Short Blocks

Maths Year 1 Autumn Place Value

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 Count to 20 and estimate quantities (suggested as 3 days)

Objectives

Count to 20 and estimate quantities
Unit 1: ID# 1109

National Curriculum
Num/PV (i) (ii) (iv)

Hamilton Objectives
5. Compare numbers to at least 20.
6. Read and write numbers to 20 in numerals and read numbers in words.
5a. Make reliable estimates of numbers up to 20.

Teaching and Group Activities for Understanding

Day 1 Teaching
Count reliably up to 20 objects and write the numbers in numerals.
Group Activities
-- Making cube snakes and re-ordering muddled numbers on a number line.

Day 2 Teaching
Place numbers up to 20 on a washing line or a bead bar using the landmarks of 5, 10, 15, 20.
Group Activities
-- Estimate the length of Plasticine worms and measure against bead strings.

Day 3 Teaching
Recognise and estimate numbers more and less than 20, making sensible guesses within a range (e.g. more than 5, less than 5, etc.)
Group Activities
Use the in-depth problem-solving investigation 'Count the Crayon' from NRICH as today's group activity.
Or, use these activities:
-- Estimate objects in pots then arrange and count.

You Will Need

  • A puppet
  • Washing line, pegs & large number cards
  • 20-bead bar & strings
  • 1–20, 1-10 & 1-30 number cards
  • Selection of objects (up to 20 each time)
  • Multilink
  • Post-it notes
  • Cups
  • 3 closed boxes with 5, 12 & 18 toys
  • Plasticine

Mental/Oral Maths Starters

Day 1
Order numbers to 10 (pre-requisite skills)

Day 2
Comparing numbers (pre-requisite skills)

Suggested for Day 3
Numerals 1-10 (simmering skills)

Procedural Fluency

Day 1
Fill in missing numbers on number snakes.

Day 2
Count how long the cube snakes are and add 2 snakes together.

Day 3
Estimate the amount of objects in a box and count.
Order jumbled numbers into a number line.

Mastery: Reasoning and Problem-Solving

  • Place 6, 19, 16 and 9 on a washing line in the correct order
  • How many numbers come between 10 and 15?
  • Which numbers are in the wrong place on this line?
    13 17 15 14 16


In-depth Investigation: Count the Crayons
How could you estimate the number of pencils/pens in these pictures? Count the Crayons from nrich.maths.org.

Extra Support

Monster Maths
Matching numerals 1 to 6 to spoken numbers
Ordering numbers 1 to 6

Unit 2 Partition teen numbers; compare (suggested as 2 days)

Objectives

Partition teen numbers; compare numbers to 20
Unit 2: ID# 1117

National Curriculum
Num/PV (iv) (v)

Hamilton Objectives
5. Compare numbers to at least 20.
6. Read and write numbers to 20 in numerals and read numbers in words.
4a. Partition ‘teen’ numbers into 10 and 1s.

Teaching and Group Activities for Understanding

Day 1 Teaching
Make teen numbers by adding more to 10, and locate teen numbers on a bead string.
Group Activities
-- Make towers of 10 and add on teen numbers; game of making the biggest teen numbers from cube towers.

Day 2 Teaching
Partition each ‘teen’ number into 10 and some more using fingers and toes, also cubes and a bead bar. Rehearse how to read and write these numbers, matching spoken number to written numeral.
Group Activities
Use the 'Fill in the Box' in-depth problem-solving investigation below as today’s group activity.
Or use these activities below:
-- Make teen numbers in pairs using fingers; partitioning teen numbers.

You Will Need

  • 1-20 Washing line numbers
  • 20-bead bar & strings
  • Cubes
  • Number cards 11-20
  • 1-10 dice
  • Post-it notes
  • 10-20 number cards/fans
  • 100-bead bar
  • 1-10 number tracks

Mental/Oral Maths Starters

Day 1
Recite numbers to 20 (pre-requisite skills)

Day 2
Ordering teens numbers (pre-requisite skills)

Procedural Fluency

Day 1
Count bead strings by partitioning, extended by writing matching number sentence.

Day 2
Count towers of cubes.
Write number sentences to help re-build towers of teen numbers.

Mastery: Reasoning and Problem-Solving

  • Fill in the missing numbers:
    5 + ☐ = 15
    17 - ☐ = 10
    10 + ☐ = 11
  • What teen numbers are larger than 12 and smaller than 15?
  • True or false? One more than a teen number is always another teen number.

In-depth Investigation: Fill in the Box
Children fill a matchbox with items and count them accurately.

Extra Support

Dicey Frustration
Counting up to 6 objects and finding the matching numeral, and vice versa

Unit 3 Count to 100 in 1s/10s; compare (suggested as 4 days)

Objectives

Count to 100 in 1s and 10s
Compare/order numbers < 100

Unit 3: ID# 1123

National Curriculum
Num/PV (i) (ii) (iv)

Hamilton Objectives
1. Count on and back in 1s to and from 100 and from any single-digit or 2-digit number.
3. Count on and back in 10s from 0 to 100.
5. Compare numbers to at least 20.
6a. Recognise ordinal numbers to 10.

