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**track and number line. (Objective repeated in Block A Units 1, 2 & 3 and Block B Unit 1)
**

• • Seat the children in a circle. Place a set of large number cards 1-20 in random order where all the children can see them. Invite one pair of children at a time to select a card, show it to the class and read the number (with help if necessary).

Ask the pair of children to peg the card in the right place on the empty washing line. Q Where will you put it? Does it go near the beginning/end? The middle? Encourage explanations such as: ‘it goes next to the 10’ ‘it goes between 15 and 20’ ‘it’s more than 6’ • • • • Complete the activity by discussing which numbers are missing from the line. Give each child a number card (1-30). Distribute the cards, in order, around the circle. Ask each child, in turn, to hold up there card and say the number on it. Ask some children to swap places (taking their card with them). Repeat previous activity; children hold up and read cards in order starting from 1. Ask the children to work in pairs. Each pair needs one set of 0-9 digit cards and a whiteboard. One child closes his/her eyes and chooses a number, reads it to their partner who writes it on their whiteboard. The first child checks the written numeral. They then swap roles. Encourage children who are ready to make two-digit numbers rather than single digits. Q Where did you see a number 8? Why was it there? • Explain that you are going to plant a different number of seeds in each pot, and see how many come up. Plant one seed in the first pot, two in the second, three in the third and then stop. Q How will we remember how many seeds we planted in each pot? Encourage the children to suggest labelling each pot with the number of seeds planted in it. Ask the children to help you label each of the ten pots and plant the right number of seeds in them. • Muddle the pots up and ask the children to help you to put them in order starting with the smallest.

Q Which pot has the least number of seeds in it? Q Which pot will be first? Q Which pot will be last? • Give each pair of children a plastic cup to take to their table where there are sticky notes/labels and a container of small objects for counting. Ask one child from each pair to put a handful of objects into a pot, count them and label the pot with the number of objects. Ask the other child to check. Repeat as time allows. • Say three consecutive numbers in the range 1 to 20 e.g. 1, 2, 3 or 6, 7, 8 or 17, 18, 19. Ask children to respond by saying the next number.

• Repeat this time asking the children to respond with the next three numbers e.g. Teacher says ‘14, 15, 16’ Children say ‘17, 18, 19’. Support the children by using three fingers to help them keep track of the next three numbers and encourage them to do the same. • Demonstrate the following paired activity asking a child to be your partner. Each pair has a set of number cards (1-20) face up (shuffled). One person chooses a card and places it on the table. The other person continues the sequence by placing the next three cards. Ask the children to check their sequences with a number track. Q What comes next? What will your last number be? • Demonstrate the activity again, this time choosing 19. Q What comes next? What’s the problem? Draw out that their cards only go up to 20 but if they feel they can write the next three numbers to do so, otherwise they should just say them. Ask the children to carry out the activity taking turns to choose the card.

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• •

Count along a number line 0-20 emphasising the ‘teens’ numbers. Point to ‘teens’ numbers in random order.

Q What number is this? Q Is the number more or less than 10? • Put on a pair of gloves. Q How many fingers can you see? Invite a volunteer to put on a second pair of gloves. Q If Robbie and I hold up all our fingers, how many will there be altogether? Q If Robbie and I want to show 15 fingers how can we do it? I want to show all my fingers. How many will Robbie show? Write on the board 10 and 5 is 15. Demonstrate counting 10 by showing two hands on one person and then counting in ones raising fingers to show 15. Q Can we make 15 a different way? Record outcomes and repeat until all bonds to 15 have been made. • • • • • • Repeat process for other ‘teens’ numbers using different children to help. Give each child a ‘teens’ number card, ensuring they can say the number to you. Ask each child to draw around their hands to illustrate their number. (One group might use paint to produce handprints.) They should record the number underneath their drawing. Put 23 beads to one end of the string (or use OHT Y1 21). Q How many beads are there? Do you need to count them all? Repeat with other two-digit numbers, drawing out the strategy of counting the tens first, rather than each individual bead. Put on a pair of gloves.

