National Curriculum

# Year 1 Maths Plans

Hamilton's Y1 maths plans cover all of the statutory objectives of the National Curriculum for England for Year 1.

The Coverage Chart shows you where. The Medium Term Plan lists each week's teaching focus, activities, starter and National Curriculum outcomes cross-referenced to the Hamilton Assessment Plan. There are problem-solving investigations linked to each week’s teaching available in the left hand navigation bar. The Resource List provides a comprehensive list of physical resources suggested by the Hamilton plans. The Outcomes Sheet allows you to record quick day-to-day judgements about children's mastery of objectives in the back of their maths books. Answers to exercises appear at the end of each week's resources document.

We now provide Hamilton Year 1 maths plans as both weekly plans (below) and as flexible blocks. Not sure which to use? Find out more about the difference between blocks and plans.

Supporting documents for set
• Week
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Match Hamilton plans to blocks

Take a look at our Year 1 Flexible Maths Blocks which organises the National Curriculum content into mathematical category blocks. If these blocks are not suitable for you, then this chart will help you adapt Hamilton Weekly Maths Plans into Blocks. Please look at the document carefully - it is three pages not one!

1
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Counting and sequences

Recite numbers to at least 20: Count reliably up to 20 objects. Recognise that rearranged number of objects stays the same. Order numbers to 20 on a track. Say number before/after any given number to 20. Make a sensible estimate up to 20. Make each ‘teens’ number by adding more to 10 (for example using cubes or beads). Partition each ‘teens’ number into 10 and the rest.

2
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Understand addition as combining two sets and record the related addition sentences. Relate counting on to addition. Partition 5 into two groups and record the related addition sentences. Method used is partitioning.

3
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Money and time

Recognise 1p, 2p, 5p and 10p coins. Find totals of two coins from 1p, 2p, 5p and 10p, using mental addition and partitioning. Use vocabulary related to time; read the time to the hour (o’clock) and half past the hour.

4
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Measures and shape

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 by counting on and subtraction by counting back. Understand subtraction as ‘take away’. Count what’s 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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Sequences and shapes

Count to 100 in ones and tens from zero. Count on/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: say which is more or less. Recognise halves and quarters fractions of shapes.

7
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Doubling and halving and time

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

Visualise and name common 2 dimensional (2D) shapes, describe their features, use them to make patterns, pictures and models. Begin to use statistics; Answer a question by recording information in lists and tables, using practical resources.

9
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Using mental addition and subtraction to; Find one more/less than any number up to 20. Find 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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