Oipm Sow 1

Stage 1 overview of the year
This grid shows the focus of each week’s lessons during the year. Problem-solving objectives are covered throughout the year in all activities.
Term 1 Term 2 Term 3

Week 1 Numbers and Counting 1 Addition 1 Counting and Estimating 1
Week 2 Numbers and Counting 2 Addition 2 Counting and Estimating 2
Week 3 Exploring Numbers 1 Addition 3 Counting and Estimating 3
Week 4 Exploring Numbers 2 Subtraction and Difference 1 Counting and Estimating 4
Week 5 Exploring Numbers 3 Subtraction and Difference 2 Multiplication and Division 1
Week 6 Number Pairs 1 Number Patterns 1 Multiplication and Division 2
Week 7 Number Pairs 2 and Shapes 1 Number Patterns 2 Handling Data 3
Week 8 Shapes 2 Handling Data 1 Handling Data 4
Week 9 Shapes 3 Handling Data 2 Time 1
Week 10 Measures 1 Measures 2 Time 2
1
Scheme of Work
Term 1
Week 1: Numbers and Counting 1
Key Specific OIPM Main activity Language support Notes

learning focus & resources
Problem solving
focus
Day 1 Recite numbers in TG1 page 11, Ask students to share their ideas about numbers. Ask: Check that students can Send out the
order (forwards SB1 page 1, What numbers can you see at home and outside? Where do use the correct number Unit 1 letter to
from 1 to 100 and Unit 1 letter you see numbers? names. Repeat number parents and
backwards from 20 Choose one of the pictures in the Student Book to discuss. names to model the guardians.
to 0). Ask: Where do you think it is? What numbers can you see? correct pronunciation.
Explore number Choose another picture. Ask students to describe it to a Carry out repeated
problems and partner. activities that involve
puzzles. Encourage correct mathematical language and vocabulary counting out loud as a
during discussions, e.g. rather than ‘I can see a door’ they group.
should say ‘I can see a door with a number 29’. Support
the vocabulary with pictures, diagrams or whole-class
participation in a physical activity to demonstrate the
words/numbers (e.g. Hold up four fingers, point to two
eyes, show me two feet).
Ask students which numbers they can count up to. Model
counting up to 100 with the whole class and counting
backwards from 20.
Supporting: Consolidating: Extending:

Some students Allow students to Ask students to
may need count on their count forwards
supporting by own, only and backwards
counting with you counting with starting at 10 and
– you may need them if they 20.
to place their forget numbers or
finger on each miscount. If they
object as they make an error in
2
count. Ask them counting, check
to repeat the with them by
numbers after you counting
say them. Remind together. Remind
students of the students of the
number names for number names
one-digit for two-digit
numbers. numbers.
Day 2 Count objects up TG1 pages 12– Give each student a small box. Ask them to collect a set of Work with individuals
to 20, recognising 13, their favourite counting things to put in it. Ask them to during the activity to
conservation of SB1 page 2, count how many they have. Then ask them to take some of model the correct
number. WB1 page 6, the items out and ask: How many do you have on your pronunciation of the
Solve simple word Digital table? How many do you still have in your box. Finally, numbers. Say the
problems and Resource Pack ask: If you put them all back in the box again, how many number first and ask the
represent them 1 Unit 1 will you have? student to repeat the
with objects. ‘Numbers and Ask the student to replace some of the items again. Repeat number.
Counting’ the questions above. Finally, replace all the items and ask
them to count again. Ask: Are there the same number now
as there were at the beginning?
Repeat, counting ten coins as you drop them into a bucket.
Ask how many there are to begin with, then how many
there are if you take one out and put it on the table. Always
refer back to the total number of coins in the bucket and on
the table (always ten).
When students have completed this practical activity, they
can complete the activities in the Student Book.

Some students Allow students to Ask students to
may need support count on their count how many
by counting with own, only more there are in
you – you may counting with one set by
need to place them if they comparing two
their finger on forget numbers or sets. Line the sets
each object as miscount. If they up with objects
3
they count. make an error in next to each other
counting, check so that students
with them by can see the
counting difference.
together.
Day 3 and Count objects up TG1 pages 14– Tell this story, using marbles to act out the story: Max likes For individuals who On Day 3, work
Day 4 to 20, recognising 15, to play marbles. Every day Max puts his marbles into his need to work on the through the
conservation of SB1 page 3, pocket. Count out five marbles. vocabulary of counting, Introductory
number. WB1 page 7, Sometimes he puts them in this pocket (demonstrate) and count for them and ask activity and
Solve simple word Digital sometimes he puts them in this pocket (choose your other them to repeat the begin the
problems and Resource Pack pocket). I wonder how many different ways he can put five number names after activities in the
represent them 1 Unit 1 marbles in his pockets? you have said them. Main activity.
with objects. ‘Numbers and Draw on the board the two pockets and the five marbles. Learners developing On Day 4,
Counting’ Show all in one pocket and then all in the other pocket. their vocabulary should students can
What if he puts one marble in this pocket? How many will work with more finish working
he have to put in the other pocket? Count out the five confident language on SB1 page 3,
marbles. Put one of them in one pocket and count out the learners so they can and carry out
rest. One is in this pocket and so 1, 2, 3, 4 have to go in hear peer modelling of the Additional
this pocket. Does he still have five marbles? (yes) Count the vocabulary. activities,
them all together: 1, 2, 3, 4, 5. including
Ask students to work with a partner and find as many completing
different ways as they can that Max can put his marbles in WB1 page 7.
two pockets. As the students are working, watch and listen
to what they are saying and doing.
Ask students to complete page 3 in the Student Book. They
should complete this individually.

Some students Ask students if Use larger
may need support they are sure that numbers of beads
in counting. You they have all – up to 20 for
should touch each possible confident
marble or counter arrangements. students.
as you count it Ask them how
and say the they know.
4
number name.
Ask them to
repeat your
actions.

Some students Ask students to Use larger
may need support draw more or less numbers of beads
in counting. You than 5 objects. – up to 20 for
should touch each Ask them how confident
marble or counter they know they students.
as you count it have more or
and say the less.
number name.
Ask them to
repeat your
actions.
Day 5 Count objects up TG1 pages 16– Ask all the students to show you ten fingers, then five Always use pictorial or
to 20, recognising 17, fingers. Ask: Can anyone show me a different way of numerical
conservation of SB1 pages 4–5, making 5? (for example, two fingers on one hand, three on representations of the
number. WB1 page 8, the other). numbers and the
Explore number Digital Put the students in pairs. Ask the pairs to show you 7. You rhymes when
problems and Resource Pack must both show me some fingers but the total must be 7. necessary. Look for
puzzles. 1 Unit 1 Choose pairs to show how they have made 7 using up to students who need extra
‘Numbers and four hands. (for example, 5 and 2, or 1 and 1 and 1 and 4). vocabulary or language
Counting’ Record the different ways on the board. support, especially for
Ask students to write their different ways. Ask some of the ‘count on’ or ‘count
pairs to share what they found out. Record what they say back’. Give practical
on the board. Ask if anyone else has found a different way. demonstrations to
Record their suggestions. Point out that, e.g. 3 + 4 is the develop understanding.
same as 4 + 3, just written the other way around.
Ask students to complete pages 4–5 in the Student Book,
which introduce a new number rhyme.
5
Some students Ask more Some students
may need support confident may know
due to the students to say number rhymes
language the rhymes to of their own.
demands of the you, or to say Encourage them
rhymes. Repeat them in front of to share them
the rhymes until the whole class with the class.
you are sure with actions. Some students
everyone is will be able to
confident. The extend the
repetition is rhymes to ten.
helpful for all
students.
Term 1
Week 2: Numbers and Counting 2

Problem solving
focus
Day 1 Count objects up TG1 pages 18– Show the class the fishing game (made from Resource Place students in
to 20, recognising 19, Sheet 1). Explain how to play it: mixed-attainment
conservation of SB1 pages 6–7, It is a game for two players. You each need a set of fish, groups so they can hear
number. WB1 page 9, cut out from the resource sheet. Put all your fish together, peer modelling of the
Explore number Digital face down, on a table. You will have 20 fish in total. appropriate language.
problems and Resource Pack Record your game in the Student Book. Count out the groups of
puzzles. 1 Unit 1 Take turns to turn two of the numbered fish over. Look at cubes carefully,
‘Numbers and the numbers on your fish. Get the same number of cubes to touching each one, and
Counting’, match them. Count all your cubes and write the total. Do ask less confident
Resource Sheet not put the fish back. language learners to
1 Keep fishing until all the fish have been caught. Look at repeat the process.
the totals. Who has the highest total? Who has the lowest
total? Do you have any totals that are the same?
Play the game three times.
6
As the class are playing the game, walk around the
classroom to make sure that the students understand the
task. Look for students who find it difficult to count on
from one number to another. Show them that they don’t
need to start from the beginning every time if they know
the first number.

Some students Ask students for Some students
should complete a different way to could extend the
the boxes make a total they game and turn
showing the have recorded. three fish over
numbers of fish each time.
they ‘caught’.
You should
support them to
count the totals
and to record the
numbers and add
the total.
Day 2 Read and write TG1 pages 20– Put wooden or plastic numerals in a bag and ask students Count small amounts as
numerals from 0– 21, to identify them by touch. Students should not say the a class and increase by
20. SB1 page 8, number aloud but should draw it in the air. The student one or two each time.
Explore number WB1 page 10, needs to have their back to the class, otherwise the drawing Use an illustrated
problems and Digital will be reversed. Ask the other students to guess what the number line to make a
puzzles. Resource Pack number is. connection between the
1 Unit 1 Repeat the activity with a different student each time. words that you say and
‘Numbers and Continue until the bag is empty. the numbers on the line.
Counting’ Ask students to complete the activity on page 8 of the
Student Book individually.

Some students Ask students to Some students
will need to use use the two-digit may be able to
plastic numbers numbers in the use numbers
7
to help with the Student Book. beyond 20.
last question in
the Student Book.
Day 3 Read and write TG1 pages 22– Display the number caterpillar at the front of the class. Tell Encourage counting out
numerals to 20. 23, students that you’re going to cover one of the numbers loud as a group so that
Explore number SB1 page 9, with a piece of paper. Do this without the students seeing all students hear the
problems and WB1 page 11, what number it is. Ask: correct pronunciation of
puzzles. Digital Which number have I covered? the numbers. Work
Resource Pack How do you know? with less confident
1 Unit 1 Listen to the explanations. Model the phrases ‘comes individuals: say a
‘Numbers and after’, ‘comes before’, ‘is between’. number, and ask the
Counting’ Repeat several times. student to repeat it.
Repeat, covering more than one number. Cover a sequence
such as 4, 5, 6 or 15, 16, 17. Ask:
What are the numbers I have covered?
How did you know?
Students work on the activities on page 9 of the Student
Book individually.

Students should Ask students to Ask students to
use 1–20 number explain how they look for patterns
lines to help know where to in the grid, e.g.
identify missing place numbers in the last digit
numbers. You can the grid. alternates in each
help write the column (1, 5, 11,
answers for less 15 and 4, 9, 14,
confident writers. 19).
Day 4 Count objects to TG1 pages 24– Show the class the game board you have prepared. Encourage counting out The Connect
20, recognising 25, (See TG1 page 25 for an example.) loud as a group so that game on SB1
conservation of SB1 page 10, Say: Your counter is on 9. You roll a 1–6 dice. After two all students hear the page 10
number. Digital moves you land on 16. Work in pairs to write all the correct pronunciation of provides
Explore number Resource Pack different ways you could do this. the numbers. Work students with an
problems and 1 Unit 1 Repeat with the following numbers: with less confident opportunity to
8
puzzles. ‘Numbers and Starting number Finishing number individuals and ask apply and
Counting’ 8 15 them to repeat numbers practise their
10 15 that you say first as a counting skills.
9 17 model. Set up pairs to
play the game so that
Say the ‘Incy wincy spider’ rhyme with hand actions to less confident language
show Incy the spider climbing up and down the pipe to learners can hear peers
introduce the game in the Student Book: using the vocabulary
Incy Wincy Spider accurately.
Climbed up the spout.
Down came the rain
And washed poor Incy out.
Out came the Sun
And dried up all the rain
So Incy Wincy Spider
Climbed the spout again.
Students can play the game several times.

Encourage all While playing the Students can
students to join in spider game, ask record a range of
the rhyme. students for possible ways of
numbers which getting from one
are ‘bigger’ and number to
‘smaller’ than the another with two
number their throws of a dice
counter is on. and with three
throws of a dice.
Day 5 Recite numbers in TG1 pages 26– Students complete the Student Book activity individually. The choral chanting in The Review
order (forwards 27, They may need support in understanding that if they pick a the introduction activities on
from 1 to 100, SB1 pages 11– ‘0’ card they should form a single-digit number and a two- supports language SB1 pages 11–
backwards from 20 12, digit number. For example, if they pick 3 and 0, they can learners. You will need 12 are
to 0). WB1 page 12, colour in ‘3’ and ‘30’. to model the names of assessment
Explore number Digital Supporting: Consolidating: Extending: two-digit numbers activities.
9
problems and Resource Pack Model the Ask students to Ask students to greater than 20. Say the Students’
puzzles. 1 Unit 1 number names for identify which colour in numbers and ask responses to
‘Numbers and some students number is bigger numbers that are students to repeat them. these will help
Counting’ after they have and which is 10 more; 10 less; you to assess
found the smaller before 1 more; 1 less their current
numbers on the they place it on than the numbers understanding
100-square. the grid. they have of numbers and
coloured on the counting.
100-square.
Term 1
Week 3: Exploring Numbers 1

Problem solving
focus
Day 1 Order numbers to TG1 page 29, Discuss with students where they see numbers in their life Listen to the Send out the
at least 20. SB1 page 13, at home, out walking or at school. Say that sometimes vocabulary being used Unit 2 letter to
Explore number Unit 2 letter numbers are joined together to make bigger numbers (e.g. during the pair activity. parents and
problems and on a bus), sometimes they are in order. Say: Count with Demonstrate ‘more’ guardians.
puzzles. me to 10: 1, 2, 3, 4, ..., 10. Ask students to work in pairs to and ‘less’ on the
find a picture that has the numbers in order (e.g. phone, number line. Label the
calculator, calendar). number line using
Draw a row of five houses on the board. Choose a number arrows to show that
card from 1–10 and put it on the first house. Ask students numbers to the left are
to talk to a partner to decide what the next house number smaller and numbers to
will be. Ask a student to come to the front and write the the right are greater.
next 4 numbers on the houses. Use the number line to
consolidate counting to 20.
Ask a student to come to the front and select a number
card at random. They hold it up. Pairs write down a
number that is less than this number. Wait five seconds
and say: Show me. Repeat for a number that is smaller than
the digit card number. Again, wait five seconds and say:
10
Show me.

Count using the Focus on one Ask: What is two
number line so more than and more than ...?
that students hear one less than. What is two less
the number Ask: What is one than ...? See how
words. more than ...? far students can
What is one less count beyond 20.
than ...?
Day 2 and Use ‘more’ or TG1 pages 30– Show students the cubes and dishes on their tables. Tell Put labels on the On Day 2, work
Day 3 ‘less’ to compare 31, them they are going to find out as much as they can about number track to show through the
two numbers. SB1 page 14, numbers and which numbers are more or less than other ‘more than’ and ‘less Introductory
Solve simple word WB1 page 14, numbers. than’. Count with activity and
problems and Digital Students work in pairs on the page from the Student Book. students so that they begin the
represent them Resource Pack Tell me what you know about numbers. How did you find hear the correct activities in the
with objects. 1 Unit 2 out which of two numbers was more or less? Did you have vocabulary modelled. Main activity.
‘Exploring to count every time? What else could you do? On Day 3, make
Numbers’ the floor graph
Supporting: Consolidating: Extending: pictogram from
Use the number Ask for other Compare three Additional
track to support numbers that are numbers by activities as a
counting. Label ‘more’ or ‘less’ making a track class, and then
the blank number than the numbers which is in students can
tracks in the of cubes in the between the two finish working
Student Book. dishes. tracks they have on SB1 page 14
made, and and complete
providing a third WB1 page 14.
dish.
Day 4 and Use ‘more’ or TG1 pages 32– Use the number track. Send three students out of the room Continue to listen to the On Day 4, play
Day 5 ‘less’ to compare 33, so that they cannot see. Point silently to one of the students’ use of the the team game
two numbers, and SB1 page 15, numbers on the track, e.g. 8. Say: This is our secret chosen language of comparison from the
give a number that WB1 page 15, number. and where necessary Introductory
lies between them. Digital Ask the three students to come back in. Say: You need to correct it. Use three sets activity and the
11
Solve simple word Resource Pack guess which number we have chosen. You may ask one of the same objects secret number
problems and 1 Unit 2 question each. Encourage the students to ask questions (cubes) with cards activity from
represent them ‘Exploring such as‘Is it more than 5?’, ‘Is it less than 10?’, rather than saying ‘more than’ and the Main
with objects. Numbers’ ‘Is it 7?’ ‘less than’ on either activity.
After asking one question each, they talk together to guess side of the centre set. Students can
the secret number. Repeat the game with another three begin to work
students, choosing a different number for them to guess. on SB page 15.
Ask students to complete page 15 in the Student Book On Day 5, ask
individually. students to carry
Supporting: Consolidating: Extending: out the dice and
Continue to count Ask for two more Ask students to cube activity
on a number or two less than a find the from the
track to model range of numbers difference in the Additional
counting. Just use on the number final Student activities and
‘more’ and ‘less’ line. Just use Book activity. then to
in final activity in ‘more’ and ‘less’ complete WB1
Student Book. in final activity in page 15.
Student Book.
Term 1

Problem solving
focus
Day 1 Use ‘more’ or TG1 pages 34– Use a 0–20 number line. Give out one number card per Use classroom routine
‘less’ to compare 35, pair of students. Choose a pair with a number that goes in to use the language,
12
two numbers, and SB1 page 16, the middle of the number line, e.g. 11. Ask them to put such as when lining up
give a number that WB1 page 16, their number on the line. Ask: What number is this? Who for playtime. Say, for
lies between them. Digital has the number that comes before this number? That pair example: Yusuf, stand
Explore number Resource Pack puts their number on the line. Who has the number that between Anna and
problems and 1 Unit 2 comes after 11? That pair puts their number on the line. Olga.
puzzles. ‘Exploring Read all three numbers in the sequence, e.g. 10, 11, 12.
Numbers’ Next, place 9 and 13 and so on until you have built up the
whole number line. Give each pair a set of 0–9 digit cards
and a basket.
Say: On your table you have a set of cards and a basket
each. You will work with a partner on page 16 of your
Student Book. Pick two cards. Write the smallest at the
left-hand end of a number line and the largest at the right-
hand end. Take it in turns to pick the other cards. If the
number you pick is between the two numbers on the
number line, you can keep the card. If it is not, put it in the
basket. The winner is the person with the most cards.
(Sometimes the basket can win!)
Repeat the game several times.

