Year 1 Block B – Securing number facts, understanding shape
Unit 1
Learning overview
In this learning overview are suggested assessment opportunities linked to the assessment focuses within the Assessing Pupils' Progress (APP) guidelines. As you plan your teaching for this unit, draw on these suggestions and alternative methods to help you to gather evidence of attainment or to identify barriers to progress that will inform your planning to meet the needs of particular groups of children. When you make a periodic assessment of children's learning, this accumulating evidence will help you to determine the level at which they are working.
To gather evidence related to the three Ma1 assessment focuses (problem solving, reasoning and communicating), it is important to give children space and time to develop their own approaches and strategies throughout the mathematics curriculum, as well as through the application of skills across the curriculum.
In this unit the illustrated assessment focuses are:
- Ma1, Reasoning
- Ma2, Mental calculation
- Ma3, Properties of shape
Children count in as many different contexts as possible. They count aloud in ones as a whole class, and continue the count after being given a sequence such as four, five, six, ... They count forwards and backwards. They say number rhymes and sing number songs. They count the number of claps that they hear. They count sets of objects in the classroom: books on the shelf, toys in a toy box, knives and forks, the children in a group. When shown a numeral, they count out that number of small toys or crayons. They recognise a small number of objects without counting them and explain how they know.
Children begin to use patterns and relationships to solve problems and puzzles involving numbers and shapes. For example, they continue a simple pattern of dominoes or put the domino doubles in order. They learn to identify problems and re-state them for themselves. They think about the methods they could use to reach a solution.
They locate numbers on a number track and begin to identify that the number before is one less and the next number is one more. They respond to questions such as:
- What number comes after 6? Two after 6?
- What number comes before 9? Two before 9?
They use this information to support addition and subtraction calculations. They explore calculation patterns in pairs of numbers with a total of 10, using their fingers in support. They continue their counting strategies, which underpin much of their work. They count on and back in steps of 5 to 30, and steps of 10 to 50. They make estimates of a number of objects based on their experience of visual patterns and arrays of objects.
Assessment focus: Ma2, Mental calculation
Look for the strategies children use to answer addition calculations. For example, when they are told the number of objects in an opaque bag and given one or two more objects, look for children who need to count all of the objects to find how many there are altogether and for those children who are able to count on.
Children use 2-D shapes and 3-D solids to build models, pictures and patterns. They learn to name shapes and describe their features. In describing the features they refine their everyday language to include appropriate mathematical terms. The children use flat '2-D shapes' made from card or thin plastic to support the early development of visualisation and mental imagery of shapes. They take part in activities such as:
- I spy something that will roll, ... has a curved face, ... has two holes in it, ... has lots of points, ...
- Put your hands into this big box. Can you find something soft? An object with corners? Something round? Something spiky?
- Look at this collection of objects or shapes. Shut your eyes while I pick one up and hide it. Open your eyes. Tell me which object or shape I have hidden.
Assessment focus: Ma3, Properties of shape
Look for the criteria children choose and use to sort 2-D and 3-D shapes and for the everyday language they use to say how they have selected their shapes, for example, large, small, flat or tall. Look for evidence of children naming the shapes and beginning to refer to features such as corners and sides or edges in describing their shapes.
Children listen carefully to instructions, descriptions and explanations and pick out the key points. For example, they listen carefully to a description of a shape so that they can select the shape that matches the description from a collection. They talk about patterns they have made, describe the way they have solved a problem and respond to questions about what they have done, which helps them to clarify their mathematical thinking and understanding.
Assessment focus: Ma1, Reasoning
Throughout the unit look for children explaining how they worked out their solutions to problems. For example, when they are shown a string of ten beads with some beads hidden by a hand and others on view, look for children who explain how to work out the number of beads that are hidden or how they know their answer is right. Look for children reasoning about the properties of shapes. As a hidden shape is partly revealed they might respond to questions about what it could or could not be, giving their reasons.
| Objectives Children's learning outcomes are emphasised | Assessment for learning |
|---|---|
|
Describe simple patterns and relationships involving numbers or shapes; decide whether examples satisfy given conditions I can use numbers or shapes to copy and continue a simple pattern |
Can you see a pattern in the number of objects? Is there a pattern in the shapes? How do you know what comes next? Can you talk about the pattern in your own words? |
|
Solve problems involving counting, adding, subtracting, doubling or halving in the context of numbers, measures or money, for example to 'pay' and 'give change' I can begin to solve a problem or puzzle by deciding what the important information is |
How are you going to tackle this? What is the important information that you have? What approach are you going to use? Why? |
|
Count reliably at least 20 objects, recognising that when rearranged the number of objects stays the same; estimate a number of objects that can be checked by counting I can count at least 20 objects and know that the last number I say is how many there are altogether |
Spread out these ten counters that you put in a line. How many counters are there? How do you know? Can you count the cubes (up to five) I have tipped out of the pot without touching them? Make an estimate of the number of cubes in the jar. Is it near 10 or 20? |
|
Read and write numerals from 0 to 20, then beyond; use knowledge of place value to position these numbers on a number track and number line I can read, write and order numbers up to 20 |
What is the number before/after 10? What is the number before 20? What numbers are between 15 and 20? What number on the track is hidden? |
|
Say the number that is 1 more or less than any given number, and 10 more or less for multiples of 10
I can use counters or the number line/100-square to find the number that is one more or one less than a number |
There are four counters in the pot. How many will there be if I put in one more? There are six spots on my dice. Imagine there is one less spot. How many spots would there be? I am thinking of 30. What is ten more/less than 30? How could a number line or 100-square help you? |
|
Derive and recall all pairs of numbers with a total of 10 and addition facts for totals to at least 5; work out the corresponding subtraction facts
I know some pairs of numbers that total 10 |
If you know that 7 + 3 = 10 what else do you know? What numbers could you add to give a total of 4? Are there other ways to get a total of 4? |
|
Visualise and name common 2-D shapes and 3-D solids and describe their features; use them to make patterns, pictures and models
I can use 2-D and 3-D shapes to make patterns, pictures and models |
Picture a rectangle in your head. Can you tell me about it so that I can picture it? When you imagine a square, how many edges does it have? How is it like this square? Is it different in any way?
Draw arrows to show which shapes belong in the set. |
|
Listen with sustained concentration I can listen carefully to my teacher, to my partner and to other children |
Look at the shapes. Listen to this description of one of them. Can you tell which shape is being described? |
Resource links to existing published material
| Activities | |
|---|---|
| Activity 3 - Pick a pair | Puzzles and problems for Years 1 and 2 |
| Activity 14 - Card sharp | |
| Springboard unit |
| None currently available |
| Diagnostic focus | Resource |
|---|---|
|
Can only begin counting at one; inaccurately counts objects when rearranged; has no consistent recognition of small number of objects; lacks systematic approaches |
1 YR +/− |
|
Does not relate combining groups of objects to + and/or does not interpret the counting of all of the objects as an answer to the question 'How many are there altogether?' |
3 YR +/− |
|
Misunderstands one more and one less |
2 YR +/− |
- Previous:Key aspects of learning
- Next:Unit 2
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