National Curriculum

# Reception/Year 1 Maths Plans

These plans cover the 2012 Early Years curriculum and the statutory objectives of the National Curriculum for England for Year 1. The Coverage Chart below lays out the curriculum coverage for the year by week and by mathematical area. The Medium Term Plan lists each week's teaching focus and National Curriculum outcomes for each year group, organised as much as possible congruently so that you are addressing the same objectives with both year groups. These are cross-referenced to the Hamilton Assessment Plan.

The Resource List provides a comprehensive list of physical resources suggested by the Hamilton plans. Outcomes Sheets provide a mechanism for you to record quick day-to-day judgements about children's mastery of objectives in the back of their maths books. You will need the mixed-year version of the Outcomes Sheet appropriate for the actual year of each child. These can be used alongside the Hamilton Assessment Tracker or any other digital recording system.

For Homework, Starters, Problem-solving investigations or other supporting material, please select Reception or Year 1 on the red bar above.

Answers to the exercises in the weekly resources appear at the end of each week's resource document.

Supporting documents for set
• Week
• Title
1
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Number and place value

Reception: Count reliably up to 10 objects. Recognise and estimate numbers more and less than 6. Place numbers 1-10 on a line. Place three numbers under 10 in order. Find a number between two numbers under 10. Year 1: Count reliably up to 20 objects. Recognise and estimate numbers more and less than 10. Use the landmarks of 5s to help place other numbers on a washing line or bead bar. Mental addition to make ‘teen’ numbers by adding more to 10. Partition each ‘teen’ number into 10 and the rest.

2
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Reception: Recognise dice numbers without counting. Say the next number to a given number up to 6. Say the next number to any given number up to 10. Year 1: Partition 5 into pairs, record the related additions. Add a small number by counting on. Add 1, 2, 3, 4 or 5 to 5 by counting on. Add 1 or 2 to numbers to 6 by counting on. Add 1 or 2 to numbers to 10 by counting on. Method used is mental addition, counting on and partitioning.

3
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Money and measures

Reception objectives: Recognise £1 and £2 coins: use money in shopping and begin to recognise other coins. Know days of the week in context; recognise a minute as a unit of time and count actions carried out in one minute. Year 1 objectives: Know how much each coin to 10p is worth; add 1p, 2p to coins up to 10p and find ways to pay amounts to 10p. Tell the time to the hour: know the times of key events in the day.

4
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Measures and shape

Reception objectives: Compare two lengths using direct comparison; use language of shorter and longer than. Use uniform non-standard units to measure items up to 10 units long. Begin to understand and create symmetrical patterns. Begin to identify symmetrical patterns. Year 1: Objectives: Estimate, measure and compare objects. Choose and use suitable uniform non-standard or standard units. Create and find symmetrical patterns.

5
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Mental addition and subtraction

Reception objectives: Find different ways to partition sets of five objects and read the corresponding addition. Find different ways to partition sets of six objects and read the corresponding addition. Begin to understand early subtraction by guessing how many are ‘hiding’ out of 5 or 6. Year 1 Objectives: Understand subtraction as ‘take away’. Count what is left and record the related subtraction sentences. Relate counting on 1 or 2 to addition. Understand a word problem and decide what action is needed to solve it.

6
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Number and place value

Reception Objectives: Count up to 10 objects which cannot be moved. Match numerals to the number in a set. Understand zero to describe an empty set; Count backwards from 10 to 1 (including songs/rhymes). Continue a repeating pattern with two colours/shapes/objects. Year 1: Objectives: Count to 100 in ones and tens from zero. Count on and back starting from any number up to 20. Order numbers to 20 on a track, then a beaded line. Mark on numbers just before and after 5, 10, 15, and 20. Compare two numbers less than 20 and say which is more or less. Recognise fractions of shapes including half and a quarter.

7
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Doubling and halving and measures

Reception: Identify and order numbers 1-20 on a number line. Say the next number for any number to 10. Begin to say the next number for numbers between 10 and 20. Begin to use adding to double small numbers. Order days of the week. Year 1: Find doubles to double 5. Try to share numbers to 10 to find which are even and which are odd. Find odd and even numbers on a 1–10 track; Count in twos from 1 and 2 to find odd and even numbers to 20; Use vocabulary related to time; Order days of the week and months.

8
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Shape and data

Reception: Begin to name and describe squares, rectangles, circles and triangles. Use a list or Venn diagram to help sort objects. Year 1: Visualise, name, describe and sort common 2 dimensional (2D) shapes, use them to make picture. Answer a question by recording information in lists and tables, using practical resources.

9
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Measure, addition and subtraction

Reception: Compare heights, using the vocabulary of comparison. Compare two numbers less than 10, then between 10 and 20. Use non-standard units to compare lengths or heights. Year 1: Find one then two more/less than any number up to 20, recording the hops on a beaded line. Relate counting on to addition and counting back to subtraction. Find one more/less than any two-digit number, including one more than 29, 39, etc. Partition 10 into different pairs.

10
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