Continue Use the language Score the game
counting on the ‘one more’ and by adding the
number lines and ‘one less’ and ask numbers on the
asking what the what is ‘one cards together.
numbers on the more’ or ‘one Model with
digit cards are. less’ than blocks if
numbers on the necessary.
digit cards.
Day 2 Use ‘more’ or TG1 pages 36– Remove every other number from the 1–20 number line Look out for students
‘less’ to compare 37, leaving the number line shown on TG1 page 37. who have difficulty
two numbers, and SB1 page 17, Ask students to count from 1 to 20. If a student says a with vocabulary. Give
give a number that WB1 page 17, number which is missing from the number line they stand them just one option
lies between them. Digital up. When the count is over, give each standing student such as, I am between 6
Explore number Resource Pack their ‘missing number’. Ask them to peg it in the right and 8. What am I?
13
problems and 1 Unit 2 place on the number line. Ask: Are all the numbers in the Allow them to use a
puzzles. ‘Exploring right place? Count together from the beginning to check. small number line or
Numbers’ Repeat, this time removing every third number. ruler with numbers as a
Repeat the activity again, this time removing the numbers visual aid. Ensure all
3, 6, 8, 10, 14, 15, 17. As the missing numbers are learners understand
replaced, ask the student to tell you what she is doing. ‘after’, ‘before’ and
Write sentences on the board for the students to use as they ‘between’ through
replace the numbers on the line: visual demonstration.
I have ___. It goes after ___ and before ___. It goes
between ___ and ___.
Students can complete page 17 in the Student Book
individually.

Individuals Ask students to Students can
should have tell you what develop their own
number lines to numbers come sequences –
use to help them next in the counting
complete the sequences. forwards and
activity in the backwards in
Student Book. twos.
Day 3 Begin partitioning TG1 pages 38– Ask students to take 15 cubes from the cubes on their Some students may
two-digit numbers 39, table. Write the number on the board. How many tens has have difficulty with
into tens and ones SB1 page 18, 15 got? (1) And how many ones? (5) counting to 20. Ensure
and reverse. WB1 page 18, Make 15 using one lot of ten and five ones. Put 10 ones you clearly model the
Solve simple word Digital cubes together to make a tower and ask students to copy pronunciation of each
problems and Resource Pack you. number for them and
represent them 1 Unit 2 Hold the 10 tower in the air. How many ones do you have give them lots of
with objects. ‘Exploring on the table? (5) practice at counting, as
Numbers’ Repeat for 23. a class.
Ask students to complete page 18 in the Student Book
individually.

Use number lines Ask students to Use the digit
14
and the number make all the teen cards and ask
cards to practise numbers using students to make
counting to 20. the interlocking the biggest two-
cubes, and to digit number they
label them. can.
Day 4 Begin partitioning TG1 pages 40– Ask students, in pairs, to repeat the Introductory activity Model the words you
two-digit numbers 41, with the set of digit cards on their table. Whoever has the want students to use
into tens and ones SB1 page 19, highest number each time wins one point. and learn. Do the
and reverse. WB1 page 19, Ask: What is the best place to put the largest digit? activity alongside them
Explore number Digital Students stop when one of them has 10 points. Repeat the using the correct
problems and Resource Pack game, but this time the person with the lowest number vocabulary and
puzzles. 1 Unit 2 wins a point. language structure as
‘Exploring Ask students to complete page 19 in the Student Book you work.
Numbers’ individually.

Count with Ask students to On the 100-
students using the find their square, ask
100-square to numbers on the student to shade
support. 100-square. numbers 10 more
and 10 less than
the numbers they
make.
Day 5 Order numbers to TG1 pages 42– Place the 1–10 and 1st–10th cards around the room. Each Use ordinal numbers On Day 5 of
(continued at least 20, 43, student should find one card. They have to find their throughout the school Week 4, carry
on Day 1 in positioning on a SB1 page 20, partner. For example, the student with 3 finds the student day as often as out the
Week 5) number track, use WB1 page 20, with 3rd on their card. When they have found their partner, possible. Introductory
ordinal numbers. Digital they make a line at the front of the classroom. Ask: Are activity and
Explore number Resource Pack you in the right place? They must not talk to anyone else play the game
problems and 1 Unit 2 except their partner. They look at the pair in front of them from the Main
puzzles. ‘Exploring and the pair behind. Once they are all happy with their activity.
Numbers’ order, they read the ordinal cards out loud, in order. Students can
Repeat the game. This time students who did not find a then work on
card last time start the game. the activity on
15
Ask students to complete page 20 of the Student Book SB1 page 20.
individually. On Day 1 of
Week 5, repeat
Supporting: Consolidating: Extending: the Introductory
Play a matching Ask students to Ask students to activity, and
game using small predict what the find examples of then play the
sets of digit and ordinal numbers ordinal numbers hopscotch game
ordinal number will be between in newspapers from the
cards. Model the 10 and 20. and magazines. Additional
language for the activities. Ask
student. students to
complete the
other Additional
activities.
Term 1

Problem solving
focus
Day 1 Order numbers to TG1 pages 42– Place the 1–10 and 1st–10th cards around the room. Each Use ordinal numbers On Day 5 of
(continued at least 20, 43, student should find one card. They have to find their throughout the school Week 4, carry
from Day 5 positioning on a SB1 page 20, partner. For example, the student with 3 finds the student day as often as out the
in Week 4) number track, use WB1 page 20, with 3rd on their card. When they have found their partner, possible. Introductory
ordinal numbers. Digital they make a line at the front of the classroom. Ask: Are activity and
Explore number Resource Pack you in the right place? They must not talk to anyone else play the game
problems and 1 Unit 2 except their partner. They look at the pair in front of them from the Main
puzzles. ‘Exploring and the pair behind. Once they are all happy with their activity.
Numbers’ order, they read the ordinal cards out loud, in order. Students can
Repeat the game. This time students who did not find a then work on
card last time start the game. the activity on
Ask students to complete page 20 of the Student Book SB1 page 20.
individually. On Day 1 of
Week 5, repeat
16
Supporting: Consolidating: Extending: the Introductory
Play a matching Ask students to Ask students to activity, and
game using small predict what the find examples of then play the
sets of digit and ordinal numbers ordinal numbers hopscotch game
ordinal number will be between in newspapers from the
cards. Model the 10 and 20. and magazines. Additional
language for the activities. Ask
student. students to
complete the
other Additional
activities.
Day 2 Order numbers to TG1 pages 44– As a class, make up a funny story. Each part of the story For the Main activity,
at least 20, 45, will be illustrated with a simple drawing. ensure that the ordinal
positioning on a SB1 page 21, Start by asking students what happened first and then draw numbers are repeated
number track: use WB1 page 21, a simple illustration of this on a piece of paper. throughout by you and
ordinal numbers. Digital Ask: What happened next? Allow one student to makeup the students. Repeating
Explore number Resource Pack the next part of the story and again draw a simple drawing each number as often as
problems and 1 Unit 2 of what happened on a piece of paper. This is the second possible will help
puzzles. ‘Exploring part of our story. students to pronounce
Numbers’ Repeat six times until the story is finished. Each time say the words correctly (as
what part of the story it is, e.g. This is the fifth part of our these are particularly
story. difficult sounds to
Stick the pictures you have drawn onto the board in a pronounce).
random order.
Show the ordinal number cards 1st to 6th and ask one
student to stick the first number card next to the first part
of the story. What happened first? Repeat, asking What
was the second part of the story? What was the third part?
and so on.
Ask students to complete page 21 in the Student Book
individually.

Repeat the Pairs should ask Students create
matching game each other their their own pattern
from the previous own questions with counters and
17
lesson to support about the create a set of
the first question coloured counters questions for
in the Student in the Student their peers.
Book. Book, e.g. ‘What
is the position of
the green
counter?’ ‘Which
colour is 8th?’
Day 3 and Begin partitioning TG1 pages 46– On page 22 in the Student Book there is a game to play. Make a number display On Day 3, work
Day 4 two-digit numbers 47, Go through the game instructions with the students before in the classroom. Show through the
into tens and ones SB1 page 22, they play. Make sure they understand what they are to do. ordinal and cardinal Introductory
and reverse. Digital Game instructions: Choose who is the tortoise and who is numbers. Show how to activity and the
Explore number Resource Pack the hare. Take turns to throw the dice. Move that number make tens and ones. activities in the
problems and 1 Unit 2 of spaces. If you land on a carrot square, collect that Main activity.
puzzles. ‘Exploring number of cubes. Follow the rules on the other squares. If On Day 4, play
Numbers’ the hare lands on the tree, he must miss a turn. the game on
At the end of the game, make towers with the cubes SB1 page 22 as
(carrots). a class, and then
Ask: How many carrots did you collect? The winner is the ask students to
player with the most carrots. carry out the
activity from
Supporting: Consolidating: Extending: the Additional
Play the game Ask students to Students work in activities.
with students so use a place value pairs to make a
that they can hear grid to write game, using
you model the down different numbers, to play
appropriate numbers of with their friends.
vocabulary. carrots that you
choose.
Day 5 Use ‘more’ or TG1 pages 48– Students complete the activity on pages 23–24 of the Read the sentences The Review
‘less’ to compare 49, Student Book individually. Remind them to use the aloud to students who activities on
two numbers, and SB1 pages 23– sentences in the first question to help them to write their need language support SB1 pages 23–
give a number that 24, own sentences about the pictures on page 24. and ask them to read 24 are
lies between them. WB1 page 22, out the numbers for assessment
18
Solve simple word Digital Supporting: Consolidating: Extending: you. Focus on the activities.
problems and Resource Pack Help individual Remind students Ask students to vocabulary more and Students’
represent them 1 Unit 2 students by to use the move beyond the less as well as the responses to
with objects. ‘Exploring writing down sentences in sentences in number names. these will help
Numbers’ their verbal question 1 to question 1 when you to assess
responses to the prompt their writing their their current
pictures. sentences. sentences, e.g. understanding
they could write of numbers and
how many more counting.
items there are in
one picture than
the other.
Term 1
Week 6: Number Pairs 1

Problem solving
focus
Day 1 Understand TG1 page 51, Tell the students that they are having a party for bugs. Using practical Send out the
addition as SB1 page 25, They can invite any bugs they like, but the bugs must each resources such as Unit 3 letter to
counting on and Unit 3 letter come with a friend, and each pair of bugs must have a total counters or cubes will parents and
combining two of ten legs. Ask them to draw pairs of bugs that are coming help students to see the guardians.
sets. to the party. quantity of ten rather
Explore number Give time for the activity. than it being an abstract
problems and idea. Ask students to
puzzles. Supporting: Consolidating: Extending: arrange their ten
Use a number Ask students to Ask students to counters in different
line to 10 to help find a different check that they ways but agree that
counting. way of making have all the there will always be
Encourage the total. different ways of ten. Suggest they draw
students to count making the totals. the bugs, then sort the
each set of legs. ten counters onto the
Record the bugs. This will show
19
number sentence the number of legs to
for the students. draw.
Day 2 Begin to know TG1 pages 52– Show six counters. Ask: How many different ways can we Model the vocabulary
number pairs to 6, 53, make 6? so that students can
7, 8, 9 and 10. SB1 page 26, Show two paper plates. I can put six counters here. How hear the correct
Explore number WB1 page 24, many will go on the other plate? (0) Move one of the pronunciation.
problems and Digital counters onto the other plate. How many on this plate? (5)
puzzles. Resource Pack How many on that plate? (1) How many altogether? (6)
1 Unit 3 Repeat, taking another one from the first plate so that there
‘Number Pairs’ are four on one plate and two on the other. How many
altogether?
Ask students to work with a partner to find all the different
ways to make six. They should draw pictures in the
Student Book to show the different ways they find.
Show students how to record the different ways by
drawing them, as shown in the example on TG1 page 53.
Pairs should check that they have all the different
arrangements.
Some pairs should then move on to find pairs that total
eight.

Some students Ask students to Ask students to
may have make sure that explain how they
difficulty with they have all the know they have
mental imagery. different ways of all the different
Use a strategy making 6 or 8. arrangements.
where they can
hear counters
being added or
taken out, such as
putting counters
into a tin. Record
the numbers
sentences for the
20
students.
Day 3 Begin to know TG1 pages 54– Tell students they are going find as many different ways of The words ‘add’, ‘take
number pairs to 6, 55, making numbers as they can. Give out the sets of digit away’, ‘total’ and the
7, 8, 9. SB1 pages 27– cards until each student has one card. Tell them to make a number names need to
Understand 28, total of five. be clearly modelled
addition as WB1 page 25, Look at your number. throughout.
counting on and Digital What number do you need to make your number add up to
combining two Resource Pack five?
sets. 1 Unit 3 Use your fingers to help you.
Explore number ‘Number Pairs’ Give an example, e.g. if they have the digit card 4,they
problems and need the digit card 1 to make 5. Ask them to find someone
puzzles. with the card that they need. They then sit in that pair.
Give time for the activity. Ask the pairs to tell you the
numbers on their cards. Check that they total five.
Why have some of you not got a partner? (Because their
number is more than five.)
Repeat the activity, asking all students to find the number
they need to make seven. Give time for the activity. Why
do some of you not have a partner? (Because their number
is more than seven.)
Repeat, this time making a total of nine, so that everyone
can find a partner.
Ask students to complete pages 27–28 in the Student Book
individually.

Once students Continue to ask Ask students to
realise that a for alternative look for number
hand of fingers is answers for totals pairs to 20 and
5, they don’t to 6, 7, 8 and 9. use what they
have to count know about pairs
them all. They to 10 to help
can start at 5 then them.
count on to 6, 7,
8, ... (If students
21
prefer to count
knuckles, this can
be used instead of
fingers. This will
help to get rid of
counting errors.)
Day 4 Begin to TG1 pages 56– Give each student a set of digit cards and ask them to place Make number and spot
know 57, the cards in front of them so you can see them all. Say you cards so there is a
number SB1 page 29, are going to hold up a number. Ask them to hold up the visual image of the
pairs to WB1 page 26, card that will make a total of 10. Hold up 9. What number meaning of each
10. Digital will add to 9 to make 10? (1) Write on the board numeral. Also support
Explore number Resource Pack 9 + 1 makes 10. with numbers written in
problems and 1 Unit 3 Hold up 1. What number will add to 1 to make 10? (9) words, as in the
puzzles. ‘Number Pairs’ Give time for students to choose their number. Write on example on TG1 page
the board 1 + 9 makes 10. Continue playing the game until 56.
all of the numbers have been used.
Ask students to complete page 29 of the Student Book.

Ask students to Ask students to Ask students to
give all the pairs show you the look for number
that make 10 different pairs pairs to 20, using
verbally. Write using a bead what they know
the pairs in the string. about pairs to 10
Student Book for to help them.
them.
Day 5 Begin to TG1 pages 58– Demonstrate the game to the whole class first by playing Joining in with class
know 59, the game with three students. Put the dominoes (or domino counting allows
number SB1 page 30, cards from the Resource Sheet) face down students to develop
pairs to WB1 page 27, on the table. Students choose four each, then turn them instant recall.
10. Digital over to see the spots. They should match up dominos to
Understan Resource Pack make a total of 10 at the join. This is possible with 6 and 4
d addition 1 Unit 3 and 5 and 5.
as ‘Number Pairs’, Now they should arrange the four dominoes as a square.
22
counting Resource Sheet They must try to make all the sides total 10 by adding the
on and 2 total spots on one domino with one side of spots on
combining another domino (see the diagram on TG1 page 59).
two sets. Students can move the dominoes as much as they want to.
Solve simple word If the sides don’t total 10, they can choose another domino
problems and from the pile. They must replace a domino for every one
represent them they take so that they always have four dominoes. They
with objects. can swap a domino with another player.
Ask students to complete page 30 in the Student Book.

Students should Ask for How big a
use digit cards, or alternative ways domino square
counters and of making 10 can students
count on a with three make so that the
number line to numbers that totals are always
help them with include a number 10?
the Student Book greater than 6.
activity. (For example,
10 = 7 + 2 + 1)
Term 1
Week 7: Number Pairs 2 and Shapes 1

Problem solving
focus
Day 1 Begin to know TG1 pages 60– Use ‘If ... then ...’ cards to make number pairs. Choose For the game, pair more The Connect
number pairs to 6, 61, two students to come to the front of the class. Explain that, confident English game on SB1
7, 8, 9 and 10. SB1 page 31, together, they are going to make pairs that total the learners with less page 31
Understand Digital number five. Give one student the ‘If’ card. Say: If the confident learners so provides
addition as Resource Pack first number is two, then the other number is ...? (3) Point that they can hear peer students with an
counting on and 1 Unit 3 to the cards as you say them. If the first number is one then modelling of the opportunity to
combining two ‘Number Pairs’ the other number is ...? (4) vocabulary. apply and
23
sets. Choose two different students. Together, you are going to practise their
Explore number make the number nine. If the first number is two, then the counting on and
problems and other number is ...? (7) Point to the cards as you say them. adding skills.
puzzles. If the first number is one, then the other number is …? (8)
Students play the game in the Student Book in pairs. They
will need a dice and a counter each. They may want to use
cubes to help them work out the totals. They start in the
‘start’ circle. They take turns to throw the dice and move
that number of spaces. If they land on a sum, they work
out the total. If there is a star with that number on it, they
move to it. If there is no star, they stay on their square. If
they land on a blank square, they stay on their square. The
first player to reach ‘finish’ is the winner.

Mixed-attainment Ask for More confident
pairs will support alternative ways students should
less confident of finding totals. support less
students. confident
students in the
game, and be able
to explain what to
do to work out a
total.
Day 2 Begin to know TG1 pages 62– Students should use the coins that they have to work out Work with students Looking at
number pairs to 6, 63, how many different ways they can make 10 cents. who are less confident students’
7, 8, 9 and 10. SB1 page 32, Encourage them to work systematically so that they can and ask them to responses to the
Understand WB1 page 28, check if they have all the different possible arrangements. articulate their thinking. activities on
addition as Digital Ask: How many cents SB1 page 32
counting on and Resource Pack Supporting: Consolidating: Extending: is that? Encourage will help you to
combining two 1 Unit 3 Use counters and Encourage Ask students to them to read their assess their
sets. ‘Number Pairs’ cubes to help students to work explain to you number sentences current
Explore number students see 5 systematically to how they know aloud, modelling understanding
problems and cents as ‘5’ rather see if they can that they have pronunciation if of number pairs.
puzzles. than 1 coin. find further found all the necessary.
arrangements. different possible
24
arrangements.
Day 3 Name and sort TG1 page 169, Ask students to share some of their ideas about the picture Support the vocabulary Send out the
common 2D SB1 page 121, in the Student Book with the rest of the class. To with pictures, diagrams Unit 10 letter to
shapes (e.g. Unit 10 letter encourage discussion, use questions such as: What can you or whole class parents and
circles, squares, see? What is the same / different about...? participation in a guardians.
rectangles and Choose a circle. Describe its position to your friend. Can physical activity to
triangles) using they work out which circle you chose? Choose a different demonstrate the
features such as shape. Describe its position to your friend. Can they work meanings of the words.
number of sides, out which shape you chose? For example, drawing a
curved or straight. If you were going to climb over this, which ways could you circle in the air.
Name and sort go? How many different ways do you think there are?
common 3D Encourage correct mathematical language and vocabulary
shapes (e.g. cube, during the discussions. Rather than ‘I would go through
cuboid, cylinder, the round thing’, substitute circle for round thing.
cone and sphere)
using features such Supporting: Consolidating: Extending:
as number of Model the Ask students to Develop the
faces, flat or language of describe the language of
curved faces. shape carefully, properties of properties of
Identify simple pointing to the shapes they see. shapes by
relationships shapes in the comparing
between shapes. image. ‘similar’ shapes.
For example,
different-sized
rectangles around
the room. What is
the same /
different?
Day 4 and Name and sort TG1 pages Tell the class that they are going to look at as many Make a class poster On Day 4, work
Day 5 common 2D 170–171, different-sized squares as they can on their geoboard. This showing all the through the
shapes using SB1 pages 122– is a good way to raise awareness of ‘tilted’ squares on a different shapes Introductory
features such as 123, grid. (We call this a square not a diamond.) Ask students labelled correctly, so activity and
number of sides, WB1 page 78, what they know about squares. Write the word ‘squares’ that students can refer begin the Main
curved or straight. Digital on the whiteboard so that they can all see it. Draw a square to the names of the activity.
25
Use them to make Resource Pack next to the word. As they tell you something about a shapes at all times. On Day 5, first
patterns and 1 Unit 10 square, write what they say and demonstrate it with a carry out the
models. ‘Shapes’ picture or diagram. Do the same with triangle, circle, activity
Identify simple rectangle and star. involving
relationships Ask students to work on the geoboards with a partner to folding paper in
between shapes. find the biggest square they can and the smallest square the Additional
they can. They should use dotted paper to record their activities.
squares. Students can
They then find the biggest and smallest triangle they can then complete
and record what they find out. They then work SB1 pages 122–
individually on the activities on pages 122–123 in the 123 and WB1
Student Book. page 78.

