مخططات العمل لمعايير المناهج بدولة قطر لمادة الرياضيات

Mathematics scheme of work
for the State of Qatar
Grades 1 to 3
Developed for the Education Institute by CfBT

2 | Qatar mathematics scheme of work | Grades 1 to 3 © Education Institute 2005
Contents Background to this document
Qatar’s new Curriculum Standards for Arabic, English, mathematics and
science lie at the heart of the country’s education reforms. The standards
draw on international expectations for what students should know, understand
and be able to do at each stage of their schooling.
1 Introduction 5
The new standards were introduced into Qatar’s Independent Schools in
September 2004.
2 Outline of the units for each grade 7
This optional scheme of work for mathematics is a long-term teaching plan. It
consists of units of work for each grade showing how the standards can be
3 Units of work: Grades 1 to 3 25 taught. It has been developed by the Centre for British Teachers (CfBT), who
Grade 1 31 also developed the standards, guided by the staff of the Education Institute.
Grade 2 173 Local curriculum specialists and teachers in Qatar have helped to ensure that
the scheme of work reflects Qatari values and culture and is relevant to the
Grade 3 339 needs and interests of Qatari students.
The complete scheme of work covers Grades 1 to 12. This document contains
the materials for Grades 1 to 3. Similar documents contain the mathematics
scheme of work for other grades.

Acknowledgements Conventions used
The questions on the assessment pages include some that are based on or are The spelling conventions used in the scheme of work are based on standard British
adapted from the National Curriculum tests for England. We are grateful to the English.
Qualifications and Curriculum Authority for England for agreeing that these examples The units of measurement and abbreviations used in the scheme of work are the
may be used. Système Internationale (SI) units. They are written in their internationally recognised
We are also grateful to those individuals, companies and institutions from many form: for example, the word centimetre and its abbreviation cm are used. Thin spaces,
different countries who have agreed that screenshots from their computer programs or not commas, are used to separate groups of three digits in numbers with more than
web-based applets may be used in this publication. The source of each image is four digits: for example, 48 746, not 48,746.
acknowledged on the page where it appears. Numbers and symbols are written using Roman or Greek script. Equations and
Screenshots from the National Council of Teachers of Mathematics (NCTM) formulae are presented from left to right.
Illuminations and Standards websites (illuminations.nctm.org/tools/index.aspx and Schools will need to make their own decisions about spelling conventions and how
standards.nctm.org/document/eexamples/), copyright 2000–2005, are reproduced with numbers, symbols, equations and formulae are presented to students in lessons and
permission from the NCTM. All rights are reserved. learning resources, taking account of the language of instruction and the age of the
Screenshots of a SMART interactive whiteboard are used with permission of SMART students.
Technologies Inc. (www.smarttech.com). SMART Board, Notebook and the SMART
logo are either registered trademarks or trademarks of SMART Technologies Inc.
Other screenshots of an interactive whiteboard toolkit are from Mult-e-Maths (see
www.cambridge-hitachi.com/products/primary/multemaths/toolbox.htm). We are
grateful to Cambridge-Hitachi for their permission to use these shots.
Images of Microsoft products are reprinted with permission from the Microsoft
Corporation.
Disclaimer
We are not responsible for the actual content of any materials suggested as
information sources in this document, whether they be printed publications or on a
website. We have checked all the website references at the time of writing but the
constantly changing nature of the Internet means that some sites may alter at a later
date.
We have made every effort to trace all copyright holders. We apologise for any
acknowledgement omissions and welcome any additions or amendments for inclusion
in any reprint.

1
standards. It interprets the new Curriculum Standards and translates them into
coherent, manageable teaching units, typically 5 to 10 hours of work.
The scheme shows how the units can be distributed within each grade and
Introduction across grades in a sequence that promotes continuity and progression in
students’ learning. The units then act as a guide to teachers when they create
their lesson plans.
This introductory section is intended to give some guidance about how
schools might use the scheme of work.
Modifying the scheme of work
Decisions about how best to teach the curriculum standards are left to
schools. Each school can develop its own policies for lesson planning,
teaching and learning, and assessment, so that as many students as possible Adding further material
achieve the standards expected for their grade.
There is no right or wrong way to present a scheme of work: it can be set out
There is no requirement for Independent Schools to use the scheme of in any way that is useful to teachers.
work. Schools may use as little or as much of it as they find helpful,
Schools that choose to use the scheme of work may decide to add further
supplementing the materials or adapting them where appropriate to
details to it, such as:
meet their students’ needs and the teaching time that they have
available. • extra notes to help teachers to interpret the scheme of work: for example,
teaching points, references to ICT, common misunderstandings,
suggestions for extension activities and for homework;
A scheme of work • more ideas for differentiated activities to cater for students who are very
The cycle of planning, teaching and assessment is a continuous one. Good able or who need extra support;
teaching is based on good planning, and good planning is informed by • further assessment activities to help teachers to judge students’ progress;
effective assessment.
• suggestions for links that can be made across subjects such as Arabic and
English, or science and mathematics;
Planning
• out-of-school activities that can enhance learning in school.
Changing parts of the scheme of work
Assessment Teaching Some schools may decide to modify the whole scheme of work, the units for
one or more grades, or particular units. Some possible modifications are to:
• emphasise or expand particular parts of the scheme;
The Qatar scheme of work for Grades 1 to 12 is a long-term plan to help
schools to achieve the aims for mathematics, stated in the Introduction to the • vary contexts, resources or activities to take account of the different
interests of boys and girls;

• add to one or more units some objectives based on standards for a higher • Does the scheme provide opportunities to develop ICT skills and, where
grade in order to give students opportunities to progress more rapidly; appropriate, links with other subjects, such as science?
• identify the essential supporting standards that need to be taught before • Are the resources needed to teach the scheme identified? Are these
the grade-specific standards; resources appropriate for the age and ability of the students?
• give students more time for particular aspects of the scheme, or • Does the scheme indicate the time needed to teach each unit, consistent
opportunities to revisit knowledge and skills in different contexts; with your school’s timetable for mathematics?
• adapt activities to provide greater support for students with difficulties in • Is there enough detail in the scheme to help teachers when they plan
language or literacy, or for students who are being taught in English. lessons?
The support provided for students with difficulties in language and literacy or • Does the scheme allow for some flexibility when it is used?
who are being taught in English could include:
• reducing the amount of written work and reading;
• giving students the opportunity to clarify their ideas through discussion, the
use of diagrams and other visual aids, and the use of mathematical
apparatus, rather than relying on written materials.
There is more advice on teaching mathematics in the medium of English later
in this introduction (see page 29).
Reviewing an existing scheme of work

Some schools may already have a scheme of work that they have developed.
These schools may want to review their scheme of work and supplement it
with parts of the scheme of work in this document.
Some questions to ask when reviewing an existing scheme of work are as
follows.
• How firmly is the scheme linked to the standards?
• Does it build up concepts in an organised, systematic and rigorous way?
• Does it identify what students are expected to learn, and how students’
learning may be assessed?
• Does it describe appropriate teaching and learning activities? Are the
activities linked to the learning that they are intended to promote?

2 Mathematics scheme of work: Grade 3 units 145 teaching hours
1st semester
75 hours UNIT 3.0: Grade 2 revision
Outline of the units for each grade

5 hours
UNIT 3.1: Number 1

UNIT 3.2: Geometry 1
Place value UNIT 3.3: Number 2
Angles
Addition and subtraction Number patterns
Symmetry
Problem solving Multiplication and division
7 hours
Reasoning and problem solving should be integrated into each unit

9 hours Problem solving
8 hours
UNIT 3.4: Number 3

UNIT 3.5: Data handling 1 Place value
Tally charts and pictograms Addition and subtraction UNIT 3.6: Geometry 2
Carroll diagrams UNIT 3.7: Number 4
Problem solving UNIT 3.8: Fractions 1 Properties of shapes
Multiplication and division
Content of the scheme of work

5 hours 8 hours 7 hours
Problem solving Fractions
9 hours 5 hours
UNIT 3.9: Measures 1

UNIT 3.10: Problems 1
Length and time
Word problems
The Qatar scheme of work for mathematics: Inverse operations
5 hours
7 hours
• draws the standards together into coherent, manageable teaching units;

2nd semester
70 hours UNIT 3.11: Number 5
Place value UNIT 3.12: Measures 2
Addition and subtraction Mass, capacity and time
Problem solving 7 hours
• indicates the approximate number of teaching hours or lessons for each 9 hours
UNIT 3.13: Number 6
Number patterns
unit;
UNIT 3.14: Data handling 2 Problem solving
Bar charts UNIT 3.15: Number 7
9 hours
5 hours Place value
Addition and subtraction UNIT 3.16: Geometry 3
Problem solving UNIT 3.17: Fractions 2 Perimeter and area
• orders the units across two semesters of the school year so that they build 9 hours Fractions
5 hours
7 hours
on preceding work, link with other units and prepare students for the next UNIT 3.18: Measures 3
Length, mass, capacity
grade;
UNIT 3.20: Data handling 3 Money and other word problems 7 hours
Bar charts and pictograms Non-routine problems
5 hours 7 hours
• develops sufficient detail in each unit about what to teach and how to teach 10% 60% 30%
it for teachers to be able to create a series of lesson plans from it.

The flow of the units reflects continuity and progression in students’ learning In the diagram above, the unit Geometry 1 should be taught before Geometry
throughout the school year. The sequence provides one or more opportunities 2, and Data handling 1 before Data handling 2, but which of these strands is
to revisit particular standards or groups of standards throughout the course of started first is immaterial, since one does not depend on the other. However,
the year. This gives students the chance to consolidate their learning in a the units Number 3 and Number 4 should both be taught before Problems 1.
range of contexts and to make connections between different aspects of the
subject. The diagram illustrates only one way of grouping the standards and ordering
the teaching units for Grade 3. Schools can decide:
The example above right shows how units of work in mathematics are
organised and sequenced in the scheme of work for Grade 3. • to use this model in full;
The line indicating the break between the first and second semesters is a • not to use the model; or
rough guide only. It does not affect the flow of the units. Schools should carry • to customise individual units or vary the order to suit their own
on teaching the units regardless of when the break occurs. circumstances.

Mathematics scheme of work: Grade 1 units 145 teaching hours
1st semester
75 hours UNIT 1.1: Number 1 UNIT 1.0: Introductory activities
Counting and ordering to 10 5 hours
Simple practical addition
and subtraction to 5 UNIT 1.2: Geometry 1
5 hours Properties of shapes
7 hours
UNIT 1.3: Number 2
UNIT 1.5: Number 3
Counting and ordering to 10

Simple practical addition UNIT 1.4: Measures 1
Addition and subtraction to 10 Comparing, ordering and measuring
and subtraction to 10
Problem solving length
9 hours
9 hours 7 hours
UNIT 1.6: Data handling 1
Sorting UNIT 1.7: Number 4
Counting and ordering to 20 UNIT 1.8: Measures 2
5 hours
Problem solving length, mass and capacity
7 hours 7 hours
UNIT 1.9: Number 5

Counting and ordering to 100 UNIT 1.10: Problems 1
Addition and subtraction to 10 Number patterns
Problem solving Number and money problems
9 hours 5 hours
2nd semester
Counting to 100 UNIT 1.12: Geometry 2
Addition and subtraction to 20 Properties of shapes
Problem solving Geometric patterns
9 hours 7 hours
UNIT 1.13: Number 7

UNIT 1.14: Data handling 2 Place value to 100
UNIT 1.15: Fractions UNIT 1.16: Measures 3
Sorting and pictograms Addition and subtraction beyond 20
Halves and quarters Comparing, ordering and measuring
3 hours length, mass and capacity
9 hours
Time
7 hours

UNIT 1.18: Data handling 3 UNIT 1.19: Number 8 Number patterns
Sorting, pictograms and Place value to 100 UNIT 1.20: Geometry 3
Number and money problems
solving problems Addition and subtraction to 100 Properties of shapes
9 hours
5 hours Problem solving Geometric patterns
9 hours 7 hours
10% 60% 30%
9 | Qatar mathematics scheme of work | Outline of units © Education Institute 2005

1st semester
UNIT 2.1: Number 1 5 hours
Place value to 100; addition and
subtraction to 20; problem solving
5 hours
Properties of shapes
1- and 2-digit numbers; place value,

addition and subtraction; problem solving
8 hours UNIT 2.4: Measures 1
Length
Measuring and drawing lines
UNIT 2.6: Data handling 1 1- and 2-digit numbers; place value,
Graphs, charts and tables addition and subtraction; problem solving UNIT 2.7: Problems 1
5 hours 8 hours Number patterns
Problem solving and reasoning
8 hours
Properties, patterns and
UNIT 2.9: Number 4 problem solving
UNIT 2.10: Number 5 Number patterns 7 hours
1- and 2-digit numbers; place value, Multiplication and division
addition and subtraction; problem solving Problem solving
8 hours 7 hours
2nd semester
70 hours UNIT 2.11: Number 6 UNIT 2.13: Fractions
1-, 2- and 3-digit numbers; place value, UNIT 2.12: Measures 2
Simple fractions
addition and subtraction; problem solving Time, mass and capacity
3 hours
9 hours 7 hours
UNIT 2.14: Number 7

UNIT 2.15: Data handling 2 1-, 2- and 3-digit numbers; place value,
UNIT 2.16: Number 8 UNIT 2.17: Geometry 3
Graphs, charts and tables addition and subtraction; problem solving
Number patterns Properties, patterns and
5 hours 9 hours
Multiplication and division problem solving
9 hours

Problem solving and reasoning UNIT 2.19: Measures 3
UNIT 2.20: Data handling 3 9 hours Length, mass, capacity
Graphs, charts and tables Measuring and drawing lines
5 hours 7 hours
10% 60% 30%

1st semester
5 hours
UNIT 3.1: Number 1

Place value UNIT 3.3: Number 2
Angles
Addition and subtraction Number patterns
Symmetry
Problem solving Multiplication and division
7 hours

8 hours
UNIT 3.4: Number 3

UNIT 3.5: Data handling 1 Place value
Tally charts and pictograms Addition and subtraction UNIT 3.6: Geometry 2
Carroll diagrams UNIT 3.7: Number 4
Problem solving UNIT 3.8: Fractions 1 Properties of shapes
5 hours Multiplication and division
8 hours Fractions 7 hours
Problem solving
9 hours 5 hours

Length and time
Word problems
7 hours
Inverse operations
5 hours
2nd semester
Place value UNIT 3.12: Measures 2
Addition and subtraction Mass, capacity and time
UNIT 3.13: Number 6
9 hours
Number patterns
UNIT 3.14: Data handling 2 Problem solving
Bar charts UNIT 3.15: Number 7
9 hours
5 hours Place value
Addition and subtraction UNIT 3.16: Geometry 3
Problem solving UNIT 3.17: Fractions 2 Perimeter and area
9 hours Fractions 7 hours
5 hours

UNIT 3.19: Problems 2 Length, mass, capacity
UNIT 3.20: Data handling 3 Money and other word problems 7 hours
Bar charts and pictograms Non-routine problems
5 hours 7 hours
10% 60% 30%

1st semester
5 hours
UNIT 4.1: Whole numbers 1
Place value
Whole number addition and UNIT 4.2: Geometry 1
subtraction Angles
Problem solving Perpendicular and parallel
9 hours lines

7 hours
UNIT 4.4: Data handling 1 Properties of numbers UNIT 4.5: Fractions and decimals 1
Tables and diagrams Whole number multiplication Equivalence of fractions UNIT 4.6: Geometry 2
5 hours and division Decimal notation and place value Measuring and drawing lines
Problem solving Ordering decimals Perimeter and area
UNIT 4.7: Fractions and decimals 2

Decimal place value, ordering and UNIT 4.8: Measures 1
UNIT 4.9: Problems 1 rounding; decimal notation for money Mass and capacity
Sequences and patterns Decimal addition and subtraction 7 hours
Problem solving and Problem solving
reasoning 9 hours
9 hours
2nd semester
70 hours UNIT 4.10: Whole numbers 3
Properties of numbers UNIT 4.11: Measures 2
Whole number multiplication UNIT 4.12: Fractions and decimals 3 Time and length
and division Calculations with fractions 7 hours
UNIT 4.13: Data handling 2 Problem solving Multiplication of decimals by 10 and 100
Tables and bar charts UNIT 4.14: Problems 2
8 hours Calculations with decimals
5 hours Sequences and patterns
Problem solving UNIT 4.15: Geometry 3
Problem solving and
reasoning
7 hours Symmetry
Constructions
7 hours
UNIT 4.16: Fractions and decimals 4

Calculations with fractions UNIT 4.17: Measures 3
UNIT 4.18: Data handling 3 Multiplication of decimals by 10 and 100 Conversions of units
UNIT 4.19: Problems 3 Simple problems involving
Tables, diagrams and charts Calculations with decimals
Sequences and patterns scale
Problem solving and 7 hours
8 hours
reasoning
8 hours
10% 60% 30%

1st semester
5 hours

Place value UNIT 5.2: Geometry and measures 1
Addition, subtraction, Angles in degrees; angles in a straight
UNIT 5.3: Decimals 1
multiplication and division line and at a point; angle sum of triangle;
UNIT 5.4: Number and Place value, rounding, estimating
Using calculators finding unknown angles
algebra 1 Decimal addition, subtraction, simple
8 hours

Problem solving multiplication and division
Squares, square roots 7 hours
Multiples, factors, primes Problem solving
UNIT 5.5: Geometry and measures 2
UNIT 5.6: Data handling 1 5 hours UNIT 5.7: Whole numbers 2 Length, mass, capacity; using measuring
Venn diagrams Addition, subtraction, equipment; reading numbers from scales
Bar charts, bar line graphs multiplication and division Conversion between units using decimals
and tables UNIT 5.8: Fractions 1
Using calculators Equivalent fractions, cancelling 8 hours
5 hours Problem solving Comparing fractions
7 hours Fractions of quantities
8 hours UNIT 5.9: Geometry and measures 3
Coordinates in first quadrant
UNIT 5.10: Percentages 1 Constructions
Equivalent fractions, decimals and Nets of cubes and cuboids
percentages; percentages of quantities 8 hours
6 hours
2nd semester
70 hours UNIT 5.11: Problems 1 UNIT 5.12: Geometry and measures 4
Multiplication and division of UNIT 5.13: Decimals 2 Perimeter and area of squares,
whole numbers Place value, rounding, estimating rectangles and compound shapes
Proportional reasoning Decimal addition, subtraction, Volume of cuboids
Problem solving multiplication and division 8 hours
6 hours Calculators and problem solving
UNIT 5.14: Data handling 2 8 hours
Line graphs, and other
UNIT 5.15: Number and UNIT 5.16: Geometry and measures 5
graphs, charts and tables
algebra 2 Time: 24-hour clock; timetables
5 hours UNIT 5.17: Fractions 2
Rules and sequences Length, mass, capacity: word problems
Equivalent fractions, ordering
Simple formulae in words 5 hours
Adding and subtracting simple fractions
Problem solving
Fractions of quantities
5 hours
8 hours
UNIT 5.18: Data handling 3 UNIT 5.20: Geometry and measures 6

UNIT 5.19: Percentages 2 Classifying triangles; angle sum of
Venn diagrams UNIT 5.21: Problems 2 Equivalent fractions, decimals and triangle
Graphs, charts and tables Calculations and number percentages; percentages of quantities Properties of squares and rectangles
5 hours relationships 7 hours Rotation symmetry; problem solving
Problem solving
6 hours 7 hours
10% 60% 30%

1st semester
5 hours
UNIT 6.1: Number and algebra 1 UNIT 6.2: Geometry and measures 1
Positive and negative numbers UNIT 6.3: Whole numbers and decimals 1 Measuring acute, obtuse, reflex angles
Order of operations Decimal place value, ordering, rounding Vertically opposite angles
Multiples, tests of divisibility, factors, Mental and written calculations Angle sum of triangle and quadrilateral
primes, prime factors, HCF, LCM; Using a calculator Finding unknown angles

UNIT 6.4: Fractions 1

Equivalent fractions, cancelling, ordering
Symmetry; side and angle properties of
Adding and subtracting; multiplying fraction
2-D shapes including parallelograms
by integer; fraction of a number or quantity
Problem solving
UNIT 6.6: Percentages 8 hours
8 hours
Equivalence of fractions, decimals and
UNIT 6.7: Data handling 1 percentages; percentages of quantities
Bar charts and pie charts One quantity as percentage of another UNIT 6.8: Geometry and measures 3
UNIT 6.9: Ratio and proportion
Mean, median, mode, range Using percentages for comparisons Symmetry, reflections and rotations
Ratio
5 hours 8 hours Problem solving
Direct proportion, currency conversions
8 hours
Problem solving
8 hours
2nd semester
70 hours UNIT 6.10: Number and algebra 2 UNIT 6.11: Geometry and measures 4
Using letters; simple expressions, UNIT 6.12: Whole numbers and decimals 2 Perimeter
equations and formulae Calculations with measurements Area of triangles and parallelograms
8 hours Mental and written calculations Volume and surface area of cuboids
Problem solving with a calculator 9 hours
UNIT 6.13: Data handling 2 7 hours
Bar charts, line graphs, pie charts
Presenting the same data in UNIT 6.14: Fractions 2
different ways Equivalent fractions; adding and subtracting
6 hours UNIT 6.15: Number and algebra 3 Multiplying two proper fractions; dividing a
Sequences; graphs of simple linear fraction by an integer
functions (first quadrant) 9 hours
8 hours
UNIT 6.16: Proportional reasoning
UNIT 6.18: Data handling 3 Equivalent fractions, decimals, percentages
Constructing triangles (SAS, ASA)
Calculating simple statistics Ratio and proportion
Constructing perpendicular and parallel
Tally charts and bar charts UNIT 6.19: Problem solving One quantity as percentage of another;
lines, rectangles and squares
Comparing data sets Number problems and investigations finding whole, given percentage part
Scale drawings
4 hours Using algebra to solve problems 5 hours
9 hours
5 hours
10% 60% 30%

1st semester
3 hours
UNIT 7.1: Number 1
Powers and roots
Four operations with directed numbers UNIT 7.2: Geometry and measures 1
Order of operations; brackets Alternate and corresponding angles
UNIT 7.3: Algebra 1 HCF and LCM Angle, side, diagonal and symmetry
Finding nth term of simple sequence 5 hours properties of triangles, quadrilaterals
Coordinates in all four quadrants and polygons

Graphs of y = mx + c Angle sum and exterior angle of triangle
Pie charts and bar charts, UNIT 7.5: Number 2 Finding unknown angles
6 hours
including using ICT Mental calculations with whole Constructions, including use of ICT
Mean, median, mode, range numbers and decimals 9 hours
6 hours Written methods for multiplication and
division of decimals by decimals
Use of scientific calculator
Solving problems
Perimeter and area of triangles,
UNIT 7.7: Algebra 2 8 hours
rectangles, parallelograms, trapeziums
Simplification, evaluation and Circumference and area of circles
formulation of simple expressions 9 hours
UNIT 7.8: Number 3
Linear equations (integer
Equivalent fractions and decimals
coefficients, unknown on one or both
Ordering unrelated fractions
sides, brackets)
Addition, subtraction, multiplication,
6 hours
division of mixed numbers
Fraction key on calculator
Solving problems
8 hours
2nd semester
60 hours UNIT 7.9: Algebra 3
Sequences, functions and graphs UNIT 7.10: Number 4
UNIT 7.11: Probability Using a graphics calculator Percentage increases and decreases,
Probability 7 hours including mental calculations UNIT 7.12: Geometry and measures 3
6 hours Ratio and proportion Estimating measurements
Unitary method Rate and speed
Fractions and decimals 6 hours
Solving problems
Simplification, evaluation and UNIT 7.14: Geometry and measures 4
UNIT 7.15: Data handling 2 formulation of linear expressions Properties of 3-D shapes; planes of
Pictograms, bar charts Linear equations (integer symmetry; nets of cubes, cuboids,
(grouped data), line graphs, coefficients, unknown on one or UNIT 7.16: Problem solving prisms, pyramids, cones
including using ICT both sides, brackets) Number problems and investigations Properties of triangles, quadrilaterals
Project work 8 hours Using algebra to solve problems and polygons
9 hours 7 hours Finding unknown angles
9 hours
17.5% 55% 27.5%

1st semester
3 hours
UNIT 8.1: Number 1

Powers and roots
Approximations with spreadsheet
Laws of arithmetic UNIT 8.2: Geometry and measures 1
Symmetrical properties of 2-D shapes

Transformations
Linear sequences 8 hours
Linear functions and their graphs UNIT 8.5: Number 2
Constructing pie charts
Use of graphics calculator and Mental, written and calculator
Discrete and continuous data
graph plotter calculations with whole numbers and
Grouped data and frequency
6 hours decimals
diagrams
Calculating statistics Solving problems
Using data from the Internet 7 hours UNIT 8.6: Geometry and measures 2
6 hours Properties of shapes, including angle
sum and exterior angle of polygon
UNIT 8.7: Number 3 Similarity
UNIT 8.8: Algebra 2
Fractions: mental calculations, Geometrical reasoning
Algebraic expressions:
combined operations and brackets, 10 hours
simplification and evaluation;
using a calculator
factorisation by removing
Percentages
common factors
Solving problems
Addition and subtraction of
9 hours
algebraic fractions
6 hours
2nd semester
60 hours UNIT 8.9: Geometry and measures 3
UNIT 8.10: Algebra 3 Constructions, including scale drawings
Linear equations (coefficients as UNIT 8.12: Number 4 Visualising 3-D shapes
UNIT 8.11: Probability
fractions or decimals) Ratio and proportion, including mental Volume and surface area of cubes and
Probability
Changing subject of formula calculations cuboids
8 hours
Solving problems by formulating Solving problems; graphs of 9 hours
expressions or equations proportional relationships
9 hours 9 hours
UNIT 8.13: Algebra 4 UNIT 8.14: Geometry and measures 4

UNIT 8.15: Data handling 2 Sequences Precision of measurement
Minimising errors Proportional and linear functions UNIT 8.16: Problem solving Compound measures, including speed
Project work and graphs; sketching graphs of Investigating problems, patterns and and density
7 hours 'real-world' situations sequences using number and algebra 6 hours
Use of graphics calculator and Generating sequences with graphics
graph plotter calculator and spreadsheet
6 hours Proof; finding a counter-example
6 hours
17.5% 55% 27.5%

1st semester
Fractions, percentages, ratios
and proportions UNIT 9.2: Geometry 1
Simple interest Angles and properties of 2-D shapes
UNIT 9.3: Algebra 1 5 hours Similar and congruent triangles
Expressions and formulae Tessellations
Algebraic fractions 8 hours

6 hours
Identifying problems to solve
Mean, median and range (small data UNIT 9.5: Algebra 2
sets) Changing the subject of formula
Modal class, estimate of mean, Plotting graphs using ICT
median and range (discrete data) Parallel and perpendicular lines
7 hours Functions based on real-life situations
Significant figures
Estimation
UNIT 9.7: Algebra 3 UNIT 9.8: Geometry 2
Accuracy of answer
Constructing and solving linear Enlargement (positive fraction scale
Solving problems using four
equations factor)
operations
Approximate solution to non-linear Identifying transformations; finding line
5 hours
equations using ICT and trial and of reflection, centre or angle of rotation,
improvement scale factor and centre of enlargement
8 hours 8 hours
2nd semester
60 hours UNIT 9.9: Probability UNIT 9.10: Number 3
Mutually exclusive events UNIT 9.11: Algebra 4
Solution of simultaneous equations Powers and roots
Relative frequency Approximate square and cube
Comparing experimental and graphically and algebraically (by
elimination and substitution) roots using ICT
theoretical probability Index notation; laws of UNIT 9.12: Geometry and measures 1
6 hours 8 hours
indices; standard form Plans and elevations
7.5 hours Areas of shapes related to circles
UNIT 9.13: Algebra 5 Volume and surface area of right prisms
Expansion and factorisation of and cylinders
expressions 7 hours
6 hours
Scatter diagrams and line of
best fit
Frequency diagrams (equal UNIT 9.15: Algebra 6
class intervals) Quadratic and cubic graphs
Pythagoras' theorem
7.5 hours Solving quadratics graphically and by
Line segments: mid-point, length, point
factorising (simple cases)
dividing in a given ratio
9 hours
Trigonometry
9 hours
17.5% 55% 27.5%

