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/
Flexible Blocks
Maths: Hamilton's short maths blocks have all the benefits of our weekly plans. They also provide support and resources that were simply not possible when we produced the weekly plans. Find out about the advantages of short blocks.
Year 1 Maths Plans
We provide Hamilton Year 1 maths both as weekly plans (below) and as short blocks. We will eventually be phasing out the plans, as we believe our short blocks offer you all of the same advantages and more. Find out more about the advantages of Hamilton's short blocks.
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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.
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.
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.
Estimate, measure and compare objects. Choose and use suitable uniform non-standard or standard units. Create and find symmetrical patterns.
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.
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.
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.
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.
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.
Use mental addition and subtraction to: Partition 6, 7 and 10 and record the related addition sentences; begin to find the corresponding subtraction facts. Relate counting on to addition; Add 2, 3 or 4 by counting on. Add a pair of numbers by putting the larger number first.
Count from 1 to 100, count to 100 from any given number. Find one more and one less than a number up to 100. Know number bonds to 6 and 7. Use ordinal numbers in context. Know number bonds to 10 and finding matching number pairs quickly using mental addition - partitioning.