Model the Ask students to Develop the
language of describe the language of
shape carefully, properties of properties of
pointing to the shapes they see. shapes by
shapes on the comparing
geoboards. ‘similar’ shapes.
For example, for
different-sized
shapes that
students make on
the geoboard,
ask: What is the
same? What is
different?
Term 1
Week 8: Shapes 2
Key specific OIPM Main activity Language support Notes

Problem solving
26
focus
Day 1 and Name and sort TG1 pages In pairs, students cut up a square of paper to make the Make a display On Day 1, work
Day 2 common 2D 172–173, shape on Student Book page 124. They should make as showing the names and through the
shapes using SB1 pages 124– many different triangles as they can. Repeat this for four-, properties of 2D Introductory
features such as 125, five- and six-sided shapes. shapes. Students should activity and
number of sides, WB1 page 79, use this language of begin the Main
curved or straight. Digital Supporting: Consolidating: Extending: shape to help them activity.
Use them to make Resource Pack Model the Ask students to Develop the discuss the properties On Day 2, carry
patterns and 1 Unit 10 language of describe the language of of shapes in all the out the string
models. ‘Shapes’ shape carefully, properties of properties of activities. activity from
Identify simple pointing to the shapes they see. shapes by the Additional
relationships sides and corners comparing activities with
between shapes. of the cardboard ‘similar’ shapes. the class, and
shapes and the For example, for then ask
shapes in the different shapes students to
Student Book. that students complete SB1
make, ask: What pages 124–125
is the same? and WB1 page
What is 79.
different?
Day 3 Name and sort TG1 pages Students should stack the containers and blocks to make a Create a poster with
common 3D 174–175, building as tall as possible. Ask them: Which blocks names and properties of
shapes (e.g. cube, SB1 pages 126– should go at the bottom? Which blocks will go on the top? 3D shapes that you can
cuboid, cylinder, 127, They should draw the tallest building they can create. refer to throughout the
cone and sphere) WB1 page 80, Demonstrate with the shapes when you are describing unit.
using features such Digital some of the properties. Would it be a good idea to put a
as number of Resource Pack sphere or a cylinder at the bottom of your building? Why
faces, flat or 1 Unit 10 not?
curved faces. Use ‘Shapes’ What do you think would make the tallest building? What
them to make do you think would be the most containers or blocks you
patterns and could use? Try it and see what happens.
models. Encourage the students to feel the surfaces of the
Identify simple containers and blocks and make decisions about using the
relationships flat surfaces in their building. Ask students to complete
between shapes. Student Book page 127 to record their tower.
27
Model the Ask students to Develop the
language describe the language of
carefully, properties of properties of
pointing to the shapes they see shapes by
shapes as you use and use. comparing
the vocabulary. ‘similar’ shapes.
For example, for
different blocks
which are
‘similar’, ask:
What is the
same? What is
different?
Day 4 Name and sort TG1 pages Give each small group a set of 3D shapes. Ask: What is Encourage the use of
common 3D 176–177, different about these shapes compared to two-dimensional correct mathematical
shapes (e.g. cube, SB1 page 128, shapes? (They have depth – we call them solid shapes). language throughout
cuboid, cylinder, WB1 page 81, Groups should sort the shapes into two different groups the activities. Students
cone and sphere) Digital and tell you the criteria they have used to sort them. Once will learn from talking,
using features such Resource Pack they have sorted them and told you their criteria, ask them and listening to others
as number of 1 Unit 10 to sort them in another way – again, they should be able to talking, and show their
faces, flat or ‘Shapes’ tell you what criteria they are using. Repeat a third time. understanding to you.
curved faces. Use Take this opportunity to model the use of the key
them to make vocabulary.
patterns and Students should work on the activity on Student Book
models. page 128 as a pair.
Identify simple
relationships Supporting: Consolidating: Extending:
between shapes. Model the Ask students to Develop the
language describe the language of
carefully, properties of properties of
pointing to the shapes they see shapes by
shapes as you use and use. comparing
the vocabulary. ‘similar’ shapes.
28
For example, for
different blocks
which are
‘similar’, ask:
What is the
same? What is
different?
Day 5 Recognise basic TG1 pages Ask pairs of students to use pattern blocks to make Encourage the use of
line symmetry. 178–179, patterns and test to see if they are symmetrical. correct mathematical
Identify simple SB1 page 129, Pairs place two squares on the table in front of them so that language throughout
relationships WB1 page 82, they touch edge to edge. They slowly slide one of them the activities. Students
between shapes. Digital away and replace it with a mirror. What can they see? How will learn from talking,
Resource Pack many squares can they see? and listening to others
1 Unit 10 Add a triangle to each square. Remind students that where talking, and show their
‘Shapes’ they put the triangle next to the first square they must put understanding to you.
it in the same place on the second square. Move one of the
opposite squares and triangles away and replace it with the
mirror.
Ask students to complete Student Book page 129, which
involves them colouring in grids to make symmetrical
patterns.

Make shapes Ask students to Students should
with the students. show you where use images from
Allow them to the lines of the Internet to
colour a square in symmetry are on create a poster to
and then you the shapes that show symmetry.
colour a square to they are making. They should draw
make it the lines of
symmetrical. symmetry onto
Gradually shift so the images.
that they are
finding the
symmetrical
29
square.
Term 1
Week 9: Shapes 3
Key specific OIPM Main activity Language support Notes

Problem solving
focus
Day 1 Recognise basic TG1 pages Students draw and check symmetrical patterns on the 3 × During the Main
line symmetry. 180–181, 3 grids on page 130 of the Student Book. They should activity, observe and
Identify simple SB1 page 130, work in pairs and use a mirror to check that patterns are listen as the class is
relationships WB1 page 82, symmetrical. Give time for exploration. Show how the working. Notice pairs
between shapes. Digital mirror can be placed halfway through the shaded square in who are having
Resource Pack any direction, including the diagonals. difficulty with
1 Unit 10 symmetry language and
‘Shapes’ Supporting: Consolidating: Extending: model the correct key
Make shapes Ask students to Student should words and phrases.
with the students. show you where use images from
Allow them to the lines of the Internet to
colour a square in symmetry are on create a poster to
and then you the shapes that show symmetry.
colour a square to they are making. They should draw
make it the lines of
symmetrical. symmetry onto
Gradually shift so the images.
that they are
finding the
symmetrical
square.
Day 2 Use everyday TG1 pages Each pair should take four or five toy vehicles back to Use an image of a
language of 182–183, their table. They should take it in turns to arrange the cars traffic jam and label
direction and SB1 page 131, and trucks following instructions from the other students vehicles with the key
distance to WB1 page 83, in the group. The students should give one instruction vocabulary ‘in front of’
30
describe Digital each, one at a time. For example, the first student might and ‘behind’. Write
movement of Resource Pack say ‘Put the blue car at the front.’ Then another student sentences which
objects. 1 Unit10 might say, ‘Put the yellow truck behind the blue car.’ describe relative
Identify simple ‘Shapes’ Make sure you circulate around the class modelling the position. Create a
relationships key vocabulary. poster that you can
between shapes. Students then complete the activity on Student Book page refer to.
131 individually.

Model the use of Follow Ask questions
key language to instructions and such as: How far
develop the make deliberate in front? How far
students’ fluency. mistakes so that behind?
students have to
be more specific
in their
instructions.
Day 3 Use everyday TG1 pages Place the images or labels of the landmarks around the Use the images of the
language of 184–185, room. Ask students to move to the landmark that they pass landmarks to make a
direction and SB1 page 132, first on their way to school. If a student suggestsa different large poster at the front
distance to WB1 page 83, landmark, make that label and place it in a different part of of the class which
describe Digital the room. Repeat three times so that the students move to describes a journey to
movement of Resource Pack landmarks in the order that they pass them on their journey school. This could be
objects. 1 Unit 10 to school. the journey that you
Identify simple ‘Shapes’ Look at page 132 in the Student Book. Ask students to take. Encourage
relationships work in pairs. One should describe the journey that is students to talk about
between shapes. represented to the other. Then ask each of the pairs to their own journey to
describe their own journey to school to their partner. When school.
they have done this, they should record their journey by You can help by
drawing in the Student Book. Pair a more confident labelling their ‘map’
student with a less confident student. whilst they describe it
to you.
Model the Ask students to Encourage the
language as the compare use of more
31
students describe journeys. Which complex
their journey to is longer? Which language,
you. Give them is shorter? including
small distance and
photographs to direction.
stick in the book
in the order they
pass the
landmarks.
Day 4 Recognise basic TG1 pages Ask students to work in pairs or small groups and to use as Working in pairs will The Connect
line symmetry 186–187, many different pattern blocks or 3D shapes as they like to allow those less activity on SB1
Identify simple SB1 page 133, make a very big pattern using lots of different shapes. The confident in English to page 133
relationships Digital pattern they make must have at least one line of hear the language provides
between shapes. Resource Pack symmetry. (See page 133 in the Student Book.) modelled by their peers. students with an
1 Unit 10 It sometimes helps students to build their patterns inside a opportunity to
‘Shapes’ baking tray with shallow sides, as this stops their patterns apply and
from moving too much. practise their
understanding
Supporting: Consolidating: Extending: of symmetry.
Use the Ask questions to Ask students to
vocabulary of develop adapt their
symmetry and vocabulary: How patterns so that
shape to talk many different there is more than
about the patterns squares/triangles one line of
with students. can you use? Is symmetry.
there more than
one line of
symmetry?
Day 5 Name and sort TG1 pages Students should go on a shape walk around school. If Use the flash cards Looking at
common 2D 188–189, possible, and if you have enough adults, you could go from the final activity students’
shapes using SB1 page 134, somewhere interesting outside school for this shape walk. as you do the shape responses to the
features such as WB1 page 84, Students should take photographs of all the shapes that walk. Show a student activities on
number of sides, Digital they see. If digital cameras are not available, ask one of the cards and ask SB1 page 134
curved or straight. Resource Pack the students to sketch the shapes. They should use the them if they can find will help you to
32
Name and sort 1 Unit 10 question on Student Book page 134 as a prompt rather that shape. Model the assess their
common 3D ‘Shapes’ than as a checklist. Hopefully, they will find many more word in a sentence, e.g. current
shapes using shapes and use a wider range of shape language. The window is square. understanding
features such as of 2D and 3D
number of faces, Supporting: Consolidating: Extending: shapes.
flat or curved Point to a range Ask students to Challenge
faces. of the basic tell you the students to find
Identify simple shapes and model properties of the and name a wider
relationships the language with shapes they are range of shapes
between shapes. students. drawing. and to talk about
their properties.
Term 1
Week 10: Measures 1

Problem solving
focus
Day 1 Estimate and TG1 page 151, After students have estimated the order of the containers in Listen to how students Send out the
compare capacities SB1 page 107, the Introductory activity, ask: How could we find out use the language and Unit 9 letter to
by direct Unit 9 letter which container holds the most? And which container vocabulary of parents and
comparison, then holds the least? All of the containers are empty, so we will measures. Encourage guardians.
by using uniform need to fill them. them to use
non-standard units. Show the water or the dried material. We can pour this comparative language
Use comparative into each container until they are full. such as ‘taller than’,
language, e.g. Choose some students to fill the containers one at a time ‘shorter than’, while
longer, shorter, until they are full. After each one is full, pour its contents giving you examples
heavier, lighter. into a bucket and mark the level, using cubes. Say: This from the selection of
Identify simple container holds enough to measure _____ cubes from the containers.
relationships bottom to the top. Keep a record of the number of cubes
between numbers. for each container. Ask: Which container held the most?
Which container held the least? Use the results to put the
containers in order from the one that holds the least to the
one that holds the most.
33
Ask students to Ask students to Ask students to
use the language explain the explain why tall
of comparison strategies they are thin containers do
after you have using. not have large
modelled the use capacities.
of the
vocabulary.
Day 2 Compare lengths TG1 pages After comparing the lengths of the ribbons in the Encourage students to
and weights by 152–153, Introductory activity, say: We have found out about the answer in full sentences
direct comparison, SB1 pages 108– ribbons. Let’s see what we can find out about the boxes. using the vocabulary of
then by using 109, Choose two students to come to the front of the class. weight or length. Listen
uniform non- WB1 page 70, Say to the students: Pick up two of these boxes. Talk to as they are talking to
standard units. Digital each other and then tell us something about them. Are they each other and give the
Identify simple Resource Pack heavy or light? Tell us which is the heaviest and which is correct word or phrase
relationships 1 Unit 9 the lightest. Ask the two students to place the heaviest box when necessary.
between numbers. ‘Measures’ on the table next to the lightest box. Who can tell me
something about the heaviest box? Look at the size of it. Is
it bigger or smaller than the lightest box? (smaller) Are
you surprised? Did you think that the biggest box would
be the heaviest? On your tables, you have some ribbons
and some boxes. Find out all you can about them and
write your ideas in your book. Talk to each other as you
work and share your ideas.

Encourage Use non-standard Use the same
students to check units such as non-standard
the comparisons cubes to help units each time to
they are making. measure the measure the
Ask: Which is the ribbons. ribbons.
longest? Which is
the shortest?
34
Day 3 Compare lengths TG1 pages Show the class how to use balance scales. I am putting a Use pictures or posters
and weights by 154–155, book in this side of the scales. What has happened? (The to show vocabulary
direct comparison, SB1 pages 110– pan goes down.) What does that mean? (The side with the such as ‘heavy/light’,
then by using 111, book is heavier than the other side.) What do I have to do ‘long/short’,
uniform non- WB1 page 71, to make the scales balance again? I shall put some cubes ‘big/small’.
standard units. Digital in the empty side. We want the scales to balance. Count
Identify simple Resource Pack out loud as the cubes go into the pan. Stop counting when
relationships 1 Unit 9 they balance. I needed cubes to balance the book. On your
between numbers. ‘Measures’ table, you have some paper and scissors so you can draw
and cut round your hand and your foot.
Work with a partner. Use your foot, hand, cubes and
straws to measure the length of your table and complete
the page in your book.
Then you need to measure the length of your leg.
Demonstrate this.
Finally, use cubes to complete the weighing activity. Read
the questions and fill in the missing parts.

Encourage Ask students to Move students on
students to check estimate lengths to use different-
the measurements and weights sized cubes to
they are making. using their measure the
Ask: Which is the experience of items, and to
longest? Which is previous explain why their
the shortest? measurements. answers are now
different.
Day 4 Estimate and TG1 pages The students should work in pairs on the main activity. Make prompt cards
compare capacities 156–157, Explain: On your table, you have some containers and which have the
by direct SB1 pages 112– some cubes. Some are tall; some are short, fat or wide. important words as well
comparison, then 113, Work with your partner and find which has the largest as illustrations. Cut
by using uniform WB1 page 72, capacity: which holds most cubes; and which has the them into separate
non-standard units. Digital smallest capacity: which holds the least. You will need to cards and ask students
Choose Resource Pack fill all the containers with cubes to make a row from the to match the words and
appropriate 1 Unit 9 highest capacity to the lowest. Make sure you don’t put in pictures. Make posters
35
strategies to carry ‘Measures’ too many cubes, or too few. Each container must be full. that display the
out calculations. Demonstrate the meaning of ‘too few’ and ‘too many’ by vocabulary for the
over-filling and under-filling a container. lesson.
Tip out the cubes from each container one at a time. Make
the cubes into snakes to find the capacity of a container.
Compare the lengths of the snakes.
Students should use the Student Book to record their
findings.

Encourage Ask students to Ask students to
students to check estimate use different-
the measurements capacities using sized cubes to
they are making. their experience compare and
Ask: Which of previous explain their
container holds measurements. results.
the most? Which
holds the least?
Day 5 Estimate and TG1 pages Ask students to work through the activities in the Student Model key vocabulary
compare capacities 158–159, Book with a partner. They should write what they find out such as full, empty,
by direct SB1 pages 114– and then explore the capacity of other things. Remind holds, container in
comparison, then 115, students to estimate their capacity before they find out. practical sessions. Use
by using uniform WB1 page 73, the words in other
non-standard units. Digital Supporting: Consolidating: Extending: contexts such as ‘Your
Choose Resource Pack Encourage Ask students to Ask students to lunch box is full’ or
appropriate 1 Unit 9 students to check estimate predict what the ‘The vase is empty’.
strategies to carry ‘Measures’ the measurements capacities using results would be
out calculations. they are making. their experience if they repeated
Ask: Which of previous the activities with
holds most? measurements. different-sized
Which holds objects, and then
least? Why? try with those
items.
36
Term 2
Week 1: Addition 1

Problem solving
focus
Day 1 Understand TG1 page 65, Look at the pictures in the Student Book. Ask students Singing and saying Send out the
addition as SB1 page 33, questions such as: How can we find out how many students number songs and Unit 4 letter to
counting on and Unit 4 letter there are altogether? Discuss strategies, e.g. starting with rhymes as a whole class parents and
combining two the largest amount and adding the others, joining together will help pronunciation. guardians.
sets. amounts that total 10 and adding the rest, looking for pairs Teachers can model the
Add more than of numbers for doubles and adding on. words, emphasising any
two small Ask questions such as: Does it matter which group we difficult parts.
numbers, spotting start with? Will the answer be the same? Test it with one Students will also need
pairs to 10, e.g. of the groups. support with simple
4 + 3 + 6 = 10 + 3. Repeat using the other pictures as a basis for discussion. number sentences, so
Check the answer always model these
to an addition by Supporting: Consolidating: Extending: clearly on the board.
adding the Ask students to Ask students to Students should
numbers in a find the total of select three find the total of
different order. different pairs of groups on page four or more
objects on page 33 of the Student groups on page
33 of the Student Book, and to find 33 of the Student
Book, using a the total number Book.
number line and of objects in
counters as them.
support.
Day 2, Day 3 Understand TG1 pages 66– Exchange the gingerbread men (from the Introductory Ask key questions such On Day 2, carry
and Day 4 addition as 67, Activity) for 10 cubes and have the jar and two plates next as: How can we make out the
combining two SB1 pages 34– to you. 10? Introductory
sets; record related 35, Put one cube in the jar and ask students how many of the Using practical activity and ask
addition sentences. WB1 page 30, cubes that are left should go on each plate. (It could be any resources to explore the students to
Solve simple word Digital pair of numbers that totals nine.) different ways of complete the
37
problems and Resource Pack Wait for a student response and place that number on the separating and activity on SB1
represent them 1 Unit 4 plates. combining to make 10 page 34.
with objects. ‘Addition’ Write the different combinations for the cubes in the jar will develop On Day 3, work
and on the plates on the board: understanding of bonds through the
1+0+9 to 10. Main activity
1+1+8 with the class
1 + 2 + 7 and so on. and students can
Ask individual students to suggest different combinations. then finish the
Repeat with different numbers in the jar and on the plates. activity on SB1
Ask students if, however they are arranged, there could page 35.
ever be more than 10 cubes. Why not? (Because the total On Day 4, use
at the start and at the end will always be the same, the counters
however they are grouped.) activity from
Model the activity on page 35 of the Student Book. Place the Additional
three cups so that all the students can see them. Ask one activities to
student to count out 10 cubes. Ask them to put two cubes introduce the
in the first cup. Count together to see how many are left. lesson before
Then place three cubes in the next cup. Count out how students use
many are left. Place five cubes in the last cup. dice to write
Write 2 + 3 + 5 = 10 number
Ask all the students to complete the example on page 35 of sentences on
the Student Book. They should then complete the rest of WB1 page 30.
the questions on page 35 of the Student Book, using their
own cups and cubes.

You can help Encourage Ask students how
write the answers students to be many different
for the students systematic in ways they think
as they tell you finding totals to are possible.
how they have 10.
divided the cubes
into the cups.
Day 5 Understand that TG1 pages 68– Explain the activity to the class. Working in pairs, take Use visual images to On Day 5 of
(continued changing the order 69, turns to throw the dice. Write the count to your number on enable students to Week 1, carry
38
on Day 1 in of addition does SB1 pages 36– the squared paper, e.g. if you throw a five, write: understand addition, out the
Week 2) not change the 37, 1 2 3 4 5 such as circling pairs of Introductory
total. WB1 page 31, numbers that total 10 or activity and the
Solve simple word Digital Throw the dice again and write the count, as before, e.g. if ask different numbers Main activity
problems and Resource Pack you throw a two, write: of students to stand with students
represent them 1 Unit 4 1 2 inside hoops. and ask them to
with objects. ‘Addition’ Put the two strips end to end. Place them along the complete SB1
number line so the numbers match. pages 36–37.
On Day 1 of
1 2 3 4 5 1 2 Week 2,
Place them along the number line so the numbers match. introduce the
(See number line on TG1 page 69.) lesson with the
Ask: What is the last number on the line? dice and
Write (for example) 5 + 2 = 7. counters
Repeat three or four times. Ask students to change the activity from
order of the strips of paper. Does it matter which way Additional
round the strips are placed? Is the total always the same? activities.
Do the activity again, but this time use three dice throws Remind
and three strips of paper to find the total. students that it
Discuss with the class how to look for numbers that total doesn’t matter
10 when adding three or more numbers, e.g. what order
throw 5 and 5 + 6 and 4 = 20. numbers are
Ask students to work through the page in the Student added in; the
Book. They will need some cubes, in three different answer is
colours. always the
same. Ask
Supporting: Consolidating: Extending: students to carry
Students should Encourage Ask students if out the activities
count the first students to count they can use on WB1 page
number and mark on from the first number pairs to 31.
the number line number they roll. help them find
and then count on the total. Check
the second by counting on.
number.
39
Term 2
Week 2: Addition 2

Problem solving
focus
Day 1 Understand that TG1 pages 68– Explain the activity to the class. Working in pairs, take Use visual images to On Day 5 of
(continued changing the order 69, turns to throw the dice. Write the count to your number on enable students to Week 1, carry
from Day 5 of addition does SB1 pages 36– the squared paper, e.g. if you throw a five, write: understand addition, out the
in Week 1) not change the 37, 1 2 3 4 5 such as circling pairs of Introductory
total. WB1 page 31, numbers that total 10 or activity and the
Solve simple word Digital Throw the dice again and write the count, as before, e.g. if ask different numbers Main activity
problems and Resource Pack you throw a two, write: of students to stand with students
represent them 1 Unit 4 1 2 inside hoops. and ask them to
with objects. ‘Addition’ Put the two strips end to end. Place them along the complete SB1
number line so the numbers match. pages 36–37.
On Day 1 of
1 2 3 4 5 1 2 Week 2,
Place them along the number line so the numbers match. introduce the
(See number line on TG1 page 69.) lesson with the
Ask: What is the last number on the line? dice and
Write (for example) 5 + 2 = 7. counters
Repeat three or four times. Ask students to change the activity from
order of the strips of paper. Does it matter which way Additional
round the strips are placed? Is the total always the same? activities.
Do the activity again, but this time use three dice throws Remind
and three strips of paper to find the total. students that it
Discuss with the class how to look for numbers that total doesn’t matter
10 when adding three or more numbers, e.g. what order
throw 5 and 5 + 6 and 4 = 20. numbers are
Ask students to work through the page in the Student added in; the
Book. They will need some cubes, in three different answer is
colours. always the
same. Ask
40
Supporting: Consolidating: Extending: students to carry
Students should Encourage Ask students if out the activities
count the first students to count they can use on WB1 page
number and mark on from the first number pairs to 31.
the number line number they roll. help them find
and then count on the total. Check
the second by counting on.
number.
Day 2, Day 3 Add a single-digit TG1 pages 70– Use the towers made in the Introductory activity. Hold one Use visual images to On Day 2, work
and Day 4 number by 71, tower for students to see, e.g. a tower made of three cubes enable students to through the
counting on. SB1 pages 38– of one colour and five of another. understand ‘counting Introductory
Check the answer 39, What does this tower tell you? (e.g. 3 and 5 make 8) How on’. Emphasise that to activity and the
to an addition by WB1 page 32, many do we have altogether? (8) Turn the tower up the count on you don’t Main activity
adding the Digital other way and repeat the questioning. count the number you with the class.
numbers in a Resource Pack Agree that 3 and 5 make 8, and 5 and 3 make 8. Record are already on. Students can
different order. 1 Unit 4 this on the board. begin SB1 page
‘Addition’ Ask a student to pick a handful of cubes (all thesame 38.
colour) and to join them to make a tower. Ask a different On Day 3, carry
student to take some cubes of a different colour and to join out the
them to make a tower. Join the two towers together. Say: Introductory
Count with me, 1, 2, 3, 4, ... activity again
We have five of this colour and two of this colour. How and ask students
many do we have altogether? (7) Five and two more to complete
makes seven. SB1 page 39.
Show the tower the other way up. Two and five more Then use the
makes seven. Write the two number sentences on the Learning review
board. Does it matter which way round the numbers are in activity to check
this sentence? (No) students’
Ask students to work through pages 38 and 39 in the understanding
Student Book. of counting on.
On Day 4, use
Supporting: Consolidating: Extending: dice and
You can help Ask students to Students can roll counters to
students to write check that two dice and make the towers
addition reversing the two make a tower this described in the
41
sentences. numbers does not height. They then Additional
change the total. find three activities.
Model with different numbers Student can
different towers. that also add then complete
together to make the activity on
this total. WB1 page 32.
Day 5 Add more than TG1 pages 72– Some students may On Day 5 of
10
1
9
(continued two small 73, need to practise the Week 2, carry
on Day 1 and numbers, spotting SB1 pages 40– meaning of ‘counting out the
Day 2 in pairs to 10, e.g. 41, Encourage students to circle the pairs of numbers which on’. Introductory
Week 3) 4 + 3 + 6 = 10 + 3. WB1 page 33, add together to make 10. They should use the number Use visual images of activity and the
Check the answer Digital track to support their calculations as they complete the animals that jump along Main activity,
to an addition by Resource Pack activities on Student Book pages 40–41. a number line. These asking students
adding the 1 Unit 4 could be frogs or to complete
numbers in a ‘Addition’ Supporting: Consolidating: Extending: kangaroos. SB1 page 40.
different order. Continue to use a Ask students to Encourage On Day 1 of
number line to calculate in students to Week 3, repeat
count. Have the different orders calculate the Introductory
list of pairs to 10 to check their mentally and then activity and
available for answers. use a number line students can
support. to check. then complete
SB1 page 41.
Use the
Learning review
to check who is
confident at
adding small
numbers and
counting on and
who is still
struggling.
On Day 2 of
Week 3, use the
footprint trail
activity from
42
Additional
activities to
provide further
practice in
adding several
small numbers.
Ask students to
write the
number
sentences and
work out the
totals in the
activity on WB1
page 33.
Term 2
Week 3: Addition 3

Problem solving
focus
Day 1 and Add more than TG1 pages 72– Some students may On Day 5 of
10
1
9
Day 2 two small 73, need to practise the Week 2, carry
(continued numbers, spotting SB1 pages 40– meaning of ‘counting out the
from Day 5 pairs to 10, e.g. 41, Encourage students to circle the pairs of numbers which on’. Introductory
of Week 2) 4 + 3 + 6 = 10 + 3. WB1 page 33, add together to make 10. They should use the number Use visual images of activity and the
Check the answer Digital track to support their calculations as they complete the animals that jump along Main activity,
to an addition by Resource Pack activities on Student Book pages 40–41. a number line. These asking students
adding the 1 Unit 4 could be frogs or to complete
numbers in a ‘Addition’ kangaroos. SB1 page 40.
different order. Supporting: Consolidating: Extending: On Day 1 of
Continue to use a Ask students to Encourage Week 3, repeat
number line to calculate in students to the Introductory
count. Have the different orders calculate activity and
43
list of pairs to 10 to check their mentally and then students can
available for answers. use a number line then complete
support. to check. SB1 page 41.
Use the
Learning review
to check who is
confident at
adding small
numbers and
counting on and
who is still
struggling.
On Day 2 of
Week 3, use the
footprint trail
activity from
Additional
activities to
provide further
practice in
adding several
small numbers.
Ask students to
write the
number
sentences and
work out the
totals in the
activity on WB1
page 33.
Day 3, Day 4 Add more than TG1 pages 74– Draw two machines on the board. Write ‘+ 2’ on the first Rather than using On Day 3, use
and Day 5 two small 75, machine and ‘+ 6’ on the second. pictures of machines, the Introductory
numbers, spotting SB1 pages 42– I put a number in and it goes through two machines and a students can build their activity to
pairs to 10 43, different number comes out. own so that they are demonstrate
(4 + 3 + 6 = 10 + WB1 page 34, If I put four in this machine, what will come out at the physically puttingin number
44
3). Digital end? (12) Give time for students to work on the answer. cubes and adding or machines. Then
Solve simple word Resource Pack Tell me what you did to make 12. (4 + 2 = 6, 6 + 6 = 12) taking from them to work through
problems and 1 Unit 4 Repeat with several different input numbers. find the answer. the number
represent them ‘Addition’ Ask students to draw a machine of their own and write machine
with objects. what the rule is. They should choose four different activity from
numbers to go in their machine and find out what numbers the Main
come out, using a T-chart to show what happens. When activity, asking
they have done that, there is a game to play in the Student students to draw
Book. and use their
Students play in groups of 2–4. They should take turns to own number
roll the dice and move that number of spaces on the game machines.
board. They must follow the instruction that they land on. On Day 4, use
Tell them that they can solve the addition any way they the introductory
choose – using counting on or finding number pairs to 10 video from DRP
and combining two sets. The other players should check 1 ‘Addition’ to
the addition by doing it in a different order. Tell students: revise addition.
If you answer correctly count on three spaces. The game Referring to the
ends when all players have reached the finish square. notes in the
Main activity,
Supporting: Consolidating: Extending: explain the
Let students use Ask students to Some students game on SB1
cubes or counters check their can check the page 42.
to support their answers aloud, machines created Students can
addition. Number explaining to you by other students then play it in
lines should also how they carried doing the small groups.
be available. out the Additional On Day 5,
calculations. activities. students can
Encourage them complete SB1
to calculate page 43 and
mentally. WB1 page 34
individually.
Students’
responses to
these activities
will help you to
assess their
45
current
understanding
of addition.
Term 2
Week 4: Subtraction and Difference 1

Problem solving
focus
Day 1 Understand TG1 page 77, Introduce to students the rhyme ‘Ten in the bed’. Ask ten Make the rhymes as Send out the
subtraction as SB1 page 45, students to come to the front of the class and line up, active as possible. Unit 5 letter to
counting back and Unit 5 letter facing the rest of the class. Say the first verse: Encourage all students parents and
‘take away’. There were 10 in the bed and the little one said, ‘Roll to join in counting and guardians.
Solve simple word over, roll over’. So, they all rolled over and one fell out. finding how many are
problems and At this point demonstrate the action of all the students left. Some students may
represent them moving along the line one place and one student ‘falling need to count the
with objects. out of bed’ by removing one student from the end of the ‘frogs’ or ‘monkeys’
line. Ask that student to return to their seat. Ask: How using one-to-one
many are left? How can we find out? Count the remaining correspondence: one
students in the line and write on the board: 10 – 1 = 9. Say: person, one number.
Ten take away one is nine. Repeat for 9 – 1 = 8.
Next, ask two students to ‘fall out of bed’ at the same time:
So, they all rolled over and two fell out... Vary the
vocabulary that you use to ask how many are left, e.g.
using take away, one less, how many fell out? and how
many are left?
Repeat, each time removing one, two or three students
from the line, until there are no students left.

Sit with students Students can Students can take
to encourage make pictures or the lead in
them to join in posters of the sharing the
the rhymes. rhymes. rhymes.
46
Day 2 Understand TG1 pages 78– Say: In my garden, I have a very tall wall. Build a tower of Drawing the
subtraction as 79, 10 cubes. Count the cubes. Imagine this is my wall. I like calculations and
counting back and SB1 pages 46– to look over my wall but it is too high. There are ten bricks modelling the
‘take away’. 47, in my wall. I need to take away one brick from the top. vocabulary as you
Solve simple word WB1 page 36, Take a cube off and put it on a table. handle cubes will
problems and Digital How many bricks are in my wall now? Count with me: 1, support language
represent them Resource Pack 2, 3, ..., 9. development.
with objects. 1 Unit 5 Show how to write this: 10 – 1 = 9.
‘Subtraction My wall is still too high. I will take two bricks away. Take
and Difference’ two cubes off. I had nine bricks in my wall. I have taken
two more away. How many are left? Count with me: 1, 2,
3, ..., 7.
Show how to write this: 9 – 2 = 7.
My wall is still too high. I will take five more bricks away.
Take five cubes off the wall. I had seven, I took five away.
How many bricks are left on my wall? Count with me: 1,
2.
Show how to write this: 7 – 5 = 2.
Now my wall is just right!
Ask students to make a wall of 10 cubes. They throw the
dice and take that number away. They write: 10 – ? = ?
Then they put the cubes together again. They repeat this
six more times.
individually.

Use concrete Ask students for Students can
materials the answer if they write fact
throughout such add back again families based on
as number lines the number they a subtraction. For
and cubes. have taken away. example:
This will help 10 – 3 = 7
them begin to leads to:
make the link 10 – 7 = 3
47
between 7 + 3 = 10
subtraction and 3 + 7 = 10.
addition.
Day 3 Understand TG1 pages 80– Students work in pairs with a number line to 20 for each You can help write the
subtraction as 81, pair. They start with a counter on 10. answers for students,
counting back and SB1 pages 48– Jump back three. What number did you land on? (7) saying the subtraction
‘take away’. 49, If any students did not land on 7, show the jumps on the aloud as you record the
Solve simple word WB1 page 37, board. Ask students to record the operation: 10 – 3 = 7. As operation. Then record
problems and Digital they write it, say: Ten subtract three equals seven. the operation as
represent them Resource Pack Ask students to secretly choose a different start number, students say it aloud.
with objects. 1 Unit 5 jump back three and tell their partner the number they Finally ask them to say
‘Subtraction landed on. Their partner has to say what their start number aloud a subtraction
and Difference’ was. Ask: How did you work it out? (Jump forward three.) sentence that you have
Ask students to repeat this activity, taking it in turns to written.
choose a start number and a number to jump back. Each
time the other student works out the start number by
jumping forward.
Students complete the activities on pages 48–49 of the
Student Book in pairs so that they can check each other’s
answers.

Model counting Ask students to Ask students to
back on a number count forwards as write fact
line by touching well as families based on
each number with backwards to one fact.
your finger. This demonstrate the
supports students inverse nature of
in counting back the operations.
accurately.
Day 4 Add/subtract a TG1 pages 82– Give each pair a table-top number line 0–20. Say: We are You can help write the
single-digit 83, going to count back along the number line to zero. Count answers for students,
number by SB1 pages 50– with me. Start at 15 and count back to zero. Point to the saying the subtraction
counting back/on. 51, numbers as you say them. aloud as you record the
48
Check the WB1 page 38, Start at 6 and count back to 2. Repeat using different start operation. Then record
answer to Digital and finish numbers. Show the jumps along the line and the operation as
a Resource Pack mark the start and finish numbers. students say it aloud.
subtractio 1 Unit 5 Start at 12 (circle that number). Count back to 6 (point at Finally ask them to say
n by ‘Subtraction the numbers.) Circle 6. We started at 12 and counted back aloud a subtraction
adding the and Difference’ to 6. How many numbers did we jump on? (6) We are on sentence that you have
answer to 6. If we count on 6 more we get to 12. Will this happen written.
the with other numbers?
smaller Repeat to show how to check the subtraction with an
number in addition by counting on to the start number.
the Choose another start number, e.g. 10. Say: Count back 5.
question. 10 count back 5 is 5. We can say this a different way. We
can say 10 take away 5 is 5.
Write on the board: 10 – 5 = 5.
Repeat with another start number, recording the
subtraction on the board.
in pairs so they can check each other’s answers.

Model counting Ask students to Ask students to
back on a number count forwards as write fact
line by touching well as families based on
each number with backwards to one fact.
your finger. This demonstrate the
supports students inverse nature of
in counting back the operations.
accurately.
Day 5 Understand TG1 pages 84– Students work in-mixed attainment groups of 4–6 to play Use practical
subtraction as 85, the sandcastle game. Each student needs a counter and equipment, instead of
counting back and SB1 pages 52– each group needs a game board (Resource Sheet 4) and a drawing the jumps, that
‘take away’; 53, dice. can be moved along a
record related WB1 page 39, Students should complete Student Book pages 52−53 line. Use students to
subtraction Digital individually. move along a line so
sentences. Resource Pack that their actions match
49
Check the answer 1 Unit 5 Supporting: Consolidating: Extending: the verbal instructions.
to a subtraction by ‘Subtraction Provide support Ask students to Ask students to
adding the answer and Difference’, to help students explore moving model their own
to the smaller Resource Sheet play the game back a certain addition and
number in the 4 and help them in number on the subtraction
question. recording number line and calculations on a
subtraction then moving number line and
calculations. forward the same to write down the
Read the number. Ask operation.
operation aloud them to explain
as you write a why you get back
subtraction to the same
sentence. number.
Term 2
Week 5: Subtraction and Difference 2

Problem solving
focus
Day 1 Understand TG1 pages 86– Use two bead strings. Count 8 and then 14 on the bead Use visual and practical
difference as ‘how 87, string. Count the difference between them by moving the images such as moving
many more to SB1 pages 54– beads. beads on a bead string.
make’. 55, We say the difference between 8 and 14 is 6. Count the Encourage students to
Check the answer WB1 page 40, number of jumps on a number line with me from 8 to 14. move the beads as they
to a subtraction by Digital (6) say the number
adding the answer Resource Pack Write on the board 14 – 8 = 6. Say 14 subtract 8 equals 6. sentence. Model this for
to the smaller 1 Unit 5 The difference between 8 and 14 is 6. them.
number in the ‘Subtraction Ask students to complete the activities on pages 54 and 55
question. and Difference’ of the Student Book individually.

