**ANY BOOKLISTS HERE ARE FOR THE OLDER WEEKLY PLANS**
– they are **NOT** for the new Flexible Blocks which have their own booklists accessible here:
https://www.hamilton-trust.org.uk/blog/flexible-blocks-booklists/

# Reception/Year 1 Maths Plans

Hamilton provide mixed Reception/Year 1 weekly maths plans (below). We hope, in time, to develop maths blocks for this mixed year combination. Find out more about our plans to phase out these mixed age plans in favour of Year R/1 maths blocks which we believe offer all the advantages of the weekly plans and more.

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Reception: Recite numbers to 100. Count at least 20 objects with accuracy. Estimate within a given range, e.g. 10, 20 or 50. Year 1: Recite numbers to 100. Count up to 100 objects (e.g. beads on a bead bar). Count on in tens from single-digit numbers and back. Order numbers to 100 on a track, then a beaded line. Compare two numbers less than 100, say which is more or less. Say a number between any given neighbouring pairs of multiples of ten, working out halves and quarters of shapes and amounts.

Reception: Say one more than a number up to 20. Add 2 by counting on. Add 2 or 3 by counting on. Add 2 or 3 by counting on using a number track. Year 1: Add and subtract 10 from 2-digit numbers. Add and subtract 11 to and from multiples of 10 by adding/ and subtracting 10 then 1. Add 11 to two-digit numbers by adding 10 then 1 more.

Reception: Find different ways to partition 5 and 6 into two sets; write matching additions. Find different ways to partition 6 and 7 into two sets; write matching additions and subtractions. Find different ways to partition 10 into two sets; write matching additions. Solve practical addition problems involving pairs that make 10. Year 1: Use pairs to add to 10 and use pairs to ten to bridge ten when adding and then subtracting (12 – 2, 12 – 3, 12 – 4, …) with visual support; sort calculations according to whether they will bridge ten or not. Includes bar model examples.

Reception: Compare two capacities using direct comparison. Use language of full and empty. Use uniform non-standard units (cups) to measure capacities (jugs). Compare the capacity of two containers to a third, standard container (1 litre). Year 1: Understand the term ‘capacity’. Compare different capacities by direct comparison. Estimate, measure and compare capacities using uniform non-standard units. Present data in pictograms and block graphs and answer questions about them. Includes bar model examples.

Reception: Count to 20 then to 100. Match numbers 1–9 to sets and recognise zero as the empty set. Count in twos in a practical context. Count in twos using 2p coins. Recognise and continue a repeating pattern of objects or shapes. Recognise and continue a repeating pattern of sounds or shapes. Year 1: Use counting in 2s, 5s or 10s to solve a practical problem involving repeated addition. Begin to use a penny number line to work out multiplication by finding how many sets. Work out simple division problems by finding how many sets in a given number.

Reception: Recognise coins and notes up to £20. Use pound coins to buy different objects with prices up to £10. Use £2 coins and count in 2s. Create amounts with £2 coins. Comparing two amounts of money in pounds. Paying for items in pounds using £1 and £2 coins. Year 1: Find totals to 20p. Find totals of different amounts using number facts. Add ten and twenty pence to different amounts. Find change by finding the difference and counting on. Find differences between money amounts.

Reception: Find ways to partition 10 things in a practical context. Rehearse bonds to 5 and 6. Rehearse bonds to 7. Rehearse bonds to 5, 6 and 7. Year 1: Use pairs to ten to find the complement to the next multiple of ten, using a bead string or beaded number line for support. Add single digit numbers to 2-digit numbers using patterns and number facts including doubles, pairs to 10 and finding numbers that can easily be added together using these facts.

Reception: Know the days of the week and begin to know the months of the year. Begin to recognise o’clock times. Name and describe cube, cuboid, sphere, cone, cylinder and pyramid. Revise common 3-D shapes and follow simple directions. Year 1: Know and order days of the week and months of the year. Say a consecutive day or month. Tell the time to the nearest half hour and find times half an hour later. Recognise 3D shapes and discuss how they have been turned. Describe direction and position of 3D shapes.

Reception: Fill in missing numbers on a 1–20 track. Read and write numbers to 20. Recognise and read numbers to 100. Begin to fill in missing numbers on a 1–100 grid. Year 1: Double and halve, multiply. Understand multiplication as repeated addition. Use multiplication sentences to describe a practical problem and begin to make some links to division (how many sets of). Understand grouping as one model of division. Begin to describe how to solve a word problem. Includes bar model examples.

Reception: Add by counting on 2 or 3 from any number up to 20. Subtract by counting on 2 or 3 from any number up to 20. Carry out repeated additions or subtractions and find an answer. Find totals of small numbers of coins. Exchange higher denomination coins for pennies. Year 1: Add and subtract single-digit numbers to and from 2-digit numbers using facts. Know which operation to use to work out number sentences. Find totals of money amounts. Know the best order to add amounts. Work out change by finding the difference.

Reception: Revise days of the week. Use the language of time to understand what day it is ‘after 1 or 2 sleeps’. Begin to understand how we can time short events in seconds and minutes. Recognise that there are 60 seconds in a minute. Begin to know the months of the year, including important months e.g. birthdays, celebrated festivals. Year 1: Recognise and use language relating to dates, including days of the week, weeks, months and years. Tell the time to the hour and half past the hour and draw the hands on a clock face to show these times. Recognise half-past digital and analogue times. Sequence events in chronological order using language, e.g. before and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening.