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# Maths Year 1 Spring Place Value (A)

Each unit has everything you need to teach a set of related skills and concepts. 'Teaching for Understanding' provides whole-class teaching and fully differentiated adult-led group activities. ‘Problem-solving and Reasoning’ develops these skills, and includes questions to enable you to assess mastery. Practice sheets ensure procedural fluency. Extra support activities enable targeted work with children who are well below ARE.

‘UNIT PLAN’ gives you a text version of all parts of the unit to use in your school planning documentation. ‘DOWNLOAD ALL FILES’ gives you that unit plan plus all of associated documents. These bulk downloads are added value for Hamilton Friends and School Subscribers.

## Unit 1 1 more and 1 less than 2-digit number (suggested as 2 days)

### Objectives

Say 1 more and 1 less than a 2-digit number
Unit 1: ID# 1423

National Curriculum
(i) (ii) (iii)

Hamilton Objectives
1. Count on and back in ones to and from 100 and from any single-digit or 2-digit number. Given a number up to 100, identify one more and one less.
4. Locate any number on a 1–100 grid or a 0–100 beaded line.

### Teaching and Group Activities for Understanding

Day 1 Teaching
Show children a bead bar with tags showing multiples of 10. Count on in 10s from zero. Point at different numbers and count on from these. What is the number after 45? Agree 46. 46 is 1 more. What comes before 45? 44 is 1 less. Repeat with 37 and other 2-digit numbers on a 0–100 beaded line. Show the numbers on a 1–100 grid.

Group Activities
-- Give clues for children to find numbers on a 1–100 grid. Describe each number’s position.
-- Make a 2-digit number and mark it on a 0–100 beaded line.

Day 2 Teaching
Write the calculations: 23 + 1, 34 + 1, 29 + 1, 99 + 1, 24 – 1, 67 – 1, 60 – 1, 80 – 1. For each, locate the first number on the 0–100 beaded line, count on/back one bead, label where they land, and draw a hop labelled + 1/– 1. Complete additions and subtractions on the board. Then use them to complete the sentences: ___ is more than ___, and ___ is less than ___.

Group Activities
Use the ‘Stop the bus!’ in-depth problem-solving activity below as today’s group activity.
Or, use these activities:
-- Make a 2-digit number and find one more/one less than this number.
-- Find numbers to make a blank number statement true.

### You Will Need

• 100 bead bar and tags
• 0–100 beaded line (see resources)
• 1–100 grid (see resources)
• 10–100 number cards
• ‘One more, one less’ sheet (see resources)
• Whiteboards and pens
• 0–9 number cards

### Mental/Oral Maths Starters

Day 1
Count to 100 using a 1-100 grid (pre-requisite skills)

Day 2
Count to 100 using a bead bar (pre-requisite skills)

### Procedural Fluency

Day 1
Find one more and one less than a 2-digit number.

Day 2
Work out the missing numbers on a 1–100 grid by looking at the numbers one more and one less than the mystery number.

### Mastery: Reasoning and Problem-Solving

• Find these numbers on a 0–100 bead string:
13, 26, 48, 71 and 95.
• What is the number after…
(a) 46?
(b) 59?
(c) 80?
• What is the number before…
(a) 81?
(b) 70?
(c) 39?
• Mystery number
I add one to my number and get 75. What is my number?
• Jim takes one away from his number and gets 52. What is Jim’s number?

In-depth Investigation: Stop the Bus!
Children write number sentences to show understanding of number order.

### Extra Support

Tower Trios
Finding one more and one less than numbers up to 20

## Unit 2 Count in 10s; say numbers 10 more/less (suggested as 4 days)

### Objectives

Count in 10s and say numbers 10 more and 10 less
Unit 2: ID# 1429

National Curriculum
(i) (ii) (iv)

Hamilton Objectives
3. Count on and back in tens from any 1-digit or 2-digit number, e.g. 23, 33, 43, 53. Continue to just over 100.
4. Locate any number on a 1–100 grid or a 0–100 beaded line.

### Teaching and Group Activities for Understanding

Day 1 Teaching
Show a 1–100 grid. Start on 10 and count on from 10 to 20 in 1s. We end up on the number below 10, i.e. 20. Model counting on in 10s. Show Spider and say that Spider moves up and down the grid in 10s. Demonstrate moving Spider down the 10s numbers. Count in 10s to 100 on a bead bar, moving groups of 10 from right to left as children see them.
Group Activities
-- Order 10s numbers and work out missing numbers in the 10s sequence.
-- Find missing numbers in the 10s sequence.

Day 2 Teaching
Remind children that Spider counts down the 1–100 grid in 10s. Count on from 10 – 100. Now start on 5. Where will spider go if he adds 10? He goes down the grid to 15 … to 95. Repeat, starting at 3 … to 93.
Group Activities
-- Create sequences counting on in tens using number grid.
-- Fill in missing numbers in dictated number sequences.

Day 3 Teaching
Show children boxes of approximately 10, 20, 50 and 100 identical items. Ask children to estimate the numbers of things in each box, saying that there are about 10, 20, 50 or 100. Count in 10s to check. Repeat with different boxes.
Group Activities
-- Estimate numbers of seeds and match to the correct pot.

