Nn12
Begin to use the + ndash and = signs to record calculations in number sentences Use the = sign to represent equality
Begin partitioning two-digit numbers into tens and ones and reverse
Understand that changing the order of addition does not change the total
Add a pair of numbers by putting the larger number first and counting on
Begin to add single- and two-digit numbers
Find halves of small numbers and shapes by folding and recognise which shapes are halved
Record simple mental calculations in number sentences Work as a whole class then pairs or individuals
Understand and use in practical contexts units ones tens digit
Activities to help understanding of combining sets to make a total and steps along a number track or line (counting on)
With the aid of apparatus explore different amounts for addition and discuss the strategy of putting the larger quantity or number first
Using dice or number cards generate 1 or 2 digit numbers to be added together
Recognise whole and half as vocabularyUse small apparatus for counting (A handful) Share it equally (in half) Discuss amounts where there is one left over Link with the numbers on 100 square Is there a patternSay half of any even number to 10
Large number and sign cards
Counting apparatus
Place value (arrow) cards
Number trackNumber lineCounting apparatus
Counting apparatus
Counting apparatusNumber track or number line100 square
Counting apparatus number cards
Use a large set for class work and give each child or pair their own for table top work Some students may find colour coding the units and tens useful
Use apparatus for counting and addition before moving to the number trackline
V1 1Y07 Mathematics Stage 1 17
Framework Codes
Learning Objective Activities Resources Comments
1Nc4
1Nc6
1Nc17
1Nc19
1Nc20
1Nc21
Begin using pairs to 10 to bridge 10 when addingsubtracting eg 8 + 3 add 2 then 1
Find near doubles using doubles already known eg 5 + 6
Recognise the use of a sign such as 1048709 to represent an unknowneg 6 + 1048709 = 10
Multiplication and divisionDouble any single-digit number bull
Find halves of even numbers of objects up to 10
Try to share numbers to 10 to find which are even and which are odd
Begin to add a pair of single digit numbers past 10Use 2 steps and go over 10 as a middle stage (4+8=12 4+6+2=10+2=12) Use different numbers Use subtraction
5+6=11 This can be shown as double 5 (5+5) plus 1 or double 6 minus 1 Use different examples
Use known number facts and knowledge of place valueSet different number sentences with the missing number in different places in the number sentence
Understand the vocabulary of double and half
Count out 10 objects Share into two equal sets Count each set Recombine
Count out 10 objects Share into 2 equal sets Recombine Remove some objects Share the remainders What happens Any left over Repeat several times so that all of the numbers 1-10 are coveredRecord those numbers which share with no remainder and those that share with a remainder
1 ndash 6 dice 7 ndash 12 dice numbers cards to appropriate level
Counting apparatus100 square
Slide number strips
Counting apparatusNumber line100 square
Counting apparatus to 10
Counting apparatus100 squareNumber line
Slide number strips
This can be a difficult concept for some students who may need more time
A list of near doubles may be useful as reference for some students
A strip of card with a calculation written horizontally Over the strip moves a flattened tube of card which can cover any of the numbers at any one time which will be the unknown number
V1 1Y07 Mathematics Stage 1 18
Framework Codes
Learning Objective Activities Resources Comments
1Nc22 Share objects into two equal groups in a context
Use lsquostoryrsquo problemsI have 4 cakes to share with my friend Before we can eat them another friend arrives How many whole cakes would we have had each before the friend arrived How many whole cakes would we have each after the friend arrived How many left overChange the story working with numbers to 10
Picture vocabulary cards
Counting apparatus up to 10
Counting apparatus up to 10
1Pt2
1Pt5
1Pt6
1Pt7
1Pt8
Problem solvingExplore number problems and puzzles
Check the answer to an addition by adding the numbers in a different order
Check the answer to a subtraction by adding the answer to the smaller number in the question
Describe and continue patterns such as count on and back in tenseg 90 80 70
Identify simple relationships between numbers and shapes eg this number is ten bigger than that number
Set in the context of a story or real life experience where people or objects are added to or taken away from the total
Work as inverse operations set in familiar contexts
Using the recording of odd and even numbers continue the sequence of even numbersodd numbersRecord on 100 square or number line
Counting on 100 square finding the pattern of going to the number below to add 10 and to the number above to subtract 10
Story books
Counting apparatus
100 squareNumber line
100 square
V1 1Y07 Mathematics Stage 1 19
Scheme of Work ndash Mathematics stage 1
Unit 3B Handling Data and Problem Solving
Framework Codes
Learning Objective Activities Resources Comments
1Dh1
Organising categorising and representing dataAnswer a question by sorting and organising data or objects in a variety of ways eg
using block graphs and pictograms with practical resources discussing the results
in lists and tables with practical resources discussing the results
in Venn or Carroll diagrams giving different criteria for grouping the same objects
Use questions set in real life contexts egWhat do you like to doHow can we find out How shall we organise the informationMake a simple block graph
Classify numbers and organise them in lists and tables all the even numbers to 30 all the odd numbers to 50 6 numbers more than 10 but less
than 30
Using sorting diagrams display information collected Begin with familiar sorting numbers using a Venn diagram numbers with 2 tens even numbers Repeat using shapes
Vocabulary cards displayed
Any apparatus that allows the information to be displayed interlocking cubes pictures etc
V1 1Y07 Mathematics Stage 1 20
Framework Codes
Learning Objective Activities Resources Comments
1Pt1Problem solvingChoose appropriate strategies to carry out calculations explaining working out
Solving problems by collecting sorting and organising informationCollect information quickly by sorting or voting then represent it by drawing placing objects or pictures
Any materials that allow the information to be displayed
Allow time for discussion between teacher and students and students to students At this stage students should be allowed some choice on how they display their data
V1 1Y07 Mathematics Stage 1 21
Scheme of Work ndash Mathematics stage 1
Unit 3C Measure and Problem Solving
Framework Codes
Learning Objective Activities Resources Comments
1Mm1
1Ml1
1Ml2
1Ml3
MoneyRecognise all coins and work out how to pay an exact sum using smaller coins
Length mass and capacityCompare lengths and weights by direct comparison then by using uniform non-standard units
Estimate and compare capacities by direct comparison then by using uniform non-standard units
Use comparative language eg longer shorter heavier lighter
Recognise all coinsExchange coins for an equivalent valueTotal coinsHow many different ways can an item be paid for Use different coins to make the same total
Understand and use the vocabulary related to length mass and capacityMake direct comparisons side by side (no counting) in a variety of contextsUse uniform units to measure or estimate
Use uniform non-standard and standard units to measure count and solve problems in a variety of contextsAsk for suggestions for things that could be measured using different standard measures
Use in context comparative words such as shorter shortest
Coins
Written vocabulary
People ribbon heavy and light objects large and small cups etc
Balance scales objects to weigh cups to fill etc
Written vocabulary
Written vocabulary
V1 1Y07 Mathematics Stage 1 22
Framework Codes
Learning Objective Activities Resources Comments
1Mt1
1Mt2
1Mt3
TimeBegin to understand and use some units of time eg minuteshours days weeks months and years
Read the time to the hour (orsquoclock) and know key times of day to the nearest hour
Order the days of the week and other familiar events
Order the days of the week months of the yearKnow that 1 week = 7 days1 day = 24 hoursMake estimates and check
Order familiar events in a day a week or a story
Sand timers
1Pt1
1Pt2
Problem solvingChoose appropriate strategies to carry out calculations explain working out
Explore number problems and puzzles
Put in the context of a lesson using measuresWhat could we use How could we record it How do we know What do you think Will it always be the same
Linking with a practical lesson the questions will allow students to develop their reasoning and thinking skills
V1 1Y07 Mathematics Stage 1 23
Framework Codes
Learning Objective Activities Resources Comments
1Pt2
1Pt3
1Pt4
1Pt5
1Pt6
1Pt1
1Pt4
1Pt9
Problem solvingExplore number problems and puzzles
Find many combinations eg combinations of three pieces of different coloured clothing
Solve simple word problems and represent it with objects
Check the answer to an addition by adding the numbers in a different order
Check the answer to a subtraction by adding the answer to the smaller number in the question
Choose appropriate strategies to carry out calculations explaining working out
Decide to add or subtract to solve a simple word problem (oral) and represent it with objects
Make a sensible estimate of a calculation and consider whether an answer is reasonable
lsquoWhat if and what could we try next lsquoactivities
Using 3-scoop ice-creams 3-bobbles on a hat etc
Simple problems set in a lsquoreal-lifersquo context
Use within the context of a lesson on addition Allow discussion to include student ideas
Use within the context of a lesson on subtraction Allow discussion to include student ideas
Use within the context of lessons allowing students to contribute their ideas
Use within the context of lessons allowing students to contribute their ideas
Discuss appropriate strategies
Dice dominoes cards to explore totals
Any pictures where there is a total of 3 things the same
Any materials that help to visualise the problem
Model the use of the apparatus then allow pairs to generate their own numbers
V1 1Y07 Mathematics Stage 1 12
Scheme of Work ndash Mathematics stage 1
Unit 2B Handling Data and Problem Solving
Framework Codes
Learning Objective Activities Resources Comments
1Dh1
Organising categorising and representing dataAnswer a question by sorting and organising data or objects in a variety of ways eg using block graphs and
pictograms with practical resources discussing the results
in lists and tables with practical resources discussing the results
in Venn or Carroll diagrams giving different criteria for grouping the same objects
Understand and use in context relevant vocabularySolve problems such as how many beads can I hold in my hand How can we find out How can we organise the information
Make and organise a listCollect data and make a table
Ask questions to find out favourite food Represent with a block graph or pictogram
Vocabulary cards displayed
Any apparatus that allows the information to be displayed interlocking cubes pictures etc
1Pt1Problem solvingChoose appropriate strategies to carry out calculations explaining working out
Solving problems by collecting sorting and organising informationCollect information quickly by sorting or voting then represent it by drawing placing objects or pictures
Any materials that allow the information to be displayed
Allow time for discussion between teacher and students and students to students At this stage students should be allowed some choice on how they display their data
V1 1Y07 Mathematics Stage 1 13
Scheme of Work ndash Mathematics stage 1
Unit 2C Measure and Problem Solving
Framework Codes
Learning Objective Activities Resources Comments
1Mm1
1Ml1
1Ml2
1Ml3
1Mt1
MoneyRecognise all coins and work out how to pay an exact sum using smaller coins
Length mass and capacityCompare lengths and weights by direct comparison then by using uniform non-standard units
Estimate and compare capacities by direct comparison then by using uniform non-standard units
Use comparative language eg longer shorter heavier lighter
TimeBegin to understand and use some units of time eg minutes hours days weeks months and years
Recognise all coinsExchange coins for an equivalent valueTotal coins
Understand and use the vocabulary related to length mass and capacityMake direct comparisons side by side (no counting) in a variety of contexts
Use uniform non-standard and standard units to measure count and solve problems in a variety of contexts
Use in context comparative words such as shorter shortest
Order the days of the week months of the yearKnow that 1 week = 7 days1 day = 24 hoursMake estimates and check
Coins
Written vocabulary
People ribbon heavy and light objects large and small cups etc
Balance scales objects to weigh cups to fill etc
Written vocabulary
Written vocabularySand timers
The use of real money should be encouraged in order to make more sense to the students
