Year 1 Maths Framework

Long Term Overview Number and Place Value Numbers to 10 Calculation   Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Autumn Term Number and Place Value Numbers to 10 Calculation Addition and Subtraction within 10 Geometry Position and Direction Numbers Place Value Numbers to 20 Addition and Subtraction within 20 Spring Term Shapes and Patters Measurement Length and Height Review and Consolidation Numbers to 40 Addition and Subtraction Multiplication Summer Term Division Fractions FDP Numbers to 100 Time Money Volume and Capacity Mass *The long-term overview is based on the Maths No Problem Scheme of Work

Key Facts Termly overview These weekly objectives will be the focus of the fluency sessions which children participate in daily. They aim to increase the children’s recall of basic facts and skills in order to free up working memory for new learning. These facts will also form the basis for homework each week for the children to have repeated practice in different environments. Each of these areas can be practiced through games, songs, chanting, and competitions etc. as well as online (e.g. times table rockstars).   Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Autumn Term Recognising, reading and writing numbers to 10 Partitioning single digits Recalling 1 more Recalling 1 less Recognising, reading and writing numbers to 20 Spring Term Recalling number bonds to 10 Recalling single-digit addition facts Partitioning single-digit numbers Summer Term Partitioning 2-digit numbers Adding by making 10 Counting in 2s, 5s and 10s

Autumn Term Overviews

Autumn Term Block 1 – Number and Place Value Numbers to 10 Curriculum Objective Coverage Small Step Lesson Breakdown Additional Planning Guidance count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number  count, read and write numbers to 100 in numerals; count in multiples of twos, fives and tens  given a number, identify one more and one less  identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least  read and write numbers from 1 to 20 in numerals and words To be able to count numbers to 10 forward and backward Planning support documents: NCETM assessment for mastery White Rose Place Value Use It! What comes next? 10+1 = 11; 11+1= 12; 12+1 = 13 Explain It! Do, then explain Look at the objects. (in a collection). Are there more of one type than another? How can you find out? Evaluate It! Spot the mistake: 5,6,8,9 What is wrong with this sequence of numbers? Prove It! True or False? I start at 2 and count in twos. I will say 9 To count similar objects up to 10 To write all numbers to 10 To understand zero To compare different sets of objects To order numbers to 10 To compare numbers using 1 more or 1 less Consolidation lesson

Autumn Term Block 2 – Calculation Addition and Subtraction within 10 Curriculum Objective Coverage Small Step Lesson Breakdown Additional Planning Guidance read, write and interpret mathematical statements involving addition (+), subtraction (–) and equals (=) signs  represent and use number bonds and related subtraction facts within 20  add and subtract one-digit and two-digit numbers to 20, including zero  solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7 = __ – 9. To partition numbers Use It! Continue the pattern: 10 + 8 = 18; 11 + 7 = 18 Can you make up a similar pattern for the number 17? How would this pattern look if it included subtraction? Missing numbers: 9 + __ = 10; 10 - __ = 9 What number goes in the missing box? Working backwards: Through practical games on number tracks and lines ask questions such as “where have you landed?” and “what numbers would you need to throw to land on other given numbers?” Missing numbers: Fill in the missing numbers (using a range of practical resources to support) 12 + __ = 19; 20 - __ = 3 Evaluate It! What do you notice? 11 – 1 = 10; 11 – 10 = 1 Can you make up some other number sentences like this involving 3 different numbers? Making an estimate: Pick (from a selection of number sentences) the ones where the answer is 8 or 9. Explain It! What else do you know? If you know this: 12 – 9 = 3 what other facts do you know? Missing symbols: Write the missing symbols ( + - =) in these number sentences: 17 __ 3 __ 20; 18 __ 20 __ 2 Prove It! Convince me In my head I have two odd numbers with a difference of 2. What could they be? Fact families: Which four number sentences link these numbers? 2, 5, 3 To use number bonds 3x Consolidation lessons To add 2 numbers within 10 To add by counting on To complete number sentences To make addition stories To solve addition problems 4x Consolidation lessons To subtract by crossing out or taking away To subtract using number bonds To subtract using number lines To make subtraction sentences To solve subtraction problems To solve addition and subtraction problems Consolidation lesson

Autumn Term Block 3 – Geometry Position and Direction Curriculum Objective Coverage Small Step Lesson Breakdown Additional Planning Guidance describe position, direction and movement, including whole, half, quarter and three-quarter turns. To use positional language Use It Photo of a race. Put each person into their correct position. Explain It! Working backwards: The shape below (provide a simple shape) was turned three quarter of a full turn and ended up looking like this. What did it look like when it started? (practical) Evaluate It True or False? Sarah is behind Tim so she is 2nd in the line. To name positions in a queue To name positions including left and right Consolidation lesson