Mathematics scheme of work: Grade 10 foundation units 90 teaching hours
1st semester
45 hours UNIT 10F.0: Grade 9 revision
3 hours
UNIT 10F.1: Number 1

Percentages
Powers and roots; laws if indices; UNIT 10F.2: Geometry 1
surds Angle, shape and geometric
reasoning

Standard form UNIT 10F.3: Algebra 1
UNIT 10F.4: Statistics 1 6 hours Equations, identities, formulae, Congruence and proof
Types of data: qualitative, expressions Similarity
quantitative, discrete, Functions and relationships 6 hours
continuous Graphs
Drawing and interpreting 6 hours
graphs and charts: scatter UNIT 10F.5: Number and algebra 1
diagrams and line of best fit; Sequences; formulae
histograms Algebraic manipulation
UNIT 10F.6: Geometry and measures 1
6 hours 6 hours
UNIT 10F.7: Algebra 2 Bearings
Properties of graphs of linear Perimeter, area and volume
functions; equation of straight line Compound measures; SI units
graph 5 hours
Solution of a pair of simultaneous
linear equations by algebraic and
graphical methods
7 hours
2nd semester
45 hours
UNIT 10F.8: Geometry 2
UNIT 10F.9: Algebra 3 Constructions
Direct proportion Loci
Proportional reasoning and graphs 7 hours
UNIT 10F.10: Statistics 2 of proportional relationships
Collecting primary and 9 hours
secondary data; surveys and UNIT 10F.11: Number and algebra 2
questionnaires Set theory
Measures of central tendency Number sets
Analysing data to make 6 hours
inferences and draw UNIT 10F.12: Geometry and measures 2
conclusions Pythagoras' theorem: proof; finding
7 hours UNIT 10F.13: Algebra 4
distance between two points
Arithmetic sequences; formulae
Sine, cosine, tangent; solving right-angled
Properties of quadratic functions
triangles
and their graphs
Cartesian equation of a circle
8 hours
8 hours
15% 55% 30%

1st semester
45 hours UNIT 11F.0: Grade 10F revision
3 hours
UNIT 11F.1: Number

Fractions, decimals and UNIT 11F.2: Geometry 1
percentages Using ICT to explore
Proportional reasoning UNIT 11F.3: Algebra 1

geometric proof
Laws of indices Proportionality 3 hours
7 hours Properties of quadratic functions
and their graphs
7 hours
UNIT 11F.4: Geometry and measures 1
Trigonometry; Pythagoras' theorem
UNIT 11F.5: Statistics 1 Solving triangles
Designing a statistical enquiry Sine and cosine rules
Sampling and collecting data 6 hours
Representing data: stem-and-leaf
diagrams; relative frequency
histograms; cumulative frequency UNIT 11F.6: Algebra 2
distributions; box plots Properties of graphs of functions UNIT 11F.7: Geometry and measures 2
6 hours Properties of linear functions Applications of Pythagoras' theorem
Inequalities Cartesian equation of a circle
9 hours 4 hours
2nd semester
45 hours UNIT 11F.8: Number and algebra
Algebraic manipulation UNIT 11F.9: Geometry and measures 3
Expressions and formulae Circular functions and graphs
Geometric sequences and series UNIT 11F.10: Algebra 3 Trigonometry
8 hours Properties of quadratic functions 5 hours
and their graphs
UNIT 11F.11: Statistics 2 Solution of quadratic equations by
Representing and interpreting data algebraic and graphical methods
Measures of central tendency 9 hours
Circle theorems
Using ICT to analyse large data sets Proof
Making inferences and presenting UNIT 11F.13: Algebra 4 4 hours
findings using graphs, charts and Inverse proportion
tables Solution of simultaneous equations
7 hours (one linear and one quadratic) by UNIT 11F.14: Geometry and measures 4
algebraic and graphical methods Compound measures; rates; SI units
8 hours Circle problems; radians; bearings;
latitude; longitude; great circles
4 hours
15% 55% 30%

1st semester
45 hours UNIT 12F.0: Grade 11F revision
3 hours
UNIT 12F.1: Using algebra

Consolidating work with symbols
Using ICT to investigate geometry
UNIT 12F.3: Statistics Rearranging harder formulae
Generating patterns; congruence and
Generating formulae from physical situations

Data types, data collection and sampling; primary similarity; geometric constructions;
and secondary sources; surveys and Generating recursive sequences to model real-
plans and elevations
questionnaires world applications
4 hours
Measures of central tendency and spread; moving 8 hours
averages
Relative frequency histograms; cumulative
frequency distributions
Making inferences and presenting findings using UNIT 12F.4: Functions 1 UNIT 12F.5: Geometry 2
graphs, charts and tables Standard functions: linear, quadratic, cubic; Transformation of rectilinear figures;
11 hours reciprocal function; sine and cosine functions translations, rotations, enlargements;
Modulus function and other non-standard combining transformations
functions Maps and scale drawings; plans and
Use of graphics calculator elevations
12 hours Use of ICT
7 hours
2nd semester
45 hours UNIT 12F.6: Functions 2
Combinations of functions; composite functions
Inverse functions and their graphs UNIT 12F.7: Measures
Deconstructing functions Finding lengths, areas, volumes
6 hours Using approximations to calculate areas
UNIT 12F.8: Random variables and probability and cross-sections of irregular shapes
Empirical probability; theoretical probability models; SI units
risk UNIT 12F.9: Functions 3 Problems involving compound measures
Combined events; addition and multiplication rules; Transforming functions and rates
tree diagrams Combinations of functions and their graphs 4 hours
Simulations using random variables or dice 6 hours
Using ICT
12 hours UNIT 12F.10: Using vectors
UNIT 12F.11: Functions 4 Coordinate grids, position vectors, unit
Exponential curves; growth and decay vectors, components
Exponential and logarithmic functions Adding two vectors; multiplying a vector
Using calculator function keys to plot graphs, find by a scalar; scalar product
values and solve related equations Magnitude of a vector
Modelling real-world situations Angle between two vectors
10 hours 7 hours
25% 50% 25%

Mathematics scheme of work: Grade 10 advanced units 135 teaching hours
1st semester
70 hours UNIT 10A.0: Grade 9 revision
3 hours
UNIT 10A.1: Number

Percentages, ratio, proportional UNIT 10A.2: Geometry 1
UNIT 10A.3: Algebra 1 Angle, shape and geometric reasoning
reasoning Equations, identities, formulae
Real numbers; powers and roots; surds Interior and exterior angles of polygons
Generalising rules of arithmetic Congruence and similarity

Standard form; calculator use Simplifying numeric and algebraic fractions,
9 hours Proof
UNIT 10A.4: Statistics 1 including denominators with surds 10 hours
Planning surveys Rearranging formulae; substitution of
Types of data, sampling, use of formulae into an expression
primary data Solution of any linear equation, one unknown
Measures of central tendency 14 hours
Stem-and-leaf diagrams; box plots
Histograms for grouped continuous UNIT 10A.5: Geometry and
data UNIT 10A.6: Algebra 2 measures 1
10 hours Properties of functions; domain and range; Bearings
mappings; graphs from familiar contexts Perimeter, area and volume
Linear functions Radian measure; sectors and
Plotting straight line equations; parallel and arcs
perpendicular lines; points of intersection SI units, rates and compound
Solution of simultaneous linear equations, measures
exact and approximate; regions of linear 10 hours
inequality; interpreting solutions
14 hours
2nd semester
65 hours UNIT 10A.8: Number and algebra 1 UNIT 10A.7: Geometry 2
Sequences, including use of graphics Circle theorems
calculator and spreadsheet Constructions
Simple growth patterns; Pascal's Loci
triangle UNIT 10A.10: Algebra 3 10 hours
UNIT 10A.9: Statistics 2 Arithmetic sequences; sum of first n Quadratic functions and their graphs
Data collection and analysis integers Simple quadratic inequalities
Use of secondary data Geometric sequences; recurring Tangent line to graph of function; maxima
Measures of central tendency and and minima; interpretation in physical UNIT 10A.11: Geometry and
decimals
spread situation measures 2
12 hours
Scatter diagrams, line of best fit, Solution of quadratic equations by Pythagoras' theorem, including
positive and negative correlation factorisation, formula, completing the square proof
Use of calculator; use of ICT statistical 14 hours Trigonometry, solution of
UNIT 10A.12: Number and algebra 2 triangles
packages and databases
Elementary set theory Equation of a circle
10 hours
9 hours 10 hours
15% 55% 30%

Mathematics scheme of work: Grade 11 advanced units 135 teaching hours
1st semester
70 hours UNIT 11A.0: Grade 10A revision
3 hours
UNIT 11A.1: Number and algebra

Sequences: finite and infinite UNIT 11A.2: Geometry 1
geometric sequences; sum of first Proof
n squares and cubes; recurrence UNIT 11A.3: Algebra 1

