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

Count to 100; Find one more or one less than any number to 100; Count in 10s from 10; Count in 10s from any number; Find 10 more and 10 less than a given number, estimate a quantity.

2
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Know number bonds to 6, 8, 9 and 10; Add doubles together recording in a number sentence. Add more than two small numbers, spotting pairs to ten and doubles. Method used is mental addition - partitioning. Includes bar model examples.

3
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Recognise 1p, 2p, 5p, 10p, £1 coins; Find totals using more than two coins up to 10p in value; Work out what coins can be used to pay an amount up to 10p; Begin to find all possibilities by making an ordered list; Use place value to count on in tens from single digit numbers and back; Relate counting on in tens to find 10 more/less than any two-digit number. Methods used are mental addition and subtraction. Includes bar model examples.

4
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Weight and time

Estimate, measure and compare objects, choosing and using suitable uniform non-standard or standard units. Children read What's the time Mr Wolf? by Debi Gliori or Colin Hawkins before using vocabulary related to time. They read the time to the hour (o’clock) and half past the hour.

5
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Doubles, halves, sequences and data

Count in tens; Count in twos using repeated mental addition; Recognise number sequences; Know odd and even numbers; Double numbers to 10, halve even numbers to 20; Use sorting diagrams.

6
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Sequencing and place value

Know what each digit means in a 2-digit number, partition 2-digit numbers into tens and units; 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 (for example 40 and 50); Investigate and create different 2-digit numbers.

7
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Lengths and subtraction

Measure objects using non-standard units of measurements (cubes); Estimate and compare lengths: Use mental subtraction to find a difference in height/length by counting up; Find numbers with a given difference; Begin to use a systematic way of recording results and data. Includes bar model examples.

8
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Capacity and data

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.

9
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Using mental addition by partitioning, find pairs to 6, 7, 8, 9 and 10; Begin to relate addition and subtraction facts; Find doubles and near doubles; Add 10 then small multiples of 10 to 2-digit numbers. Using mental subtraction by counting back, subtract 10 and then small multiples of 10 from 2-digit numbers. Includes bar model examples.

10
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Know number bonds to 10 and use pairs to ten to bridge ten (8+2, 8+3…) with visual support; Add single-digit amounts of pence, bridging 10p; Sort calculations according to whether they will bridge ten or not. Method used is mental addition by partitioning. Includes bar model examples.

11
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