Autumn Term Block 4 – Number and Place Value Numbers to 20 Curriculum Objective Coverage Small Step Lesson Breakdown Additional Planning Guidance count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number  count, read and write numbers to 100 in numerals; count in multiples of twos, fives and tens  given a number, identify one more and one less  identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least  read and write numbers from 1 to 20 in numerals and words To count numbers to 20 by making 10 Use It! What comes next? 10+1 = 11; 11+1= 12; 12+1 = 13 Explain It! Do, then explain Look at the objects. (in a collection). Are there more of one type than another? How can you find out? Evaluate It! Spot the mistake: 5,6,8,9 What is wrong with this sequence of numbers? Prove It! True or False? I start at 2 and count in twos. I will say 9 To recognise, read and write numbers to 20 To use the greater than or less than signs to compare numbers To arrange numbers to 20 To look for patterns in numbers to 20 Consolidation lesson

Autumn Term Block 5 – Calculation Addition and Subtraction within 20 Curriculum Objective Coverage Small Step Lesson Breakdown Additional Planning Guidance read, write and interpret mathematical statements involving addition (+), subtraction (–) and equals (=) signs  represent and use number bonds and related subtraction facts within 20  add and subtract one-digit and two-digit numbers to 20, including zero  solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7 = __ – 9. To add by counting on from the largest number Use It! Continue the pattern: 10 + 8 = 18; 11 + 7 = 18 Can you make up a similar pattern for the number 17? How would this pattern look if it included subtraction? Missing numbers: 9 + __ = 10; 10 - __ = 9 What number goes in the missing box? Working backwards: Through practical games on number tracks and lines ask questions such as “where have you landed?” and “what numbers would you need to throw to land on other given numbers?” Missing numbers: Fill in the missing numbers (using a range of practical resources to support) 12 + __ = 19; 20 - __ = 3 Evaluate It! What do you notice? 11 – 1 = 10; 11 – 10 = 1 Can you make up some other number sentences like this involving 3 different numbers? Making an estimate: Pick (from a selection of number sentences) the ones where the answer is 8 or 9. Explain It! What else do you know? If you know this: 12 – 9 = 3 what other facts do you know? Missing symbols: Write the missing symbols ( + - =) in these number sentences: 17 __ 3 __ 20; 18 __ 20 __ 2 Prove It! Convince me In my head I have two odd numbers with a difference of 2. What could they be? Fact families: Which four number sentences link these numbers? 12, 15, 3 To add by making 10 To add by partitioning ones and tens To subtract by counting back from the largest number To subtract from the ones column Consolidation lesson

Spring Term Overviews

Spring Term Block 1 – Calculation Addition and Subtraction within 20 Curriculum Objective Coverage Small Step Lesson Breakdown Additional Planning Guidance read, write and interpret mathematical statements involving addition (+), subtraction (–) and equals (=) signs  represent and use number bonds and related subtraction facts within 20  add and subtract one-digit and two-digit numbers to 20, including zero  solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7 = __ – 9. Revision lesson Use It! Continue the pattern: 10 + 8 = 18; 11 + 7 = 18 Can you make up a similar pattern for the number 17? How would this pattern look if it included subtraction? Missing numbers: 9 + __ = 10; 10 - __ = 9 What number goes in the missing box? Working backwards: Through practical games on number tracks and lines ask questions such as “where have you landed?” and “what numbers would you need to throw to land on other given numbers?” Missing numbers: Fill in the missing numbers (using a range of practical resources to support) 12 + __ = 19; 20 - __ = 3 Evaluate It! What do you notice? 11 – 1 = 10; 11 – 10 = 1 Can you make up some other number sentences like this involving 3 different numbers? Making an estimate: Pick (from a selection of number sentences) the ones where the answer is 8 or 9. Explain It! What else do you know? If you know this: 12 – 9 = 3 what other facts do you know? Missing symbols: Write the missing symbols ( + - =) in these number sentences: 17 __ 3 __ 20; 18 __ 20 __ 2 Prove It! Convince me In my head I have two odd numbers with a difference of 2. What could they be? Fact families: Which four number sentences link these numbers? 12, 15, 3 To subtract ones from tens To use addition and subtraction number facts Consolidation lesson