Display the vocabulary so that all the students can see it and use it as a reference Illustrate with pictures for those students who may have difficulty with the spoken word
Display the vocabulary so that all the students can see it and use it as a reference Illustrate with pictures for those students who may have difficulty with the spoken word
V1 1Y07 Mathematics Stage 1 14
Framework Codes
Learning Objective Activities Resources Comments
1Mt2
1Mt3
Read the time to the hour (orsquoclock) and know key times of day to the nearest hour
Order the days of the week and other familiar events
Order familiar events in a day a week or a story
1Pt1
1Pt2
Problem solvingChoose appropriate strategies to carry out calculations explain working out
Explore number problems and puzzles
How long is it from 3 orsquoclock to 5 orsquoclockWhat was the time 2 ours ago
It is now 6 orsquoclock What time will it bein 4 hoursIn 2 hoursWhat time was it 2 hours agoTarget questions according to ability
Clocks
Clocks
Clocks with hands that move as a real clock rather than free hand movement would allow students to become more familiar with how the hands of a clock move
V1 1Y07 Mathematics Stage 1 15
Scheme of Work ndash Mathematics stage 1Unit 3A Number and Problem solving
Framework Codes
Learning Objective Activities Resources Comments
1Nc8
1Nc9
Understand addition as counting on and combining two sets record related addition sentences
Understand subtraction as counting back and lsquotake awayrsquo record related subtraction sentences
Display the number cards Point to some randomly lsquoWhat is this number Substitute numbers for objects Count them and place number card next to them Show how 100 square is a different arrangement of the number line and easier to use when dealing with higher numbersWhat if We start on 7 and count on 5 Where will we end upUse different start numbersUsing small counting materials make sets of different amountslsquoWhat if we put this set with this set How many altogether Write and say the action Write the calculation Record it as it is being said
Display a large number line and 0 ndash 50 number cards Count backwards along the line and along the cards from different starting pointsReplace number cards with objects Take 3 away pointing to the number line to show subtraction (counting back) Repeat with different start numbers Show how 100 square is a different arrangement of the number line and easier to use when dealing with higher numbersWhat if we start on 17 and count back 5 Where will we end up
Number cards 0 ndash 50100 squareSmall counting apparatus
Large number line0 ndash 50 number cardsSmall counting apparatus
Some students will need to work with their own 100 square at a table or seated on the floor
V1 1Y07 Mathematics Stage 1 16
Framework Codes
Learning Objective Activities Resources Comments
1Nc14
1Nn6
1Nc15
1Nc16
1Nc18
1Nn12
Begin to use the + ndash and = signs to record calculations in number sentences Use the = sign to represent equality
Begin partitioning two-digit numbers into tens and ones and reverse
Understand that changing the order of addition does not change the total
Add a pair of numbers by putting the larger number first and counting on
Begin to add single- and two-digit numbers
Find halves of small numbers and shapes by folding and recognise which shapes are halved
Record simple mental calculations in number sentences Work as a whole class then pairs or individuals
Understand and use in practical contexts units ones tens digit
Activities to help understanding of combining sets to make a total and steps along a number track or line (counting on)
With the aid of apparatus explore different amounts for addition and discuss the strategy of putting the larger quantity or number first
Using dice or number cards generate 1 or 2 digit numbers to be added together
Recognise whole and half as vocabularyUse small apparatus for counting (A handful) Share it equally (in half) Discuss amounts where there is one left over Link with the numbers on 100 square Is there a patternSay half of any even number to 10
Large number and sign cards
Counting apparatus
Place value (arrow) cards
Number trackNumber lineCounting apparatus
Counting apparatus
Counting apparatusNumber track or number line100 square
Counting apparatus number cards
Use a large set for class work and give each child or pair their own for table top work Some students may find colour coding the units and tens useful
Use apparatus for counting and addition before moving to the number trackline
V1 1Y07 Mathematics Stage 1 17
Framework Codes
Learning Objective Activities Resources Comments
1Nc4
1Nc6
1Nc17
1Nc19
1Nc20
1Nc21
Begin using pairs to 10 to bridge 10 when addingsubtracting eg 8 + 3 add 2 then 1
Find near doubles using doubles already known eg 5 + 6
Recognise the use of a sign such as 1048709 to represent an unknowneg 6 + 1048709 = 10
Multiplication and divisionDouble any single-digit number bull
Find halves of even numbers of objects up to 10
Try to share numbers to 10 to find which are even and which are odd
Begin to add a pair of single digit numbers past 10Use 2 steps and go over 10 as a middle stage (4+8=12 4+6+2=10+2=12) Use different numbers Use subtraction
5+6=11 This can be shown as double 5 (5+5) plus 1 or double 6 minus 1 Use different examples
Use known number facts and knowledge of place valueSet different number sentences with the missing number in different places in the number sentence
Understand the vocabulary of double and half
Count out 10 objects Share into two equal sets Count each set Recombine
Count out 10 objects Share into 2 equal sets Recombine Remove some objects Share the remainders What happens Any left over Repeat several times so that all of the numbers 1-10 are coveredRecord those numbers which share with no remainder and those that share with a remainder
1 ndash 6 dice 7 ndash 12 dice numbers cards to appropriate level
Counting apparatus100 square
Slide number strips
Counting apparatusNumber line100 square
Counting apparatus to 10
Counting apparatus100 squareNumber line
Slide number strips
This can be a difficult concept for some students who may need more time
A list of near doubles may be useful as reference for some students
A strip of card with a calculation written horizontally Over the strip moves a flattened tube of card which can cover any of the numbers at any one time which will be the unknown number
V1 1Y07 Mathematics Stage 1 18
Framework Codes
Learning Objective Activities Resources Comments
1Nc22 Share objects into two equal groups in a context
Use lsquostoryrsquo problemsI have 4 cakes to share with my friend Before we can eat them another friend arrives How many whole cakes would we have had each before the friend arrived How many whole cakes would we have each after the friend arrived How many left overChange the story working with numbers to 10
Picture vocabulary cards
Counting apparatus up to 10
Counting apparatus up to 10
1Pt2
1Pt5
1Pt6
1Pt7
1Pt8
Problem solvingExplore number problems and puzzles
Check the answer to an addition by adding the numbers in a different order
Check the answer to a subtraction by adding the answer to the smaller number in the question
Describe and continue patterns such as count on and back in tenseg 90 80 70
Identify simple relationships between numbers and shapes eg this number is ten bigger than that number
Set in the context of a story or real life experience where people or objects are added to or taken away from the total
Work as inverse operations set in familiar contexts
Using the recording of odd and even numbers continue the sequence of even numbersodd numbersRecord on 100 square or number line
Counting on 100 square finding the pattern of going to the number below to add 10 and to the number above to subtract 10
Story books
Counting apparatus
100 squareNumber line
100 square
V1 1Y07 Mathematics Stage 1 19
Scheme of Work ndash Mathematics stage 1
Unit 3B Handling Data and Problem Solving
Framework Codes
Learning Objective Activities Resources Comments
1Dh1
Organising categorising and representing dataAnswer a question by sorting and organising data or objects in a variety of ways eg
using block graphs and pictograms with practical resources discussing the results
in lists and tables with practical resources discussing the results
in Venn or Carroll diagrams giving different criteria for grouping the same objects
Use questions set in real life contexts egWhat do you like to doHow can we find out How shall we organise the informationMake a simple block graph
Classify numbers and organise them in lists and tables all the even numbers to 30 all the odd numbers to 50 6 numbers more than 10 but less
than 30
Using sorting diagrams display information collected Begin with familiar sorting numbers using a Venn diagram numbers with 2 tens even numbers Repeat using shapes
Vocabulary cards displayed
Any apparatus that allows the information to be displayed interlocking cubes pictures etc
V1 1Y07 Mathematics Stage 1 20
Framework Codes
Learning Objective Activities Resources Comments
1Pt1Problem solvingChoose appropriate strategies to carry out calculations explaining working out
Solving problems by collecting sorting and organising informationCollect information quickly by sorting or voting then represent it by drawing placing objects or pictures
Any materials that allow the information to be displayed
Allow time for discussion between teacher and students and students to students At this stage students should be allowed some choice on how they display their data
V1 1Y07 Mathematics Stage 1 21
Scheme of Work ndash Mathematics stage 1
Unit 3C Measure and Problem Solving
Framework Codes
Learning Objective Activities Resources Comments
1Mm1
1Ml1
1Ml2
1Ml3
MoneyRecognise all coins and work out how to pay an exact sum using smaller coins
Length mass and capacityCompare lengths and weights by direct comparison then by using uniform non-standard units
Estimate and compare capacities by direct comparison then by using uniform non-standard units
Use comparative language eg longer shorter heavier lighter
Recognise all coinsExchange coins for an equivalent valueTotal coinsHow many different ways can an item be paid for Use different coins to make the same total
Understand and use the vocabulary related to length mass and capacityMake direct comparisons side by side (no counting) in a variety of contextsUse uniform units to measure or estimate
Use uniform non-standard and standard units to measure count and solve problems in a variety of contextsAsk for suggestions for things that could be measured using different standard measures
Use in context comparative words such as shorter shortest
Coins
Written vocabulary
People ribbon heavy and light objects large and small cups etc
Balance scales objects to weigh cups to fill etc
Written vocabulary
Written vocabulary
V1 1Y07 Mathematics Stage 1 22
Framework Codes
Learning Objective Activities Resources Comments
1Mt1
1Mt2
1Mt3
TimeBegin to understand and use some units of time eg minuteshours days weeks months and years
Read the time to the hour (orsquoclock) and know key times of day to the nearest hour
Order the days of the week and other familiar events
Order the days of the week months of the yearKnow that 1 week = 7 days1 day = 24 hoursMake estimates and check
Order familiar events in a day a week or a story
Sand timers
1Pt1
1Pt2
Problem solvingChoose appropriate strategies to carry out calculations explain working out
Explore number problems and puzzles
Put in the context of a lesson using measuresWhat could we use How could we record it How do we know What do you think Will it always be the same
Linking with a practical lesson the questions will allow students to develop their reasoning and thinking skills
V1 1Y07 Mathematics Stage 1 23
Scheme of Work ndash Mathematics stage 1
Unit 2B Handling Data and Problem Solving
Framework Codes
Learning Objective Activities Resources Comments
1Dh1
Organising categorising and representing dataAnswer a question by sorting and organising data or objects in a variety of ways eg using block graphs and
pictograms with practical resources discussing the results
in lists and tables with practical resources discussing the results
in Venn or Carroll diagrams giving different criteria for grouping the same objects
Understand and use in context relevant vocabularySolve problems such as how many beads can I hold in my hand How can we find out How can we organise the information
Make and organise a listCollect data and make a table
Ask questions to find out favourite food Represent with a block graph or pictogram
Vocabulary cards displayed
Any apparatus that allows the information to be displayed interlocking cubes pictures etc
1Pt1Problem solvingChoose appropriate strategies to carry out calculations explaining working out
Solving problems by collecting sorting and organising informationCollect information quickly by sorting or voting then represent it by drawing placing objects or pictures
Any materials that allow the information to be displayed
Allow time for discussion between teacher and students and students to students At this stage students should be allowed some choice on how they display their data
V1 1Y07 Mathematics Stage 1 13
Scheme of Work ndash Mathematics stage 1
Unit 2C Measure and Problem Solving
Framework Codes
