Year 1

Contents
Introduction Abacus Quick Guide Planning Grid in teaching order Term 1 Term 2 Term 3 Framework-style Blocked planning Block A Block B Block C Block D Block E p19 p21 p23 p25 p27 p6 p10 p15 p3 p4

Ginn is an imprint of Harcourt Education Limited, a company incorporated in England and Wales, having its registered ofce: Halley Court, Jordan Hill, Oxford OX2 8EJ. Registered company number: 3099304 www.harcourt.co.uk Heinemann is the registered trademark of Harcourt Education Limited Text Harcourt Education Limited 2007 First published 2007 12 11 10 09 08 07 10 9 8 7 6 5 4 3 2 1 British Library Cataloguing in Publication Data is available from the British Library on request. ISBN 978 0602 57695 0 Copyright notice All rights reserved. No part of this publication may be reproduced in any form or by any means (including photocopying or storing it in any medium by electronic means and whether or not transiently or incidentally to some other use of this publication) without the written permission of the copyright owner, except in accordance with the provisions of the Copyright, Designs and Patents Act 1988 or under the terms of a licence issued by the Copyright Licensing Agency, Saffron House, 610 Kirby Street, London EC1N 8TS (www.cla.co.uk). Applications for the copyright owners written permission should be addressed to the publisher. Typeset by Debbie Oatley @ room9design Original illustrations Harcourt Education Limited 2000 Cover design by Ginn and Debbie Oatley @ room9design Acknowledgements Every effort has been made to contact copyright holders of material reproduced in this book. Any omissions will be rectied in subsequent printings if notice is given to the publishers. Crown Copyright material is reproduced with the permission of the Controller of HMSO and the Queens Printer for Scotland

Introduction to Abacus blocked planning guide

This document contains three examples of how Abacus can be planned in blocks, in line with the planning guidance within the renewed framework for mathematics. Example 1 Abacus Quick Guide This shows how the existing Abacus cards might be arranged in ve blocks per term. It also gives a useful summary of objectives that are new to this year group. On the whole, these are objectives that the renewed framework recommends be taught earlier than had previously been suggested in the 1999 Framework.

Year 1

INTRODUCTION

Example 2 Planning Grid in teaching order This example shows how Abacus cards may be matched to renewed framework objectives and recommends a teaching order. Also highlighted are suggestions of how the teaching points could be extended to cover Further objectives. Where the framework planning is different to the structure and content of Abacus, we are supplying free resources, which are downloadable from the Harcourt website; these have been planned into the relevant block and matched to a suitable objective. Abacus Evolve problem solving software has also been planned in, should you choose to purchase it. Details of this can be found at www.harcourt.co.uk/primary.

Example 3 Framework-style Blocked Planning This blocked plan shows how Abacus can be planned in the exact style of the renewed framework. It gives a clear indication of which objectives are covered in each block. Relevant speaking and listening objectives, links to science and vocabulary lists are provided, as well as points of previous learning to be checked.

Please visit www.harcourt.co.uk for free downloads and for any updated support.

3 13

Year 1

Abacus Quick Guide

In the tables below Abacus Teaching Cards have been arranged into blocks to match the content suggested by the new Framework for mathematics. For more detail about the content of the blocks see the Planning Grid on page 6.

Year 1 Term (Unit) 1

Abacus Topic Number Numbers to 20 Place-value Subtraction Addition Ordering Money Numbers to 100 Counting in twos Measures Shape Data Length Time 2-d shape Position Sorting N8 M1 S1 S2 D1, D2 M2 M3, M4 Block A N1 N5 N3, N4 N2 Block B N7 Block C Block D N9 N11 N6 N15 N10 N17 Block E

Year 1 Term (Unit) 2

Abacus Topic Number Ordering Place-value Addition Addition/subtraction Odd and even Addition and money Number patterns Numbers to 100 Shape 2-d shape 3-d shape Symmetry Position Weight Time Block graphs S4 S3 S7 M5 D3 S6 M6 M7 Block A N23, N24 N16 Block B Block C Block D Block E

N14, N18 N21 N12, N13 N22

N19, N20 N27 N25 N28

Measures Data

Year 1 Term (Unit) 3

Abacus Topic Number Numbers to 100 Ordering Addition/subtraction Addition Odd and even Addition and money Measures Shape Data Capacity Time 3-d shape Pictographs/sorting S5 D4, D5 Block A N29, N36 N30 Block B Block C Block D Block E N35 N41 N34 N32 M8 M9, M10 N40