Flash your hands at children twice. Q How many fingers did you see? Repeat for different multiples of 10 – encourage children to keep count by whispering. • Invite volunteers to show multiples of tens using hands.

Q How many times did Sonya flash her hands? Q How many fingers did she show? • Gradually extend to other two-digit numbers up to 50 e.g. 43 (4 flashes of both hands and 3 fingers). • • Q How can you show 32? Put a large quantity of objects to count (between 20 and 50) on the floor where all the children can see them. Q How can you find out how many counters there are? Discuss putting the objects into groups of ten to make it easier.

Provide each group with a large quantity of objects. Tell them to find out how many objects there are altogether on their tables, grouping them first in tens to count them. Objects could include: counters (put 10 into each cup) pennies (10 in a purse) straws (10 into a bundle) pencils (10 into a pots) cubes (10 into a tower) books (10 into a pile) • Put the number cards into a ‘magic’ box or bag (initially without 'teens' numbers). Pull out a number and ask the children what number it is. Use the bead string to show them the number, e.g. ‘The number is 23. Let's count that many beads: 10, 20, and 1, 2, 3.’ Q How many tens are there in 23? Q How many ones are there? Write on the board: 23 = 20 + 3.

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Say that when we write the number 23 we do not write 203, we write how many groups of tens and how many ones. • • Repeat for other two-digit numbers. Look at the number 18 with the children. Count out 18 beads. Q How many tens in 18? Q How many ones in 18? Write on board 18 = 10 + 8. Say that we do not say 10 8 but eighteen. Introduce the term ‘teens’. • • Repeat for other 'teens' numbers. Give out Activity sheet Y1 22. Q How many beads are on the first string? Do we need to count all the beads one at a time? Establish that children can count in tens to find the multiple of ten. Children complete Activity sheet Y1 22. • Show the children 10 bags of balloons with 10 balloons in each bag. Count the balloons by counting in tens. Hold up 6 bags. Q How many balloons do I have altogether now? Hold up four bags. Q How many balloons am I holding now? Open one of the bags so that you can show single balloons. Hold up three bags and two single balloons. Q How many balloons do I have now? How many bags of ten? How many ones? Write on board 30 + 2 = 32. • • Repeat for other two-digit numbers, including the ‘teens’ numbers. Turn over a number card from the 0–9 set and one from the 10–100 set. Write the numbers on the board and draw bags of balloons (simple rectangular shapes) and single balloons to match.

42 = 40 + 2 Ask the children to repeat this in pairs, quickly sketching the bags and balloons in their books and recording the associated number sentence. • Put the 10s number cards 10 to 90 into a bag and the single-digit cards 1 to 9 into another bag. Ask a child to select a tens card and a ones card. Q Martin has pulled out 50 and 5. If I were to give Martin that number of beads, how many beads would I have to give him? Use the bead string to count out 55 beads by counting in tens then ones. Q How many groups of ten beads have we counted? How many single beads have we counted? Write on board 55 = 50 + 5. • Write the number 36 on the board. Q What multiple of ten and multiple of one could we add together to make 36? Collect children’s responses and say that you are going to use a calculator to check. Key in 30 + 6 = on the OHP calculator, and establish that these two numbers do add up to 36. Record 36 = 30 + 6 on the board. • Repeat with anther two-digit number.

Ask the children to work in pairs. One child should think of a two-digit number (e.g. 54) and the other child should say which multiples of ten and

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one combine to make this number (e.g. 50 and 4). The first child should then key the sum into the calculator, e.g. 50 + 4 to check that their partner is correct. The children should then swap.

•

Use the bead string to ‘show’ some numbers which the children have thought about. Q Where did you see your number? What was the biggest number we found? Could there be a bigger two-digit number with a 5 in the tens place? What’s the smallest number we found? Is there a smaller two-digit number with a 5 in the tens place?