Spring Term Block 2 – Geometry Shape and Patterns Curriculum Objective Coverage Small Step Lesson Breakdown Additional Planning Guidance recognise and name common 2-D and 3-D shapes, including:  2-D shapes [for example, rectangles (including squares), circles and triangles] 3-D shapes [for example, cuboids (including cubes), pyramids and spheres]. To recognise the 4 basic 3-D shapes Use It! Other possibilities Can you find shapes that can go with the set with this label? “Have straight sides” Explain It! What’s the same, what’s different? Find a rectangle and a triangle in this set of shapes. Tell me one thing that’s the same about them. Tell me one thing that is different about them. Visualising Put some shapes in a bag. Find me a shape that has more than three edges. How did you solve that? Evaluate It! True or false? All 2-D shapes have at least 4 sides To recognise 2-D shapes in the environment To group shapes To make patterns using 2-D shapes Consolidation lesson

Spring Term Block 3 – Measurement Length and Height Curriculum Objective Coverage Small Step Lesson Breakdown Additional Planning Guidance compare, describe and solve practical problems for:  lengths and heights [for example, long/short, longer/shorter, tall/short, double/half]  measure and begin to record the following:  lengths and heights To compare height and length Use It! Application (Can be practical): Which two pieces of string are the same length as this book? Explain It! Top tips: Which object is longer / taller than this one? Explain how you know. Explain thinking: Ask pupils to reason and make statements about to the height of people in school e.g. x is taller than y. Is this true or false? Explain why. To measure objects using other items To measure items using parts of the body To introduce rulers for measuring Consolidation lesson

Spring Term Block 4 – Number and Place Value Numbers to 40 Curriculum Objective Coverage Small Step Lesson Breakdown Additional Planning Guidance count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number  count, read and write numbers to 100 in numerals; count in multiples of twos, fives and tens  given a number, identify one more and one less  identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least  read and write numbers from 1 to 20 in numerals and words To use making 10 to count above 10 Use It! What comes next? 10+1 = 11; 11+1= 12; 12+1 = 13 Explain It! Do, then explain Look at the objects. (in a collection). Are there more of one type than another? How can you find out? Evaluate It! Spot the mistake: 5,6,8,9 What is wrong with this sequence of numbers? Prove It! True or False? I start at 2 and count in twos. I will say 9 To write numbers to 40 To count in 10s and 1s To compare numbers using place value To identify how many more and less To make number patterns Consolidation lesson

Spring Term Block 5 – Calculation Addition and Subtraction Curriculum Objective Coverage Small Step Lesson Breakdown Additional Planning Guidance read, write and interpret mathematical statements involving addition (+), subtraction (–) and equals (=) signs  represent and use number bonds and related subtraction facts within 20  add and subtract one-digit and two-digit numbers to 20, including zero  solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7 = __ – 9. To identify addition and subtraction word problems To solve problems using ‘guess and check’ To write number sentences based on word problems To represent word problems using pictures To draw models to represent word problems To solve addition and subtraction multi-step word problems. Consolidation lesson

Spring Term Block 6 – Calculation Multiplication Curriculum Objective Coverage Small Step Lesson Breakdown Additional Planning Guidance solve one-step problems involving multiplication and division, by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher. To identify and make equal groups Use It! Exploring problems: If one teddy has two apples, how many apples will three teddies have? Practical: If we made 5 rows of 2 pencils, how many pencils will we have? Evaluate It! Spot the mistake: Use a puppet to count but make some deliberate mistakes. e.g. 2 4 5 6 or 10 9 8 6 See if the pupils can spot the deliberate mistake and correct the puppet To add equal groups To make equal rows To make doubles Consolidation lesson

Summer Term Overviews

Summer Term Block 1 – Calculation Multiplication Curriculum Objective Coverage Small Step Lesson Breakdown Additional Planning Guidance solve one-step problems involving multiplication and division, by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher. Revision lesson Use It! Exploring problems: If one teddy has two apples, how many apples will three teddies have? Practical: If we made 5 rows of 2 pencils, how many pencils will we have? Evaluate It! Spot the mistake: Use a puppet to count but make some deliberate mistakes. e.g. 2 4 5 6 or 10 9 8 6 See if the pupils can spot the deliberate mistake and correct the puppet To solve word problems using equal grouping Consolidation lesson

Summer Term Block 2 – Calculation Division Curriculum Objective Coverage Small Step Lesson Breakdown Additional Planning Guidance solve one-step problems involving multiplication and division, by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher. To group equally Use It! Making links: If one teddy has two apples, how many apples will three teddies have? Here are 10 Lego people If 2 people fit into the train carriage, how many carriages do we need? Practical: If we put two pencils in each pencil pot how many pencils will we need? Evaluate It! Spot the mistake: Use a puppet to count but make some deliberate mistakes. e.g. 2 4 5 6 or 10 9 8 6 See if the pupils can spot the deliberate mistake and correct the puppet To share into equal groups Consolidation lesson