Teaching and Group Activities for Understanding

Day 1 Teaching
Use ordinal numbers up to the 10th number in context, making a line of children, and then using objects.
Group Activities
-- Count to 20, recognising the order of the numbers and placing these on bead bars and washing lines.

Day 2 Teaching
Count to 20, recognising the order of the numbers and placing these on bead bars and washing lines.
Group Activities
Use the 'Tricky Tracks' in-depth problem-solving investigation below as today’s group activity.
O
r use the activities below:
-- Finding numbers on beaded lines and bead strings and finding numbers in between.

Day 3 Teaching
Compare 2 numbers less than 20 using different representations to help.
Group Activities
-- Number track game; finding the numbers before and after a given number.

Day 4 Teaching
Count in 10s to 100 using a 1-100 number grid; recognise that we do not need to count in 1s, but can count forward and back in 10s.
Group Activities
-- Spotting missing multiples of 10; counting in 10s and ordering multiples of 10.

You Will Need

  • Counting objects
  • Cubes
  • Washing line
  • 1-20 washing line numbers
  • 20 & 100 bead bars
  • Number tags for bead bar
  • Beaded lines sheet (see resources)
  • 1-20 track (see resources)
  • 20 bead strings
  • 1-20 beaded line (see resources)
  • 1-20 number cards
  • 1-100 number grids (see resources)
  • Multiples of 10 cards

Mental/Oral Maths Starters

Day 1
Count to 20 (pre-requisite skills)

Suggested for Day 2
Pairs with a total of 7 (simmering skills)

Day 3
Count to 100 in 1s (pre-requisite skills)

Day 4
Count from 50 to 100 in 1s (pre-requisite skills)

Procedural Fluency

Day 1
Find where Sammy the Snail came in the race.
Label which order the snails came in the race.

Day 2
Mark tags on 0-20 beaded lines.
Place numbers on 0-20 beaded lines.

Day 3
Mark tags on beaded lines and mark numbers in between.

Day 4
Fill in missing multiples of 10.
Draw tags to show numbers on a 1-100 beaded line.

Mastery: Reasoning and Problem-Solving

  • Set up using small world play equipment. The animals are racing. Rabbit came after fox who came after cat. If cat was 3rd, what position was rabbit?
    Cow was last and there were 8 animals in front of her. What number was cow?
  • Write the missing numbers:
    9, ___, ___, ___, 13, 14, ___, ___, 17, 18.
  • Choose equipment to show me that 15 is more than 13.


In-depth Investigation: Tricky Tracks
Children use reasoning and logic to play ahead in playing a game on a 1-20 track.

Extra Support

Missing Numbers Game
Ordering numbers from 1-12, or 1-15, or 1-20, depending on the needs of the group

Unit 4 Say 1/10 more or less up to 100 (suggested as 3 days)

Objectives

Count to 100 in 1s and 10s; say 1 or 10 more/less
Unit 4: ID# 1129

National Curriculum
Num/PV (i) (ii) (iii)

Hamilton Objectives
1. Count on and back in 1s to and from 100 and from any single-digit or 2-digit number; given a number up to 100, identify 1 more and 1 less.
3. Count on and back in 10s 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 beaded line 0-100.

Teaching and Group Activities for Understanding

Day 1 Teaching
Count to 100. Model counting using the 1-100 grid. Demonstrate how to read and write numbers to 100.
Group Activities
Use the 'Domino Digits' in-depth problem-solving investigation below as today’s group activity.
Or use the activities below:
-- Count around a circle from different starting numbers.
-- Work out if numbers are above/below 50 and count on to 100.
Day 2 Teaching
Find numbers 1 more and 1 less than numbers to 100; use number grid to help reinforce these concepts.
Group Activities
-- Find different numbers on a number square and work out 1 more/less; game with beanbags for finding 1 more and 1 less.

Day 3 Teaching
Count in 10s to 100 and begin to recognise and say numbers 10 more and 10 less than any number up to 100.
Group Activities
-- 1-100 squares and throwing counter onto a number. Children find 10 more/less.

You Will Need

  • Pointer
  • 1-100 number squares
  • Counting objects
  • Large sheets of coloured sugar paper
  • Counters
  • Number cards
  • 2 beanbags of different colours
  • 1-100 enlarged number squares

Mental/Oral Maths Starters

Suggested for Day 1
Pairs with a total of 6 (simmering skills)

Suggested for Day 2
Pairs with a total of 7 (simmering skills)

Day 3
1 more 1 less (pre-requisite skills)

Procedural Fluency

Day 1
Fill in the missing numbers on the snakes.

Day 2
1 more and 1 less number challenge.

Day 3
Monster 10s - children work out 10 more and 10 less than the monster’s number.

Mastery: Reasoning and Problem-Solving

  • Write the next 3 numbers in each sequence:
    34, 35, 36, 37, …
    76, 75, 74, 73, …
    24, 23, 22, 21, …
    86, 87, 88, …
  • True or false? The number 1 more than a number ending in 8 always ends in a 9.
  • The number 1 less than a number ending in 0 ends in 9.
  • Explain why 13 + 10 – 10 is the same as 13 – 10 + 10.


In-depth Investigation: Domino Digits
Children find which numbers on a 1 - 100 grid they can make using dominoes - each domino can only be used once.

Extra Support

Sticky Teens
Making teens numbers from 10 and some more.