Learning Objective Activities Resources Comments
1Mm1
1Ml1
1Ml2
1Ml3
1Mt1
MoneyRecognise all coins and work out how to pay an exact sum using smaller coins
Length mass and capacityCompare lengths and weights by direct comparison then by using uniform non-standard units
Estimate and compare capacities by direct comparison then by using uniform non-standard units
Use comparative language eg longer shorter heavier lighter
TimeBegin to understand and use some units of time eg minutes hours days weeks months and years
Recognise all coinsExchange coins for an equivalent valueTotal coins
Understand and use the vocabulary related to length mass and capacityMake direct comparisons side by side (no counting) in a variety of contexts
Use uniform non-standard and standard units to measure count and solve problems in a variety of contexts
Use in context comparative words such as shorter shortest
Order the days of the week months of the yearKnow that 1 week = 7 days1 day = 24 hoursMake estimates and check
Coins
Written vocabulary
People ribbon heavy and light objects large and small cups etc
Balance scales objects to weigh cups to fill etc
Written vocabulary
Written vocabularySand timers
The use of real money should be encouraged in order to make more sense to the students
Display the vocabulary so that all the students can see it and use it as a reference Illustrate with pictures for those students who may have difficulty with the spoken word
Display the vocabulary so that all the students can see it and use it as a reference Illustrate with pictures for those students who may have difficulty with the spoken word
V1 1Y07 Mathematics Stage 1 14
Framework Codes
Learning Objective Activities Resources Comments
1Mt2
1Mt3
Read the time to the hour (orsquoclock) and know key times of day to the nearest hour
Order the days of the week and other familiar events
Order familiar events in a day a week or a story
1Pt1
1Pt2
Problem solvingChoose appropriate strategies to carry out calculations explain working out
Explore number problems and puzzles
How long is it from 3 orsquoclock to 5 orsquoclockWhat was the time 2 ours ago
It is now 6 orsquoclock What time will it bein 4 hoursIn 2 hoursWhat time was it 2 hours agoTarget questions according to ability
Clocks
Clocks
Clocks with hands that move as a real clock rather than free hand movement would allow students to become more familiar with how the hands of a clock move
V1 1Y07 Mathematics Stage 1 15
Scheme of Work ndash Mathematics stage 1Unit 3A Number and Problem solving
Framework Codes
Learning Objective Activities Resources Comments
1Nc8
1Nc9
Understand addition as counting on and combining two sets record related addition sentences
Understand subtraction as counting back and lsquotake awayrsquo record related subtraction sentences
Display the number cards Point to some randomly lsquoWhat is this number Substitute numbers for objects Count them and place number card next to them Show how 100 square is a different arrangement of the number line and easier to use when dealing with higher numbersWhat if We start on 7 and count on 5 Where will we end upUse different start numbersUsing small counting materials make sets of different amountslsquoWhat if we put this set with this set How many altogether Write and say the action Write the calculation Record it as it is being said
Display a large number line and 0 ndash 50 number cards Count backwards along the line and along the cards from different starting pointsReplace number cards with objects Take 3 away pointing to the number line to show subtraction (counting back) Repeat with different start numbers Show how 100 square is a different arrangement of the number line and easier to use when dealing with higher numbersWhat if we start on 17 and count back 5 Where will we end up
Number cards 0 ndash 50100 squareSmall counting apparatus
Large number line0 ndash 50 number cardsSmall counting apparatus
Some students will need to work with their own 100 square at a table or seated on the floor
V1 1Y07 Mathematics Stage 1 16
Framework Codes
Learning Objective Activities Resources Comments
1Nc14
1Nn6
1Nc15
1Nc16
1Nc18
1Nn12
Begin to use the + ndash and = signs to record calculations in number sentences Use the = sign to represent equality
Begin partitioning two-digit numbers into tens and ones and reverse
Understand that changing the order of addition does not change the total
Add a pair of numbers by putting the larger number first and counting on
Begin to add single- and two-digit numbers
Find halves of small numbers and shapes by folding and recognise which shapes are halved
Record simple mental calculations in number sentences Work as a whole class then pairs or individuals
Understand and use in practical contexts units ones tens digit
Activities to help understanding of combining sets to make a total and steps along a number track or line (counting on)
With the aid of apparatus explore different amounts for addition and discuss the strategy of putting the larger quantity or number first
Using dice or number cards generate 1 or 2 digit numbers to be added together
Recognise whole and half as vocabularyUse small apparatus for counting (A handful) Share it equally (in half) Discuss amounts where there is one left over Link with the numbers on 100 square Is there a patternSay half of any even number to 10
Large number and sign cards
Counting apparatus
Place value (arrow) cards
Number trackNumber lineCounting apparatus
Counting apparatus
Counting apparatusNumber track or number line100 square
Counting apparatus number cards
Use a large set for class work and give each child or pair their own for table top work Some students may find colour coding the units and tens useful
Use apparatus for counting and addition before moving to the number trackline
V1 1Y07 Mathematics Stage 1 17
Framework Codes
Learning Objective Activities Resources Comments
1Nc4
1Nc6
1Nc17
1Nc19
1Nc20
1Nc21
Begin using pairs to 10 to bridge 10 when addingsubtracting eg 8 + 3 add 2 then 1
Find near doubles using doubles already known eg 5 + 6
Recognise the use of a sign such as 1048709 to represent an unknowneg 6 + 1048709 = 10
Multiplication and divisionDouble any single-digit number bull
Find halves of even numbers of objects up to 10
Try to share numbers to 10 to find which are even and which are odd
Begin to add a pair of single digit numbers past 10Use 2 steps and go over 10 as a middle stage (4+8=12 4+6+2=10+2=12) Use different numbers Use subtraction
5+6=11 This can be shown as double 5 (5+5) plus 1 or double 6 minus 1 Use different examples
Use known number facts and knowledge of place valueSet different number sentences with the missing number in different places in the number sentence
Understand the vocabulary of double and half
Count out 10 objects Share into two equal sets Count each set Recombine
Count out 10 objects Share into 2 equal sets Recombine Remove some objects Share the remainders What happens Any left over Repeat several times so that all of the numbers 1-10 are coveredRecord those numbers which share with no remainder and those that share with a remainder
1 ndash 6 dice 7 ndash 12 dice numbers cards to appropriate level
Counting apparatus100 square
Slide number strips
Counting apparatusNumber line100 square
Counting apparatus to 10
Counting apparatus100 squareNumber line
Slide number strips
This can be a difficult concept for some students who may need more time
A list of near doubles may be useful as reference for some students
A strip of card with a calculation written horizontally Over the strip moves a flattened tube of card which can cover any of the numbers at any one time which will be the unknown number
V1 1Y07 Mathematics Stage 1 18
Framework Codes
Learning Objective Activities Resources Comments
1Nc22 Share objects into two equal groups in a context
Use lsquostoryrsquo problemsI have 4 cakes to share with my friend Before we can eat them another friend arrives How many whole cakes would we have had each before the friend arrived How many whole cakes would we have each after the friend arrived How many left overChange the story working with numbers to 10
Picture vocabulary cards
Counting apparatus up to 10
Counting apparatus up to 10
1Pt2
1Pt5
1Pt6
1Pt7
1Pt8
Problem solvingExplore number problems and puzzles
Check the answer to an addition by adding the numbers in a different order
Check the answer to a subtraction by adding the answer to the smaller number in the question
Describe and continue patterns such as count on and back in tenseg 90 80 70
Identify simple relationships between numbers and shapes eg this number is ten bigger than that number
Set in the context of a story or real life experience where people or objects are added to or taken away from the total
Work as inverse operations set in familiar contexts
Using the recording of odd and even numbers continue the sequence of even numbersodd numbersRecord on 100 square or number line
Counting on 100 square finding the pattern of going to the number below to add 10 and to the number above to subtract 10
Story books
Counting apparatus
100 squareNumber line
100 square
V1 1Y07 Mathematics Stage 1 19
Scheme of Work ndash Mathematics stage 1
Unit 3B Handling Data and Problem Solving
Framework Codes
Learning Objective Activities Resources Comments
1Dh1
Organising categorising and representing dataAnswer a question by sorting and organising data or objects in a variety of ways eg
using block graphs and pictograms with practical resources discussing the results
in lists and tables with practical resources discussing the results
in Venn or Carroll diagrams giving different criteria for grouping the same objects
Use questions set in real life contexts egWhat do you like to doHow can we find out How shall we organise the informationMake a simple block graph
Classify numbers and organise them in lists and tables all the even numbers to 30 all the odd numbers to 50 6 numbers more than 10 but less
than 30
Using sorting diagrams display information collected Begin with familiar sorting numbers using a Venn diagram numbers with 2 tens even numbers Repeat using shapes
Vocabulary cards displayed
Any apparatus that allows the information to be displayed interlocking cubes pictures etc
V1 1Y07 Mathematics Stage 1 20
Framework Codes
Learning Objective Activities Resources Comments
1Pt1Problem solvingChoose appropriate strategies to carry out calculations explaining working out
Solving problems by collecting sorting and organising informationCollect information quickly by sorting or voting then represent it by drawing placing objects or pictures
Any materials that allow the information to be displayed
Allow time for discussion between teacher and students and students to students At this stage students should be allowed some choice on how they display their data
V1 1Y07 Mathematics Stage 1 21
Scheme of Work ndash Mathematics stage 1
Unit 3C Measure and Problem Solving
Framework Codes
Learning Objective Activities Resources Comments
1Mm1
1Ml1
1Ml2
1Ml3
MoneyRecognise all coins and work out how to pay an exact sum using smaller coins
Length mass and capacityCompare lengths and weights by direct comparison then by using uniform non-standard units
Estimate and compare capacities by direct comparison then by using uniform non-standard units
Use comparative language eg longer shorter heavier lighter
Recognise all coinsExchange coins for an equivalent valueTotal coinsHow many different ways can an item be paid for Use different coins to make the same total
Understand and use the vocabulary related to length mass and capacityMake direct comparisons side by side (no counting) in a variety of contextsUse uniform units to measure or estimate
Use uniform non-standard and standard units to measure count and solve problems in a variety of contextsAsk for suggestions for things that could be measured using different standard measures
Use in context comparative words such as shorter shortest
Coins
Written vocabulary
People ribbon heavy and light objects large and small cups etc
Balance scales objects to weigh cups to fill etc
Written vocabulary
Written vocabulary
V1 1Y07 Mathematics Stage 1 22
Framework Codes
Learning Objective Activities Resources Comments
1Mt1
1Mt2
1Mt3
TimeBegin to understand and use some units of time eg minuteshours days weeks months and years
Read the time to the hour (orsquoclock) and know key times of day to the nearest hour
Order the days of the week and other familiar events
Order the days of the week months of the yearKnow that 1 week = 7 days1 day = 24 hoursMake estimates and check
Order familiar events in a day a week or a story
Sand timers
1Pt1
1Pt2
Problem solvingChoose appropriate strategies to carry out calculations explain working out
Explore number problems and puzzles
Put in the context of a lesson using measuresWhat could we use How could we record it How do we know What do you think Will it always be the same
Linking with a practical lesson the questions will allow students to develop their reasoning and thinking skills
V1 1Y07 Mathematics Stage 1 23
Scheme of Work ndash Mathematics stage 1
Unit 2C Measure and Problem Solving
Framework Codes
Learning Objective Activities Resources Comments
1Mm1
1Ml1
1Ml2
1Ml3
1Mt1
MoneyRecognise all coins and work out how to pay an exact sum using smaller coins