Day 4 Teaching
Children join Spider as he counts on in 10s; 5, 15, 25 … 95. Spider is adding 10 each time. Then count back: 95, 85, 75, 65 … 5. Now Spider is taking away 10 each time. Model adding 10 and taking away 10 using Spider.
Group Activities
Use the in-depth problem-solving investigation ‘Five Steps to 50’ from NRICH as today’s group activity.
Or, use these activities:
-- Find 10 more and 10 less using a grid and counters.
-- Make estimates of numbers of cubes and find 10 more and 10 less than that amount.

### You Will Need

• 1–100 grid (see resources)
• Plastic spider, 100 bead bar and tags
• Number cards 10–100
• 1–100 grid, enlarged to A3 or larger
• Selection of objects (e.g. Lego bricks, or cubes, pencils, scissors, paintbrushes, paper clips)
• Sticky notes and different sized boxes
• Plastic containers with different sized seeds
• Plant pots with labels
• Counters, lots of cubes, whiteboards and pens
• Non-multiples of 10 cards

### Mental/Oral Maths Starters

Day 1
Finding missing tens numbers (pre-requisite skills)

Suggested for Day 2
Number facts for 5 (simmering skills)

Suggested for Day 3
Pairs to 10 (simmering skills)

Suggested for Day 4
Pairs to 6 and 10 (simmering skills)

### Procedural Fluency

Day 1
Complete the number sequences counting in 10s.

Day 2
Complete the number sequences counting in 1s and 10s.

Day 3
Look at the pictures in the box and estimate, count then order.

Day 4
Find 10 more or 10 less than given numbers.

### Mastery: Reasoning and Problem-Solving

• Fill in the missing numbers.
26 + 10 = ☐
☐ = 57 + 10
60 – 10 = ☐
☐ = 83 - 10
• What number is 10 less than 42?
• True or false?
Adding 10 to a number ending in 0 always gives another number ending in 0.
You count six tens to get from 10 to 60.
Counting back 3 tens from a number more than 50 always gives an answer more than 30.
• Estimate the number of rectangles here. How will you count?
 ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐

In-depth Investigation: Five Steps to 50
Use five steps to count forwards or backwards in 1s or 10s to get to 50. Five Steps to 50 from nrich.maths.org.

### Extra Support

Spider Counting
Counting in 10s from 10

## Unit 3 Place value in 2-digit numbers (suggested as 2 days)

### Objectives

Place value in 2-digit numbers
Unit 3: ID# 1439

National Curriculum
(ii) (iv)

Hamilton Objectives
4. Locate any number on a 1–100 grid or a 0–100 beaded line.
5. Compare numbers to at least 20.
6. Read and write numbers to 100 in numerals and read numbers in words to 20.

### Teaching and Group Activities for Understanding

Day 1 Teaching
Use 10s and 1s place value cards. Model using 40 and 5 cards and aligning the arrows. Show 23 on a bead bar. Children use the place value cards to show the number. Model counting in 10s to 20, then ‘seeing’ 3 to make 23. Repeat to show other numbers on the bead bar, with children using place value cards to make them.
Group Activities
-- Make numbers on a bead string and record as an addition number sentence.
-- Make 2-digit numbers using place value cards and position them on a beaded line.

Day 2 Teaching
Show 23 pennies on the Interactive Whiteboard. Ask if we can swap some for 10p coins. How many pennies is the same as one 10p coin? Ring 10 pennies, then delete and use 10p. Have we got enough to swap for another 10p coin? Agree yes and do it. Record how much money there is in all. Repeat for 45; then 34 pennies.
Group Activities
Use the ‘Pairs in Purses’ in-depth problem-solving investigation below as today’s group activity.
Or, use these activities:
-- Make money amounts using 10ps and 1ps.
-- Make money amounts using 10ps and 1ps then count large amount of coins by counting in 10s and 1s.

### You Will Need

• 10s and 1s place value cards (enough for 1 set between 2 children)
• 0–100 beaded line (see resources)
• 10s and 1s place value cards
• 2-digit number cards
• Interactive Whiteboard with pennies
• Large dice, 10p coins, pennies, pot and 1-6 and 0-9 dice

### Mental/Oral Maths Starters

Day 1
Count in 1s and 10s to 100 (pre-requisite skills)

Suggested for Day 2
Count in 10s (simmering skills)

### Procedural Fluency

Day 1
Locate 2-digit numbers on a beaded line.

Day 2
Work out how much money is in each purse by counting 10ps and 1ps.

### Mastery: Reasoning and Problem-Solving

• Use place value cards to create these numbers:
46 72 81 18.
• Circle the number in each pair with the most 10s.
(a) 34 and 51
(b) 14 and 41
(c) 59 and 61
(d) 80 and 28
• How many 10ps and 1ps in each amount?
 10ps 1ps 3 6 = 36p 4 8 = ☐p ☐ 2 = 52p 7 ☐ = 70p

In-depth Investigation: Pairs in Purses
Children use reasoning and logic to work out pairs of 2-digit amounts that can be made in the two purses given only ten coins.

### Extra Support

Make the Number
Understanding place value in teens numbers