Standard circle theorems
relations Properties of graphs of functions, 9 hours
Binomial theorem including maxima and minima
Permutations and combinations Quadratic functions
12 hours 12 hours
UNIT 11A.5: Probability 1 UNIT 11A.4: Trigonometry 1
Empirical probability Sine and cosine rule
Using mathematical models, Solution of triangles in 2-D and 3-D
e.g. tree diagrams 9 hours
Independent and dependent
events UNIT 11A.6: Algebra 2
10 hours Quadratic equations; real roots
Simultaneous equations (linear and
quadratic) UNIT 11A.7: Measures
Inequalities, including solution sets Rates and compound
12 hours measures
3 hours
2nd semester
65 hours UNIT 11A.8: Algebra 3 UNIT 11A.9: Trigonometry 2
Cubic, reciprocal, sine and cosine Circular functions
functions Trigonometric equations and identities
Modulus and other non-standard 7 hours
functions
UNIT 11A.10: Probability 2 Inverse functions
Risk Composite functions UNIT 11A.12: Vectors
Trends over time; moving UNIT 11A.11: Calculus 12 hours Position vector; addition and subtraction
averages Limits in 2-D and 3-D; vector diagrams
Simulations using random Introduction to calculus Scalar product; multiplication by scalar;
numbers Derivatives of standard functions magnitude and direction; displacement
10 hours 12 hours and velocity; unit vectors
6 hours
UNIT 11A.13: Geometry 2

Transformations
UNIT 11A.14: Algebra 4 Plans and elevations
Transformation of functions 7 hours
Exponential function
Logarithms
11 hours
15% 55% 30%

Mathematics scheme of work: Grade 12 advanced: quantitative methods 135 teaching hours
1st semester
70 hours UNIT 12AQ.0: Grade 11A revision
3 hours
UNIT 12AQ.1: Algebra 1
UNIT 12AQ.2: Collecting and working with data 1 Techniques of algebra
Revision of data types; primary and secondary Algebraic manipulation: multiplication, factorisation,
sources simplification, combining and simplifying algebraic
Statistical measurement: nominal, ordinal, interval fractions, partial fractions
and ratio scales Algebraic division: division of polynomial by first or second
Random variables order polynomial, remainder and factor theorems

Sampling: distinction between sample, population and Indices and logarithms: exponents, roots, rules of
census; bias and precision of sample data; random logarithms, change of base, use of calculator
and other types of samples; sampling techniques Permutations and combinations: nPr and nCr; applications
12 hours 17 hours
UNIT 12AQ.4: Collecting and working with data 2

Measures of central tendency and spread
Linear coding UNIT 12AQ.3: Algebra 2
Frequency distributions, including histograms, stem- Functions, graphs and equations
and-leaf diagrams, box plots, cumulative frequency UNIT 12AQ.5: Probability Exponential, natural logarithm and modulus functions;
distributions Probability of single and combined events composite functions; inverse functions
Percentile, quartile, median, interquartile range Probability models and simulations, Exponential, logarithmic and trigonometric equations
11 hours theoretical models, expectation, use of 10 hours
random variables
17 hours
2nd semester
65 hours UNIT 12AQ.7: Probability and statistics 1 UNIT 12AQ.6: Differentiation
Binomial distribution Revision of derivatives of standard functions; higher order
Poisson distribution derivatives
Normal distribution Behaviour of functions, stationary points and inflexions
Simulations, applications Derivatives of implicit functions
17 hours Exponential series
Applications
13 hours
UNIT 12AQ.9: Probability and statistics 2
Hypothesis testing
Normal distribution in relation to Poisson and
binomial distributions; simulations; applications
13 hours UNIT 12AQ.8: Integration
Indefinite integrals, definite integrals, areas under curves
UNIT 12AQ.10: Probability and statistics 3 Integrals of standard functions
Chi-squared test Integration by parts, reversing 'chain rule' differentiation,
Correlation, correlation coefficient, tests integration by substitution, use of partial fractions
Applications Applications
9 hours 13 hours
60% 40%

Mathematics scheme of work: Grade 12 advanced: mathematics for science 135 teaching hours
1st semester
70 hours UNIT 12AS.0: Grade 11A revision
3 hours
UNIT 12AS.1: Algebra 1

Techniques of algebra UNIT 12AS.2: Trigonometry
Algebraic manipulation: multiplication, factorisation, Revision of radian measure
simplification, combining and simplifying algebraic Trigonometric identities
fractions, partial fractions Trigonometric equations
UNIT 12AS.3: Algebra 2

Algebraic division: division of polynomial by first or second 6 hours
order polynomial, remainder and factor theorems Functions, graphs and equations
Indices and logarithms: exponents, roots, rules of Exponential, natural logarithm and modulus functions;
logarithms, change of base, use of calculator composite functions; inverse functions
UNIT 12AS.4: Vectors 1
Binomial theorem revision; nPr and nCr; binomial series Continuity; parabolic functions and parametric forms
Components, unit vectors;
20 hours Quadratic, exponential, logarithmic and trigonometric
position and displacement
equations
Rules of vector algebra
14 hours
Magnitude, scalar product,
applications of scalar product
UNIT 12AS.5: Differentiation 1
8 hours
Higher order derivatives; stationary points, maxima and
minima, inflexions; second derivative test
Increasing and decreasing functions; standard functions Optional unit: Complex numbers UNIT 12AS.6: Measures 1
16 hours Complex numbers and functions of a complex variable Compound measures
[10 hours] Rate of change
3 hours
2nd semester
65 hours
UNIT 12AS.7: Differentiation 2
Derivative of sum, difference, product and quotient of two UNIT 12AS.8: Vectors 2
Optional unit: Numerical methods Vector equation of a line
functions; derivative of composite function; derivative of Taylor series; iteration; Newton-Raphson method
implicitly defined function; applications; numerical Applications using vectors to
[8 hours] represent physical situations
methods
15 hours 5 hours
UNIT 12AS.9: Integration 1

UNIT 12AS.10: Measures 2
Integration as inverse of differentiation
Using integration to calculate
Indefinite integrals, definite integrals, areas under curves
areas and volumes
12 hours
6 hours
UNIT 12AS.11: Integration 2 UNIT 12AS.12: Vectors 3

Integration techniques and applications UNIT 12AS.13: Differential equations Vector kinematics
12 hours Solution of simple differential equations; experimental Solving dynamics problems by
models; simple harmonic motion differentiating or integrating
10 hours vectors
5 hours
75% 25%

3 • The centre column contains the relevant standards for the grade. These
include all the relevant key standards that should be taught to all students.
• The left-hand column shows supporting standards that will help students
Units of work: Grades 1 to 3 who learn more slowly to consolidate what they know, understand and can
do. Some of the supporting standards may be non-key standards for the
relevant grade but mainly they are drawn from the previous grade.
• The right-hand column shows extension standards that challenge more
About the units able students and extend what they know, understand and can do. Some
of the extension standards may be non-key standards for the relevant
Each teaching unit focuses on a group of standards. It outlines what teachers grade but mainly they are drawn from the subsequent grade.
should teach, and how. It also indicates the approximate time it would take to
Every unit includes one or more standards from the problem solving and
teach the work.
reasoning strand so that these are integrated throughout.
The title page

The remaining pages of the unit
Each unit has a title page that gives:
Each unit then describes briefly:
• basic information about the unit;
• teaching and learning activities, showing:
• expectations for what students should achieve by the end of the unit;
– how teachers can present the topic to students;
• the main resources that will support the work in the unit (excluding – what activities students can do to develop or consolidate the relevant
textbooks and other learning resources that vary from school to school); knowledge, understanding and skills;
• key vocabulary or technical terms that students need to know and use. • suitable assessment questions that students can be asked orally in
The expectations on the title page can be used to review progress and check informal situations during and at the end of a topic.
whether students are ready to move on to the next unit. They also provide a Space is left in each unit for teachers to add their own notes about which of
framework for giving feedback to students or reporting to parents. the school’s learning resources can best support students’ work during the
unit, including relevant parts of workbooks or textbooks for students and ICT
Standards for the unit resources, such as interactive whiteboard materials.
The second page of each unit shows the standards for the unit. These form
the teaching objectives for the unit. They are phrased for teachers, but could Number of units and teaching time
be reworded more simply and discussed with students at the beginning of a The units vary in length depending on the topic. In general, for each primary
lesson or sequence of lessons. grade there are about 20 units ranging from 3 to 10 hours per unit, providing a
The standards for the unit are set out in three columns. total of about 145 teaching hours per year. This leaves suitable time for
revision and preparation for the national tests.