Length mass and capacityCompare lengths and weights by direct comparison then by using uniform non-standard units
Estimate and compare capacities by direct comparison then by using uniform non-standard units
Use comparative language eg longer shorter heavier lighter
TimeBegin to understand and use some units of time eg minutes hours days weeks months and years
Recognise all coinsExchange coins for an equivalent valueTotal coins
Understand and use the vocabulary related to length mass and capacityMake direct comparisons side by side (no counting) in a variety of contexts
Use uniform non-standard and standard units to measure count and solve problems in a variety of contexts
Use in context comparative words such as shorter shortest
Order the days of the week months of the yearKnow that 1 week = 7 days1 day = 24 hoursMake estimates and check
Coins
Written vocabulary
People ribbon heavy and light objects large and small cups etc
Balance scales objects to weigh cups to fill etc
Written vocabulary
Written vocabularySand timers
The use of real money should be encouraged in order to make more sense to the students
Display the vocabulary so that all the students can see it and use it as a reference Illustrate with pictures for those students who may have difficulty with the spoken word
Display the vocabulary so that all the students can see it and use it as a reference Illustrate with pictures for those students who may have difficulty with the spoken word
V1 1Y07 Mathematics Stage 1 14
Framework Codes
Learning Objective Activities Resources Comments
1Mt2
1Mt3
Read the time to the hour (orsquoclock) and know key times of day to the nearest hour
Order the days of the week and other familiar events
Order familiar events in a day a week or a story
1Pt1
1Pt2
Problem solvingChoose appropriate strategies to carry out calculations explain working out
Explore number problems and puzzles
How long is it from 3 orsquoclock to 5 orsquoclockWhat was the time 2 ours ago
It is now 6 orsquoclock What time will it bein 4 hoursIn 2 hoursWhat time was it 2 hours agoTarget questions according to ability
Clocks
Clocks
Clocks with hands that move as a real clock rather than free hand movement would allow students to become more familiar with how the hands of a clock move
V1 1Y07 Mathematics Stage 1 15
Scheme of Work ndash Mathematics stage 1Unit 3A Number and Problem solving
Framework Codes
Learning Objective Activities Resources Comments
1Nc8
1Nc9
Understand addition as counting on and combining two sets record related addition sentences
Understand subtraction as counting back and lsquotake awayrsquo record related subtraction sentences
Display the number cards Point to some randomly lsquoWhat is this number Substitute numbers for objects Count them and place number card next to them Show how 100 square is a different arrangement of the number line and easier to use when dealing with higher numbersWhat if We start on 7 and count on 5 Where will we end upUse different start numbersUsing small counting materials make sets of different amountslsquoWhat if we put this set with this set How many altogether Write and say the action Write the calculation Record it as it is being said
Display a large number line and 0 ndash 50 number cards Count backwards along the line and along the cards from different starting pointsReplace number cards with objects Take 3 away pointing to the number line to show subtraction (counting back) Repeat with different start numbers Show how 100 square is a different arrangement of the number line and easier to use when dealing with higher numbersWhat if we start on 17 and count back 5 Where will we end up
Number cards 0 ndash 50100 squareSmall counting apparatus
Large number line0 ndash 50 number cardsSmall counting apparatus
Some students will need to work with their own 100 square at a table or seated on the floor
V1 1Y07 Mathematics Stage 1 16
Framework Codes
Learning Objective Activities Resources Comments
1Nc14
1Nn6
1Nc15
1Nc16
1Nc18
1Nn12
Begin to use the + ndash and = signs to record calculations in number sentences Use the = sign to represent equality
Begin partitioning two-digit numbers into tens and ones and reverse
Understand that changing the order of addition does not change the total
Add a pair of numbers by putting the larger number first and counting on
Begin to add single- and two-digit numbers
Find halves of small numbers and shapes by folding and recognise which shapes are halved
Record simple mental calculations in number sentences Work as a whole class then pairs or individuals
Understand and use in practical contexts units ones tens digit
Activities to help understanding of combining sets to make a total and steps along a number track or line (counting on)
With the aid of apparatus explore different amounts for addition and discuss the strategy of putting the larger quantity or number first
Using dice or number cards generate 1 or 2 digit numbers to be added together
Recognise whole and half as vocabularyUse small apparatus for counting (A handful) Share it equally (in half) Discuss amounts where there is one left over Link with the numbers on 100 square Is there a patternSay half of any even number to 10
Large number and sign cards
Counting apparatus
Place value (arrow) cards
Number trackNumber lineCounting apparatus
Counting apparatus
Counting apparatusNumber track or number line100 square
Counting apparatus number cards
Use a large set for class work and give each child or pair their own for table top work Some students may find colour coding the units and tens useful
Use apparatus for counting and addition before moving to the number trackline
V1 1Y07 Mathematics Stage 1 17
Framework Codes
Learning Objective Activities Resources Comments
1Nc4
1Nc6
1Nc17
1Nc19
1Nc20
1Nc21
Begin using pairs to 10 to bridge 10 when addingsubtracting eg 8 + 3 add 2 then 1
Find near doubles using doubles already known eg 5 + 6
Recognise the use of a sign such as 1048709 to represent an unknowneg 6 + 1048709 = 10
Multiplication and divisionDouble any single-digit number bull
Find halves of even numbers of objects up to 10
Try to share numbers to 10 to find which are even and which are odd
Begin to add a pair of single digit numbers past 10Use 2 steps and go over 10 as a middle stage (4+8=12 4+6+2=10+2=12) Use different numbers Use subtraction
5+6=11 This can be shown as double 5 (5+5) plus 1 or double 6 minus 1 Use different examples
Use known number facts and knowledge of place valueSet different number sentences with the missing number in different places in the number sentence
Understand the vocabulary of double and half
Count out 10 objects Share into two equal sets Count each set Recombine
Count out 10 objects Share into 2 equal sets Recombine Remove some objects Share the remainders What happens Any left over Repeat several times so that all of the numbers 1-10 are coveredRecord those numbers which share with no remainder and those that share with a remainder
1 ndash 6 dice 7 ndash 12 dice numbers cards to appropriate level
Counting apparatus100 square
Slide number strips
Counting apparatusNumber line100 square
Counting apparatus to 10
Counting apparatus100 squareNumber line
Slide number strips
This can be a difficult concept for some students who may need more time
A list of near doubles may be useful as reference for some students
A strip of card with a calculation written horizontally Over the strip moves a flattened tube of card which can cover any of the numbers at any one time which will be the unknown number
V1 1Y07 Mathematics Stage 1 18
Framework Codes
Learning Objective Activities Resources Comments
1Nc22 Share objects into two equal groups in a context
Use lsquostoryrsquo problemsI have 4 cakes to share with my friend Before we can eat them another friend arrives How many whole cakes would we have had each before the friend arrived How many whole cakes would we have each after the friend arrived How many left overChange the story working with numbers to 10
Picture vocabulary cards
Counting apparatus up to 10
Counting apparatus up to 10
1Pt2
1Pt5
1Pt6
1Pt7
1Pt8
Problem solvingExplore number problems and puzzles
Check the answer to an addition by adding the numbers in a different order
Check the answer to a subtraction by adding the answer to the smaller number in the question
Describe and continue patterns such as count on and back in tenseg 90 80 70
Identify simple relationships between numbers and shapes eg this number is ten bigger than that number
Set in the context of a story or real life experience where people or objects are added to or taken away from the total
Work as inverse operations set in familiar contexts
Using the recording of odd and even numbers continue the sequence of even numbersodd numbersRecord on 100 square or number line
Counting on 100 square finding the pattern of going to the number below to add 10 and to the number above to subtract 10
Story books
Counting apparatus
100 squareNumber line
100 square
V1 1Y07 Mathematics Stage 1 19
Scheme of Work ndash Mathematics stage 1
Unit 3B Handling Data and Problem Solving
Framework Codes
Learning Objective Activities Resources Comments
1Dh1
Organising categorising and representing dataAnswer a question by sorting and organising data or objects in a variety of ways eg
using block graphs and pictograms with practical resources discussing the results
in lists and tables with practical resources discussing the results
in Venn or Carroll diagrams giving different criteria for grouping the same objects
Use questions set in real life contexts egWhat do you like to doHow can we find out How shall we organise the informationMake a simple block graph
Classify numbers and organise them in lists and tables all the even numbers to 30 all the odd numbers to 50 6 numbers more than 10 but less
than 30
Using sorting diagrams display information collected Begin with familiar sorting numbers using a Venn diagram numbers with 2 tens even numbers Repeat using shapes
Vocabulary cards displayed
Any apparatus that allows the information to be displayed interlocking cubes pictures etc
V1 1Y07 Mathematics Stage 1 20
Framework Codes
Learning Objective Activities Resources Comments
1Pt1Problem solvingChoose appropriate strategies to carry out calculations explaining working out
Solving problems by collecting sorting and organising informationCollect information quickly by sorting or voting then represent it by drawing placing objects or pictures
Any materials that allow the information to be displayed
Allow time for discussion between teacher and students and students to students At this stage students should be allowed some choice on how they display their data
V1 1Y07 Mathematics Stage 1 21
Scheme of Work ndash Mathematics stage 1
Unit 3C Measure and Problem Solving
Framework Codes
Learning Objective Activities Resources Comments
1Mm1
1Ml1
1Ml2
1Ml3
MoneyRecognise all coins and work out how to pay an exact sum using smaller coins
Length mass and capacityCompare lengths and weights by direct comparison then by using uniform non-standard units
Estimate and compare capacities by direct comparison then by using uniform non-standard units
Use comparative language eg longer shorter heavier lighter
Recognise all coinsExchange coins for an equivalent valueTotal coinsHow many different ways can an item be paid for Use different coins to make the same total
Understand and use the vocabulary related to length mass and capacityMake direct comparisons side by side (no counting) in a variety of contextsUse uniform units to measure or estimate
Use uniform non-standard and standard units to measure count and solve problems in a variety of contextsAsk for suggestions for things that could be measured using different standard measures
Use in context comparative words such as shorter shortest
Coins
Written vocabulary
People ribbon heavy and light objects large and small cups etc
Balance scales objects to weigh cups to fill etc
Written vocabulary
Written vocabulary
V1 1Y07 Mathematics Stage 1 22
Framework Codes
Learning Objective Activities Resources Comments
1Mt1
1Mt2
1Mt3
TimeBegin to understand and use some units of time eg minuteshours days weeks months and years
Read the time to the hour (orsquoclock) and know key times of day to the nearest hour
Order the days of the week and other familiar events
Order the days of the week months of the yearKnow that 1 week = 7 days1 day = 24 hoursMake estimates and check
Order familiar events in a day a week or a story
Sand timers
1Pt1
1Pt2
Problem solvingChoose appropriate strategies to carry out calculations explain working out
Explore number problems and puzzles
Put in the context of a lesson using measuresWhat could we use How could we record it How do we know What do you think Will it always be the same
Linking with a practical lesson the questions will allow students to develop their reasoning and thinking skills
V1 1Y07 Mathematics Stage 1 23
Framework Codes
Learning Objective Activities Resources Comments
1Mt2
1Mt3
Read the time to the hour (orsquoclock) and know key times of day to the nearest hour
Order the days of the week and other familiar events
Order familiar events in a day a week or a story
1Pt1
1Pt2
Problem solvingChoose appropriate strategies to carry out calculations explain working out