N31 N26, N33

N38, N39 N37

Cards N16 and N32 are not used

New content in Year 1

These objectives (or only the italicised sections where relevant) are new to Year 1 under the new framework guidelines and need to be included in the teaching in addition to the Abacus Teaching Cards listed: Counting and understanding number Use the vocabulary of halves and quarters in context Knowing and using number facts Count on or back in ones, twos, ves and tens and use this knowledge to derive the multiples of 2, 5 and 10 to the tenth multiple Recall the doubles of all numbers to at least 10 Calculating Solve practical problems that involve combining groups of 2, 5 or 10, or sharing into equal groups Understanding shape Identify objects that turn about a point (e.g. scissors) or about a line (e.g. a door); recognise and make whole, half and quarter turns Measuring Use vocabulary related to time; order days of the week and months; read the time to the hour and half hour Handling data Answer a question by recording information in lists and tables; present outcomes using practical resources, pictures, block graphs or pictograms Use diagrams to sort objects into groups according to a given criterion; suggest a different criterion for grouping the same objects The new framework puts a strong emphasis on these areas and whilst there are opportunities throughout Abacus, we recommend further teaching of these aspects of mathematics where possible. Solve the Problem and Talk Maths are two pupil software resources from Abacus Evolve and are ideally suited to these areas of teaching. If you are looking for a maths scheme that completely matches the renewed framework take a look at Abacus Evolve Framework Edition. See www.harcourt.co.uk/primary, and navigate to Abacus Evolve, for details of the software and the complete scheme. See the Planning Grid on p6 for details of free downloads from the following books: Challenge Book Number Reinforcement Sheets Maths Pyramid Groups Work Practising Numeracy using Tracks, Lines and Grids

Year 1

QUICK GUIDE
5 5 13

6
Objectives End-of-year expectations (key objectives) in bold 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 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 Compare and order numbers, using the related vocabulary; use the equals (=) sign Relate addition to counting on; recognise that addition can be done in any order; use practical and informal written methods to support the addition of a one-digit number or a multiple of 10 to a one-digit or two-digit number Describe ways of solving puzzles and problems, explaining choices and decisions orally or using pictures Use the vocabulary related to addition and subtraction and symbols to describe and record addition and subtraction number sentences Say the number that is 1 more or less than any given number, and 10 more or less for multiples of 10 Understand subtraction as take away and nd a difference by counting up; use practical and informal written methods to support the subtraction of a one-digit number from a one-digit or two-digit number and a multiple of 10 from a two-digit number Incorporate teaching this objective into N3, N4 and N5 Incorporate teaching these objectives into N3 and N4 Incorporate teaching this objective into N2

Year 1

Term 1 Block A 2 weeks

Abacus Units

Additional Teaching Needed

Numbers to 20

N1

Ordering

N2

Addition

N3 N4

Addition/subtraction

Subtraction

N5

Term 1 Block B 3 weeks End-of-year expectations (key objectives) in bold Solve problems involving counting, adding, subtracting, doubling or halving in the context of numbers, measures or money, for example to pay and give change Say the number that is 1 more or less than any given number, and 10 more or less for multiples of 10 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 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 Describe simple patterns and relationships involving numbers or shapes; decide whether examples satisfy given conditions 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 Visualise and name common 2-d shapes and 3-d solids and describe their features; use them to make patterns, pictures and models Incorporate teaching this objective into N7 Incorporate teaching this objective into N6

Abacus Units

Objectives

Additional Teaching Needed

Money

N6

Numbers to 20

N7

Counting in twos

N8

Addition

N11

2-d shape

S1

Year 1
PLANNING GRID

7 13

Year 1

Term 1 Block C 2 weeks Answer a question by recording information in lists and tables; present outcomes using practical resources, pictures, block graphs or pictograms Describe ways of solving puzzles and problems, explaining choices and decisions orally or using pictures Use diagrams to sort objects into groups according to a given criterion; suggest a different criterion for grouping the same objects Estimate, measure, weigh and compare objects, choosing and using suitable uniform non-standard or standard units and measuring instruments (e.g. a lever balance, metre stick or measuring jug) Answer a question by selecting and using suitable equipment, and sorting information, shapes or objects; display results using tables and pictures Extend to comparing more than two objects Incorporate teaching these objectives into D1 and D2

Abacus Units

Objectives End-of-year expectations (key objectives) in bold

Additional Teaching Needed

Sorting

D1 D2

Length

M1

Throughout

Incorporate open questions, challenging children to decide how to sort the various objects

Term 1 Block D 2 weeks

Abacus Units

Objectives End-of-year expectations (key objectives) in bold 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 Visualise and use everyday language to describe the position of objects and direction and distance when moving them, for example when placing or moving objects on a game board Estimate, measure, weigh and compare objects, choosing and using suitable uniform non-standard or standard units and measuring instruments (e.g. a lever balance, metre stick or measuring jug) Solve problems involving counting, adding, subtracting, doubling or halving in the context of numbers, measures or money, for example to pay and give change Use vocabulary related to time; order days of the week and months; read the time to the hour and half hour

Additional Teaching Needed

Place-value

N9

Position

S2

Length

M2

Extend to using standard units, e.g. 1 metre

Problem solving

Incorporate teaching this objective into M2 and M3

Time

M3 M4

Term 1 Block E 3 weeks Use the vocabulary related to addition and subtraction and symbols to describe and record addition and subtraction number sentences Extend to make a link between addition and subtraction Count on or back in ones, twos, ves and tens and use this knowledge to derive the multiples of 2, 5 and 10 to the tenth multiple Describe a puzzle or problem using numbers, practical materials and diagrams; use these to solve the problem and set the solution in the original context Recall the doubles of all numbers to at least 10 Use the vocabulary of halves and quarters in context Download 1.01 Challenge Book, pp5455 Incorporate teaching this objective into N15