As you write Ask students to Students can
subtraction relate how they continue to write
50
sentences, say find the fact families.
them aloud. Help difference to They can use
write the answers moving on a numbers that
for students as number line. bridge 10.
they complete the
activities in the
Student Book.
Day 2 and Understand TG1 pages 88– Give each student a 0–20 number card. Some will have the Use games and On Day 2, carry
Day 3 difference as ‘how 89, same as others. Choose two students to come to the front practical resources with out the
many more to SB1 pages 56– of the class. very little recording for Introductory
make’. 57, Show the class your numbers. What is the difference some students. activity and the
Check the answer WB1 page 41, between these two numbers? If you have the number that Understanding needs to activities
to a subtraction by Digital is the difference, come and stand with these two students. be developed before involving 0–20
adding the answer Resource Pack How can we check to see if that is right? We could use our formal recording. number cards, 4
to the smaller 1 Unit 5 number line. Start on the lowest number and count to the  4 number
number in the ‘Subtraction highest in jumps of one. grids and cube
question. and Difference’ Ask those students to sit down and repeat the activity three towers from the
more times. Main activity.
Give each pair a 4 × 4 number grid as shown in the On Day 3, use
Resources list on page 88 of the Teacher’s Guide. Ask the circles
students to each build a tower of ten cubes. They then take activity from
turns to roll a dice and build another tower with the the Additional
number of cubes matching the number on the dice. They activities to
find the difference between the two towers. They cover the introduce the
answer on their grid, using a counter. Play continues until lesson and then
all the numbers are covered. The player with the most ask students to
counters wins. complete SB1
Ask students to work in pairs to complete the activities on pages 56–57.
Student Book pages 56−57.

Students can Students should Encourage
continue to build move from students to
towers to find building towers calculate
differences. to modelling mentally and ask
51
differences on a them to share
number line and their strategy.
finally to
recording them as
subtraction
sentences.
Day 4 Understand TG1 pages 90– Tell the students this story. Use practical materials
subtraction as 91, There were two bees who were very good friends. or drawings for those
counting back and SB1 pages 58– Every morning they left the hive to find food. They flew to students who still need
‘take away’. 59, the field of flowers. There were 30 flowers in the field. ‘If I support.
Understand Digital go to 10 flowers and you go to 10 flowers’, said a bee,
difference as ‘how Resource Pack ‘there will still be some left.’ How many flowers will be
many more to 1 Unit 5 left? (10)
make’. ‘Subtraction The next morning, they went out again. This time they flew
Solve simple word and Difference’ to different fields. One field had 17 flowers and the other
problems and field had 12.
represent them Ask: What is the difference between 17 and 12? How can
with objects. we find out?
Return to the story: Before the bees could go back to the
hive, a little girl came to pick some flowers from the fields.
She picked 6 flowers from the field with 17 flowers and 8
flowers from the field of 12.
Draw this on the board, crossing out the picked flowers.
Ask: How many flowers did she pick altogether? (14)
Ask students to work with their partners and find out how
many flowers were left. (15). Then, the pairs should draw
or write their own subtraction story about the bees.
Students should then work in pairs to complete pages 58
and 59 in the Student Book.

Ask students to Encourage Encourage
draw their story students to bridge students to write
on paper, folded tens with their subtraction
into four sections, subtraction sentences to
52
so that there is an stories. match their story
expectation of problems.
what you want
(only four parts
to the story).
Students can use
cubes or counters
to help with the
calculations.
Day 5 Understand TG1 pages 92– Students should carry out the activities on pages 60–61 of You can help write the
subtraction as 93, the Student Book individually. You may need to support answers for the story
counting back and SB1 pages 60– some students when they move from the first to the second problems. Students
‘take away’. 61, activity. should tell you the story
Understand WB1 page 42, and you can write it
difference as ‘how Digital Supporting: Consolidating: Extending: down.
many more to Resource Pack Draw number Ask students to Support students
make’. 1 Unit 5 lines as in the use all three key in writing
Solve simple word ‘Subtraction Student Book. words and subtraction
problems and and Difference’ Students should phrases (more, sentences to
represent them model a story on less, difference) match their
with objects. the number line. in the sentences. answers in the
Student Book.
Term 2
Week 6: Number Patterns 1

Problem solving
focus
Day 1 Know doubles to TG1 page 95, Tell students that patterns are all around us. We can usea Give sentence starters Send out the
at least double 5. SB1 page 63, number grid to find patterns. Draw a 6 × 6 grid on the to help students to talk Unit 6 letter to
Describe and Unit 6 letter board and write in the numbers 1–36 in order. Choose a about what they have parents and
continue patterns. number and add it to the next number, e.g. 3 + 4. Find the done and noticed. guardians.
53
answer and cover it. (7) ‘I coloured all numbers
Repeat with other numbers. Do you think there will be a with a ______. I saw
pattern? Continue until the pattern is obvious. What is the that ______.’
rule? Ask students to talk to their partner and find a rule.
(The total is double the first number plus one and all the
answers are odd numbers.)
As a class, use a large 100-square and ask students to add
the following colours, one at a time, to see what patterns
are made on the 100-square: put a green spot next to any
numbers with a 5 in; put a blue spot next to any numbers
with a 7 in; put a red spot next to any numbers with a 3 in;
put a yellow spot next to any numbers with a 0 in.
Choose two different numbers and two different colours to
find other patterns.

Model odd and Ask students why Ask students to
even numbers, the rules that they find more
using towers of find are always complex patterns
interlocking true. in the number
cubes. An even grid and to
number can be explain the rule.
split into two
equal towers.
Day 2 Count on in twos, TG1 pages 96– Give students cubes and ask them to make a set of four Introduce the language
beginning to 97, cubes and a set of nine cubes. They pair up cubes from of prediction with a
recognise SB1 pages 64– each set to find if the numbers are odd or even. Tell them sentence frame, such as
odd/even numbers 65, that if all the cubes have a partner it is an even number. If ‘I think _______
to 20 as ‘every WB1 page 44, they do not it is an odd number. Refer back to the towers will/won’t happen.’
other number’. Digital in the Introductory activity.
Solve simple word Resource Pack Students scoop (demonstrate a scoop by cupping your
problems and 1 Unit 6 hand and making a scooping action) cubes and arrange
represent them ‘Number them in partners to find if they have ‘scooped’ an odd or
with objects. Patterns’ even number. Students count and record the number in
their Student Book. Repeat the scooping six times. Discuss
54
what they have discovered, and any patterns they see.
Write a sentence starter on the board: ‘I think [a number]
will be ______.’ Go through some examples with students,
for example, ‘I think 13 will be odd.’ Ask them to predict
other possible even or odd numbers.
Agree that all numbers are either odd or even. Even
numbers have ‘partners’, odd numbers do not ... like being
odd man (or cube) out.

Allow students to Ask students to Ask students to
use cubes to test describe what predict whether a
for even and odd makes a number number is even or
numbers. even or odd. odd. Use
numbers over 20.
Day 3 Count on in 2s, TG1 pages 98– Write target numbers on the board: include odd numbers While students are
beginning to 99, and even numbers. Students work in pairs to choose one of working on the
recognise SB1 pages 66– the target numbers to circle on their number line. They activities in the Student
odd/even numbers 67, start at 0 and use the jump size of 2 (to give even numbers) Book, ask them to
to 20 as ‘every WB1 page 45, to investigate whether they can reach their target in jumps explain how they know
other number’. Digital of that size. They then use a different target number. that a number is odd or
Solve simple word Resource Pack Encourage students to predict which numbers will and even. If necessary,
problems and 1 Unit 6 won’t work. correct the language of
represent them ‘Number Students can record their work in two lists: those numbers the explanations and
with objects. Patterns’ that do or don’t reach the target number. ensure that they are
Repeat the activity, this time doing jumps of 2 starting at 1 using ‘odd’ and ‘even’
(to give odd numbers). correctly.
How can we tell if a large number is odd or even?
Look at the last digit. If it is even the whole number is
even. If it is odd the whole number is odd.
Ask students to complete pages 66−67 in their Student
Book individually.

Students who Ask students to Ask students to
55
have difficulty describe what predict whether a
with the physical makes a number number is even or
act of drawing even or odd. odd. Use
equal-size jumps, numbers over 20.
or have trouble
understanding the
language, might
find it better to
use a ‘size
jumper’. This is a
cardboard strip
the same length
as the jump size
they are working
on. (See TG1
page 99 for an
example of a
‘size jumper’.)
Day 4 Know doubles to TG1 pages Give each student a large brown paper circle (the cookie) Throughout the
at least double 5. 100–101, and some small black triangles (the chocolate chips). Tell discussion and the
Solve simple word SB1 pages 68– students they are going to make a giant chocolate cookie. Student Book drawing
problems and 69, They will share it with a friend. Tell them to fold the paper activity, reinforce that
represent them WB1 page 46, in half and open it at again. Ask students to count out some parts like halves are the
with objects. Digital triangles. Each half must have the same number. If you same as each other
Resource Pack have an extra chip, what will you do? (Take another one or (equal). Emphasise this
1 Unit 6 put one back.) in ways that the
‘Number The students glue the chips onto the cookie, then cut the students can
Patterns’ cookie in half down the fold. Each student writes: ‘I cut understand, e.g. it
my cookie in half and shared it with [insert friend’s name]. wouldn’t be ‘fair’ if one
We each had half a cookie with chocolate chips.’ half was bigger than the
Pair up students so that they have two whole cookies other half.
between them. Ask them to count the chocolate chips they
now have. They should then use this frame to write a
sentence:
‘We doubled our chocolate chips from _____ to _____.’
56
Use the finished cookies as a display on doubles and
halves.
Students complete Student Book pages 68−69
individually.

You can help Ask students to Ask students to
students by list doubles from explore doubles
writing down 1−10. beyond 10.
what they tell you
as an answer.
Day 5 Double any single- TG1 pages Tell the class they are going to play a doubles and halves Listen to the
digit number. 102–103, game, using dominoes. Each pair has a set of dominoes (or vocabulary and
Solve simple word SB1 pages 70– 10 each depending on time available), which they place language structures
problems and 71, face down on the table. students use when
represent them WB1 page 47, Pairs take turns to turn over one domino. They total the discussing doubles and
with objects. Digital number of spots. If the total is even, they halve the total halves. Model, using
Resource Pack and write that as their score. If the total is odd, they double whole sentences, using
1 Unit 6 it and write that as their score. They then place the domino the appropriate
‘Number face up so that it can’t be chosen again. If a pair turns over vocabulary: ‘half’,
Patterns’ a double, they double their total score. ‘halve’, ‘fraction’,
Each domino score is added to the previous total. The first ‘part’, ‘whole’,
pair to reach or exceed 50 wins. ‘double’.

Students should Ask students Ask students how
continue to use what halves and they can halve an
cubes to double doubles they can odd number.
and halve. remember
without building
towers.
Term 2
Week 7: Number Patterns 2
57
Problem solving
focus
Day 1 Find near doubles TG1 pages Show the game board to students (see Resources on page Model the new
using doubles 104–105, 104 of the Teacher’s Guide). Working with a partner, vocabulary clearly,
already known, SB1 pages 72– students take turns to throw the dice and double the particularly ‘near
e.g. 5 + 6. 73, number. Cross out that number on the game board or that double’. Use number
Solve simple word WB1 page 48, number plus 1 (for example, 4 + 4 = 8, cross out either 8 or lines to support
problems and Digital 9). developing
represent them Resource Pack If the doubled number and the double plus 1 are already understanding.
with objects. 1 Unit 6 crossed out, the player misses a turn. The game ends when
‘Number all numbers on the board are crossed out.
Patterns’ Play the game several times.
Change the numbers on the board to 1–12. Play again, this
time the students cross out either the double or the double
subtract 1.
Ask students to complete pages 72–73 in their Student
Book individually.

Work with Ask students to Students should
individuals on the explore all the explore near
Student Book near doubles for doubles beyond
pages, using a 1–10. 20.
number line for
support.
Day 2 Find near doubles TG1 pages Give each pair three dominoes. Roll the dice and call out When solving number
using doubles 106–107, the number. Ask a student to say double the number and problems, ask students:
already known, SB1 pages 74– two other students to give the two near doubles, e.g. call 2, How did you do it? The
e.g. 5 + 6. 75, the double is 4, and the near doubles are 3 and 5. process of how they
Solve simple word WB1 page 49, Students look at their dominoes to see if the total number answer a question is as
problems and Digital of spots on any of their dominoes matches the double important as the
represent them Resource Pack (a 3–1 domino, a 4–0 domino or a 2–2 domino), or either answer. Ask questions
58
with objects. 1 Unit 6 of the near doubles. Students hold the domino in the air in small steps so that
‘Number and say whether it is the double or a near double. students have an
Patterns’ Ask students to work in pairs to complete pages 74−75 in opportunity to explain
their Student Book. their thinking, such as:
How did you solve the
Differentiation: problem? Show me
Students should work in pairs to support each other for this what you did first. How
activity. could you use doubles
Pair a more confident student with a less confident student to help you? When you
double a number, is the
answer odd or even?
Can you use addition
and subtraction to help
find near doubles?
Day 3 and Double any single- TG1 pages Ask each student to make a tower that is three cubes high. While students work on On Day 3, carry
Day 4 digit number. 108–109, Then ask pairs of students to join their towers together. the activities in the out the
Solve simple word SB1 page 76, Ask how high the new tower is. Model the phrase Double Student Book move Introductory
problems and Digital three is six. Ask one of the pairs to make a tower eight around the groups. activity and the
represent them Resource Pack cubes high. The pairs should then divide this so that they Encourage students to Main activity.
with objects. 1 Unit 6 each have a tower the same height. Model the phrase Half say out loud the facts Students can
‘Number of eight is four. they are modelling. then complete
Patterns’ Ask students to make a tower that is three cubes high. Can Model the vocabulary. SB1 page 76.
you divide this equally into two pieces? (No) On Day 4,
The students should now work on the activities on page 76 provide students
in the Student Book individually. with cubes and
ask them to
Supporting: Consolidating: Extending: work through
Students should Ask students to Ask students to the Additional
use cubes. You predict which make general activities.
can help write the numbers will be statements about
answers for them. odd and which odd and even
will be even. numbers.
How do they
know?
59
Day 5 Double any single- TG1 pages Give each pair a number card. Explain that they must say a Use the display as a Looking at
digit number. 110–111, number fact about the card they have. For example, if they reference for students students’
Solve simple word SB1 page 77, have 13, they could say: ‘13 is double 6 add 1’ or ‘13 is an of vocabulary and responses to the
problems and WB1 page 50, odd number.’ They should write down the fact ready to practical examples. activities on
represent them Digital share it with the class. Show pictures or SB1 page 77
with objects. Resource Pack Start with 1 and ask the pair to say the fact they have photos of students will help you to
1 Unit 6 found, and to use any equipment that they used to working and annotate assess their
‘Number demonstrate how they found out the fact. Write all the them with what current
Patterns’ facts on the board. students said. understanding
Students complete Student Book page 77 individually. of number
patterns.
Students should Ask students to Ask students to
use cubes. You predict which make general
can help write the numbers will be statements about
answers for them. odd and which odd and even
will be even. numbers.
How do they
know?
Term 2
Week 8: Handling Data 1

Problem solving
focus
Day 1 and Answer a question TG1 page 209, Ask the class to look at the picture on SB1 page 147 again Listen to the ways in Send out the
Day 2 by collecting, SB1 page 147, and discuss how the fruit has been displayed. which the students Unit 12 letter to
sorting, organising Unit 12 letter How has the food been sorted? discuss and sort the parents and
and recording data When you have several different ideas, ask: How else information. Repeat guardians.
or objects in a could you have sorted the food? (such as by colour, what key words to model On Day 1, carry
variety of ways. you like, what you don’t like, size, shape) pronunciation. out the
Choose How many different groups are there? Introductory
appropriate How could we estimate the numbers of fruit/vegetables in activity and
60
strategies to carry each group? Give students time in their groups to discuss Main activity.
out calculations, this. Are some fruit/vegetables easier to count than On Day 2, ask
explaining others? Why is this? Which are the easy ones and which students to
working out. are the difficult ones? Why are they so difficult to count? complete the
(They could be small, or there may be too many; larger, Additional
fewer items are easier to count.) activities.
Differentiation:
As this is a discussion-based activity, place students in
mixed-attainment groups so all students get to hear a wide
range of vocabulary. While students are working, observe
them and check that they can all sort objects into two
groups. Ask students to explain their sorting and see who
can describe accurately and fully the criteria they are
using. Encourage these students to try sorting into more
than two groups and to explain the criteria they use.
Day 3 and Answer a question TG1 pages Explain that the students are going to work in their Student Watch how the students On Day 3, carry
Day 4 by sorting and 210–211, Books to do the same as you did in the Introductory solve the problem of out the
organising data or SB1 pages 148– activity: they will collect as many cubes as they can in building the towers and Introductory
objects in a variety 149, their cupped hands. Then they need to sort the cubes into listen to their activity and
of ways, e.g. using Digital colour groups and build a tower of each colour. When all discussions. Correct Main activity,
block graphs and Resource Pack the towers have been built, ask the students to put the their use of vocabulary and ask students
pictograms with 1 Unit 12 towers next to each other and decide which is the tallest and language where to complete the
practical ‘Handling Data’ tower, the next tallest, and so on, until they get to the necessary. activities on
resources; discuss shortest one. Ask questions such as: SB1 pages 148–
the results. Once the students have completed the task once, ask them Can you explain what 149.
Identify simple to work as a pair and do it again, each student in the pair you did? Can you tell On Day 4, use
relationships collecting and building their own towers, and discussing us what you found out? the Additional
between numbers with each other what they did and what they found out. Could you do it more activities to
and shapes, e.g. quickly? What helped collect and
this number is ten Supporting: Consolidating: Extending: you? Was it something represent data
bigger than that Model the Ask questions Using squared you already knew? from the class.
number. vocabulary such as: Can you paper, add
carefully while explain what you together the data
the students are did? Can you tell from the class
61
engaged in the us what you and draw a block
activity. found out? Could graph.
you do it more
quickly? What
helped you? Was
it something you
already knew?
Day 5 Answer a question TG1 pages Explain that in this lesson students are going to work Watch how the students On Day 5 of
(continued by sorting and 212–213, through Student Book pages 150–151 with a partner. They solve the problem of Week 8, carry
on Day 1 in organising data or SB1 pages 150– will each collect their own cubes and build towers building the towers and out the
Week 9) objects in a variety 151, according to the colours. listen to their Introductory
of ways, e.g. using WB1 page 91, Tell the class that when they have each finished the towers discussions. Correct activity and
block graphs and Digital they need to put the two sets of towers together so that their use of vocabulary Main activity,
pictograms with Resource Pack they can compare the heights of both sets, and the numbers and language where and ask students
practical 1 Unit 12 of different colours each of them has. necessary. to complete the
resources; discuss ‘Handling Data’ At the end of the lesson they will work with both sets of Ask questions such as: activities on
the results. cubes according to colour. Can you explain what SB1 pages 150–
Identify simple Make sure that everyone understands the task, modelling it you did? Can you tell 151.
relationships for those who need more visual instructions. us what you found out? On Day 1 of
between numbers Could you do it more Week 9, ask
and shapes, e.g. Supporting: Consolidating: Extending: quickly? What helped students to
this number is ten Model the Ask questions Using squared you? Was it something collect and
bigger than that vocabulary such as: Can you paper, collect you already knew? represent data to
number. carefully while explain what you together the data carry out the
the students are did? Can you tell from the class activities on
engaged in the us what you and draw a block WB1 page 91.
you do it more
quickly? What
helped you? Was
it something you
already knew?
Term 2
62