Explore number problems and puzzles
How long is it from 3 orsquoclock to 5 orsquoclockWhat was the time 2 ours ago
It is now 6 orsquoclock What time will it bein 4 hoursIn 2 hoursWhat time was it 2 hours agoTarget questions according to ability
Clocks
Clocks
Clocks with hands that move as a real clock rather than free hand movement would allow students to become more familiar with how the hands of a clock move
V1 1Y07 Mathematics Stage 1 15
Scheme of Work ndash Mathematics stage 1Unit 3A Number and Problem solving
Framework Codes
Learning Objective Activities Resources Comments
1Nc8
1Nc9
Understand addition as counting on and combining two sets record related addition sentences
Understand subtraction as counting back and lsquotake awayrsquo record related subtraction sentences
Display the number cards Point to some randomly lsquoWhat is this number Substitute numbers for objects Count them and place number card next to them Show how 100 square is a different arrangement of the number line and easier to use when dealing with higher numbersWhat if We start on 7 and count on 5 Where will we end upUse different start numbersUsing small counting materials make sets of different amountslsquoWhat if we put this set with this set How many altogether Write and say the action Write the calculation Record it as it is being said
Display a large number line and 0 ndash 50 number cards Count backwards along the line and along the cards from different starting pointsReplace number cards with objects Take 3 away pointing to the number line to show subtraction (counting back) Repeat with different start numbers Show how 100 square is a different arrangement of the number line and easier to use when dealing with higher numbersWhat if we start on 17 and count back 5 Where will we end up
Number cards 0 ndash 50100 squareSmall counting apparatus
Large number line0 ndash 50 number cardsSmall counting apparatus
Some students will need to work with their own 100 square at a table or seated on the floor
V1 1Y07 Mathematics Stage 1 16
Framework Codes
Learning Objective Activities Resources Comments
1Nc14
1Nn6
1Nc15
1Nc16
1Nc18
1Nn12
Begin to use the + ndash and = signs to record calculations in number sentences Use the = sign to represent equality
Begin partitioning two-digit numbers into tens and ones and reverse
Understand that changing the order of addition does not change the total
Add a pair of numbers by putting the larger number first and counting on
Begin to add single- and two-digit numbers
Find halves of small numbers and shapes by folding and recognise which shapes are halved
Record simple mental calculations in number sentences Work as a whole class then pairs or individuals
Understand and use in practical contexts units ones tens digit
Activities to help understanding of combining sets to make a total and steps along a number track or line (counting on)
With the aid of apparatus explore different amounts for addition and discuss the strategy of putting the larger quantity or number first
Using dice or number cards generate 1 or 2 digit numbers to be added together
Recognise whole and half as vocabularyUse small apparatus for counting (A handful) Share it equally (in half) Discuss amounts where there is one left over Link with the numbers on 100 square Is there a patternSay half of any even number to 10
Large number and sign cards
Counting apparatus
Place value (arrow) cards
Number trackNumber lineCounting apparatus
Counting apparatus
Counting apparatusNumber track or number line100 square
Counting apparatus number cards
Use a large set for class work and give each child or pair their own for table top work Some students may find colour coding the units and tens useful
Use apparatus for counting and addition before moving to the number trackline
V1 1Y07 Mathematics Stage 1 17
Framework Codes
Learning Objective Activities Resources Comments
1Nc4
1Nc6
1Nc17
1Nc19
1Nc20
1Nc21
Begin using pairs to 10 to bridge 10 when addingsubtracting eg 8 + 3 add 2 then 1
Find near doubles using doubles already known eg 5 + 6
Recognise the use of a sign such as 1048709 to represent an unknowneg 6 + 1048709 = 10
Multiplication and divisionDouble any single-digit number bull
Find halves of even numbers of objects up to 10
Try to share numbers to 10 to find which are even and which are odd
Begin to add a pair of single digit numbers past 10Use 2 steps and go over 10 as a middle stage (4+8=12 4+6+2=10+2=12) Use different numbers Use subtraction
5+6=11 This can be shown as double 5 (5+5) plus 1 or double 6 minus 1 Use different examples
Use known number facts and knowledge of place valueSet different number sentences with the missing number in different places in the number sentence
Understand the vocabulary of double and half
Count out 10 objects Share into two equal sets Count each set Recombine
Count out 10 objects Share into 2 equal sets Recombine Remove some objects Share the remainders What happens Any left over Repeat several times so that all of the numbers 1-10 are coveredRecord those numbers which share with no remainder and those that share with a remainder
1 ndash 6 dice 7 ndash 12 dice numbers cards to appropriate level
Counting apparatus100 square
Slide number strips
Counting apparatusNumber line100 square
Counting apparatus to 10
Counting apparatus100 squareNumber line
Slide number strips
This can be a difficult concept for some students who may need more time
A list of near doubles may be useful as reference for some students
A strip of card with a calculation written horizontally Over the strip moves a flattened tube of card which can cover any of the numbers at any one time which will be the unknown number
V1 1Y07 Mathematics Stage 1 18
Framework Codes
Learning Objective Activities Resources Comments
1Nc22 Share objects into two equal groups in a context
Use lsquostoryrsquo problemsI have 4 cakes to share with my friend Before we can eat them another friend arrives How many whole cakes would we have had each before the friend arrived How many whole cakes would we have each after the friend arrived How many left overChange the story working with numbers to 10
Picture vocabulary cards
Counting apparatus up to 10
Counting apparatus up to 10
1Pt2
1Pt5
1Pt6
1Pt7
1Pt8
Problem solvingExplore number problems and puzzles
Check the answer to an addition by adding the numbers in a different order
Check the answer to a subtraction by adding the answer to the smaller number in the question
Describe and continue patterns such as count on and back in tenseg 90 80 70
Identify simple relationships between numbers and shapes eg this number is ten bigger than that number
Set in the context of a story or real life experience where people or objects are added to or taken away from the total
Work as inverse operations set in familiar contexts
Using the recording of odd and even numbers continue the sequence of even numbersodd numbersRecord on 100 square or number line
Counting on 100 square finding the pattern of going to the number below to add 10 and to the number above to subtract 10
Story books
Counting apparatus
100 squareNumber line
100 square
V1 1Y07 Mathematics Stage 1 19
Scheme of Work ndash Mathematics stage 1
Unit 3B Handling Data and Problem Solving
Framework Codes
Learning Objective Activities Resources Comments
1Dh1
Organising categorising and representing dataAnswer a question by sorting and organising data or objects in a variety of ways eg
using block graphs and pictograms with practical resources discussing the results
in lists and tables with practical resources discussing the results
in Venn or Carroll diagrams giving different criteria for grouping the same objects
Use questions set in real life contexts egWhat do you like to doHow can we find out How shall we organise the informationMake a simple block graph
Classify numbers and organise them in lists and tables all the even numbers to 30 all the odd numbers to 50 6 numbers more than 10 but less
than 30
Using sorting diagrams display information collected Begin with familiar sorting numbers using a Venn diagram numbers with 2 tens even numbers Repeat using shapes
Vocabulary cards displayed
Any apparatus that allows the information to be displayed interlocking cubes pictures etc
V1 1Y07 Mathematics Stage 1 20
Framework Codes
Learning Objective Activities Resources Comments
1Pt1Problem solvingChoose appropriate strategies to carry out calculations explaining working out
Solving problems by collecting sorting and organising informationCollect information quickly by sorting or voting then represent it by drawing placing objects or pictures
Any materials that allow the information to be displayed
Allow time for discussion between teacher and students and students to students At this stage students should be allowed some choice on how they display their data
V1 1Y07 Mathematics Stage 1 21
Scheme of Work ndash Mathematics stage 1
Unit 3C Measure and Problem Solving
Framework Codes
Learning Objective Activities Resources Comments
1Mm1
1Ml1
1Ml2
1Ml3
MoneyRecognise all coins and work out how to pay an exact sum using smaller coins
Length mass and capacityCompare lengths and weights by direct comparison then by using uniform non-standard units
Estimate and compare capacities by direct comparison then by using uniform non-standard units
Use comparative language eg longer shorter heavier lighter
Recognise all coinsExchange coins for an equivalent valueTotal coinsHow many different ways can an item be paid for Use different coins to make the same total
Understand and use the vocabulary related to length mass and capacityMake direct comparisons side by side (no counting) in a variety of contextsUse uniform units to measure or estimate
Use uniform non-standard and standard units to measure count and solve problems in a variety of contextsAsk for suggestions for things that could be measured using different standard measures
Use in context comparative words such as shorter shortest
Coins
Written vocabulary
People ribbon heavy and light objects large and small cups etc
Balance scales objects to weigh cups to fill etc
Written vocabulary
Written vocabulary
V1 1Y07 Mathematics Stage 1 22
Framework Codes
Learning Objective Activities Resources Comments
1Mt1
1Mt2
1Mt3
TimeBegin to understand and use some units of time eg minuteshours days weeks months and years
Read the time to the hour (orsquoclock) and know key times of day to the nearest hour
Order the days of the week and other familiar events
Order the days of the week months of the yearKnow that 1 week = 7 days1 day = 24 hoursMake estimates and check
Order familiar events in a day a week or a story
Sand timers
1Pt1
1Pt2
Problem solvingChoose appropriate strategies to carry out calculations explain working out
Explore number problems and puzzles
Put in the context of a lesson using measuresWhat could we use How could we record it How do we know What do you think Will it always be the same
Linking with a practical lesson the questions will allow students to develop their reasoning and thinking skills
V1 1Y07 Mathematics Stage 1 23
Scheme of Work ndash Mathematics stage 1Unit 3A Number and Problem solving
Framework Codes
Learning Objective Activities Resources Comments
1Nc8
1Nc9
Understand addition as counting on and combining two sets record related addition sentences
Understand subtraction as counting back and lsquotake awayrsquo record related subtraction sentences
Display the number cards Point to some randomly lsquoWhat is this number Substitute numbers for objects Count them and place number card next to them Show how 100 square is a different arrangement of the number line and easier to use when dealing with higher numbersWhat if We start on 7 and count on 5 Where will we end upUse different start numbersUsing small counting materials make sets of different amountslsquoWhat if we put this set with this set How many altogether Write and say the action Write the calculation Record it as it is being said
Display a large number line and 0 ndash 50 number cards Count backwards along the line and along the cards from different starting pointsReplace number cards with objects Take 3 away pointing to the number line to show subtraction (counting back) Repeat with different start numbers Show how 100 square is a different arrangement of the number line and easier to use when dealing with higher numbersWhat if we start on 17 and count back 5 Where will we end up
Number cards 0 ndash 50100 squareSmall counting apparatus
Large number line0 ndash 50 number cardsSmall counting apparatus
Some students will need to work with their own 100 square at a table or seated on the floor
V1 1Y07 Mathematics Stage 1 16
Framework Codes
Learning Objective Activities Resources Comments
1Nc14
1Nn6
1Nc15
1Nc16
1Nc18
1Nn12
Begin to use the + ndash and = signs to record calculations in number sentences Use the = sign to represent equality
Begin partitioning two-digit numbers into tens and ones and reverse
Understand that changing the order of addition does not change the total
Add a pair of numbers by putting the larger number first and counting on
Begin to add single- and two-digit numbers
Find halves of small numbers and shapes by folding and recognise which shapes are halved
Record simple mental calculations in number sentences Work as a whole class then pairs or individuals