Abacus Units

Objectives End-of-year expectations (key objectives) in bold

Additional Teaching Needed

Subtraction

N10

Numbers to 100

N15

Addition

N17

Year 1
PLANNING GRID

9 13

10

Year 1

Term 2 Block A 2 weeks Relate addition to counting on; recognise that addition can be done in any order; use practical and informal written methods to support the addition of a one-digit number or a multiple of 10 to a one-digit or two-digit number Understand subtraction as take away and nd a difference Incorporate teaching this objective into by counting up; use practical and informal written methods N12 and N13 extend N13 to link to subto support the subtraction of a one-digit number from a traction one-digit or two-digit number and a multiple of 10 from a two-digit number Use the vocabulary related to addition and subtraction and symbols to describe and record addition and subtraction number sentences 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 Describe ways of solving puzzles and problems, explaining choices and decisions orally or using pictures Solve problems involving counting, adding, subtracting, doubling or halving in the context of numbers, measures or money, for example to pay and give change 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 Compare and order numbers, using the related vocabulary; use the equals (=) sign Say the number that is 1 more or less than any given number, and 10 more or less for multiples of 10 Incorporate teaching this objective into N24 but extend to ask what is 1 more and 1 less than given numbers Incorporate teaching this objective into N22 Incorporate teaching this objective into N12 and N13

Abacus Units

Objectives End-of-year expectations (key objectives) in bold

Additional Teaching Needed

Addition and money

N12 N13

Place-value

N16

Odd and even

N21

Number patterns

N22

Ordering

N23 N24

Term 2 Block B 3 weeks 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 Solve problems involving counting, adding, subtracting, doubling or halving in the context of numbers, measures or money, for example to pay and give change Say the number that is 1 more or less than any given number, and 10 more or less for multiples of 10 Recall the doubles of all numbers to at least 10 Visualise and name common 2-d shapes and 3-d solids and describe their features; use them to make patterns, pictures and models Describe simple patterns and relationships involving numbers or shapes; decide whether examples satisfy given conditions Objectives End-of-year expectations (key objectives) in bold Use diagrams to sort objects into groups according to a given criterion; suggest a different criterion for grouping the same objects Answer a question by recording information in lists and tables; present outcomes using practical resources, pictures, block graphs or pictograms Estimate, measure, weigh and compare objects, choosing and using suitable uniform non-standard or standard units and measuring instruments (e.g. a lever balance, metre stick or measuring jug) Answer a question by selecting and using suitable equipment, Download 1.03 and sorting information, shapes or objects; display results Groups Work 1, Activity 2, pp1619 using tables and pictures Describe ways of solving puzzles and problems, explaining choices and decisions orally or using pictures Additional Teaching Needed Incorporate teaching this objective into S4 from Term 2 Block B Incorporate teaching this objective into D3 Incorporate teaching this objective into N14 and N18 Download 1.02 Number Reinforcement Sheets P2, pp3435 Incorporate teaching this objective into N14 and N18

Abacus Units

Objectives End-of-year expectations (key objectives) in bold

Additional Teaching Needed

Addition

N14 N18

3-d and 2-d shape

S3 S4

Symmetry

S7

Term 2 Block C 2 weeks

Abacus Units

Block graphs

D3

Weight

M5

Year 1

Throughout

Throughout

PLANNING GRID

11 13

12

Year 1

Term 2 Block D 2 weeks Relate addition to counting on; recognise that addition can be done in any order; use practical and informal written methods to support the addition of a one-digit number or a multiple of 10 to a one-digit or two-digit number Solve problems involving counting, adding, subtracting, doubling or halving in the context of numbers, measures or money, for example to pay and give change Understand subtraction as take away and nd a difference by counting up; use practical and informal written methods to support the subtraction of a one-digit number from a one-digit or two-digit number and a multiple of 10 from a two-digit number Visualise and use everyday language to describe the position of objects and direction and distance when moving them, for example when placing or moving objects on a game board Estimate, measure, weigh and compare objects, choosing and using suitable uniform non-standard or standard units and measuring instruments (e.g. a lever balance, metre stick or measuring jug) Use vocabulary related to time; order days of the week and months; read the time to the hour and half hour Identify objects that turn about a point (e.g. scissors) or about a line (e.g. a door); recognise and make whole, half and quarter turns Download 1.04 Maths Pyramid 2, Unit 18, pp3639 Incorporate teaching this objective into N19 and N20

Abacus Units

Objectives End-of-year expectations (key objectives) in bold

Additional Teaching Needed

Addition

N19 N20

Addition/subtraction

N27

Position

S6

Weight

M6

Time

M7

Term 2 Block E 3 weeks Solve problems involving counting, adding, subtracting, doubling or halving in the context of numbers, measures or money, for example to pay and give change Use the vocabulary related to addition and subtraction and symbols to describe and record addition and subtraction number sentences Incorporate teaching this objective into N25 Count on or back in ones, twos, ves and tens and use this knowledge to derive the multiples of 2, 5 and 10 to the tenth multiple Solve practical problems that involve combining groups of 2, Download 1.05 5 or 10, or sharing into equal groups Number Reinforcement Sheets P2, pp3637 Recall the doubles of all numbers to at least 10 Use the vocabulary of halves and quarters in context Describe a puzzle or problem using numbers, practical materials and diagrams; use these to solve the problem and set the solution in the original context Download 1.06 Groups Work 1, Activity 6, pp3235