Problem solving
focus
Day 1 Answer a question TG1 pages Explain that in this lesson students are going to work Watch how the students On Day 5 of
(continued by sorting and 212–213, through Student Book pages 150–151 with a partner. They solve the problem of Week 8, carry
from Day 5 organising data or SB1 pages 150– will each collect their own cubes and build towers building the towers and out the
in Week 8) objects in a variety 151, according to the colours. listen to their Introductory
of ways, e.g. using WB1 page 91, Tell the class that when they have each finished the towers discussions. Correct activity and
block graphs and Digital they need to put the two sets of towers together so that their use of vocabulary Main activity,
pictograms with Resource Pack they can compare the heights of both sets, and the numbers and language where and ask students
practical 1 Unit 12 of different colours each of them has. necessary. to complete the
resources; discuss ‘Handling Data’ At the end of the lesson they will work with both sets of Ask questions such as: activities on
the results. cubes according to colour. Can you explain what SB1 pages 150–
Identify simple Make sure that everyone understands the task, modelling it you did? Can you tell 151.
relationships for those who need more visual instructions. us what you found out? On Day 1 of
between numbers Could you do it more Week 9, ask
and shapes, e.g. Supporting: Consolidating: Extending: quickly? What helped students to
this number is ten Model the Ask questions Using squared you? Was it something collect and
bigger than that vocabulary such as: Can you paper, collect you already knew? represent data to
number. carefully while explain what you together the data carry out the
the students are did? Can you tell from the class activities on
engaged in the us what you and draw a block WB1 page 91.
you do it more
quickly? What
helped you? Was
it something you
already knew?
Day 2 and Answer a question TG1 pages Explain that the main part of the lesson is to give Asking students to On Day 2, work
Day 3 by collecting, 214–215, opportunities for each group and each student within the develop their own through the
sorting, organising SB1 pages 152– group to make their own pictograms. Ask the students to graphs is very Introductory
and recording data 153, look at the Student Book page 152 and choose between important as this helps activity with the
63
or objects in a Digital two fruits according to which is their favourite. Each them develop their own class, and then
variety of ways, Resource Pack student records the outcome of that survey. Ask questions knowledge and ask students to
e.g. using block 1 Unit 12 to discuss the outcomes from each group. understanding and complete the
graphs and ‘Handling Data’ The second part of the activity allows each individual allows you to hear what first part of the
pictograms with student to choose their own criteria to make their own misconceptions they Main activity
practical pictogram. It could be a favourite sport or hobby. Tell the may have. and the activity
resources; discuss class that they can choose two, three or four different on SB1 page
the results. things for their pictogram, and that they need to draw or 152.
Choose write what they are at the bottom of the graph. On Day 3, use
appropriate Tell them that they will need to ask each member of the students’
strategies to carry group which sport or hobby they prefer and mark it on pictograms
out calculations, their own pictogram. They can draw or use cubes to from Day 2 to
explaining represent the choices. remind them
working out. about
Supporting: Consolidating: Extending: pictograms and
Ask questions Ask questions Students should surveys. Ask
such as: Which such as: Can you make a range of students to work
column is the explain what you statements about in their groups
shortest? What did? Can you tell the data. of six to
does that mean? us what you complete the
found out? What activity on SB1
information did page 153. Use
you have? What the notes
did you need to
find out?
about the
second part
of the Main
activity on
TG1 page 215
to explain
how students
could carry
out their own
survey.
64
Day 4 and Answer a question TG1 pages Begin this part of the lesson by sharing Student Book page The introduction and On Day 4, work
Day 5 by collecting, 216–217, 155 and asking what students notice about the pictogram. the beginning of the through the
sorting, organising SB1 pages 154– They might respond by saying: main part of this lesson Introductory
and recording data 155,  It goes up to ten. can be used as activity and the
or objects in a WB1 page 92,  The spaces are empty. formative activities, Main activity,
variety of ways, Digital  There are pictures at the bottom. using questions to find and ask students
e.g. using block Resource Pack Using what they say, encourage them to look at out what the students to complete
graphs and 1 Unit 12 the pictures at the bottom and tell them that they already know, SB1 pages 154–
pictograms with ‘Handling Data’ will be asked to make a decision about which understand and can do. 155. With the
practical piece of equipment they would like to have in the class, develop a
resources; discuss playground. Make it clear that they can only questionnaire
the results. choose one. They then look at the pictogram and and then send
Choose answer the questions. Collect the results of the this home to be
appropriate survey and write the results on the board. Ask completed by
strategies to carry students to work in pairs to compete the pictogram family
out calculations, in the Student Book. members.
explaining Using the completed pictograms, ask each group to tell On Day 5,
working out. you what they found out about the choices of their group. discuss the
results of the
Supporting: Consolidating: Extending: questionnaires.
Ask questions Ask questions Students should Then ask
such as: Which such as: Can you make a range of students to
column is the explain what you statements about complete the
shortest? What did? Can you tell the data. activities on
does that mean? us what you WB1 page 92.
found out? What
information did
you have? What
did you need to
find out?
Term 2
Week 10: Measures 2
65
Problem solving
focus
Day 1 and Estimate and TG1 pages Show the students the range of scarves of different lengths. Ask key questions to Send out the
Day 2 compare capacities 160–161, Model appropriate vocabulary for describing and support the vocabulary: Unit 9 letter to
by direct SB1 pages 116– comparing them. What could we use to measure them? Who is the tallest parents and
comparison, then by 117, Use language of relative size, such as ‘much longer’ and ‘a person you know? Who guardians.
using uniform non- WB1 page 74, little bit longer’. Hold a very long scarf next to a very short is the shortest person On Day 1, carry
standard units. Digital scarf and say: This scarf is much longer than this one. you know? What can out the
Choose appropriate Resource Pack Make the comparisons obvious. you see in the Introductory
strategies to carry 1 Unit 9 Ask two students to choose a scarf each and ask them to classroom that is activity and
out calculations. ‘Measures’, measure them with the same non-standard unit such as high/low? Main activity,
Unit 9 letter cubes. What was the difference? (Use language such as with students
‘longer’, ‘shorter’, ‘a lot longer’, ‘a lot shorter’.) completing the
Highlight the importance of starting to measure at one end activities on
and not halfway along. The students should complete the SB1 pages 116–
activities on Student Book pages 116–117 individually. 117.
On Day 2, work
Supporting: Consolidating: Extending: together as a
Encourage Ask students to Ask students to class through
students to check estimate lengths measure the the paper-
the measurements by drawing on lengths of folding activity
by direct previous different scarves from the
comparison. experience. by using a Additional
different non- activities, and
standard unit ask students to
such as complete the
paperclips. activity on WB1
page 74.
Day 3 Estimate and TG1 pages Students work independently and then share with a Encourage students to
compare capacities 162–163, partner. Show them the page in the Student Book and read answer in full sentences
by direct SB1 page 118, the first sentence. Ask: What could you put in this square? using the vocabulary of
comparison, then by WB1 page 75, Think of something that holds a lot. Take feedback from comparison. Listen as
using uniform non- Digital the class. Draw or write what they say. they are talking to each
66
standard units. Resource Pack Work on the other sentences and see what you can find other in pairs or small
Choose appropriate 1 Unit 9 out. When you have finished, share what you did with the groups and give the
strategies to carry ‘Measures’ rest of your group. What did they find out? correct word or phrase
out calculations. when necessary.
Students should Ask for other Students can
read the objects that can draw objects that
sentences to you. be compared to are in between
the ones they the two they have
have drawn. already draw. For
example, a
container that
holds less than
the one they first
drew but holds
more than the one
they drew next.
Day 4 Estimate and TG1 pages When completing Student Book page 119, allow students Working in mixed-
compare lengths and 164–165, to decide for themselves how they are going to calculate attainment groups will
capacities by direct SB1 page 119, the measurements of the visitors. Some will use the help students hear good
comparison, then by Digital dimensions of their own bodies, e.g. they may take off models of English. Ask
using uniform non- Resource Pack their own shoe and measure it against their own arm; this questions as the
standard units. 1 Unit 9 will give them a useful ratio. Others may notice that the students are making the
Identify simple ‘Measures’ large hand is three times the length of theirown hand and models, e.g. How long
relationships use a multiplier of three to complete the drawing of the tall is the arm? How wide
between numbers. person. They may then notice that the little person’s shoe is the tall person? Is
is about half the length of their own shoe and use this to the little person shorter
halve all measurements. Encourage students to use cubes, than you?
rulers and metre rules to help them.

Students should Ask students to Encourage
explain the explain the students to
decisions they are strategies they are measure the hand
making and use using. and the shoe with
67
direct standard units.
comparison. Then, by
comparing with
their own hand,
shoe and height,
they can estimate
how tall each
person is.
Day 5 Direct comparison of TG1 pages Give each group an animal to use for the activity on Support students as Looking at
length, weight and 166–167, Student Book page 120. Alternatively, the students can they work on the students’
capacity, leading to SB1 page 120, bring in a toy from home, and make a shelter for their toy. shelters. Ask: How responses to the
using uniform non- WB1 page 76, They should use the modelling equipment and empty long is your shelter? activities on
standard measures. Digital boxes to construct a shelter. Encourage the students to How high is your SB1 page 120
Choose appropriate Resource Pack measure using the animal at first. They may choose to shelter? Say: Count out will help you to
strategies to solve 1 Unit 9 make the shelter three times as long as the animal. Then the cubes to show me assess their
problems. ‘Measures’ encourage the students to use cubes or other non-standard how long it is. Build a current
units to measure the shelter. When they have completed tower of cubes to show understanding
the shelter, they should sketch it and add the dimensions in me how high it is. of numbers and
non-standard units. counting.

Students should Ask students to Encourage
explain the explain the students to
decisions they are strategies they are measure some
making and use using and use objects using
direct non-standard standard units.
comparison. units.
Term 3
Week 1: Counting and Estimating 1

Problem solving
68
focus
Day 1 and Give a sensible TG1 page 113 Show the class a jar filled with shells. Ask: How many Give some ideas for Send out the
Day 2 estimate of some SB1 page 79, shells are in this jar? Ask students to talk to their partner sentence structures such Unit 7 letter to
objects that can be Unit 7 letter and estimate how many there are. Give time for as ‘I have spent my parents and
checked by discussion. Take responses and write them on the board. money. I had _____, guardians.
counting, e.g. to Tip the shells out and count them. Circle the number on the game cost ______. I On Day 1,
30. the board that is the closest. have _____ left.’ complete the
Explore number Refill the jar with other small items such as small sweets Introductory
problems and or cubes. Do you think there are more than the shells or activity and the
puzzles. less? Why? (If the objects are bigger than the shells there Main activity.
will be less. If they are smaller there will be more.) Give On Day 2, use
each pair of students a transparent container and ask them the students’
to make their own ‘guess how many’ game. They must ideas for games
know the answers. As they finish, they put their games on to carry out the
a ‘Class Fair’ table. Additional
Finally, ask students to make another game involving activities.
calculations for the Class Fair, for example: Groups of
1. Dartboard scores: Players can put three counters on the students could
dartboard. What is the highest/lowest score you can take it in turns
make if all the counters are on different numbers? to try all the
2. Make 9:  +  = 9: Players throw two dice and put the games that the
numbers in the squares. If the total is 9 they win a prize. class has
3. Give the prices of various items on a cake stall and devised.
work out how to pay for each item using the fewest
coins possible.

Use a number Encourage Encourage
line to help students to students to carry
calculate how challenge out simple
many more or themselves in the calculations with
how many less. games that they money.
make.
Day 3 Find 2 more or less TG1 pages Use the class number line to record. Make sure that students
69
than a number to 114–115, Choose two students to come to the front of the class. Ask know the counting
20, recording the SB1 pages 80– the first student to bang the drum eight times and mark the words. Count forwards
jumps on a number 81, beats on the number line. Circle 8 on the number line. Ask and backwards so that
line. WB1 page 52, the second student to slowly clap her hands twice, marking they can see, hear and
Explore number Digital the jumps on the number line. Circle the number. (10) touch the pattern of
problems and Resource Pack How many drum beats? (Point to 8.) How many claps? (2) counting. This is
puzzles. 1 Unit 7 8 and 2 more is 10. especially important
‘Counting and Write on the board 8 + 2 = 10. Repeat the activity using when counting in steps.
Estimating’ different start numbers, adding 2 each time. Show the class
how to subtract 2 by marking the drum beats and counting
back the number of claps. Record each calculation on the
board.
Ask students to complete the activities on pages 80−81 in
the Student Book individually.

Ordering number Ask students to Ask students to
cards and filling predict the describe the
in numbers on the numbers they patterns they see
number line as will land on. when jumping in
well as correction 2s and 10s.
of naming of the
written numerals
will help less
confident
students.
Day 4 and Find 2 more or less TG1 pages Draw some jumps on an empty number line and write the Diagnostic questioning On Day 4, carry
Day 5 than a number to 116–117, numbers where you land, for example, start on 8, make the will help to show where out the
20, recording the SB1 pages 82– jump (+ 2) and write 10, make the jump (+ 2) and mark 12. the difficulty is. Do this Introductory
jumps on a number 83, Ask students to predict the next number (14) and tell you in a small group or activity and the
line. WB1 page 53, how they know (they are counting on in 2s). individually. Observing Main activity.
Explore number Digital Work backwards along the line. Start on 20 and mark students’ work and On Day 5, use
problems and Resource Pack jumps of 2, asking for the rule (counting back in 2s). Ask listening to their the Additional
puzzles. 1 Unit 7 students to work with a partner, making forward or explanations will help activities to start
‘Counting and backward jumps on a number line for the partner to guess you determine whether the lesson and
70
Estimating’ the rule. Each student has four turns. the students have then ask
Ask students to complete the activities in the Student Book difficulty with the students to
individually. maths or the language. complete the
Can you tell me how activity on WB1
Supporting: Consolidating: Extending: you did that? Can you page 53.
Ordering number Ask students to Ask students to draw the steps on the
cards and filling predict the describe the number line?
in numbers on the numbers they patterns they see What number comes
number line as will land on. when jumping in before/after? Look at
well as correction 2s and 10s. this number. I want this
of naming of the to be my answer. What
written numerals is the question?
will help less
confident
students.
Term 3

Problem solving
focus
Day 1 and Relate counting on TG1 pages Using the same strategy for adding 10 as in the When you use words On Day 1, carry
Day 2 and back in tens to 118–119, Introductory activity, use the 100-square and cubes to such as ‘above’ and out the
finding 10 SB1 pages 84– subtract 10 by counting back and landing on the number ‘below’, relate them to Introductory
more/less than a 85, above. Repeat with different start numbers. Say: To add classroom situations activity and the
number (< 100). WB1 page 54, 10, we go to the number below, to subtract 10 we go to the such as the clock is Main activity.
Explore number Digital number above. above the shelf, your On Day 2, use
problems and Resource Pack Play this game: I am going to say ‘add 10’ or ‘subtract 10’ table is below the the Additional
puzzles. 1 Unit 7 and you move your finger to the next number. Put your ceiling. Display simple activities to start
‘Counting and finger on 14. Add 10. Tell me the new number. Repeat for diagrams highlighting the lesson and
Estimating’ different start numbers. the prepositions, e.g. then ask
Put your finger on 23. Subtract 10. Tell me the new ‘above’, ‘below’, ‘next students to
number. Repeat for different start numbers. This time I am to’, ‘before’, and so on. complete the
71
going to say ‘add’ and ‘subtract’. Put your finger on 10. activity on WB1
Add 10, add 10, subtract 10. What is your number? Repeat page 54.
several times using both addition and subtraction.
Use the large 100-square. Cover a number with paper or
card and ask students which number is covered and how
they know. Encourage vocabulary such as ‘it is 10 more
than’ or ‘it is 10 less than’. Repeat with other covered start
numbers.
Ask students to complete the activities on pages 84−85 in
the Student Book individually.

Support students Ask students to Ask students to
in placing predict the explain the
counters numbers in the patterns in the
accurately on the pattern. 100-square.
100-square.
Day 3 and Relate counting on TG1 pages Show the 100-square with only 45, 46, 55, 56 showing. Make sure students On Day 3, carry
Day 4 and back in tens to 120–121, Ask students questions to find and uncover the other understand ‘above’ and out the
finding 10 SB1 page 86, numbers such as: What is 10 less than 45? If a student ‘below’ as positions on Introductory
more/less than a WB1 page 55, gives a correct response, they uncover the number. the 100-square. activity and the
number (< 100). Digital Continue until all of the numbers are showing. Use arrows to help. Main activity.
Explore number Resource Pack Ask students to complete the activities on page 86 in the These can be angled to On Day 4, use
problems and 1 Unit 7 Student Book individually. show ‘diagonally’. the Additional
puzzles. ‘Counting and activities to start
Estimating’ Supporting: Consolidating: Extending: the lesson and
Support students Ask students to Ask students to then ask
in placing predict the explain the students to
counters numbers in the patterns in the complete the
accurately on the pattern. 100-square. activity on WB1
100-square. page 55.
Day 5 Recognise the use TG1 pages Show how the counting stick can be used to helpwith Make speech bubbles
of a sign such as  122–123, calculations. Write on the board the calculation4 +  = 9. such as: How many
to represent an SB1 pages 87– Ask: How can we find out what the square represents? more? and How many
72
unknown, e.g. 88, Put 4 and 9 on the line. Point to the jumps from 4 to 9. less? with arrows to
6 +  = 10. WB1 page 56, Count the jumps as you point. Write on the board 4 + 5 = show counting on and
Explore number Digital 9. So, the square represents 5. Repeat with two different counting back.
problems and Resource Pack numbers. Ask each pair to draw their own number line.
puzzles. 1 Unit 7 They choose two numbers, then find the number of jumps
‘Counting and from one number to the other. They write what they do,
Estimating’ first writing the missing number sentence and then the
completed number sentence.
Next, demonstrate counting back and record this as a
subtraction. Ask pairs to repeat the activity, this time
finding the number of jumps backwards from one number
to the other. Show how if you know two numbers you can
find the third by counting on or back on the number line,
such as  + 3 = 9: What do we have to add to 3 to get 9?
Tell students there are more missing number activities on
jumping forwards and backwards in the Student Book.
They can use a number line to help and should work in
pairs to support each other.

Use number Ask students to Ask students to
cards to support explain their make up their
the missing strategies. own missing
numbers activity number activity
so students can like those on
move the page 87 of the
numbers around. Student Book.
Term 3

Problem solving
focus
73
Day 1 Recognise the use TG1 pages Give each pair a paper cup and ten cubes. Count out six Use speech bubbles and
of a sign such as  124–125, cubes and use the cup to hide some of them. Demonstrate arrows to show the
to represent an SB1 pages 89– this on the board: meanings of ‘count on’
unknown, e.g. 90, Inside 4 and ‘count back’.
6 +  = 10. WB1 page 57 Outside 2 Encourage students to
Explore number Total 6 use a wide grin when
problems and We started with 6 and we know we have 2. Write on the saying the numbers to
puzzles. board 2 +  = 6. How many are under the cup? (4) show the difference
Repeat with different start numbers of cubes. When between -teen and –ty
students are confident with the task, ask them to work in numbers, e.g. ‘thirteen’
pairs to count out cubes and hide some under the cup for and ‘thirty’.
their partner to work out. They should record the sentence
using a box for the missing number.