Understand and use in practical contexts units ones tens digit
Activities to help understanding of combining sets to make a total and steps along a number track or line (counting on)
With the aid of apparatus explore different amounts for addition and discuss the strategy of putting the larger quantity or number first
Using dice or number cards generate 1 or 2 digit numbers to be added together
Recognise whole and half as vocabularyUse small apparatus for counting (A handful) Share it equally (in half) Discuss amounts where there is one left over Link with the numbers on 100 square Is there a patternSay half of any even number to 10
Large number and sign cards
Counting apparatus
Place value (arrow) cards
Number trackNumber lineCounting apparatus
Counting apparatus
Counting apparatusNumber track or number line100 square
Counting apparatus number cards
Use a large set for class work and give each child or pair their own for table top work Some students may find colour coding the units and tens useful
Use apparatus for counting and addition before moving to the number trackline
V1 1Y07 Mathematics Stage 1 17
Framework Codes
Learning Objective Activities Resources Comments
1Nc4
1Nc6
1Nc17
1Nc19
1Nc20
1Nc21
Begin using pairs to 10 to bridge 10 when addingsubtracting eg 8 + 3 add 2 then 1
Find near doubles using doubles already known eg 5 + 6
Recognise the use of a sign such as 1048709 to represent an unknowneg 6 + 1048709 = 10
Multiplication and divisionDouble any single-digit number bull
Find halves of even numbers of objects up to 10
Try to share numbers to 10 to find which are even and which are odd
Begin to add a pair of single digit numbers past 10Use 2 steps and go over 10 as a middle stage (4+8=12 4+6+2=10+2=12) Use different numbers Use subtraction
5+6=11 This can be shown as double 5 (5+5) plus 1 or double 6 minus 1 Use different examples
Use known number facts and knowledge of place valueSet different number sentences with the missing number in different places in the number sentence
Understand the vocabulary of double and half
Count out 10 objects Share into two equal sets Count each set Recombine
Count out 10 objects Share into 2 equal sets Recombine Remove some objects Share the remainders What happens Any left over Repeat several times so that all of the numbers 1-10 are coveredRecord those numbers which share with no remainder and those that share with a remainder
1 ndash 6 dice 7 ndash 12 dice numbers cards to appropriate level
Counting apparatus100 square
Slide number strips
Counting apparatusNumber line100 square
Counting apparatus to 10
Counting apparatus100 squareNumber line
Slide number strips
This can be a difficult concept for some students who may need more time
A list of near doubles may be useful as reference for some students
A strip of card with a calculation written horizontally Over the strip moves a flattened tube of card which can cover any of the numbers at any one time which will be the unknown number
V1 1Y07 Mathematics Stage 1 18
Framework Codes
Learning Objective Activities Resources Comments
1Nc22 Share objects into two equal groups in a context
Use lsquostoryrsquo problemsI have 4 cakes to share with my friend Before we can eat them another friend arrives How many whole cakes would we have had each before the friend arrived How many whole cakes would we have each after the friend arrived How many left overChange the story working with numbers to 10
Picture vocabulary cards
Counting apparatus up to 10
Counting apparatus up to 10
1Pt2
1Pt5
1Pt6
1Pt7
1Pt8
Problem solvingExplore number problems and puzzles
Check the answer to an addition by adding the numbers in a different order
Check the answer to a subtraction by adding the answer to the smaller number in the question
Describe and continue patterns such as count on and back in tenseg 90 80 70
Identify simple relationships between numbers and shapes eg this number is ten bigger than that number
Set in the context of a story or real life experience where people or objects are added to or taken away from the total
Work as inverse operations set in familiar contexts
Using the recording of odd and even numbers continue the sequence of even numbersodd numbersRecord on 100 square or number line
Counting on 100 square finding the pattern of going to the number below to add 10 and to the number above to subtract 10
Story books
Counting apparatus
100 squareNumber line
100 square
V1 1Y07 Mathematics Stage 1 19
Scheme of Work ndash Mathematics stage 1
Unit 3B Handling Data and Problem Solving
Framework Codes
Learning Objective Activities Resources Comments
1Dh1
Organising categorising and representing dataAnswer a question by sorting and organising data or objects in a variety of ways eg
using block graphs and pictograms with practical resources discussing the results
in lists and tables with practical resources discussing the results
in Venn or Carroll diagrams giving different criteria for grouping the same objects
Use questions set in real life contexts egWhat do you like to doHow can we find out How shall we organise the informationMake a simple block graph
Classify numbers and organise them in lists and tables all the even numbers to 30 all the odd numbers to 50 6 numbers more than 10 but less
than 30
Using sorting diagrams display information collected Begin with familiar sorting numbers using a Venn diagram numbers with 2 tens even numbers Repeat using shapes
Vocabulary cards displayed
Any apparatus that allows the information to be displayed interlocking cubes pictures etc
V1 1Y07 Mathematics Stage 1 20
Framework Codes
Learning Objective Activities Resources Comments
1Pt1Problem solvingChoose appropriate strategies to carry out calculations explaining working out
Solving problems by collecting sorting and organising informationCollect information quickly by sorting or voting then represent it by drawing placing objects or pictures
Any materials that allow the information to be displayed
Allow time for discussion between teacher and students and students to students At this stage students should be allowed some choice on how they display their data
V1 1Y07 Mathematics Stage 1 21
Scheme of Work ndash Mathematics stage 1
Unit 3C Measure and Problem Solving
Framework Codes
Learning Objective Activities Resources Comments
1Mm1
1Ml1
1Ml2
1Ml3
MoneyRecognise all coins and work out how to pay an exact sum using smaller coins
Length mass and capacityCompare lengths and weights by direct comparison then by using uniform non-standard units
Estimate and compare capacities by direct comparison then by using uniform non-standard units
Use comparative language eg longer shorter heavier lighter
Recognise all coinsExchange coins for an equivalent valueTotal coinsHow many different ways can an item be paid for Use different coins to make the same total
Understand and use the vocabulary related to length mass and capacityMake direct comparisons side by side (no counting) in a variety of contextsUse uniform units to measure or estimate
Use uniform non-standard and standard units to measure count and solve problems in a variety of contextsAsk for suggestions for things that could be measured using different standard measures
Use in context comparative words such as shorter shortest
Coins
Written vocabulary
People ribbon heavy and light objects large and small cups etc
Balance scales objects to weigh cups to fill etc
Written vocabulary
Written vocabulary
V1 1Y07 Mathematics Stage 1 22
Framework Codes
Learning Objective Activities Resources Comments
1Mt1
1Mt2
1Mt3
TimeBegin to understand and use some units of time eg minuteshours days weeks months and years
Read the time to the hour (orsquoclock) and know key times of day to the nearest hour
Order the days of the week and other familiar events
Order the days of the week months of the yearKnow that 1 week = 7 days1 day = 24 hoursMake estimates and check
Order familiar events in a day a week or a story
Sand timers
1Pt1
1Pt2
Problem solvingChoose appropriate strategies to carry out calculations explain working out
Explore number problems and puzzles
Put in the context of a lesson using measuresWhat could we use How could we record it How do we know What do you think Will it always be the same
Linking with a practical lesson the questions will allow students to develop their reasoning and thinking skills
V1 1Y07 Mathematics Stage 1 23
Framework Codes
Learning Objective Activities Resources Comments
1Nc14
1Nn6
1Nc15
1Nc16
1Nc18
1Nn12
Begin to use the + ndash and = signs to record calculations in number sentences Use the = sign to represent equality
Begin partitioning two-digit numbers into tens and ones and reverse
Understand that changing the order of addition does not change the total
Add a pair of numbers by putting the larger number first and counting on
Begin to add single- and two-digit numbers
Find halves of small numbers and shapes by folding and recognise which shapes are halved
Record simple mental calculations in number sentences Work as a whole class then pairs or individuals
Understand and use in practical contexts units ones tens digit
Activities to help understanding of combining sets to make a total and steps along a number track or line (counting on)
With the aid of apparatus explore different amounts for addition and discuss the strategy of putting the larger quantity or number first
Using dice or number cards generate 1 or 2 digit numbers to be added together
Recognise whole and half as vocabularyUse small apparatus for counting (A handful) Share it equally (in half) Discuss amounts where there is one left over Link with the numbers on 100 square Is there a patternSay half of any even number to 10
Large number and sign cards
Counting apparatus
Place value (arrow) cards
Number trackNumber lineCounting apparatus
Counting apparatus
Counting apparatusNumber track or number line100 square
Counting apparatus number cards
Use a large set for class work and give each child or pair their own for table top work Some students may find colour coding the units and tens useful
Use apparatus for counting and addition before moving to the number trackline
V1 1Y07 Mathematics Stage 1 17
Framework Codes
Learning Objective Activities Resources Comments
1Nc4
1Nc6
1Nc17
1Nc19
1Nc20
1Nc21
Begin using pairs to 10 to bridge 10 when addingsubtracting eg 8 + 3 add 2 then 1
Find near doubles using doubles already known eg 5 + 6
Recognise the use of a sign such as 1048709 to represent an unknowneg 6 + 1048709 = 10
Multiplication and divisionDouble any single-digit number bull
Find halves of even numbers of objects up to 10
Try to share numbers to 10 to find which are even and which are odd
Begin to add a pair of single digit numbers past 10Use 2 steps and go over 10 as a middle stage (4+8=12 4+6+2=10+2=12) Use different numbers Use subtraction
5+6=11 This can be shown as double 5 (5+5) plus 1 or double 6 minus 1 Use different examples
Use known number facts and knowledge of place valueSet different number sentences with the missing number in different places in the number sentence
Understand the vocabulary of double and half
Count out 10 objects Share into two equal sets Count each set Recombine
Count out 10 objects Share into 2 equal sets Recombine Remove some objects Share the remainders What happens Any left over Repeat several times so that all of the numbers 1-10 are coveredRecord those numbers which share with no remainder and those that share with a remainder
1 ndash 6 dice 7 ndash 12 dice numbers cards to appropriate level
Counting apparatus100 square
Slide number strips
Counting apparatusNumber line100 square
Counting apparatus to 10
Counting apparatus100 squareNumber line
Slide number strips
This can be a difficult concept for some students who may need more time
A list of near doubles may be useful as reference for some students
A strip of card with a calculation written horizontally Over the strip moves a flattened tube of card which can cover any of the numbers at any one time which will be the unknown number
V1 1Y07 Mathematics Stage 1 18
Framework Codes
Learning Objective Activities Resources Comments
1Nc22 Share objects into two equal groups in a context
Use lsquostoryrsquo problemsI have 4 cakes to share with my friend Before we can eat them another friend arrives How many whole cakes would we have had each before the friend arrived How many whole cakes would we have each after the friend arrived How many left overChange the story working with numbers to 10
Picture vocabulary cards
Counting apparatus up to 10
Counting apparatus up to 10
1Pt2
1Pt5
1Pt6
1Pt7
1Pt8
Problem solvingExplore number problems and puzzles
Check the answer to an addition by adding the numbers in a different order
Check the answer to a subtraction by adding the answer to the smaller number in the question
Describe and continue patterns such as count on and back in tenseg 90 80 70
Identify simple relationships between numbers and shapes eg this number is ten bigger than that number
Set in the context of a story or real life experience where people or objects are added to or taken away from the total
Work as inverse operations set in familiar contexts
Using the recording of odd and even numbers continue the sequence of even numbersodd numbersRecord on 100 square or number line