Abacus Units

Objectives End-of-year expectations (key objectives) in bold

Additional Teaching Needed

Addition and money

N25

Numbers to 100

N28

Fractions

Problem solving

Throughout

Year 1
PLANNING GRID

13

14

Year 1

Term 3 Block A 2 weeks Say the number that is 1 more or less than any given number, and 10 more or less for multiples of 10 Compare and order numbers, using the related vocabulary; use the equals (=) sign 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 Relate addition to counting on; recognise that addition can be done in any order; use practical and informal written methods to support the addition of a one-digit number or a multiple of 10 to a one-digit or two-digit number Understand subtraction as take away and nd a difference by counting up; use practical and informal written methods to support the subtraction of a one-digit number from a one-digit or two-digit number and a multiple of 10 from a two-digit number Use the vocabulary related to addition and subtraction and symbols to describe and record addition and subtraction number sentences Solve problems involving counting, adding, subtracting, doubling or halving in the context of numbers, measures or money, for example to pay and give change Describe ways of solving puzzles and problems, explaining choices and decisions orally or using pictures Incorporate teaching this objective into N30 Download 1.07 Practising Numeracy using Tracks, Lines and Grids 1, Activities 23

Abacus Units

Objectives End-of-year expectations (key objectives) in bold

Additional Teaching Needed

Ordering

N29

N36

Addition/subtraction

N30

Incorporate teaching this objective into N30 Incorporate teaching this objective into N30 Download 1.08 Groups Work 1, Activity 3, pp2023

Problem solving

Term 3 Block B 3 weeks 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 Understand subtraction as take away and nd a difference by counting up; use practical and informal written methods to support the subtraction of a one-digit number from a one-digit or two-digit number and a multiple of 10 from a two-digit number Recall the doubles of all numbers to at least 10 Relate addition to counting on; recognise that addition can be done in any order; use practical and informal written methods to support the addition of a one-digit number or a multiple of 10 to a one-digit or two-digit number Use the vocabulary related to addition and subtraction and symbols to describe and record addition and subtraction number sentences Solve problems involving counting, adding, subtracting, doubling or halving in the context of numbers, measures or money, for example to pay and give change Visualise and name common 2-d shapes and 3-d solids and describe their features; use them to make patterns, pictures and models Use diagrams to sort objects into groups according to a given criterion; suggest a different criterion for grouping the same objects Describe simple patterns and relationships involving numbers or shapes; decide whether examples satisfy given conditions Incorporate teaching this objective into S5 Incorporate teaching this objective into N26, N31 and N32 Incorporate teaching this objective into N26

Abacus Units

Objectives End-of-year expectations (key objectives) in bold

Additional Teaching Needed

Addition

N26

N33

Addition/subtraction

N31

Addition and money

N32

3-d shape

S5

Patterns

Throughout

Year 1
PLANNING GRID

15 13

16

Year 1

Term 3 Block C 2 weeks Answer a question by recording information in lists and tables; present outcomes using practical resources, pictures, block graphs or pictograms Answer a question by selecting and using suitable equipment, and sorting information, shapes or objects; display results using tables and pictures Use diagrams to sort objects into groups according to a given criterion; suggest a different criterion for grouping the same objects Estimate, measure, weigh and compare objects, choosing and using suitable uniform non-standard or standard units and measuring instruments (e.g. a lever balance, metre stick or measuring jug) Describe ways of solving puzzles and problems, explaining choices and decisions orally or using pictures Incorporate teaching this objective into D4 and D5 Incorporate teaching this objective into D4 and D5

Abacus Units

Objectives End-of-year expectations (key objectives) in bold

Additional Teaching Needed

Pictographs/sorting

D4 D5

Capacity

M8

Problem solving

Throughout

Term 3 Block D 2 weeks Relate addition to counting on; recognise that addition can be done in any order; use practical and informal written methods to support the addition of a one-digit number or a multiple of 10 to a one-digit or two-digit number Understand subtraction as take away and nd a difference Extend N39 to subtract a multiple of 10 by counting up; use practical and informal written methods from a two-digit number to support the subtraction of a one-digit number from a one-digit or two-digit number and a multiple of 10 from a two-digit number Solve problems involving counting, adding, subtracting, doubling or halving in the context of numbers, measures or money, for example to pay and give change Use vocabulary related to time; order days of the week and months; read the time to the hour and half hour Estimate, measure, weigh and compare objects, choosing and using suitable uniform non-standard or standard units and measuring instruments (e.g. a lever balance, metre stick or measuring jug) Visualise and use everyday language to describe the position of objects and direction and distance when moving them, for example when placing or moving objects on a game board Identify objects that turn about a point (e.g. scissors) or about a line (e.g. a door); recognise and make whole, half and quarter turns Extend to include use of a standard measure

Abacus Units

Objectives End-of-year expectations (key objectives) in bold

Additional Teaching Needed

Addition

N37

Addition/subtraction

N38 N39

Addition and money

N40

Time

M9 M10

Measure

Position

Download 1.09 Maths Pyramid 2, Unit 29, pp5859

Year 1
PLANNING GRID

17

18

Year 1

Term 3 Block E 3 weeks Describe simple patterns and relationships involving numbers or shapes; decide whether examples satisfy given conditions Count on or back in ones, twos, ves and tens and use this knowledge to derive the multiples of 2, 5 and 10 to the tenth multiple Describe a puzzle or problem using numbers, practical materials and diagrams; use these to solve the problem and set the solution in the original context Solve practical problems that involve combining groups of 2, 5 or 10, or sharing into equal groups Recall the doubles of all numbers to at least 10 Use the vocabulary of halves and quarters in context Download 1.10 Number Reinforcement Sheets P2, pp4142 Download 1.11 Challenge Book, pp2627 Download 1.12 Challenge Book, pp6263