•

Hang the A4 number cards (figures showing) on a washing line. Count along the line with the class. Turn over the cards so that the words are showing. Point to different cards. Q What does this word say? If children are unsure refer to the numbers before and after. Check suggestions by turning the cards around.

•

Emphasise to the children that the numbers 14, 16, 17, 18, 19 are easy to read if we can read the numbers 4, 6, 7, 8 and 9. We just need to add ‘teen’. Point out the ‘teens’ (11, 12, 13 and 15). Spend time looking at these words more carefully.

Give out a set of numbers from Resource sheet Y1 23 to each pair of children. Ask the children to shuffle them facing down. They then turn them over one at a time and put them in order from one to twenty. They should then write the word ‘one’ on the reverse of the card with 1 on it, 2 on the reverse of the card with two written on it etc. so that they end up with 20 cards with numerals on one side and words on the other as on the washing line. With counting objects place 13 objects on carpet. Ask children what is the best way to count them? Explore possibilities e.g. counting in 2’s 5’s. Draw children to counting into 1 group of ten and three left over. Put the 1 group of 10 into 1 container. How many groups of ten? How could we write 1 group of ten (10) We have 3 objects left over, how many altogether? Write the number 13. What does the 1 stand for, what does the 3 stand for? Repeat with other teen numbers. Count out ten unfiix cubes, join together and establish this is one group of ten. Make various teen numbers with unifix cubes write each number. Using I.T.P ‘Place value’ make various two digit numbers, read the numbers, ask children to make corresponding representation using unifix cubes. What would ten more than this number be? What would ten less be?

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Make or draw a train with 10 carriages. Say we are going to need enough carriages to take people on holiday. Each carriage can carry 10 people. How many carriages will we need for 15 people? Establish 1 carriage for 10 and 1 carriage for 5 people Repeat with other teen numbers Each carriage is full, there are 5 carriages, how many people? How many people in 6 carriages? Count in tens to count various numbers of people in carriages. This carriage holds 10 people, if I take 6 out how many people will be left in the carriage? Repeat with other numbers. Some people got off the carriage, three were left on, How many got off? Repeat with other numbers. One carriage was half full, how many people are in it? One carriage holds three people; the next carriage has double that number of people, How many people? How many carriages would we need for 22 people?

Place a number of towers of ten on the board, practise counting in 10’s from zero. Place two towers of ten, establish there are 20 cubes. Make various numbers to 29, children write corresponding numbers. What does the 2 in 23 stand for?

Give each pair of children towers and single unifix cubes or tens and units equipment. • Using I.T.P Place value cards make numbers e.g 11, 21, 31, 41. Ask the children to make corresponding numbers with unifix cubes. What do you notice? Why do you think this happens? Establish the units stay the same and number of tens change as the number increases by 10 each time. Using the ITP make cards 1, 11,21,31,41 place horizontally, read the numbers. What does the three in 31, four in 41 stand for?

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OHT Y1 21

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ACTIVITY SHEET Y1 22

How many beads?

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RESOURCE SHEET Y1 23

1

two

3

four

5

6

seven

8

9

ten

11

12

thirteen

14

fifteen

16

Seventeen

18

19

twenty

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- Writing Assessment Focuses
- Speaking and Listening Assessment Focuses
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- E.3.1 Recall the Doubles of All Numbers to at Least 10
- E.3.1 Describe Simple Patterns and Relationships Involving Numbers or Shapes
- E.3.1 Describe a Puzzle or Problem Using Numbers, Practical Materials and Diagrams
- E.3.1 Count on or Back in Ones, Twos, Fives and Tens
- D.3.1 Visualise and Use Everyday Language to Describe the Position of Objects and Direction and Distance When Moving Them

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UsefulNot useful- B.3.1 Visualise and Name Common 2-D Shapes and 3-D Solids and Describe Their Featuresby grg
- D.3.1 Use Vocabulary Related to Timeby grg
- E.3.1 Count on or Back in Ones, Twos, Fives and Tensby grg
- B.3.1 Use the Vocabulary Related to Addition and Subtraction and Symbols to Describe and Record Addition and Subtractionby grg