Counting on 100 square finding the pattern of going to the number below to add 10 and to the number above to subtract 10
Story books
Counting apparatus
100 squareNumber line
100 square
V1 1Y07 Mathematics Stage 1 19
Scheme of Work ndash Mathematics stage 1
Unit 3B Handling Data and Problem Solving
Framework Codes
Learning Objective Activities Resources Comments
1Dh1
Organising categorising and representing dataAnswer a question by sorting and organising data or objects in a variety of ways eg
using block graphs and pictograms with practical resources discussing the results
in lists and tables with practical resources discussing the results
in Venn or Carroll diagrams giving different criteria for grouping the same objects
Use questions set in real life contexts egWhat do you like to doHow can we find out How shall we organise the informationMake a simple block graph
Classify numbers and organise them in lists and tables all the even numbers to 30 all the odd numbers to 50 6 numbers more than 10 but less
than 30
Using sorting diagrams display information collected Begin with familiar sorting numbers using a Venn diagram numbers with 2 tens even numbers Repeat using shapes
Vocabulary cards displayed
Any apparatus that allows the information to be displayed interlocking cubes pictures etc
V1 1Y07 Mathematics Stage 1 20
Framework Codes
Learning Objective Activities Resources Comments
1Pt1Problem solvingChoose appropriate strategies to carry out calculations explaining working out
Solving problems by collecting sorting and organising informationCollect information quickly by sorting or voting then represent it by drawing placing objects or pictures
Any materials that allow the information to be displayed
Allow time for discussion between teacher and students and students to students At this stage students should be allowed some choice on how they display their data
V1 1Y07 Mathematics Stage 1 21
Scheme of Work ndash Mathematics stage 1
Unit 3C Measure and Problem Solving
Framework Codes
Learning Objective Activities Resources Comments
1Mm1
1Ml1
1Ml2
1Ml3
MoneyRecognise all coins and work out how to pay an exact sum using smaller coins
Length mass and capacityCompare lengths and weights by direct comparison then by using uniform non-standard units
Estimate and compare capacities by direct comparison then by using uniform non-standard units
Use comparative language eg longer shorter heavier lighter
Recognise all coinsExchange coins for an equivalent valueTotal coinsHow many different ways can an item be paid for Use different coins to make the same total
Understand and use the vocabulary related to length mass and capacityMake direct comparisons side by side (no counting) in a variety of contextsUse uniform units to measure or estimate
Use uniform non-standard and standard units to measure count and solve problems in a variety of contextsAsk for suggestions for things that could be measured using different standard measures
Use in context comparative words such as shorter shortest
Coins
Written vocabulary
People ribbon heavy and light objects large and small cups etc
Balance scales objects to weigh cups to fill etc
Written vocabulary
Written vocabulary
V1 1Y07 Mathematics Stage 1 22
Framework Codes
Learning Objective Activities Resources Comments
1Mt1
1Mt2
1Mt3
TimeBegin to understand and use some units of time eg minuteshours days weeks months and years
Read the time to the hour (orsquoclock) and know key times of day to the nearest hour
Order the days of the week and other familiar events
Order the days of the week months of the yearKnow that 1 week = 7 days1 day = 24 hoursMake estimates and check
Order familiar events in a day a week or a story
Sand timers
1Pt1
1Pt2
Problem solvingChoose appropriate strategies to carry out calculations explain working out
Explore number problems and puzzles
Put in the context of a lesson using measuresWhat could we use How could we record it How do we know What do you think Will it always be the same
Linking with a practical lesson the questions will allow students to develop their reasoning and thinking skills
V1 1Y07 Mathematics Stage 1 23
Framework Codes
Learning Objective Activities Resources Comments
1Nc4
1Nc6
1Nc17
1Nc19
1Nc20
1Nc21
Begin using pairs to 10 to bridge 10 when addingsubtracting eg 8 + 3 add 2 then 1
Find near doubles using doubles already known eg 5 + 6
Recognise the use of a sign such as 1048709 to represent an unknowneg 6 + 1048709 = 10
Multiplication and divisionDouble any single-digit number bull
Find halves of even numbers of objects up to 10
Try to share numbers to 10 to find which are even and which are odd
Begin to add a pair of single digit numbers past 10Use 2 steps and go over 10 as a middle stage (4+8=12 4+6+2=10+2=12) Use different numbers Use subtraction
5+6=11 This can be shown as double 5 (5+5) plus 1 or double 6 minus 1 Use different examples
Use known number facts and knowledge of place valueSet different number sentences with the missing number in different places in the number sentence
Understand the vocabulary of double and half
Count out 10 objects Share into two equal sets Count each set Recombine
Count out 10 objects Share into 2 equal sets Recombine Remove some objects Share the remainders What happens Any left over Repeat several times so that all of the numbers 1-10 are coveredRecord those numbers which share with no remainder and those that share with a remainder
1 ndash 6 dice 7 ndash 12 dice numbers cards to appropriate level
Counting apparatus100 square
Slide number strips
Counting apparatusNumber line100 square
Counting apparatus to 10
Counting apparatus100 squareNumber line
Slide number strips
This can be a difficult concept for some students who may need more time
A list of near doubles may be useful as reference for some students
A strip of card with a calculation written horizontally Over the strip moves a flattened tube of card which can cover any of the numbers at any one time which will be the unknown number
V1 1Y07 Mathematics Stage 1 18
Framework Codes
Learning Objective Activities Resources Comments
1Nc22 Share objects into two equal groups in a context
Use lsquostoryrsquo problemsI have 4 cakes to share with my friend Before we can eat them another friend arrives How many whole cakes would we have had each before the friend arrived How many whole cakes would we have each after the friend arrived How many left overChange the story working with numbers to 10
Picture vocabulary cards
Counting apparatus up to 10
Counting apparatus up to 10
1Pt2
1Pt5
1Pt6
1Pt7
1Pt8
Problem solvingExplore number problems and puzzles
Check the answer to an addition by adding the numbers in a different order
Check the answer to a subtraction by adding the answer to the smaller number in the question
Describe and continue patterns such as count on and back in tenseg 90 80 70
Identify simple relationships between numbers and shapes eg this number is ten bigger than that number
Set in the context of a story or real life experience where people or objects are added to or taken away from the total
Work as inverse operations set in familiar contexts
Using the recording of odd and even numbers continue the sequence of even numbersodd numbersRecord on 100 square or number line
Counting on 100 square finding the pattern of going to the number below to add 10 and to the number above to subtract 10
Story books
Counting apparatus
100 squareNumber line
100 square
V1 1Y07 Mathematics Stage 1 19
Scheme of Work ndash Mathematics stage 1
Unit 3B Handling Data and Problem Solving
Framework Codes
Learning Objective Activities Resources Comments
1Dh1
Organising categorising and representing dataAnswer a question by sorting and organising data or objects in a variety of ways eg
using block graphs and pictograms with practical resources discussing the results
in lists and tables with practical resources discussing the results
in Venn or Carroll diagrams giving different criteria for grouping the same objects
Use questions set in real life contexts egWhat do you like to doHow can we find out How shall we organise the informationMake a simple block graph
Classify numbers and organise them in lists and tables all the even numbers to 30 all the odd numbers to 50 6 numbers more than 10 but less
than 30
Using sorting diagrams display information collected Begin with familiar sorting numbers using a Venn diagram numbers with 2 tens even numbers Repeat using shapes
Vocabulary cards displayed
Any apparatus that allows the information to be displayed interlocking cubes pictures etc
V1 1Y07 Mathematics Stage 1 20
Framework Codes
Learning Objective Activities Resources Comments
1Pt1Problem solvingChoose appropriate strategies to carry out calculations explaining working out
Solving problems by collecting sorting and organising informationCollect information quickly by sorting or voting then represent it by drawing placing objects or pictures
Any materials that allow the information to be displayed
Allow time for discussion between teacher and students and students to students At this stage students should be allowed some choice on how they display their data
V1 1Y07 Mathematics Stage 1 21
Scheme of Work ndash Mathematics stage 1
Unit 3C Measure and Problem Solving
Framework Codes
Learning Objective Activities Resources Comments
1Mm1
1Ml1
1Ml2
1Ml3
MoneyRecognise all coins and work out how to pay an exact sum using smaller coins
Length mass and capacityCompare lengths and weights by direct comparison then by using uniform non-standard units
Estimate and compare capacities by direct comparison then by using uniform non-standard units
Use comparative language eg longer shorter heavier lighter
Recognise all coinsExchange coins for an equivalent valueTotal coinsHow many different ways can an item be paid for Use different coins to make the same total
Understand and use the vocabulary related to length mass and capacityMake direct comparisons side by side (no counting) in a variety of contextsUse uniform units to measure or estimate
Use uniform non-standard and standard units to measure count and solve problems in a variety of contextsAsk for suggestions for things that could be measured using different standard measures
Use in context comparative words such as shorter shortest
Coins
Written vocabulary
People ribbon heavy and light objects large and small cups etc
Balance scales objects to weigh cups to fill etc
Written vocabulary
Written vocabulary
V1 1Y07 Mathematics Stage 1 22
Framework Codes
Learning Objective Activities Resources Comments
1Mt1
1Mt2
1Mt3
TimeBegin to understand and use some units of time eg minuteshours days weeks months and years
Read the time to the hour (orsquoclock) and know key times of day to the nearest hour
Order the days of the week and other familiar events
Order the days of the week months of the yearKnow that 1 week = 7 days1 day = 24 hoursMake estimates and check
Order familiar events in a day a week or a story
Sand timers
1Pt1
1Pt2
Problem solvingChoose appropriate strategies to carry out calculations explain working out
Explore number problems and puzzles
Put in the context of a lesson using measuresWhat could we use How could we record it How do we know What do you think Will it always be the same
Linking with a practical lesson the questions will allow students to develop their reasoning and thinking skills
V1 1Y07 Mathematics Stage 1 23
Framework Codes
Learning Objective Activities Resources Comments
1Nc22 Share objects into two equal groups in a context
Use lsquostoryrsquo problemsI have 4 cakes to share with my friend Before we can eat them another friend arrives How many whole cakes would we have had each before the friend arrived How many whole cakes would we have each after the friend arrived How many left overChange the story working with numbers to 10
Picture vocabulary cards
Counting apparatus up to 10
Counting apparatus up to 10
1Pt2
1Pt5
1Pt6
1Pt7
1Pt8
Problem solvingExplore number problems and puzzles
Check the answer to an addition by adding the numbers in a different order
Check the answer to a subtraction by adding the answer to the smaller number in the question
Describe and continue patterns such as count on and back in tenseg 90 80 70
Identify simple relationships between numbers and shapes eg this number is ten bigger than that number
Set in the context of a story or real life experience where people or objects are added to or taken away from the total
Work as inverse operations set in familiar contexts
Using the recording of odd and even numbers continue the sequence of even numbersodd numbersRecord on 100 square or number line
Counting on 100 square finding the pattern of going to the number below to add 10 and to the number above to subtract 10
Story books
Counting apparatus
100 squareNumber line
100 square
V1 1Y07 Mathematics Stage 1 19
Scheme of Work ndash Mathematics stage 1
Unit 3B Handling Data and Problem Solving
Framework Codes
Learning Objective Activities Resources Comments
1Dh1
Organising categorising and representing dataAnswer a question by sorting and organising data or objects in a variety of ways eg
using block graphs and pictograms with practical resources discussing the results
in lists and tables with practical resources discussing the results