Abacus Units

Objectives End-of-year expectations (key objectives) in bold

Additional Teaching Needed

Odd and even

N34

Numbers to 100

N35

Addition/subtraction

N41

Block A: Counting, partitioning and calculating

Learning and counting at least 20 objects Recognising that when objects are rearranged the number is the same Comparing, ordering, reading and writing numbers from 0 to at least 20 Using knowledge of placevalue to record numbers on tracks and lines Early addition and subtraction and related language and symbols including equals (=) sign BLOCK A Counting, partitioning and calculating

Year 1

FRAMEWORK BLOCKED PLANNING

Learning number names Counting forwards and backwards from 0 to 20, then beyond Place-value

Solving problems involving counting, adding and subtracting Explaining methods and reasoning using related vocabulary

Block A: New Framework Objectives End-of-year expectations (key objectives) in BOLD

Solve problems involving counting, adding, subtracting, doubling or halving in the context of numbers, measures or money, for example to pay and give change Describe ways of solving puzzles and problems, explaining choices and decisions orally or using pictures 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 Compare and order numbers, using the related vocabulary; use the equals (=) sign 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 Say the number that is 1 more or less than any given number, and 10 more or less for multiples of 10 Relate addition to counting on; recognise that addition can be done in any order; use practical and informal written methods to support the addition of a one-digit number or a multiple of 10 to a one-digit or two-digit number Understand subtraction as take away and nd a difference by counting up; use practical and informal written methods to support the subtraction of a one-digit number from a one-digit or two-digit number and a multiple of 10 from a two-digit number Use the vocabulary related to addition and subtraction and symbols to describe and record addition and subtraction number sentences

Unit 1 2 weeks

Unit 2 2 weeks
N22

Unit 3 2 weeks
N30

N3, N4

N21

N1

N22

N2

N23, N24

N36

N2

N16

N3, N4, N5

N24

N29

N3, N4

N12, N13

N30

N5

N12, N13

N30

N3, N4

N12, N13

N30

The shaded blocks indicate that the objective is not planned into this unit. The blocks which are not shaded indicate potential gaps in teaching, for which free downloads are provided: see the Abacus Planning Grid on p6. To meet the additional emphasis on problem solving and enquiry we recommend Talk Maths and Solve the Problem. These are Abacus Evolve software resources and can be found at www.harcourt.co.uk/primary.

19

Year 1

Speaking and listening objectives for the block

Objectives Ask and answer questions, make relevant contributions, offer suggestions Listen to and follow instructions accurately, asking for help if necessary Describe incidents or tell stories from their own experience, in an audible voice 1 Units 2 3

Opportunities to apply mathematics in science

Activities Sorting and using materials: When sorting a collection of objects, identify which of two sets contains more and count the number in each set. Pushes and pulls: Count more than 20 cars in a trafc survey. 1 Units 2 3

Key aspects of learning: focus for the block

Enquiry Information processing Social skills Problem solving Evaluation Communication Reasoning Self-awareness Motivation Creative thinking Managing feeling Empathy

Vocabulary
pattern, answer, number sentence, sign, operation, explain, show me, read, write, record, count, compare, order the same number as, as many as, equal to, equals (=), sign, more, most, less, least, greater, greatest, larger, largest, bigger, biggest, fewer, fewest, smaller, smallest, before, after, halfway add, plus (+), makes, sum, total, altogether, subtract, minus (), take away, leaves, difference one, two, three, , hundred; rst, second, third, ; ones, tens, teens number, exchange, digit how many ?, how many more to make ?, how many more is than ?, how much more is ?, how many fewer is than ?, how much less is ?, what is the difference between ? odd, even, pair, double, near double, half, halve

Building on previous learning

Check that children can already: solve practical problems involving counting, including counting on, measuring, comparing, ordering, adding, subtracting or partitioning objects say and use the number names in order in familiar contexts and recognise numerals 1 to 9 know that numbers identify how many objects are in a set and match sets of objects to numerals count aloud in ones, twos, ves or tens nd one more or one less than a number from 1 to 10 select two groups of objects to make a given total of objects relate addition to combining two groups of objects and subtraction to taking away

20

Block B: Securing number facts, understanding shape

Reading and writing numerals 0 to 20+ Ordering numbers on a number line Patterns and properties of numbers and shapes BLOCK B Securing number facts, understanding shape Early addition and subtraction using related language and symbols including equals (=)

Year 1

FRAMEWORK BLOCKED PLANNING

Estimating and counting at least 20 objects Recognising that when rearranged the quantity stays the same Deriving and recalling pairs of numbers that total 10 Beginning to work out and recall addition facts for totals to at least 10 with corresponding subtraction facts
Unit 1 3 weeks
N8 N6

Visualising and naming common 2-d shapes and 3-d solids, describing their features Using diagrams to sort objects into groups

Block B: New Framework Objectives End-of-year expectations (key objectives) in BOLD