You can help Students read Students
students to write number sentences construct their
the answers when aloud as they own missing
recording number write them. number problems
sentences. with pictures and
number
sentences.
Day 2 and Recognise all TG1 pages When the items are labelled (as described in the Use student knowledge On Day 2, carry
Day 3 coins and work out 126–127, Introductory activity), use them for addition and of counting in ones, out the
how to pay an SB1 page 91, subtraction. For example, I want to buy two pencils. How twos, fives and tens. Introductory
exact sum using WB1 page 58 much will that cost? Repeat several times using other Help students make the activity and the
smaller coins. combinations of items. connection between Main activity.
Solve simple word Ask the students to complete the activities on page 91 in doing this with objects On Day 3,
problems and the Student Book individually. or numbers, and doing demonstrate
represent them it with coins. how to play the
74
with objects. Supporting: Consolidating: Extending: Use pictures of coins to Snap game
Only use prices Use prices that Use all the coins. show ‘more than’ and described in the
that can be made can be made with ‘less than’ in the Additional
with 1 cent coins. 1 cent and 5 cent context of money. activities, and
coins up to 20 then ask
cents. students to play
the game in
pairs before
they complete
the activity on
WB1 page 58.
Day 4 and Recognise all TG1 pages Display the coin exchange Resource Sheet 5. Show a large When talking about the On Day 4, carry
Day 5 coins and work out 128–129, pile of 1-cent coins. Explain that they are very heavy to value of coins, use real out the
how to pay an SB1 page 92, carry in a bag or pocket. They must be exchanged for other money rather than Introductory
exact sum using WB1 page 59 coins. plastic money. Relate activity and the
smaller coins. Resource Sheet Place five 1-cent coins along the top row of the exchange cents and dollars to Main activity.
Solve simple word 5 sheet. There are 5 cents along the top. (Count them.) What real-life situations that On Day 5, set
problems and can we exchange these for? (a 5-cent coin) students are familiar up a role-play
represent them Show how to take the 1-cent coins off and replace them with, such as pocket shop as in the
with objects. with a 5-cent coin. Move the 5-cent coin to the row below. money and shopping. Additional
Continue filling in each row and exchanging for the next Make, or ask students activities.
value coin. When each row is full, exchange it for the next to make, a wall poster Groups of
value. of money words, students can
When all the 1-cent coins have gone, ask how much including pictures and take it in turns
money there is in total. Start adding from the highest labels. to buy and sell
value. Explain that each pair will carry on exchanging in the role-play
coins. Give each pair a pot of money and a coin exchange shop and
sheet to work with at their table. They should use this to complete the
find the total amount in their pot. Some groups can have activity on WB1
more or higher-value coins than others. page 59.

Use 1-cent and 5- Use 1-cent, 5- Use coins up to 1
cent coins and cent and 10-cent dollar.
model the coins and model
75
exchange. the exchange.
Term 3

Problem solving
focus
Day 1 and Give a sensible TG1 pages Throughout this activity students should use the phrases Model the key language On Day 1, carry
Day 2 estimate of some 130–131, ‘more than’ and ‘less than’ to get a sense of ‘range’. Tip a such as ‘more than ...’, out the
objects that can be SB1 page 93, box of cubes onto the floor and ask students to estimate ‘less than ...’, ‘how Introductory
checked by WB1 page 60, how many red ones there are. Write the estimates on the many’, ‘estimate’. activity and the
counting, e.g. to Digital board. Repeat for the blue cubes. Choose two students to Create a poster showing Main activity.
30. Resource Pack count the cubes of each colour. Write the actual amounts an estimation game On Day 5, show
Explore number 1 Unit 7 next to the estimates. Discuss whether the estimates were with these phrases as the jar full of
problems and ‘Counting and nearly the same as the actual numbers. sentence starters. marbles from
puzzles. Estimating’ Ask students to estimate how many counters are in each Additional
tub on their table and write the estimate in the Student activities, and
Book. Then they take them out one tub at a time and count invite
them. They write how many there are in the table. At the volunteers to
end of the activity, ask students how they made their estimate and
estimates. For example, did they guess or count some and then count the
guess the rest? marbles in twos,
fives or tens.
Supporting: Consolidating: Extending: Students can
Use smaller Ask students to Challenge then complete
numbers of items explain how they students to work the activity on
for students who are deciding on with increasingly WB1 page 60.
are still at the their estimate. large numbers of
early stages of items, which
counting. Use could also be
large items so smaller so that
that there aren’t more will fit in
as many. Use the tubs.
76
items that
students are
familiar with.
Day 3 Give a sensible TG1 pages Show the class the jar of beans. Ask students to use the Use the language of
estimate of some 132–133, phrases ‘more than’ and ‘less than’ to estimate the number estimation (‘guess how
objects that can be SB1 page 94, of beans. Discuss the range of answers. Discuss when it is many’, ‘estimate’,
checked by WB1 page 61, appropriate to make an estimate (e.g. how many beans in ‘nearly’, ‘about’, ‘close
counting, e.g. to Digital the jar) and when it is not (e.g. measuring medicine). to’, ‘about the same’,
30. Resource Pack Go back to the jar of beans. Take one scoop of beans out ‘just over’, ‘just under’,
Explore number 1 Unit 7 and count them. Ask questions such as: About how many ‘too many’, ‘too few’)
problems and ‘Counting and more scoops of beans are in the jar? About how many during everyday
puzzles. Estimating’ beans are in the jar? activities, relating the
Show the class the other jars and arrange them in a line. words to real-life
Ask students, throughout or at the end of the lesson, to experiences. Repetition
write their estimates in the table in the Student Book. The of these words will
students should then complete the additional activity on allow students to
page 94 in the Student Book in pairs. become more familiar
with the vocabulary.
Use resources to Use resources to Use resources to
estimate up to 30, estimate up to 50, estimate beyond
checking by checking by 50, checking by
counting. counting. counting.
Day 4 Give a sensible TG1 pages Work with the groups as they make their games (see Working with all
estimate of some 134–135, Student Book page 95), so that the rules for winning the attainment groups will
objects that can be SB1 page 95, game take account of the learning objectives. For example, allow those with less
checked by Digital players could win at hoopla by picking a card and confidence in English
counting, e.g. to Resource Pack throwing the hoop over a number that is 1 more or less to hear good models of
30. 1 Unit 7 than the number. Similarly, players could win on the the language from their
Explore number ‘Counting and number board by throwing a bean bag on a number which peers. Make sure that
problems and Estimating’ is 10 more or less than a number they pick. Students will you focus on key
puzzles. also need support in deciding on sensible charges for the vocabulary such as:
games. How many? Estimate ...
Is that more than/less
77
Supporting: Consolidating: Extending: than ...? How many
Make sure all Ask students to Students can more/less than ... is it?
students are explain how the write the answers
supported either game uses for their group or
by peers or by counting, present the
others in the numbers or group’s game to
group. estimating. the rest of the
class.
Day 5 Find 1, 2 or 10 TG1 pages Show a 100-square on the board with all numbers covered. Make posters of facts Looking at
more or less than a 136–137, Give students a number and ask where they think it is on for ‘10 more/less’ and students’
number to 20, SB1 page 96, the square (start with 1 or 100) using the vocabulary of 2 ‘2 more/less’ using responses to the
recording the WB1 page 62, more/less and 10 more/less. photos or pictures activities on
jumps on a number Digital Record some of the questions on the board as missing drawn by the class. SB1 page 96
line. Resource Pack number sentences, e.g.  + 10 = 43 or 54 + 10 = . Surround it with the will help you to
Explore number 1 Unit 7 Ask students to give reasons. Repeat until all the numbers vocabulary of assess their
problems and ‘Counting and are uncovered. calculating so that current
puzzles. Estimating’ Draw an empty number line on the board with the end students can see, read understanding
points marked as $0 and $25. Ask questions such as: and remind themselves of numbers and
Where would $2 more/less than $10 go? Where would $10 of the words to use. counting.
more/less than $10 go? Where would ...? Mark the Display with the
numbers on the line. estimating poster.

Support students Ask students to Ask students to
in using 100- explain how they predict the
squares by are using the 100- answer before
counting with square to support using the 100-
them. calculation. square.
Term 3
Week 5: Multiplication and Division 1

78
Problem solving
focus
Day 1 Share objects into TG1 page 139, Ask pairs to explore blocks that they haven’t already Placing the Send out the
two equal groups SB1 page 97, looked at in the Introductory activity, and write what they mathematics into a real- Unit 8 letter to
in a context. Unit 8 letter find out. They can record their findings in a table, a chart life context by using parents and
Choose or by drawing. Give time for this exploration. How many word problems can help guardians.
appropriate studs are on your largest block? Draw a picture of it. Find both students’
strategies to carry a square block. How many studs does it have? Draw it. understanding of the
out calculations, Use these drawings as part of a display on arrays and relationships and their
explaining multiplication. expression through
working out. Ask the question from the Student Book: What do these words. Saying and
patterns tell us? Discuss that the patterns on the writing the key words
interlocking blocks are just like arrays and we can link clearly while doing the
these to multiplication and division. A block with 4 rows board work reinforces
of 2 studs can be represented in multiplication as 4 × 2 or the vocabulary and
in division as 8 ÷ 2 (or four groups of two). understanding.

You can help Ask students to Ask students to
write the write the make a range of
appropriate multiplication arrays with 3 or 4
multiplication sentences for blocks.
sentences as more complex
students describe arrays made by
the arrays. the blocks.
Day 2 and Share numbers to TG1 pages Count out ten cubes. Share them into two equal groups. Model the vocabulary On Day 2, carry
Day 3 10 to find which 140–141, Count, as a class: How many cubes are in each group? (5) of multiplication and out the
are even and SB1 page 98, Write on the board: 5 groups of 2 = 10. Remove some of division for a student to Introductory
which are odd. WB1 page 64, the cubes. Share the remainder into two groups. Discuss copy. Make posters activity and the
Choose Digital what happens. Are there any left over? with students to show Main activity.
appropriate Resource Pack Record on the board (e.g. 7 cubes, 2 groups of 3, 1 left the meanings of the On Day 3,
strategies to carry 1 Unit 8 over). Repeat several times so that all of the numbers 1–10 words. demonstrate the
out calculations, ‘Multiplication are covered. Record those numbers which share with no pots and plates
explaining and Division’ remainder and those that share with a remainder. Label activity from
working out. those that share with no remainder as even numbers and Additional
79
those that have a remainder as odd numbers. activities to the
Ask students to complete the Student Book activity class. Students
individually. can then
complete the
activity on WB1
Supporting: Consolidating: Extending: page 64.
Students should Encourage Students could
carry out the students to investigate
activity using predict the sharing the cubes
concrete objects. outcomes. between more
people (3 or 4)
and recording
their findings on
a 100-square in a
similar way.
Day 4 and Share numbers to TG1 pages Students work in pairs, using cubes to continue with the Students might need a On Day 4, carry
Day 5 10 to find which 142–143, sharing problem they began in the Introductory activity. range of different out the
are even and SB1 page 99, Allow time for feedback about what they found out and resources to help them Introductory
which are odd. WB1 page 65, how they worked before moving on to the activities in the tackle this challenge, activity and the
Choose Digital Student Book. for example a 100- Main activity.
appropriate Resource Pack square, or some On Day 5, use
strategies to carry 1 Unit 8 Supporting: Consolidating: Extending: counters/cubes. Try not the Additional
out calculations, ‘Multiplication Students should Students should Students should to pre-empt their activities to
explaining and Division’ use concrete draw pictures to draw pictures to requests by placing introduce the
working out. objects for show their show their own equipment out on tables lesson. Students
sharing. calculations. sharing problems. at the start, but do make can then
80
sure resources are complete the
easily accessible to the activity on WB1
students. page 65.
Term 3
Week 6: Multiplication and Division 2

Problem solving
focus
Day 1 and Share objects into TG1 pages Model the two different arrangements of cookies using As you work with On Day 1, carry
Day 2 two equal groups 144–145, cubes and make sure that all students understand there are students, model the out the
in a context. SB1 pages 100- 8 cookies in each arrangement. Ask a student to come to phrase ‘share into two Introductory
Choose 101, the front of the class and draw one way of sharing the equal groups’. Ask activity and the
appropriate WB1 page 66, cookies equally into two groups. Make sure that all them to repeat the Main activity.
strategies to carry Digital students understand there are 8 cookies in each phrase back to you. On Day 2, ask
out calculations, Resource Pack arrangement. Ask a student to come to the front of the Focus particularly on students in pairs
explaining 1 Unit 8 class and draw one way of sharing the cookies equally into the key words ‘array’, to carry out the
working out. ‘Multiplication two groups. Make sure that you consistently use the phrase ‘row’ and ‘column’. counters
and Division’ ‘share equally into two groups. Then ask pairs to discuss Ask questions such as: activity from
how they could divide the cookies equally into two groups How many in that the Additional
differently. (One answer is a 1 × 4 array the other is a 2 × column? How many in activities, and
2 array). Ask students to complete the rest of the activity in that row? Draw a then to
the Student Book. poster containing a complete the
series of arrays with activity on WB1
Supporting: Consolidating: Extending: rows and columns page 66.
Students should As they do the Students continue labelled.
use concrete activity, ask for exploring larger
objects and share alternative arrays.
them into equal solutions to help
groups. students
understand that
sometimes there
are alternative
81
groupings.
Day 3 Share objects into TG1 pages Show a different array from those covered in the Use Cuisenaire rods if
two equal groups 146–147, Introductory activity and ask students to tell you what it possible. If they are not
in a context. SB1 pages 102– shows. available, cut coloured
Choose 103, Talk students through the activities in the Student Book, card to represent them,
appropriate WB1 page 67, which involve grouping in twos and then fives. Relate the using cm square paper.
strategies to carry Digital groups to multiplication so that students can see a clear The colours also help to
out calculations, Resource Pack link between grouping and multiplying. reinforce the problems.
explaining 1 Unit 8 Ask students to work in pairs to make, draw and record To show 3 × 4, use 3
working out. ‘Multiplication their own arrays. purple (4) rods. To
and Division’ show 4 × 3, you need 4
Supporting: Consolidating: Extending: light green (3) rods.
You can help to Students should Students can
write linked use concrete explore fact
repeated addition materials to families linked to
and model more arrays of 24, 36
multiplication complex arrays. and 48.
sentences as
students describe
the arrays.
Day 4 and Share objects into TG1 pages Say: Mrs Stitcher has 5 cats. How many lots of legs is Although it is important On Day 4, carry
Day 5 two equal groups 148–149, that? (5) Count the legs. Write the number on the board, to use correct out the
in a context. SB1 pages 104– under each cat. vocabulary when Introductory
Choose 105, (See the diagram on Teacher’s Guide page 149.) discussing activity and the
appropriate WB1 page 68, Write 4 + 4 + 4 + 4 + 4 = 20. multiplication and Main activity,
strategies to carry Digital Count the total number of cat legs and complete the division, we often asking students
out calculations, Resource Pack number sentence. There are 4 legs, 5 times. Write 4 × 5= switch between the to complete
explaining 1 Unit 8 20. Explain that this is the multiplication number sentence languages of each SB1 page 104.
working out. ‘Multiplication for how many socks Mrs Stitcher needs for the cats. without thinking about On Day 5, ask
and Division’ Students complete the rest of the activity in the Student the confusion this students to carry
Resource Sheet Book, recording how many pairs of socks are needed for might cause. Always out the activities
6 the dogs, chickens and rabbits. use practical materials on SB1 page
to demonstrate the 105 and WB1
Supporting: Consolidating: Extending: words. page 68.
82
Use drawings or Ask students to Ask students to Make a wall display of Looking at
make models to explain their find examples of arrays labelled with students’
support strategies. arrays in relevant vocabulary. responses to the
calculations. magazines or on activities on
the web and write SB1 page 105
related will help you to
multiplication assess their
and division current
facts. understanding
of
multiplication
and division.
Term 3

Problem solving
focus
Day 1 and Answer a question TG1 pages Talk through the activity on Student Book page 156, Ensure that all Send out the
Day 2 by collecting, 218–219, explaining that instead of animals (as in the Introductory diagrams are clearly Unit 12 letter to
sorting, organising SB1 pages 156– activity), the students will work with different types of labelled, and that parents and
and recording data 157, food. There are two different types of fruit and vegetables students understand guardians.
or objects in a WB1 page 93, shown, those that are orange and those that grow what each of the sorting On Day 1, carry
variety of ways, Digital underground, and there are two circles labelled ‘orange’ criteria means, e.g. out the
e.g. in Venn or Resource Pack and ‘grows underground’. ‘underground’, ‘above Introductory
Carroll diagrams, 1 Unit 12 Tell the students that they can join the food to the correct the soil’. activity and use
giving different ‘Handling circle by drawing lines from the food to inside the circle, the first part of
criteria for Data’, or they can draw the pictures and/or write the words inside the Main
grouping the same Unit 12 letter the circle. activity to
objects. Explain the activity on Student Book page 157 to the class, introduce the
Choose where they will be working with data using the criteria of activity on SB1
appropriate ‘red’ and ‘grows above the soil’. Make sure that they page 156.
strategies to carry understand that some of the food won’t fit either circle, so On Day 2,
out calculations, will need to be put outside the circles, and that some will discuss the
83
explaining fit in both circles, e.g. the tomato. Explain that Venn activity on SB1
working out. diagrams have a special section for things that fit in more page 157, and
than one section. Draw on the board a Venn diagram with ask students to
two circles overlapping to form an intersection. Label the complete it in
two sections to match those in the Student Book. Point to pairs.
the intersection and say that the red cherry could go in here
because it fits both criteria.
Are there any other fruit or vegetables that will go in the
intersection?
Tell the students to work on these problems in pairs and
record their answers on a sheet of paper that can be used
for a display.

Ask questions Ask questions Students should
such as: Where such as: Can you make a range of
should I place explain what you statements about
the orange? did? Can you tell the data.
Why? us what you
found out?
Day 3 and Answer a question TG1 pages Ask the class to look at the pictures on Student Book page Ask questions such as: On Day 3, carry
Day 4 by collecting, 220–221, 158. The first set of circles has been filled in already with What do you know out the
sorting, organising SB1 pages 158– animals that live in the water and animals that live on about a Venn diagram? Introductory
and recording data 159, land. What if there are animals that live both on the land Why do we use a Venn activity and the
or objects in a WB1 page 93, and in the water? Where could we put them? Give students diagram? Can you Main activity.
variety of ways, Digital the chance to think and give their response. Accept all draw a Venn diagram On Day 4, work
e.g. in Venn or Resource Pack answers at this stage, and follow their ideas. I wonder on the board? Some through the
Carroll diagrams, 1 Unit 12 what would happen if we move the two circles closer students will need a Additional
giving different ‘Handling Data’ together so that they overlap? picture and appropriate activities and
criteria for Draw an empty Venn diagram on the board and show words to help them ask students to
grouping the same some images of animals to sort. Then model the process of with explanations. complete WB1
objects. making a Venn diagram: This circle on the left can have page 93.
Choose animals that live in the water. This one on the right can
appropriate have animals that live on land. Pick an animal from your
strategies to carry images: Where does this animal go? Repeat for other
84
out calculations, animals. When you pick an amphibian ask: Where is a
explaining good place to put the animals that live on land and in the
working out. water? Why? The shape in the middle is the best place.
Ask the students to look at the Venn diagram in their
Student Book for animals that live in the water, those that
live on land, and those that live in both places.