Summer Term Block 3 – Fractions, Decimals and Percentages Fractions Curriculum Objective Coverage Small Step Lesson Breakdown Additional Planning Guidance recognise, find and name a half as one of two equal parts of an object, shape or quantity  recognise, find and name a quarter as one of four equal parts of an object, shape or quantity. To make halves Explain It! What do you notice? Choose a number of counters. Place them onto 2 plates so that there is the same number on each half. When can you do this and when can’t you? What do you notice? Evaluate It! True or false? Sharing 8 apples between 4 children means each child has 1 apple. To make quarters To share and group objects into halves and quarters Consolidation lesson

Summer Term Block 4 – Number and Place Value Numbers to 100 Curriculum Objective Coverage Small Step Lesson Breakdown Additional Planning Guidance count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number  count, read and write numbers to 100 in numerals; count in multiples of twos, fives and tens  given a number, identify one more and one less  identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least  read and write numbers from 1 to 20 in numerals and words To count to 100 Use It! What comes next? 10+1 = 11; 11+1= 12; 12+1 = 13 Explain It! Do, then explain Look at the objects. (in a collection). Are there more of one type than another? How can you find out? Evaluate It! Spot the mistake: 5,6,8,9 What is wrong with this sequence of numbers? Prove It! True or False? I start at 2 and count in twos. I will say 9 To find tens and ones To compare numbers To make number patterns Consolidation lesson

Summer Term Block 5 – Measurement Time Curriculum Objective Coverage Small Step Lesson Breakdown Additional Planning Guidance compare, describe and solve practical problems for:  time [for example, quicker, slower, earlier, later] measure and begin to record the following:  time (hours, minutes, seconds)  sequence events in chronological order using language [for example, before and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening]  recognise and use language relating to dates, including days of the week, weeks, months and years  tell the time to the hour and half past the hour and draw the hands on a clock face to show these times. To tell the time to the nearest hour Use It! Which event takes longer? Explain how you know Application (Can be practical) Which 2 activities take longest. How did you know? Evaluate It! True or False? Ask pupils to reason and make statements about to the order of daily routines in school e.g. daily timetable e.g. we go to PE after we go to lunch. Is this true or false? To tell the time to the half hour To use next, before and after To estimate time using seconds, minutes and hours To compare time using quicker, slower, earlier and later To use a calendar Consolidation lesson

Summer Term Block 6 – Measurement Money Curriculum Objective Coverage Small Step Lesson Breakdown Additional Planning Guidance recognise and know the value of different denominations of coins and notes  To recognise the value of coins Explain It! What is the value of this coin? How do you know? What’s the same? What’s different? Evaluate It! True or False? Sarah has 3 coins. Tim has 1 coin. So, Tim has more money. Use It! Application (Can be practical) How many different ways can we make 10p? Possibilities: Ella has two silver coins. How much money might she have? To recognise the value of notes Consolidation lesson

Summer Term Block 7 – Measurement Volume and Capacity Curriculum Objective Coverage Small Step Lesson Breakdown Additional Planning Guidance compare, describe and solve practical problems for:  capacity and volume [for example, full/empty, more than, less than, half, half full, quarter]  measure and begin to record the following:  capacity and volume  To compare volume and capacity using more than, less than, full and empty Explain It! Which object holds the most water? Explain how you know Use It! Application (Can be practical): Which two containers hold the same amount of water? Evaluate It! Which cup of juice would you rather have? Why? To find the volume and capacity using non-standard numbers To describe volume using half and quarter Consolidation lesson

Summer Term Block 8 – Measurement Mass Curriculum Objective Coverage Small Step Lesson Breakdown Additional Planning Guidance compare, describe and solve practical problems for:  mass/weight [for example, heavy/light, heavier than, lighter than] measure and begin to record the following:  mass/weight To compare mass using heavier, lighter, heavy and light Explain It! Which object is the heaviest? Explain how you know. Use It! Application (Can be practical): Which two objects weight the same? Evaluate It! True or False? A pencil is heavier than a rubber. To find the mass of an object using non-standard units Consolidation lesson

Summer Term Block 9 – Geometry Position and Direction Curriculum Objective Coverage Small Step Lesson Breakdown Additional Planning Guidance describe position, direction and movement, including whole, half, quarter and three-quarter turns. To describe the position of objects in relation to one another To describe movements of objects To understand how to make turns using mathematical language Consolidation lesson