Describe simple patterns and relationships involving numbers or shapes; decide whether examples satisfy given conditions Solve problems involving counting, adding, subtracting, doubling or halving in the context of numbers, measures or money, for example to pay and give change 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 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 Say the number that is 1 more or less than any given number, and 10 more or less for multiples of 10 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 Recall the doubles of all numbers to at least 10 Relate addition to counting on; recognise that addition can be done in any order; use practical and informal written methods to support the addition of a one-digit number or a multiple of 10 to a one-digit or two-digit number Understand subtraction as take away and nd a difference by counting up; use practical and informal written methods to support the subtraction of a one-digit number from a one-digit or two-digit number and a multiple of 10 from a two-digit number Use the vocabulary related to addition and subtraction and symbols to describe and record addition and subtraction number sentences Visualise and name common 2-d shapes and 3-d solids and describe their features; use them to make patterns, pictures and models Use diagrams to sort objects into groups according to a given criterion; suggest a different criterion for grouping the same objects

Unit 2 3 weeks
S7 N14, N18

Unit 3 3 weeks
Throughout N32

N7 N7 N6 N11 N14, N18 N14, N18 N26 N33 N31

N26

N26, N31, N32 S1 S3, S4 S5 S5

The shaded blocks indicate that the objective is not planned into this unit. The blocks which are not shaded indicate potential gaps in teaching, for which free downloads are provided: see the Abacus Planning Grid on p6. To meet the additional emphasis on problem solving and enquiry we recommend Talk Maths and Solve the Problem. These are Abacus Evolve software resources and can be found at www.harcourt.co.uk/primary.

21 13

Year 1

Speaking and listening opportunities for the block

Objectives Listen with sustained concentration Take turns to speak, listen to others suggestions and talk about what they are going to do Ask and answer questions, make relevant contributions, offer suggestions and take turns 1 Units 2 3

Opportunities to apply mathematics in science

Activities Ourselves: Count the children in each group. Growing plants: Count the number of leaves on a plant as it grows. Sorting and using materials: Sort a collection of shapes in different colours, sizes and materials. Count how many are in each set. 1 Units 2 3

Key aspects of learning: focus for the block

Enquiry Information processing Social skills Problem solving Evaluation Communication Reasoning Self-awareness Motivation Creative thinking Managing feeling Empathy

Vocabulary
problem, answer, method, number sentence, sign, operation, explain, read, write, record, count, compare, order, estimate, predict, pattern, repeating pattern, sort, property, set, group zero, one, two, three, , hundred; rst, second, third, ; ones, tens, teens number, exchange, digit count to, count on/back to/from, count up to/from, the same number as, as many as, equal to, equals (=), sign, more, less, before, after, halfway, nearly, roughly, add, plus (+), makes, sum, total, altogether, subtract, minus (), take away, leaves, difference, double, halve, half how many ?, how many more to make ?, how many more is than ?, how much more is ?, how many fewer is than ?, how much less is ?, what is the difference between ? shape, make, build, draw, curved, straight, hollow, solid, at, side, corner, point, face, edge, cube, cuboid, pyramid, cone, cylinder, sphere, triangle, circle, rectangle, square

Building on previous learning

Check that children can already: make and talk about simple patterns using numbers and shapes say and use the number names in order in familiar contexts and recognise numerals 1 to 9 count reliably up to 10 objects use language such as more or less to compare two numbers nd one more or one less than a number from 1 to 10, using resources select two groups of objects to make a given total use language such as circle or bigger to describe the shape and size of solids and at shapes sort objects into groups and explain how they sorted them

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Block C: Handling data and measures

Representing information with practical resources, pictures, tables, block graphs or pictograms Collecting, organising, presenting and interpreting information to answer questions Communicating findings

Year 1

FRAMEWORK BLOCKED PLANNING

Choosing and using appropriate units of measurement and measuring equipment Measuring and comparing lengths, weights and capacities using uniform non-standard and standard measures

BLOCK C Sorting information on a diagram using one criterion Handling data and measures Using ICT

Block C: New Framework Objectives End-of-year expectations (key objectives) in BOLD

Answer a question by selecting and using suitable equipment, and sorting information, shapes or objects; display results using tables and pictures Describe ways of solving puzzles and problems, explaining choices and decisions orally or using pictures Answer a question by recording information in lists and tables; present outcomes using practical resources, pictures, block graphs or pictograms Use diagrams to sort objects into groups according to a given criterion; suggest a different criterion for grouping the same objects Estimate, measure, weigh and compare objects, choosing and using suitable uniform non-standard or standard units and measuring instruments (e.g. a lever balance, metre stick or measuring jug)

Unit 1 2 weeks
Throughout D1, D2 D1, D2

Unit 2 2 weeks
Throughout Throughout D3

Unit 3 2 weeks
D4, D5 Throughout D4, D5

D1, D2

D3, S4

D4, D5

M1

M5

M8

The shaded blocks indicate that the objective is not planned into this unit. The blocks which are not shaded indicate potential gaps in teaching, for which free downloads are provided: see the Abacus Planning Grid on p6. To meet the additional emphasis on problem solving and enquiry we recommend Talk Maths and Solve the Problem. These are Abacus Evolve software resources and can be found at www.harcourt.co.uk/primary.