The preliminary unit for each grade is numbered 0 (for example, Unit 3.0 is the Typically, lesson plans will indicate:
preliminary unit for Grade 3). This is to be taught at the start of the first
• the objectives for the lesson or block of lessons;
semester. The preliminary units are assumed to be revision of work covered in
the previous grade. • relevant vocabulary and technical terms;
The exception is Grade 1, since not all children will have experienced • the resources needed, such as textbooks and ICT applications;
Kindergarten education. For Grade 1, the preliminary unit is entitled • how the lesson will start, how work will be developed through teaching
Introductory activities, which should be designed to help new students settle input and student activities, and how lessons will be summarised and
into school. These activities should highlight students’ needs and any gaps rounded off;
that need to be filled.
• tasks for students to do at home, where relevant.
The preliminary units are not provided in this scheme of work since what
The activities in each unit represent a range from which teachers can select to
mathematics is selected for revision will depend on the school, the students
and the teachers, but time is allowed in the overall teaching time for the create individual lessons. There is no intention that the activities should be
taught in entirety, or should be followed rigidly in the order that they are
teaching the preliminary unit.
described. They should be used flexibly to form coherent lessons and
supplemented as appropriate with suitable tasks and exercises from other
Creating lesson plans based on the scheme sources.
of work Similarly, the assessment tasks and questions on the last page of each unit
can be incorporated in informal oral and practical teaching activities during
The teaching and learning activities described in each unit should help lessons. They should not be given in writing (although students may record
teachers to create their lesson plans for a block of lessons or individual their answers informally).
lessons. Lesson plans should also take account of the formative assessments
The last lesson of each unit will require a review of the unit as a whole. This is
that teachers have been making as they have been teaching previous units. the time to draw out the key learning points and to summarise what students
(For this reason, lesson plans cannot be finalised too far in advance of the need to remember. The review should highlight the ways in which the unit has
lessons.) built on previous learning, the progress that students have made and what
Each unit of work will require several lessons, some of which may focus on a they will go on to learn next. Where appropriate, links can be made to work in
particular topic: for example, a 7-hour unit on addition and subtraction may be other units and to applications that would be familiar to the students in ‘real
planned in blocks of 2 hours on place value, 3 hours on calculations and 2 life’ or at home.
hours on problem solving.
The objectives for each individual lesson based on the unit are likely to Integrating reasoning and problem solving
address some but not all of the objectives for the unit. The objectives may be
repeated in more than one lesson, and may appear again in a subsequent Every unit in the Qatar scheme of work for mathematics includes at least one
unit. of the standards from the problem solving and reasoning strand so that these
are integrated throughout. For example, every unit contains one or more of
As with the scheme of work, there is no right or wrong way to set out a lesson
the following:
plan. The main criterion is that it helps a teacher to teach the lesson.
• problems that extend or enrich what has just been taught;

• familiar (routine) and unfamiliar (non-routine) problems in a range of Useful websites for mathematics in Grades 1 to 3
mathematical contexts, some with a unique solution and some with several
possible solutions; Websites are a useful source of mathematical resources. There are websites
that give teachers more background to the mathematics they are teaching,
• activities that develop short chains of reasoning: for example, a puzzle or websites offering free interactive activities for students, and problem solving
strategic game. websites offering a range of good problems and puzzles. For example:
In most of the primary grades there are in addition one or two units devoted in • www.fi.uu.nl/rekenweb/en/welcome.xml?groep=0
entirety to problem solving in order to emphasise its importance. interactive online materials for 5- to 12-year-olds from the Freudenthal
It is crucial that the problem solving and reasoning activities are not forgotten Institute (Netherlands)
and are incorporated into teachers’ lesson plans. A problem can sometimes • www.sesameworkshop.org/sesamestreet/?scrollerId=games
serve as an introduction to a topic, to assess students’ prior knowledge or to interactive online games for 4- to 8-year-olds from Sesame Street (USA)
set a context for the work. It can sometimes be used to provide motivation for
acquiring a skill or it can be set as a class activity or as homework towards the • www.bbc.co.uk/schools/4_11/numeracy.shtml
end of a topic, so that students use and apply the mathematics that they have interactive online materials for 4- to 11-year-olds from the BBC (UK)
been taught. • nlvm.usu.edu/en/nav/vlibrary.html
online interactive teaching tools for all grades (USA)
Incorporating the use of ICT • www.standards.dfes.gov.uk/primary/publications/mathematics/itps/

downloadable interactive teaching programs for all primary grades (UK)
Possible activities in which students use information and communication
• www.ictgames.com
technology (ICT) are shown in the scheme of work. For example, teachers in
online games for 5- to 7-year-olds (UK)
Grades 1 to 3 could select from these possible uses of ICT for their
mathematics lessons. • www.numbergym.co.uk
online interactive activities to develop number skills, with notes for
• Flash movies, number games and other small programs, and ‘drill-and- teachers and parents (UK)
practice’ software, can help to reinforce students’ basic skills and
mathematical techniques. The best include an element of strategy or • www.tki.org.nz/e/community/maths/
problem solving. a range of teaching resources and worksheets (New Zealand)
• An interactive whiteboard is a hardware device combining the functions of • www.teachingideas.co.uk/maths/contents.htm

a monitor and keyboard of a computer. It acts as a large display and is mathematics resources and ideas for activities that can be downloaded or
also touch-sensitive. Information is entered by touching specific areas of printed out (UK)
the screen. Teaching tools designed for the interactive whiteboard are very Some references are made to suitable ICT resources in the teaching activities
useful in the teaching of mathematics. of the units. These resources are mainly applets (small computer programs
• PowerPoint can be used to create useful presentations. Slides can be that run online over the Internet), although some can be downloaded, usually
sequenced to give the impression of a moving object or a film. free. However, the references are not exhaustive. Teachers can add their own
notes on ICT and other resources using the column headed ‘School
resources’.

The main way of catering for a range of attainment in mixed-ability classes is
Language objectives through differentiated group activities. Planning a unit of work might take
It is important to teach students the content-specific vocabulary and technical account of three groups: most students, students who have progressed
terms associated with each mathematical topic. Relevant words are listed on further and students who have not made as much progress.
the first page of each unit. These include words associated with higher order Some students work faster than others because are generally more confident
skills of problem solving and reasoning, such as explain and justify. and more able, or because they have attended a Kindergarten class. They
Mathematics teachers should reinforce the speaking and listening strategies need extension activities. Others may need longer to practise and consolidate
taught in Arabic and English lessons, including skills such as asking for what they have been learning and need examples at each level of difficulty.
information, giving advice, agreeing and disagreeing. Teachers should also The units in the scheme of work contain a few suggestions for extension and
expect students to explain and justify their methods and solutions to each consolidation activities but in general these will need to be drawn from related
other. Paired work to discuss ideas is as essential in mathematics as it is in units in the next grade or an earlier grade.
language lessons. The students in a class do not all need to do every question of each exercise.
Similarly, mathematics lessons should promote students’ developing reading When teachers are planning exercises for students to do, they should select
strategies, since these are crucial for accessing information in books or appropriate questions to give to each of the three main groups of students.
software, and for identifying key information in simple mathematical problems.
Students who fall behind
Catering for more able students, or students By Grade 3, some students may have fallen behind the expected standards
for their age because of their circumstances. Some may have minor learning
who make slower progress difficulties, or misconceptions remaining from earlier work. Some may have
In all classes there will be a spread of ability. In addition, some students been moved to a number of different schools, or have gaps in learning
starting school in Grade 1 will have learned some mathematics in a resulting from missed or interrupted schooling. Some may have been
Kindergarten class whereas others will not have had this advantage. disadvantaged by circumstances at home. These students need opportunities
Teachers need to plan lessons to keep all students involved and suitably to catch up.
challenged. Grade 1 teachers need to include all the Kindergarten standards Classroom support for these students is essential and in Grade 3 additional
in their programmes, covering these fairly quickly where children have support is also needed, either in extra timetabled lessons or in after-school
progressed from a Kindergarten class. sessions. The programme that these students follow will need to be based on
When teachers are planning questions for the whole class they should allow a diagnosis of their weaknesses or misconceptions with the work in earlier
enough waiting time for students to think or talk about to a friend before grades and build in some extra consolidation. Schools may also be able to
answering. A closed question such as ‘What is 2 add 3?’ has only one encourage parents to help their children in specific ways.
answer, but open questions such as ‘Tell me two numbers with a sum of 5’
enable more students to respond. In a whole-class setting, questions can also
be directed to named individuals or groups of students in line with their
abilities.

Teachers should adapt the scheme of work to ensure that students learn to
Teaching mathematics in the medium of count and say numbers (and later read and write them) in both English and
English Arabic. This also applies to money and measurements. Students should be
taught the specific mathematical vocabulary needed for each unit of work in
The expectation should be that as far as possible students taught both English and Arabic, including signs and symbols such as + and –. The
mathematics in English should progress in their mathematical learning at the oral form should be taught first and then the written form of each word or
same rate as students who are taught in Arabic. However, there are potential symbol. There should be frequent opportunities to refer back to this
difficulties to overcome, especially in the primary grades when students are vocabulary in oral questioning.
English language ‘beginners’.
In lessons, students should be encouraged to speak in unison to give them
One danger is that students taught in English spend most of the time on confidence: for example, extending a number sequence, counting along a
calculations rather than problem solving because calculations involve only number line, chanting a multiplication table, reading a number sentence or
numbers and not words. Another is that a teacher who is not completely fluent equation or inequality aloud, and so on. If possible, teachers should go
in English may have difficulty in explaining a mathematical concept, or through an activity twice with the students so that they get a chance first to
confuse students through the misuse of a mathematical term. A teacher may watch and listen, and then to repeat.
also underestimate what students can do mathematically simply because the
When English-language beginners are reasonably confident at saying
students are beginners with the English language.
something together with others, they can be asked to say it again on their
The suggestions in the next few paragraphs can help to minimise some of own. They should be given plenty of time for this and their understanding
these difficulties. should be checked regularly.
Whole-class work: speaking and listening Group work: speaking, listening and practical work
Whole-class work can provide helpful models of spoken English, and time for When students are working in groups, teachers will probably need to give
careful listening, simple oral exchanges and shared repetition. them specific instructions and to speak more slowly. Key words should be
In any oral work, it helps to use extra visual clues or gestures, and translation stressed, particularly when describing tasks that each group is to do. Extra
wherever necessary. Teachers will need to direct specific instructions to the visual clues or gestures, or translation, can also be used.
students and to speak more slowly. They will also need to emphasise key Peer-group talk helps students to make sense of and apply mathematical
words, particularly when they are describing tasks or activities that students ideas. It helps if English language beginners can talk to their friends in Arabic
will do independently or in groups. when they are working in a group, doing practical activities or working with a
Mathematics has a strong visual element. Teachers should use extra pictures computer.
and diagrams wherever possible to illuminate meaning, making all illustrations Games and puzzles where the rules are picked up quickly by watching a
simple and directly relevant. Visual aids such as number apparatus, counters demonstration are useful. Games that students are already familiar with (e.g.
and cubes, place value charts, number lines, diagrams, mathematical shapes, in their English or Arabic lessons) can also be used to practise different
measuring equipment, simple graphs, interactive whiteboards and computer mathematical skills.
software are also helpful.