- C.3.1 Use Diagrams to Sort Objects Into Groups According to a Given Criterionby grg
- D.3.1 Estimate, Measure, Weigh and Compare Objectsby grg
- E.3.1 Recall the Doubles of All Numbers to at Least 10by grg
- D.3.1 Solve Problems Involving Counting, Adding, Subtracting, Doubling or Halving in the Context of Numbersby grg

- E.3.1 Describe Simple Patterns and Relationships Involving Numbers or Shapesby grg
- C.3.1 Answer a Question by Recording Information in Lists and Tablesby grg
- A.3.1 Compare and Order Numbers, Using the Related doc Use the Equals (=) Signby grg
- E.3.1 Describe a Puzzle or Problem Using Numbers, Practical Materials and Diagramsby grg

- A.3.1 Say the Number That is 1 More or Less Than Any Given Number, And 10 More or Less for Multiples of 10by grg
- E.3.1. Use the Vocabulary of Halves and Quartersby grg
- D.3.1 Identify Objects That Turn About a Point (e.g. Scissors) or About a Line (e.g. a Door)by grg
- B.3.1 Derive and Recall All Pairs of Numbers With a Total of 10 and Addition Facts for Totals to at Least 5by grg

- C.3.1 Describe Ways of Solving Puzzles and Problems, Explaining Choices and Decisions Orally or Using Picturesby grg
- D.3.1 Relate Addition to Counting on.doc; Recognise That Addition Can Be Done in Any Orderby grg
- D.3.1 Visualise and Use Everyday Language to Describe the Position of Objects and Direction and Distance When Moving Themby grg
- E.3.1 Solve Practical Problems Combining Groups of 2, 5 or 10 or Sharing Into Equal Groupsby grg

- B.3.1 Visualise and Name Common 2-D Shapes and 3-D Solids and Describe Their Features
- D.3.1 Use Vocabulary Related to Time
- E.3.1 Count on or Back in Ones, Twos, Fives and Tens
- B.3.1 Use the Vocabulary Related to Addition and Subtraction and Symbols to Describe and Record Addition and Subtraction
- C.3.1 Use Diagrams to Sort Objects Into Groups According to a Given Criterion
- D.3.1 Estimate, Measure, Weigh and Compare Objects
- E.3.1 Recall the Doubles of All Numbers to at Least 10
- D.3.1 Solve Problems Involving Counting, Adding, Subtracting, Doubling or Halving in the Context of Numbers
- E.3.1 Describe Simple Patterns and Relationships Involving Numbers or Shapes
- C.3.1 Answer a Question by Recording Information in Lists and Tables
- A.3.1 Compare and Order Numbers, Using the Related doc Use the Equals (=) Sign
- E.3.1 Describe a Puzzle or Problem Using Numbers, Practical Materials and Diagrams
- A.3.1 Say the Number That is 1 More or Less Than Any Given Number, And 10 More or Less for Multiples of 10
- E.3.1. Use the Vocabulary of Halves and Quarters
- D.3.1 Identify Objects That Turn About a Point (e.g. Scissors) or About a Line (e.g. a Door)
- B.3.1 Derive and Recall All Pairs of Numbers With a Total of 10 and Addition Facts for Totals to at Least 5
- C.3.1 Describe Ways of Solving Puzzles and Problems, Explaining Choices and Decisions Orally or Using Pictures
- D.3.1 Relate Addition to Counting on.doc; Recognise That Addition Can Be Done in Any Order
- D.3.1 Visualise and Use Everyday Language to Describe the Position of Objects and Direction and Distance When Moving Them
- E.3.1 Solve Practical Problems Combining Groups of 2, 5 or 10 or Sharing Into Equal Groups
- D.3.1 Understand subtraction as ‘take away’ and find a ‘difference’ by counting up
- C.3.1 Answer a Question by Selecting and Using Suitable Equipment, And Sorting Information, Shapes or Objects
- A.3.1 Read and Write Numerals From 0 to 20, Then Beyond

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