23 13

Year 1

NHM blocked planning

Block A Three 3-week units Addition and Subtraction to 10
1 Units 2 3

Speaking and listening opportunities for the block

Objectives Tell stories and describe incidents from their own experience in an audible voice Listen to and follow instructions accurately, asking for help and clarication if necessary Explain their views to others in a small group, and decide how to report the groups views to the class

Opportunities to apply mathematics in science

Activities Ourselves: Collect and organise data about eye colour or shoe size and present it in a chart. Sorting and using materials: When sorting a collection of paper, cardboard and so on, present data in a diagram, and explain groupings. Sound and hearing: Measure distances from which a sound can be heard and present in a chart. 1 Units 2 3

Key aspects of learning: focus for the block

Enquiry Information processing Social skills Problem solving Evaluation Communication Reasoning Self-awareness Motivation Creative thinking Managing feeling Empathy

Vocabulary
problem, question, explain, predict, pattern, collect, organise, compare, order, sort, group, same, different, property, represent, interpret, count, tally, vote, measure, weigh, guess information, graph, block graph, pictogram, diagram, list, table, label, title zero, one, two, three, , twenty; rst, second, third, ; more/less, most/least, most/least popular, most/least common, about the same as, enough, not enough, too much, too little, too many, too few, nearly, roughly, about, close to, just over, just under, halfway how many ?, how many more is than ?, how much more is ?, how many fewer is than ?, how much less is ? unit, centimetre (cm), metre (m), ruler, metre stick, tape measure, balance, scales, container, measuring jug, capacity, weight, length, width, height, depth, size, long, short, tall, high, low, wide, narrow, deep, shallow, thick, thin, and comparatives such as longer/longest, heavier/heaviest, holds more/holds most

Building on previous learning

Check that children can already: describe solutions to practical problems, drawing on experience, talking about their own ideas, methods and choices sort familiar objects and count how many objects share a particular property, presenting results using pictures, drawings or numerals count reliably at least 10 everyday objects and recognise the corresponding numerals use language such as more or less to compare two numbers use language such as circle or bigger to describe the shape and size of solids and at shapes use language such as greater, smaller, heavier or lighter to compare quantities

24

Block blocked D: Calculating, measuring NHM planning and understanding shape

Speaking and listening objectives
Estimating, measuring, weighing and comparing objects, using uniform non-standard or standard units Counting on Finding a difference Time to the hour and half hour Days of the week and months of the year BLOCK D Calculating, measuring and understanding shape

Year 1

NHM BLOCKED PLANNING FRAMEWORK BLOCKED PLANNING

Solving problems involving counting, adding, subtracting, doubling or halving numbers, money, measures or time

Adding or subtracting a one-digit number or Areas andin perimeters of multiples of 10 apply to/from amathematics Opportunities to science rectilinear shapes two-digit number

Position, direction and movement Everyday language

Block D: New Framework Objectives End-of-year expectations (key objectives) in BOLD

Solve problems involving counting, adding, subtracting, doubling or halving in the context of numbers, measures or money, for example to pay and give change

Unit 1 2 weeks
M2, M3

Unit 2 2 weeks
N19, N20

Unit 3 2 weeks
N40

Key the aspects of learning: focus the block number of objects stays the same; estimate for a number of objects
that can be checked by counting Relate addition to counting on; recognise that addition can be done in any order; use practical and informal written methods to support the addition of a one-digit number or a multiple of 10 to a one-digit or two-digit number Understand subtraction as take away and nd a difference by counting up; use practical and informal written methods to support the subtraction of a one-digit number from a one-digit or two-digit number and a multiple of 10 from a two-digit number Identify objects that turn about a point (e.g. scissors) or about a line (e.g. a door); recognise and make whole, half and quarter turns

Count reliably at least 20 objects, recognising that when rearranged

N9

N19, N20

N37

N27

N38, N39

Vocabulary

Visualise and use everyday language to describe the position of objects and direction and distance when moving them, for example when placing or moving objects on a game board

S2

S6

Add, and, makes, gives, howand many altogether?, equals, plus, double, near double, digit, Estimate, measure, weigh compare objects, choosing and using suitable uniform non-standard or standard units and measuring M2 M6 teens number. Take away, subtract, minus, leaves, how many are left?, difference between, instruments (e.g. a lever balance, metre stick or measuring jug) how many more?, take two from ve, subtract one from four, three less than ve
Use vocabulary related to time; order days of the week and months; read the time to the hour and half hour M3, M4 M7 M9, M10

The shaded blocks indicate that the objective is not planned into this unit. The blocks which are not shaded Build onpotential previous in free NHM R: are provided: see the Abacus Planning Grid on p6. indicate gaps in learning teaching, for which downloads

o Concept totalson to 10 using material To meet of theaddition additionalfor emphasis problem solving and enquiry we recommend Talk Maths and Solve the Problem. o Addition facts to 5
These are Abacus Evolve software resources and can be found at www.harcourt.co.uk/primary.

o Concept of subtraction as taking away o Language of take away

25 13

Year 1

NHM blocked planning

Block A Three 3-week units Addition and Subtraction to 10
1 Units 2 3

Speaking and listening objectives for the block

Objectives Retell stories, ordering events using story language Experiment with and build new stores of words to communicate in different contexts

Opportunities to apply mathematics in science

Activities Ourselves: Make direct comparisons of heights. Growing plants: Observe and measure seedlings at regular intervals using vocabulary: yesterday, tomorrow, days of the week, last week. Pushes and pulls: Describe position, direction and movement of toys. 1 Units 2 3

Key aspects of learning: focus for the block

Enquiry Information processing Social skills Problem solving Evaluation Communication Reasoning Self-awareness Motivation Creative thinking Managing feeling Empathy