Reading and writing
Teachers can stress mathematical vocabulary by getting students to record
vocabulary lists in a word book. This can be supplemented with flash cards
and wall displays illustrated with diagrams or pictures. These displays can be
referred to in the beginnings and ends of lessons and while teaching.
English teachers can also be asked to cover in their English classes any
specific vocabulary that will be needed in mathematics lessons, if possible.
Written explanations in worksheets and exercises should be minimised. Text
can be illustrated with relevant pictures and diagrams to illuminate meaning.
Wherever possible, teachers should read through and discuss with the class
any questions or exercises from textbooks that they ask students to do, and
demonstrate carefully how students should record their mathematical work in
English.

Mathematics units
Grade 1
Contents
1.1 Number 1 33 1.8 Measures 2 81 1.15 Fractions 131
1.2 Geometry 1 39 1.9 Number 5 87 1.16 Measures 3 137
1.3 Number 2 47 1.10 Problems 1 95 1.17 Problems 2 143
1.4 Measures 1 55 1.11 Number 6 101 1.18 Data handling 3 151
1.5 Number 3 61 1.12 Geometry 2 109 1.19 Number 8 157
1.6 Data handling 1 69 1.13 Number 7 115 1.20 Geometry 3 167
1.7 Number 4 75 1.14 Data handling 2 125

1st semester
75 hours UNIT 1.1: Number 1 UNIT 1.0: Introductory activities
Counting and ordering to 10 5 hours
and subtraction to 5 UNIT 1.2: Geometry 1
7 hours
UNIT 1.3: Number 2
UNIT 1.5: Number 3

Simple practical addition UNIT 1.4: Measures 1
and subtraction to 10
Problem solving length
9 hours
9 hours 7 hours
Sorting UNIT 1.7: Number 4
Counting and ordering to 20 UNIT 1.8: Measures 2
5 hours
Problem solving length, mass and capacity
7 hours 7 hours
UNIT 1.9: Number 5

Counting and ordering to 100 UNIT 1.10: Problems 1
Addition and subtraction to 10 Number patterns
Problem solving Number and money problems
9 hours 5 hours
2nd semester
Counting to 100 UNIT 1.12: Geometry 2
Addition and subtraction to 20 Properties of shapes
Problem solving Geometric patterns
9 hours 7 hours
UNIT 1.13: Number 7

UNIT 1.14: Data handling 2 Place value to 100
UNIT 1.15: Fractions UNIT 1.16: Measures 3
Sorting and pictograms Addition and subtraction beyond 20
Halves and quarters Comparing, ordering and measuring
3 hours length, mass and capacity
9 hours
Time
7 hours

UNIT 1.18: Data handling 3 UNIT 1.19: Number 8 Number patterns
Sorting, pictograms and Place value to 100 UNIT 1.20: Geometry 3
Number and money problems
solving problems Addition and subtraction to 100 Properties of shapes
9 hours
5 hours Problem solving Geometric patterns
9 hours 7 hours
10% 60% 30%

GRADE 1: Number 1 UNIT 1.1
5 hours
Counting to 10; simple addition and subtraction to 5
About this unit Previous learning Resources

This is the first of eight units on number for To meet the expectations of this unit, children should be able to count to 5, The main resources needed for this unit are:
Grade 1. and find one more or one less than numbers up to 5. • computer and interactive whiteboard
Introduce the unit by explaining to children what • Internet access (optional)
they will learn. Review the unit at the end, Expectations • overhead projector (OHP)
drawing out the main learning points. • washing line, pegs and 1–10 cards
By the end of the unit, children will count, order, add and subtract
The unit is intended to guide your planning and • interconnecting cubes
teaching of mathematics lessons. It provides a numbers when solving practical problems involving up to 10 objects.
• four soft toys
link between the standards for mathematics and Children who progress further will count up to 100 objects reliably.
• six plates, cups, knives and forks
your lesson plans. In particular, the standards They will choose, use and explain the appropriate operation and mental
• large spotty dice
for Kindergarten should be reviewed and calculation strategies to solve simple routine and non-routine problems
consolidated in Grade 1 since not all children involving the addition and subtraction of numbers, money or non-standard • five cakes
will have attended Kindergarten. measures. • paper plates
The teaching and learning activities should help • cardboard circles or paper cake cases to represent cakes
you to plan the content and pace of lessons.
Adapt the ideas to meet the needs of your class. Key vocabulary and technical terms
Supplement the activities with ideas from your
Children should understand and use:
school’s books for teachers and other resources.
• number names to ten
• before, after, more, less, fewer
• altogether, how many are left?
33 | Qatar mathematics scheme of work | Grade 1 | Unit 1.1 | Number 1 © Education Institute 2005
Standards for the unit Unit 1.1
SUPPORTING STANDARDS CORE STANDARDS EXTENSION STANDARDS
5 hours
Kindergarten standards Kindergarten standards Grade 1 standards
3 hours K.2.1 Recite the sequence one, two, three, … up to ten. 1.2.2 Count to 100 and back to zero by reciting
zero, one, two, three, …
Counting and
ordering to 10 K.2.2 Count up to 10 objects and say how many there are. 1.2.3 Count reliably and give a reasonable
estimate of up to 100 objects.
K.2.3 Given a spoken number to 10, represent it using real objects.
2 hours
K.2.5 Visualise up to five objects without counting.
Simple practical
K.2.9 Given a written number to 10, represent it using real objects or
addition and
drawings.
subtraction to 5;
solving problems K.4.1 Relate addition to combining two groups of objects, and to counting 1.4.1 Understand addition as putting together,
on. and subtraction as taking away,
K.4.2 Relate subtraction to taking away a number of objects and finding comparing or finding the difference, by
how many are left, and to counting back. adding and subtracting using real objects
or counting on or back on a number line or
K.4.3 Use real objects to determine answers to addition and subtraction
100-square.
problems involving numbers up to 10.
K.1.1 Find their own way of solving simple practical problems involving 1.1.1 Represent a problem and its solution by
numbers, shapes or objects. using objects, numbers, symbols or simple
diagrams.
K.1.2 Represent a problem and its solution with pictures or objects. 1.1.2 Explain orally in own words the method
used to solve a simple problem.
K.1.3 Explain orally their way of solving a problem and their reasons. 1.1.3 Describe a simple relationship between
two numbers, quantities, shapes or
objects using appropriate mathematical
terms.
Activities Unit 1.1
Objectives Possible teaching activities Notes School resources
3 hours Short activities for lesson starters

Counting and ordering to Count to 10, pointing to the numbers on the washing line as you do so. Ask children to join This column is for
10 in. Repeat several times until children are confident. Ask them to close their eyes as you schools to note their
turn two cards around. Ask children to open their eyes and to count along the line to find own resources, e.g.
Recite the sequence one,
which numbers are missing. Repeat several times. books, worksheets.
two, three, … up to ten.
Ask children to close their eyes and exchange two numbers. The children should then
Count up to 10 objects and
count along the line to find which numbers are in the wrong order.
say how many there are.
Say the numbers from 1 to 5. Hold up the corresponding number of fingers, starting with With practice children should be able to hold up the
Given a spoken number to
one thumb on the right so it is on the left as children see it. Repeat until children can join in correct number of fingers without counting them.
10, represent it using real
the count and hold up the correct number of fingers.
objects.
Ask children to put their fingers behind their backs.
Visualise up to five objects
without counting. • Show me five fingers.
Given a written number to Repeat, asking children to show up to five fingers.

10, represent it using real Ask children to work in pairs to make five towers of cubes, the first of one cube, the second
objects or drawings. of two cubes, the third of three, and so on.
• Show me the tower of five cubes. Now show me the tower of two cubes.
Continue asking children to show you the correct towers, increasing in speed as children
grow in confidence.
Counting and ordering to 10 1
Sit four soft toys around a table.
• Each teddy wants a drink. How many cups do we need?
• They are going to have their dinner. How many forks do we need? And knives? And
plates?
Ask children to count out the different items.
• Another teddy is going to join them. What do we need to do?
Say that six children are having a tea party. Ask children to sketch the table with enough
plates, cups, forks and knives for the tea party.