in Venn or Carroll diagrams giving different criteria for grouping the same objects
Use questions set in real life contexts egWhat do you like to doHow can we find out How shall we organise the informationMake a simple block graph
Classify numbers and organise them in lists and tables all the even numbers to 30 all the odd numbers to 50 6 numbers more than 10 but less
than 30
Using sorting diagrams display information collected Begin with familiar sorting numbers using a Venn diagram numbers with 2 tens even numbers Repeat using shapes
Vocabulary cards displayed
Any apparatus that allows the information to be displayed interlocking cubes pictures etc
V1 1Y07 Mathematics Stage 1 20
Framework Codes
Learning Objective Activities Resources Comments
1Pt1Problem solvingChoose appropriate strategies to carry out calculations explaining working out
Solving problems by collecting sorting and organising informationCollect information quickly by sorting or voting then represent it by drawing placing objects or pictures
Any materials that allow the information to be displayed
Allow time for discussion between teacher and students and students to students At this stage students should be allowed some choice on how they display their data
V1 1Y07 Mathematics Stage 1 21
Scheme of Work ndash Mathematics stage 1
Unit 3C Measure and Problem Solving
Framework Codes
Learning Objective Activities Resources Comments
1Mm1
1Ml1
1Ml2
1Ml3
MoneyRecognise all coins and work out how to pay an exact sum using smaller coins
Length mass and capacityCompare lengths and weights by direct comparison then by using uniform non-standard units
Estimate and compare capacities by direct comparison then by using uniform non-standard units
Use comparative language eg longer shorter heavier lighter
Recognise all coinsExchange coins for an equivalent valueTotal coinsHow many different ways can an item be paid for Use different coins to make the same total
Understand and use the vocabulary related to length mass and capacityMake direct comparisons side by side (no counting) in a variety of contextsUse uniform units to measure or estimate
Use uniform non-standard and standard units to measure count and solve problems in a variety of contextsAsk for suggestions for things that could be measured using different standard measures
Use in context comparative words such as shorter shortest
Coins
Written vocabulary
People ribbon heavy and light objects large and small cups etc
Balance scales objects to weigh cups to fill etc
Written vocabulary
Written vocabulary
V1 1Y07 Mathematics Stage 1 22
Framework Codes
Learning Objective Activities Resources Comments
1Mt1
1Mt2
1Mt3
TimeBegin to understand and use some units of time eg minuteshours days weeks months and years
Read the time to the hour (orsquoclock) and know key times of day to the nearest hour
Order the days of the week and other familiar events
Order the days of the week months of the yearKnow that 1 week = 7 days1 day = 24 hoursMake estimates and check
Order familiar events in a day a week or a story
Sand timers
1Pt1
1Pt2
Problem solvingChoose appropriate strategies to carry out calculations explain working out
Explore number problems and puzzles
Put in the context of a lesson using measuresWhat could we use How could we record it How do we know What do you think Will it always be the same
Linking with a practical lesson the questions will allow students to develop their reasoning and thinking skills
V1 1Y07 Mathematics Stage 1 23
Scheme of Work ndash Mathematics stage 1
Unit 3B Handling Data and Problem Solving
Framework Codes
Learning Objective Activities Resources Comments
1Dh1
Organising categorising and representing dataAnswer a question by sorting and organising data or objects in a variety of ways eg
using block graphs and pictograms with practical resources discussing the results
in lists and tables with practical resources discussing the results
in Venn or Carroll diagrams giving different criteria for grouping the same objects
Use questions set in real life contexts egWhat do you like to doHow can we find out How shall we organise the informationMake a simple block graph
Classify numbers and organise them in lists and tables all the even numbers to 30 all the odd numbers to 50 6 numbers more than 10 but less
than 30
Using sorting diagrams display information collected Begin with familiar sorting numbers using a Venn diagram numbers with 2 tens even numbers Repeat using shapes
Vocabulary cards displayed
Any apparatus that allows the information to be displayed interlocking cubes pictures etc
V1 1Y07 Mathematics Stage 1 20
Framework Codes
Learning Objective Activities Resources Comments
1Pt1Problem solvingChoose appropriate strategies to carry out calculations explaining working out
Solving problems by collecting sorting and organising informationCollect information quickly by sorting or voting then represent it by drawing placing objects or pictures
Any materials that allow the information to be displayed
Allow time for discussion between teacher and students and students to students At this stage students should be allowed some choice on how they display their data
V1 1Y07 Mathematics Stage 1 21
Scheme of Work ndash Mathematics stage 1
Unit 3C Measure and Problem Solving
Framework Codes
Learning Objective Activities Resources Comments
1Mm1
1Ml1
1Ml2
1Ml3
MoneyRecognise all coins and work out how to pay an exact sum using smaller coins
Length mass and capacityCompare lengths and weights by direct comparison then by using uniform non-standard units
Estimate and compare capacities by direct comparison then by using uniform non-standard units
Use comparative language eg longer shorter heavier lighter
Recognise all coinsExchange coins for an equivalent valueTotal coinsHow many different ways can an item be paid for Use different coins to make the same total
Understand and use the vocabulary related to length mass and capacityMake direct comparisons side by side (no counting) in a variety of contextsUse uniform units to measure or estimate
Use uniform non-standard and standard units to measure count and solve problems in a variety of contextsAsk for suggestions for things that could be measured using different standard measures
Use in context comparative words such as shorter shortest
Coins
Written vocabulary
People ribbon heavy and light objects large and small cups etc
Balance scales objects to weigh cups to fill etc
Written vocabulary
Written vocabulary
V1 1Y07 Mathematics Stage 1 22
Framework Codes
Learning Objective Activities Resources Comments
1Mt1
1Mt2
1Mt3
TimeBegin to understand and use some units of time eg minuteshours days weeks months and years
Read the time to the hour (orsquoclock) and know key times of day to the nearest hour
Order the days of the week and other familiar events
Order the days of the week months of the yearKnow that 1 week = 7 days1 day = 24 hoursMake estimates and check
Order familiar events in a day a week or a story
Sand timers
1Pt1
1Pt2
Problem solvingChoose appropriate strategies to carry out calculations explain working out
Explore number problems and puzzles
Put in the context of a lesson using measuresWhat could we use How could we record it How do we know What do you think Will it always be the same
Linking with a practical lesson the questions will allow students to develop their reasoning and thinking skills
V1 1Y07 Mathematics Stage 1 23
Framework Codes
Learning Objective Activities Resources Comments
1Pt1Problem solvingChoose appropriate strategies to carry out calculations explaining working out
Solving problems by collecting sorting and organising informationCollect information quickly by sorting or voting then represent it by drawing placing objects or pictures
Any materials that allow the information to be displayed
Allow time for discussion between teacher and students and students to students At this stage students should be allowed some choice on how they display their data
V1 1Y07 Mathematics Stage 1 21
Scheme of Work ndash Mathematics stage 1
Unit 3C Measure and Problem Solving
Framework Codes
Learning Objective Activities Resources Comments
1Mm1
1Ml1
1Ml2
1Ml3
MoneyRecognise all coins and work out how to pay an exact sum using smaller coins
Length mass and capacityCompare lengths and weights by direct comparison then by using uniform non-standard units
Estimate and compare capacities by direct comparison then by using uniform non-standard units
Use comparative language eg longer shorter heavier lighter
Recognise all coinsExchange coins for an equivalent valueTotal coinsHow many different ways can an item be paid for Use different coins to make the same total
Understand and use the vocabulary related to length mass and capacityMake direct comparisons side by side (no counting) in a variety of contextsUse uniform units to measure or estimate
Use uniform non-standard and standard units to measure count and solve problems in a variety of contextsAsk for suggestions for things that could be measured using different standard measures
Use in context comparative words such as shorter shortest
Coins
Written vocabulary
People ribbon heavy and light objects large and small cups etc
Balance scales objects to weigh cups to fill etc
Written vocabulary
Written vocabulary
V1 1Y07 Mathematics Stage 1 22
Framework Codes
Learning Objective Activities Resources Comments
1Mt1
1Mt2
1Mt3
TimeBegin to understand and use some units of time eg minuteshours days weeks months and years
Read the time to the hour (orsquoclock) and know key times of day to the nearest hour
Order the days of the week and other familiar events
Order the days of the week months of the yearKnow that 1 week = 7 days1 day = 24 hoursMake estimates and check
Order familiar events in a day a week or a story
Sand timers
1Pt1
1Pt2
Problem solvingChoose appropriate strategies to carry out calculations explain working out
Explore number problems and puzzles
Put in the context of a lesson using measuresWhat could we use How could we record it How do we know What do you think Will it always be the same
Linking with a practical lesson the questions will allow students to develop their reasoning and thinking skills
V1 1Y07 Mathematics Stage 1 23
Scheme of Work ndash Mathematics stage 1
Unit 3C Measure and Problem Solving
Framework Codes
Learning Objective Activities Resources Comments
1Mm1
1Ml1
1Ml2
1Ml3
MoneyRecognise all coins and work out how to pay an exact sum using smaller coins
Length mass and capacityCompare lengths and weights by direct comparison then by using uniform non-standard units
Estimate and compare capacities by direct comparison then by using uniform non-standard units
Use comparative language eg longer shorter heavier lighter
Recognise all coinsExchange coins for an equivalent valueTotal coinsHow many different ways can an item be paid for Use different coins to make the same total
Understand and use the vocabulary related to length mass and capacityMake direct comparisons side by side (no counting) in a variety of contextsUse uniform units to measure or estimate
Use uniform non-standard and standard units to measure count and solve problems in a variety of contextsAsk for suggestions for things that could be measured using different standard measures
Use in context comparative words such as shorter shortest
Coins
Written vocabulary
People ribbon heavy and light objects large and small cups etc
Balance scales objects to weigh cups to fill etc
Written vocabulary
Written vocabulary
V1 1Y07 Mathematics Stage 1 22
Framework Codes
Learning Objective Activities Resources Comments
1Mt1
1Mt2
1Mt3
TimeBegin to understand and use some units of time eg minuteshours days weeks months and years
Read the time to the hour (orsquoclock) and know key times of day to the nearest hour
Order the days of the week and other familiar events
Order the days of the week months of the yearKnow that 1 week = 7 days1 day = 24 hoursMake estimates and check
Order familiar events in a day a week or a story
Sand timers
1Pt1
1Pt2
Problem solvingChoose appropriate strategies to carry out calculations explain working out
Explore number problems and puzzles
Put in the context of a lesson using measuresWhat could we use How could we record it How do we know What do you think Will it always be the same
Linking with a practical lesson the questions will allow students to develop their reasoning and thinking skills
V1 1Y07 Mathematics Stage 1 23
Framework Codes
Learning Objective Activities Resources Comments
1Mt1
1Mt2
1Mt3
TimeBegin to understand and use some units of time eg minuteshours days weeks months and years
Read the time to the hour (orsquoclock) and know key times of day to the nearest hour
Order the days of the week and other familiar events
Order the days of the week months of the yearKnow that 1 week = 7 days1 day = 24 hoursMake estimates and check
Order familiar events in a day a week or a story
Sand timers
1Pt1
1Pt2
Problem solvingChoose appropriate strategies to carry out calculations explain working out
Explore number problems and puzzles
Put in the context of a lesson using measuresWhat could we use How could we record it How do we know What do you think Will it always be the same
Linking with a practical lesson the questions will allow students to develop their reasoning and thinking skills
V1 1Y07 Mathematics Stage 1 23