Ask questions Ask questions Students should
such as: Where such as: Can you make a range of
should I place explain what you statements about
the dog? Why? did? Can you tell the data.
us what you
found out?
Day 5 Answer a question TG1 pages Point out that the Carroll diagram on Student Book page Ask questions such as:
by collecting, 222–223, 161 shows four boxes. Say: Read the labels to find out What do you know
sorting, organising SB1 pages 160– which fruits and vegetables go in each box. Ask students about a Carroll
and recording data 161, to draw or write the names of the fruit and vegetables. diagram? (A Carroll
or objects in a Digital When they are in their boxes, count how many there are. diagram is a simple
variety of ways, Resource Pack Tell students to work on these problems on pages 160–161 way of sorting
e.g. in Venn or 1 Unit 12 of the Student Book in pairs and discuss where to place the information using
Carroll diagrams, ‘Handling Data’ data. different properties.
giving different Each number or object
criteria for Supporting: Consolidating: Extending: can only be in one
grouping the same Ask questions Ask questions Students should group.) Why do we use
objects. such as: Where such as: Can you make a range of a Carroll diagram? (It
Choose should I place explain what you statements about helps students to build
appropriate the square? did? Can you tell the data. and recognise a table
strategies to carry Why? us what you structure and at the
out calculations, found out? same time it reinforces
explaining the names of some
working out. common 2D shapes.)
Term 3
85

Problem solving
focus
Day 1 and Answer a question TG1 pages Ask the groups to sort the food images into ‘healthy foods’ For students who need On Day 1,
Day 2 by collecting, 224–225, and ‘not healthy foods’. When they have done this, say: extra support, discuss students carry
sorting, organising SB1 pages 162– Sort each of those groups into what you like and what you what using ‘not’ means out the
and recording data 163, don’t like and if it’s healthy or not healthy, e.g. ‘I like (the opposite of Introductory
or objects in a WB1 page 94, apples and they are healthy. I don’t like vegetables and something). Ask the activity and
variety of ways, Digital they are healthy. I like chocolate but it’s not healthy, I students to suggest Main activity,
e.g. in Venn or Resource Pack don’t like chips and they’re not healthy.’ Demonstrate this examples such as: recording their
Carroll diagrams, 1 Unit 12 on the board. happy/not happy, choices on SB1
giving different ‘Handling Data’ Once the small group has sorted the items, students big/not big. pages 162–163.
criteria for complete the activity on Student Book page 162 On Day 2,
grouping the same individually. complete the
objects. Additional
Choose Supporting: Consolidating: Extending: activities as a
appropriate Ask questions Ask questions Students draw a class and then
strategies to carry such as: Why did such as: Can you Venn diagram to ask students to
out calculations, you draw this explain what you show the same work through
explaining food here? did? Can you tell data. WB1 page 94.
working out. us what you
found out when
you looked at
someone else’s
diagram?
Day 3 TG1 pages Remind the class of the different ways they have been Listen to the ways in
226–227, sorting and classifying data, such as block graphs, which the students
SB1 page 164, pictograms, Venn diagrams and Carroll diagrams. discuss and sort the
Digital Explain that each group needs to collect data relating to information. Repeat
Resource Pack their item from the Introductory activity. Use images that key words to model
1 Unit 12 relate to your words so that all students can make the links. pronunciation.
‘Handling Data’ You need to talk to each other as a group. Decide how you
86
will collect the data (list or table) and how you will
represent the data (block graph, pictogram, Venn diagram
or Carroll diagram). You should use only one way of
representing your data. Make sure that all the groups
understand the task by asking simple checking questions,
e.g. Do you have any questions? Do you know what to do?
Ask one person from each group to choose a piece of
paper from those face down on the table. As the students
are working, move around the class to make sure that they
all understand the task. Use questions such as: How are
you going to tackle this? What information do you have?
What do you need to find out? What data graph are you
going to use? Why? What questions will you need to ask?
How are you going to record what you are doing?
Differentiation:
As this is a discussion-based activity, place students in
mixed-attainment groups so all students get to hear a wide
range of vocabulary.
Day 4 and Answer a question TG1 pages Each small group uses one of the categories that you used Listen to the ways in On Day 4, work
Day 5 by collecting, 228–229, to sort the students’ data during the Introductory activity. which the students through the
sorting, organising SB1 page 165, Students should collect the data from the rest of the class discuss and sort the Introductory
and recording data WB1 page 95, and use the information to draw a block graph or a information. Repeat activity and the
or objects in a Digital pictogram in their Student Book on page 165. key words to model Main activity
variety of ways, Resource Pack pronunciation. with the class.
e.g. in Venn or 1 Unit 12 Differentiation: They can
Carroll diagrams, ‘Handling Data’ As this is a discussion-based activity, place students in represent the
giving different mixed-attainment groups so all students get to hear a wide data collected
criteria for range of vocabulary. on SB1 page
grouping the same 165. Looking at
objects. students’
Choose representations
appropriate will help you to
strategies to carry assess their
out calculations, current
87
explaining understanding
working out. of handling
data.
On Day 5,
arrange for
students to
collect data
from other
classes and
compare it with
their data. They
can then
complete WB1
page 95.
Term 3
Week 9: Time 1

Problem solving
focus
Day 1 Begin to TG1 page 191, Explain and then play the game, ‘What’s the time, Mr Make a display using Send out the
understand and SB1 page 135, Wolf?’. some of the students’ Unit 11 letter to
use some units of Unit 11 letter One player is chosen to be Mr Wolf. Mr Wolf stands at the pictures to show the parents and
time. opposite end of the classroom, hall or playground from the key vocabulary. guardians.
Identify simple other players, facing away from them. All players except
relationships for Mr Wolf chant in unison, ‘What’s the time, Mr Wolf?’,
between numbers. while slowly moving towards him.
Mr Wolf calls a time during the day (e.g. ‘getting up time’,
‘cleaning teeth time’). Focus on the key vocabulary for this
game, for example use the phrases: ‘morning’, ‘afternoon’,
‘lunchtime’, ‘afternoon’, ‘evening’, ‘night time’.
Some students may choose to use times such as 9 o’clock.
Encourage a wide use of vocabulary.
When he calls ‘Dinnertime’ all the students stand still and
88
Mr Wolf chooses a student to take his place and the game
starts again.

Ask questions Ask questions to Ask students to
which encourage make connections write times on the
students to link between periods pictures they
activities to the of the day and draw for the
time of the day. times. For Learning review.
example, ask:
What time do you
leave for school?
Day 2 and Begin to TG1 pages 192– Place two chairs at the front of the class. Put the ‘morning’ Observe to find out On Day 2, work
Day 3 understand and 193, card on one of them and the ‘afternoon’ card on the other. how well the students through the
use some units of SB1 pages 136– Read the activity cards one at a time and ask the students identified activities that Introductory
time to order 137, to sit in front of the chair where they think the activity occur at given times of activity and the
familiar events. WB1 page 86, belongs. Say: Getting out of bed – is this a morning the day. What Main activity,
Describe and Digital Resource activity or an afternoon activity? Students move to the knowledge of time did and ask students
continue patterns. Pack 1 Unit 11 picture for the morning activity. they demonstrate when to complete the
‘Time’ Some of the activities on the list should be neither morning sharing their activities on
nor afternoon activities, e.g. ‘Go to bed’. Ask the class experiences? Were they SB1 pages 136–
what they can do about that. If there is no label, where can able to correctly use 137. At the end
we put this activity? Accept all answers. If students don’t vocabulary and of the school
suggest ‘using another new chair’, ask: What about language associated day, ask
another chair? Where does the chair need to go? Does it with time? Use the students to
go at the end or in the middle? What do you think? Why? display to model the bring in pictures
Encourage the use of correct vocabulary and language correct vocabulary to of themselves
such as ‘before’, ‘after’, ‘next’. students. for the next
Continue to list activities until there are four chairs at the lesson.
front of the class: morning, afternoon, evening and night. On Day 3, carry
Make lists on the board of things students do at different out the photo
times of the day, e.g. Morning: eat breakfast, get dressed, activities
go to school. Afternoon: have lunch, play outside, read my described in the
book. Evening: eat dinner, take a bath, watch TV. Night Additional
time: go to bed, go to sleep. activities.
89
Students complete Student Book page 137 individually to Students can
show activities they do at these four times of day. then complete
WB1 page 86.
which encourage make connections write times of the
students to link between periods day on their
activities to the of the day and pictures.
time of the day. times. For
example, ask:
What time do you
leave for school?
Day 4 Begin to TG1 pages 194– Tell the students that they are each going to plan their The Learning review
understand and 195, perfect day. will give students
use some units of SB1 pages 138– In your Student Books, there are eight blank rectangles. opportunities to think
time to order 139, You will draw in each of them. The first picture of your about the cycle of the
familiar events. Digital Resource day will be getting up. The next will be having breakfast. day and how they can
Describe and Pack 1 Unit 11 Then draw the thing you like to best do in the morning. use vocabulary and
continue patterns. ‘Time’ This can be a day at school or a day at home. The next language to describe it.
will be having a meal, then after that draw your favourite This can give insight
thing to do during the afternoon. After that, draw a picture into their thinking as
of another meal and then your perfect evening. Your last well as their use of
picture needs to be you in bed. language.
Model these instructions as you say them by displaying the
key times as pictures (in and out of bed and meals) as fixed
points to help the students to pinpoint the other times
during the day.
Pairs of students should tell each other about their perfect
day and then draw the images in the Student Book.

which encourage make connections write times of the
students to link between periods day on their
activities to the of the day and pictures.
90
time of the day. times. For
example, ask:
What time do you
leave for school?
Day 5 Begin to TG1 pages 196– Show the class the list of the days of the week. Read them Make sure there is a
understand and 197, out loud and ask the class to join in. Place all the days-of- large calendar in the
use some units of SB1 page 140, the-week cards inside a large bag or a box, counting them classroom with days
time such as days WB1 page 87, as they go in. Ask a student to take one of the and dates clearly in
of the week. Digital Resource cards out. Is this the name of today? If it is, place it on the view. Refer to it
Describe and Pack 1 Unit 11 horizontal line of days of the week so that it covers the regularly.
continue patterns. ‘Time’ name below. If it isn’t, place it on a table. Choose different
students to choose a card and ask the same question until
the name of the day is revealed.
When the next card is chosen, read its name to the class.
I wonder if this card goes before the one on the board or
after it? Look at the names. Can you find one that looks
like this? Is it before or after the one that is there? Say the
days in order until you reach the one that matches the card.
Continue until all of the cards have been placed in order.
Read them through, asking the class to join in with you.
Ask the students to complete page 140 in the Student Book
individually.

Model the Ask questions Provide students
vocabulary such as: What with a calendar
carefully, day comes after for then to find
repeating the Thursday? What special dates.
days of the week is the day before
in order with Friday? What
students joining day was it
in when they feel yesterday? What
confident. day will it be
tomorrow?
91
Term 3
Week 10: Time 2

Problem solving
focus
Day 1 Begin to TG1 pages Write on the board the words: ‘Yesterday’, ‘Today’, Use more picture clues
understand and use 198–199, ‘Tomorrow’. Explain that yesterday, today and tomorrow throughout the day,
some units of time SB1 page 141, change as the day does. To reinforce this idea, say (for such as on the class
such as days of the Digital example): Yesterday you were not at school. Today you weekly or daily
week. Resource Pack are at school. Tomorrow you will go swimming. (Change timetable. Have
Describe and 1 Unit 11 as necessary.) Ask students: What did you do yesterday? calendars and the days
continue patterns. ‘Time’ What will you do tomorrow? What are we doing today? of the week vocabulary
Ask the students to complete page 141 in the Student Book visible around the
in pairs so that they can discuss the answers. classroom.

Model the Ask questions Provide students
vocabulary such as: What with a calendar
carefully, day comes after for them to find
repeating the Thursday? What special dates.
days of the week is the day before
in order with Friday? What
students joining day was it
in when they feel yesterday? What
confident. day will it be
tomorrow?
Day 2 Begin to TG1 pages Show the class the geared clock set at 12 o’clock. Ask: Use a clock during
understand and use 200–201, Can you see both of the hands? Where is the short hand? activities. As you say
some units of time, SB1 page 142, (Behind the long hand) Watch what happens when I move an ‘o’clock’ time, the
hours and o’clock. Digital the long hand all the way round and back to 12. Slowly students make the time.
Identify simple Resource Pack move the long hand round so that the short hand moves to Give students
relationships 1 Unit 11 1. vocabulary cards of the
92
between numbers. ‘Time’ Where is the short hand now? I’ll move the long hand all words used, including a
the way round again. Look at what happens to the short picture of each word.
hand. Repeat the movement. Where is the short hand
now?
Where do you think it will point if (name a student) moves
the long hand round again? Test it and see. Every time we
move the long hand from 12 and back to 12 again, the
short hand moves on to the next number. We call the short
hand the hour hand because it tells us what hour it is. We
call the long hand the minute hand because it moves
through all of the minutes to get back to 12.
Set the clock to 1 o’clock. Say: The long hand is pointing
to the 12, so the clock tells us it is ‘o’clock’. It will always
be o’clock when the long hand points to 12. But what
o’clock is it? We look at the number the short hand is
pointing to. The short hand is pointing to 1, so the clock
tells us that it is 1 o’clock. What time is it? Ask the class
to repeat the time.
Repeat for other o’clock times. Ask students to complete
Student Book page 142 individually.

Ask student to Ask: What is the Ask if students
make times on hour before? know any times
clocks as you say What is the hour in between the
them. after? hours.
Day 3 Begin to TG1 pages Show the class how to make a paper plate clock face. Cut Use a clock during
understand and use 202–203, round the outside edge of the paper clock face from activities. As you say
some units of time, SB1 pages 143– Resource Sheet 7, and stick it on to the paper plate. Cut an ‘o’clock’ time, the
hours and o’clock. 144, round the two hands. Use a split pin to join the hands to students make the time.
Identify simple WB1 page 88, the clock. Give students
relationships Digital Move the hands so that your clock reads 4 o’clock. What vocabulary cards of the
between numbers. Resource Pack do you need to remember when making an o’clock time? words used, including a
1 Unit 11 Check that all the class has moved the long hand to 12. picture of each word.
‘Time’, Repeat using different o’clock times.
93
Resource Sheet Play, ‘What’s the time, Mr Wolf?’ Ask the students to set
7 their clock to an o’clock time. Who is going to be safe
from the Wolf? If the Wolf calls out your time you can sit
back down because you are safe.
Ask students to complete Student Book pages 143–144
individually.

Ask students to Ask: What is the Ask if students
them. after? hours.
Day 4 Begin to TG1 pages Split the class into seven groups and give each group a Working in mixed-
understand and use 204–205, day-of-the-week card. Ask them to read their card. Using a attainment groups will
some units of time SB1 page 145, matching set of cards, hold them up one at a time and read support less confident
to order familiar Digital the day. Ask the students in the group with that day to put language learners and
events, days of the Resource Pack their hands up. Practise two or three times. will allow them to hear
week, hours and 1 Unit 1 ‘Time’ Then say: I am going to give you a clue and if you think peer modelling of the
o’clock. you are in that group, put your hand up. Every time you vocabulary.
Identify simple get it right you will score a point. You may want to talk to
relationships the rest of the group first.
between numbers. Give clues such as: you come after Thursday; you come
before Saturday; you are between Wednesday and Friday.
Give each group the chance to score two points.
We’ll play the game again, but this time you have to
remember which day you are and also which time of day
you are. Give each group either a ‘morning’ card, an
‘afternoon’ card or a ‘night’ card (word and picture). Say,
for example: You are a morning group. At this point, more
than one group may put their hands up so you need to give
another clue. You are a morning group and the day after
Saturday. At this point, only one group will fit both clues.
Repeat several times so that each group has an opportunity
to win two points.
To make it more challenging, include times, giving each
94
group a card (or more than one for more able students)
with an o’clock time. Say, for example: You are an
afternoon group. Wait for the ‘afternoon’ groups to put up
their hands. Then say: You are an afternoon group and
before 3 o’clock and the day before Friday.
Students should then complete Student Book page 145
individually.

Ask students to Ask: What is the Ask if students
them. after? hours.
Day 5 Begin to TG1 pages Students complete the activity on Student Book page 146 Encourage the students Looking at
understand and use 206–207, individually, although they should be encouraged to talk to to verbalise the pictures students’
some units of time SB1 page 146, a partner to help them decide what they might write or they are drawing. responses to the
to order familiar WB1 page 89, draw in the table. Model the language of activities on
events, days of the Digital time to them, e.g. On SB1 page 146
week and hours Resource Pack Supporting: Consolidating: Extending: Tuesday at 1 o’clock I will help you to
and o’clock. 1 Unit 11 Ask students to Ask: What is the Ask if students am having my lunch. assess their
Describe and ‘Time’ make times on hour before? know any times On Friday at 6 o’clock current
continue patterns. clocks as you say What is the hour in between the I am going to the understanding
them. after? hours. temple. of time.
95

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Stage 1 overview of the year

Term 1 Term 2 Term 3

Key Specific OIPM Main activity Language support Notes

Supporting: Consolidating: Extending:

Supporting: Consolidating: Extending:

Supporting: Consolidating: Extending:

Supporting: Consolidating: Extending:

Supporting: Consolidating: Extending:

Key Specific OIPM Main activity Language support Notes

Supporting: Consolidating: Extending:

Supporting: Consolidating: Extending:

Supporting: Consolidating: Extending:

Supporting: Consolidating: Extending:

Key Specific OIPM Main activity Language support Notes

Supporting: Consolidating: Extending:

Key Specific OIPM Main activity Language support Notes

Supporting: Consolidating: Extending:

Supporting: Consolidating: Extending:

Supporting: Consolidating: Extending:

Supporting: Consolidating: Extending:

Key Specific OIPM Main activity Language support Notes

Supporting: Consolidating: Extending:

Key Specific OIPM Main activity Language support Notes

Supporting: Consolidating: Extending:

Supporting: Consolidating: Extending:

Supporting: Consolidating: Extending:

Supporting: Consolidating: Extending:

Key Specific OIPM Main activity Language support Notes

Supporting: Consolidating: Extending:

Supporting: Consolidating: Extending:

Key specific OIPM Main activity Language support Notes

Supporting: Consolidating: Extending:

Key specific OIPM Main activity Language support Notes

Supporting: Consolidating: Extending:

Key Specific OIPM Main activity Language support Notes

Supporting: Consolidating: Extending:

Supporting: Consolidating: Extending:

Supporting: Consolidating: Extending:

Key Specific OIPM Main activity Language support Notes

Supporting: Consolidating: Extending:

Key Specific OIPM Main activity Language support Notes

Key Specific OIPM Main activity Language support Notes

Key Specific OIPM Main activity Language support Notes

Supporting: Consolidating: Extending:

Supporting: Consolidating: Extending:

Supporting: Consolidating: Extending:

Supporting: Consolidating: Extending:

Key Specific OIPM Main activity Language support Notes

Supporting: Consolidating: Extending:

Supporting: Consolidating: Extending:

Supporting: Consolidating: Extending:

Key Specific OIPM Main activity Language support Notes

Supporting: Consolidating: Extending:

Supporting: Consolidating: Extending:

Supporting: Consolidating: Extending:

Supporting: Consolidating: Extending:

Supporting: Consolidating: Extending:

Supporting: Consolidating: Extending:

Key Specific OIPM Main activity Language support Notes

Key Specific OIPM Main activity Language support Notes

Supporting: Consolidating: Extending:

Supporting: Consolidating: Extending:

Key Specific OIPM Main activity Language support Notes