Vocabulary
problem, method, number sentence, explain, record, compare, order, measure, weigh count, guess, estimate, roughly, enough, not enough, too much, too little, too many, too few, more, less, the same number as, equals (=), add, plus (+), sum, total, altogether, subtract, minus (), take away, difference, double, halve, half, quarter, how many ?, how much ? money, coin, pence, penny, pound, pay, change, buy, sell, price, spend long, longer, longest, short, shorter, shortest, tall, taller, tallest, light, lighter, lightest, heavy, heavier, heaviest, holds more, holds less, ruler, tape measure, metre stick, balance, scales, measuring jug time, clock, hands, morning, afternoon, evening, midnight, mid-day, noon, hour, night, day, week, month, year, days of the week, months and seasons of the year position, direction, grid, outside, inside, beside, next to, front, back, between, centre, underneath, above, on top of, below, halfway, near, far, whole turn, half turn, quarter turn, right, left

Building on previous learning

Check that children can already: use language such as more or less to compare two numbers relate addition to combining two groups of objects and subtraction to taking away use some of the vocabulary involved in adding and subtracting use everyday words to describe position use language such as greater, smaller, heavier or lighter to compare quantities use everyday language related to time and sequence familiar events

26

Block E: Securing number NHM blocked planning facts, calculating, identifying Speaking and listening objectives relationships
Describing patterns and relationships involving numbers of shapes and testing examples that fit conditions Counting on and back in ones, twos, fives, tens Solving problems involving counting, adding, subtracting, doubling or halving or numbers, measures or money BLOCK E Securing number facts, calculating, identifying Opportunities to apply mathematics in science Combining groups of 2, 5, 10; relationships sharing in equal groups Doubles of numbers to 10 Halves and quarters in context

Year 1

NHM BLOCKED PLANNING FRAMEWORK BLOCKED PLANNING

Representing and interpreting problems using numbers, practical materials and diagrams

Describing and recording addition and subtraction number sentences

Block E: New Framework Objectives End-of-year expectations (key objectives) in BOLD

Describe a puzzle problem using numbers, practical materials and Key aspects oforlearning: focus for the block diagrams; use these to solve the problem and set the solution in the original context

Unit 1 3 weeks
N15

Unit 2 3 weeks
Throughout

Unit 3 3 weeks
N41

Solve problems involving counting, adding, subtracting, doubling or halving in the context of numbers, measures or money, for example to pay and give change Describe simple patterns and relationships involving numbers or shapes; decide whether examples satisfy given conditions Use the vocabulary related to addition and subtraction and symbols to describe and record addition and subtraction number sentences Count on or back in ones, twos, ves and tens and use this knowledge to derive the multiples of 2, 5 and 10 to the tenth multiple N10 N15

N25

N34 N25 N28 N35

Vocabulary or sharing into equal groups

Solve practical problems that involve combining groups of 2, 5 or 10,

Add, and, makes, gives, many altogether?, double, digit, Recall the doubles ofhow all numbers to at least 10 equals, plus, double, near N17 teensnumber. Take away, subtract, minus, in leaves, how many are left?, difference between, Use the vocabulary of halves and quarters context how many more?, take two from ve, subtract one from four, three less than ve The shaded blocks indicate that the objective is not planned into this unit. The blocks which are not shaded
indicate potential gaps in teaching, for which free downloads are provided: see the Abacus Planning Grid on p6.

Build on previous learning in NHM R:

o Concept of addition for totals to 10 using material o Addition facts to 5 o Concept of subtraction as taking away o Language of take away

To meet the additional emphasis on problem solving and enquiry we recommend Talk Maths and Solve the Problem. These are Abacus Evolve software resources and can be found at www.harcourt.co.uk/primary.

27 13

Year 1

Speaking and listening opportunities for the block

Objectives Retell stories, ordering events using story language Listen to tapes or videos and express views about how a story or information has been presented Explain their views to others in a small group, and decide how to report the groups views to the class 1 Units 2 3

Opportunities to apply mathematics in science

Activities Ourselves: Sort children according to their choice of criterion, for example food preferences, favourite colours. Line up in rows and count the number in each group. Sound and hearing: Use charts to group musical instruments. Sorting and using materials: Use Venn and Carroll diagrams to sort materials into groups. 1 Units 2 3

Key aspects of learning: focus for the block

Enquiry Information processing Social skills Problem solving Evaluation Communication Reasoning Self-awareness Motivation Creative thinking Managing feeling Empathy

Vocabulary
problem, solution, calculate, calculation, number sentence, answer, method, explain, pattern, order count, count up to, count on from, count on to, count in ones, twos, ves, tens, odd, even compare, more, less, how many more/less? add, subtract, double, group, groups of, share, sum, total, altogether, difference, plus (+), minus (), equals (=) fraction, half, halfway between, halve, quarter, whole

Building on previous learning

Check that children can already: use developing mathematical ideas and methods to solve practical problems involving counting, measuring, comparing, ordering, adding, subtracting or partitioning objects describe solutions to practical problems, talking about their own ideas, methods and choices talk about, recognise and recreate simple patterns count aloud in ones, twos, ves or tens select two groups of objects to make a given total of objects relate addition to combining two groups of objects and subtraction to taking away, and use the related vocabulary count repeated groups of the same size share objects into equal groups and count how many in each group

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