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# Maths Year 1 Spring Place Value (B)

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 Compare, order 2-digit numbers using PV (suggested as 3 days)

### Objectives

Compare and order 2-digit numbers using place value
Unit 4: ID# 1447

National Curriculum
(iv) (iii)

Hamilton Objectives
4. Locate any number on a 1–100 grid or a 0–100 beaded line.
5. Compare numbers to at least 20.

### Teaching and Group Activities for Understanding

Day 1 Teaching
Show children a 1–100 number track. Cover some numbers with sticky notes. Identify which numbers are hidden by counting. Use the 1–100 bead bar to demonstrate that 72 is bigger than 27 because it has 7 tens. Discuss how the first digit in a 2-digit number tells us the number of tens. Repeat with other numbers. Using base-10 equipment, such as Numicon shapes or Dienes blocks alongside, will help to secure the concept.
Group Activities
-- Create a 2-digit number and compare, saying which is less/more.
-- Order items from a class shop and locate these prices on a beaded line.

Day 2 Teaching
Write 27 on a tag. Children identify where this goes on the bead bar. Is it nearer to 30 or to 20? Ask a child to hang the tag in the correct place. Think of another number that goes between 20 and 30 and write it on your whiteboard. Take feedback. Repeat with other numbers.
Group Activities
-- Find numbers between two neighbouring multiples of 10 and label these on a beaded line.
-- Create 2-digit numbers and order them from smallest to largest.

Day 3 Teaching
Show children digit cards 5 and 3 and make the numbers 53 and 35. Use arrow cards to show 50 and 3 in 53 and 30 and 5 in 35. Write 5 and 3 in a place value grid, and then repeat for 3 and 5. Which number is bigger, 35 or 53? Repeat with other pairs of digit cards.
Group Activities
Use the ‘Calculator Capers’ in-depth problem-solving investigation below as today’s group activity.
Or, use this activity:
-- Investigate how many 2-digit numbers can be made using three 1–9 digit cards.

### You Will Need

• 1–100 number track and sticky notes
• 100 bead bar and tags
• 10s and 1s place value card sets
• 0–100 beaded line (see resources)
• ‘More or less’ sheet (see resources)
• Objects to set up in a ‘shop’ with price tags
• Whiteboards and pens
• Tens number cards 10, 20, 30 etc.
• 0–9 digit cards and place value cards
• Place value grid (see resources)

### Mental/Oral Maths Starters

Day 1
Counting in 10s (pre-requisite skills)

Day 2
100-square numbers (pre-requisite skills)

Suggested for Day 3
10 more /10 less with money (simmering skills)

### Procedural Fluency

Day 1
Fill in missing numbers on a number line. Find the biggest number.

Day 2
Find numbers in between pairs of neighbouring 10s numbers.
Find numbers on a beaded line and label. Label two numbers between these.

Day 3
Make 2-digit numbers from number cards shown.

### Mastery: Reasoning and Problem-Solving

• How many tens in…
(a) 47?
(b) 52?
(c) 90?
• How many 1s in…
(a) 33?
(b) 60?
(c) 13?
• True or false?
13 + 10 – 10 is the same as 13 – 10 + 10.
• Write a number between...
Diagram 1:

 20 30

Diagram 2:

 40 50

Diagram 3:

 80 90

Diagram 4:

 50 70

In-depth Investigation: Calculator Capers
Children create teens numbers using place value additions.

### Extra Support

Comparing numbers up to 20

## Unit 2 PV to order 2-digit nos; say 10 more/less (suggested as 3 days)

### Objectives

Order 2-digit numbers using place value; say 10 more/less
Unit 5: ID# 1453

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.
5. Compare numbers to at least 20.

### Teaching and Group Activities for Understanding

Day 1 Teaching
Show children the 100-bead bar with tags after each multiple of 10. Choose two numbers, 36 and 63, and place tags on the bead bar. Check how we know which is larger (the one with more tens). Compare other numbers, e.g. 17 and 71. Then order three numbers, e.g. 25, 43 and 35. Ask questions relating to number order, e.g. Is 25 between 35 and 43?
Group Activities
-- Compare 2-digit numbers and write more than / less than sentences about them.

Day 2 Teaching
Ask children to write numbers which come between 20 and 30. Explain that all their numbers start with the same 10s digit. How can we order them? (by the number of 1s.) Repeat with numbers between 60 and 70, then 80p and 90p.
Group Activities
Use the ‘New Neighbours’ in-depth problem-solving investigation below as today’s group activity.
Or, use this activity:
-- Compare money amounts and find in between amounts.

Day 3 Teaching
Write 6 on a tag and ask a child to place it on a 1–100 bead bar. Move 10 beads along as a group to make 16. Repeat to get to 96. Show counting on in 10s from 8 on a 1–100 grid using Spider. Connect counting on to adding 10s and counting back to subtracting 10s.
Group Activities
-- Find 10 more and 10 less on beaded lines and record as a number sentence.
-- Throw a beanbag into a 1–100 grid and find 10 more and 10 less.

### You Will Need

• 100-bead bar, tags, flipchart and plastic spider
• Number cards 1-9
• More/less sheet (see resources)
• Base-10 equipment
• 0–100 beaded line (see resources)
• 1–100 grids (see resources)
• Sticky notes
• Pre-prepared price tags and objects
• Enlarged 1–100 grid or floor-size one
• Beanbag or counters and number cards 1-20

### Mental/Oral Maths Starters

Day 1
Count in 10s from 10 (pre-requisite skills)

Day 2
Numbers to 100 (pre-requisite skills)

Suggested for Day 3
Recite numbers to 100 (simmering skills)

### Procedural Fluency

Day 1
Tick the ‘more or less’ statements that are true and cross those that are wrong.

Day 2
Find numbers in between selected numbers.

Day 3
Find 10 more and 20 more using jumps on a beaded line.

### Mastery: Reasoning and Problem-Solving

• Write each set of numbers in order, smallest to largest.
35, 18, 56, 46, 53
78, 60, 70, 87, 17
99, 92, 49, 69, 91
23, 32, 21, 30, 31
• Write a number between…
Diagram 1:
 23 32

Diagram 2:

 40 42

Diagram 3:

 53 55

Diagram 4:

 39 93
• Mark Tim’s work. Write the correct answer for any he has wrong.

 1 36 + 10 = 46 2 24 - 10 = 20 3 80 + 10 = 81 4 71 - 10 = 17 5 77 + 10 = 88 6 13 + 10 = 23

In-depth Investigation: New Neighbours
Children use digit cards to make 2-digit numbers between neighbouring multiples of 10.

### Extra Support

Ten turns
Comparing numbers to 20.

Spider’s exercises
Counting on and back in 10s.