Give each group a box of interconnecting cubes. Children can find it harder to count a given number from
• Make a tower of five cubes. Make a tower of nine cubes. a larger set than when they are given the right number
to count; they can find it difficult to know when to stop
Repeat, asking children to make towers of particular numbers of cubes.
counting.
• Make a tower with fewer than five cubes.
Make a tower with more than five cubes; it should not have more than ten cubes.
• Put your towers in order from the smallest to the largest. Which towers from 1 to 10 are
missing? Have you got two of some towers? Change your set of towers so that you have
one tower with each of one, two, three, …, ten cubes.
Roll a large spotty dice. Here children are being asked to count actions rather
• How many spots are on this side? than objects.
Ask the children to clap that number of times. Repeat, this time asking them to blink a
number of times. Repeat, asking the children to carry out the same number of actions as
the number of spots showing on the dice.
Give a dice to each group and ask them to carry on the activity in their groups.
2 hours Short activities for lesson starters Use Five frame

Use the How many? option from Five frame to discuss the numbers of full and empty (illuminations.nctm.org/tools/index.aspx).
and subtraction to 5 squares. Draw out the addition facts to five.
Relate addition to
combining two groups of
objects, and to counting on.
Relate subtraction to taking
away a number of objects
and finding how many are
left, and to counting back.
Use real objects to Use the Fill a frame option of Five frame to talk about how many more are needed to fill the
determine answers to frame of five.
addition and subtraction
problems involving
numbers up to 10.
Find their own way of
solving simple practical
problems involving
numbers, shapes or
objects.
[continued]
[continued] Simple practical addition and subtraction to 5 1
Represent a problem and Sit five soft toys around a table. Lay the table with five plates, four forks, two knives and Here the role play context informally introduces children
its solution with pictures or three cups. to concepts of addition and subtraction.
objects. • Have we got enough plates for each teddy to have one?
Explain orally their way of What about forks? How many more forks do we need?
solving a problem and their Agree that you need one more fork, pointing to the empty space. Repeat, finding the
reasons. numbers of extra knives and cups required.
Say that two more teddies are coming to tea; discuss how many more of each item is
needed and what the new totals will be.
Simple practical addition and subtraction to 5 2
Show children five cakes and two plates.
• How many cakes do we have?
Put four cakes on one plate.
• How many do we have left to put on the other plate? How many cakes do we have
altogether?
Put three cakes on the first plate. Discuss how many will be on the second plate, and how
many there are altogether.
• If I eat all the cakes on this plate, how many will be left?
What if I eat the cakes on this plate instead?
Give each pair of children two paper plates and five cardboard circles, paper cake cases or
something else to represent the cakes. Ask them to find different ways of splitting the five
cakes between the two plates. Ask them to sketch at least two different ways on paper.
Assessment Unit 1.1
Possible tasks and questions to incorporate in practical and oral situations Notes School resources
Assessment • Are these number cards in the correct order?

Set up activities that allow Which ones need to be moved?
children to demonstrate
what they have learned in • Count these buttons.
this unit. The activities can
be provided informally or
formally during and at the
end of the unit. They can
be selected from the
teaching activities or can
be new experiences. • Put out nine toy cars.
Choose tasks and • Draw seven squares.
questions from the
examples to incorporate in • Do we have enough pencils for four children to have
the activities. one each? Will there be any left over?
• There are four cups on the table.

Put two more cups on the table, one for Saif and one for Mosa.
How many cups are on the table now?
• There were five cubes in this box.

Hessa has taken out two of the cubes.
How many cubes are left in the box?
GRADE 1: Geometry 1 UNIT 1.2
7 hours

This is the first of three units on geometry for To meet the expectations of this unit, children should use shapes to make The main resources needed for this unit are:
Grade 1. models, pictures or patterns, or other shapes. They should describe • computer and interactive whiteboard
Introduce the unit by explaining to children what properties of shapes using everyday language, and identify and name a • Internet access (optional)
they will learn. Review the unit at the end, cube, cone, circle, square and triangle.
• overhead projector (OHP)
drawing out the main learning points. • a collection of 2-D shapes
The unit is intended to guide your planning and Expectations • an A5 piece of card
teaching of mathematics lessons. It provides a • a collection of 3-D shapes
link between the standards for mathematics and By the end of the unit, children will use mathematical names for common
2-D shapes and will describe simple properties such as the number of sides • paint
your lesson plans. In particular, the standards
and corners. • a cloth bag with drawstring in which shapes can be hidden (a ‘feely’ bag)
for Kindergarten should be reviewed and
consolidated in Grade 1 since not all children Children who progress further will identify 2-D and 3-D shapes, straight • small plastic shapes (e.g. of animals)
will have attended Kindergarten. and curved lines and flat and curved surfaces. • a paper cup, saucer and plate
The teaching and learning activities should help • 1 cm squared paper

• circle, square, triangle, rectangle, cube, cone
• straight, curved, corners, sides, length, same, different, solid, flat
• near, far, up, down, left, right, in front of, behind, next to, above, below, …
39 | Qatar mathematics scheme of work | Grade 1 | Unit 1.2 | Geometry 1 © Education Institute 2005
7 hours
Kindergarten standards Kindergarten and Grade 1 standards Grade 2 standards
7 hours K.5.4 Use flat and solid shapes to create models, K.5.1 Name and describe common geometric shapes, e.g. 2.6.1 Identify straight and curved lines and flat and
pictures and patterns, or other shapes. circle, square, triangle, cube, cone. curved surfaces.
Properties of
shapes K.5.1 Name and describe common geometric shapes, 1.7.1 Identify and name the circle, square, triangle and 2.6.3 Identify and name the cube, cuboid, sphere,
e.g. circle, square, triangle, cube, cone. rectangle; describe simple properties of shapes using cylinder, cone and pyramid, and the pentagon,
everyday language. hexagon and octagon; describe simple
K.5.3 Recognise and describe the shape of lines,
properties of these shapes using everyday
using words like straight, curved, wavy, zigzag.
language.
K.5.3 Describe the position or direction of an object using
everyday language, e.g. near, far, up, down, left, right,
in front of, behind, next to, above, below, …
K.1.1 Find their own way of solving simple practical 1.1.3 Describe a simple relationship between two numbers,
problems involving numbers, shapes or objects. quantities, shapes or objects using appropriate
mathematical terms.
Activities Unit 1.2
Properties of shapes Give each child a 2-D shape (from a mix of squares, rectangles, circles and triangles). Rectangles have four right angles, and opposite This column is for
Name and describe common • Hold up your shape if it has straight edges. sides are the same length. Squares are technically schools to note their
geometric shapes, e.g. circle, a subset of rectangles as they also have four right own resources, e.g.
• Hold up your shape if it has three corners. These are called triangles.
square, triangle, cube, cone. angles, but all the sides are the same length which books, worksheets.
• Hold up your shape if it has no straight edges. They are called circles.
distinguishes them as being squares. Often people
Identify and name the circle, • Hold up your shape if it has four corners and four sides. What is different about them?
use the term ‘rectangle’ to refer to rectangles with
square, triangle and They are all called rectangles. Some are special rectangles because all their sides are the one pair of sides longer than the other, i.e. those
rectangle; describe simple same length; they are called squares.
rectangles which are not square.
properties of shapes using Repeat, calling out different properties and asking children to hold up their shapes if they
everyday language.
have that property.
Describe the position or
Give each child a 2-D shape (from a mix of squares, rectangles, circles and triangles). Encourage children to use the vocabulary
direction of an object using
• Hold up your shape if it is a circle. Tell me what is special about your shape. themselves and not just to hear you using it.
everyday language, e.g.
near, far, up, down, left, right, • Hold up your shape if it is a triangle. Tell me what is special about your shape. Make sure your set of shapes includes rectangles
in front of, behind, next to, • Hold up your shape if it is a triangle and all the sides are the same length. and triangles of different proportions, and squares
above, below, … • Hold up your shape if it is a square. Tell me what is special about your shape. and circles of different sizes. This will ensure that
children do not associate the names only with
Describe a simple
shapes of certain proportions, or held in particular
relationship between two
positions.
numbers, quantities, shapes
or objects using appropriate In advance, use the ‘draw’ tool on the interactive whiteboard to draw a variety of squares (not The display on the left
mathematical terms. all the same size, some standing on a corner), triangles (variety of sizes and proportions), was produced using
rectangles (variety of sizes and proportions) and circles (variety of sizes). Mult-e-Maths (see
Ask children to help you to sort the shapes under two headings: e.g. ‘straight sides’, ‘not www.cambridge-
straight sides’; ‘three corners’, ‘not three corners’; ‘four sides’, ‘not four sides’. hitachi.com).
• Look at the shapes with four sides. Which of them are squares? How do you know?
Gradually slide a shape from behind a piece of card.

• What do you think this shape is? Could it be a circle? Why not?
Could it be a square? What else might it be?
Continue to gradually reveal the shape.
• Have you changed your mind? What can it not be now?
Finally reveal and name the shape.
Repeat with other 2-D shapes.
Show children a rectangle, square, circle and triangle to remind them of their names. Ask
children to look around the room and see if they can spot any objects that have one of these
shapes as their outline, e.g. doors, windows, tables, books, light fittings.
• Which shapes are there lots of? Only a few of? (probably triangles)
Discuss or show pictures of shapes in the environment.
Put a 2-D shape into a ‘feely’ bag. Show children four shapes and say that the shape in the
bag is the same as one of these. Ask a child to feel the shape in the bag and describe it to
the class. After each clue, ask children what shape it can or cannot be. Finally, when they
think they know what it is, reveal the shape.
Take the shape out of the bag. Ask children to close their eyes while you put one of the other
shapes into the bag. Repeat the activity.
Give children a 3-D shape each (from a selection of cubes, cylinders, cones and spheres).
• Hold up your shape if it is curved.
Now look around. What shapes are people holding up?
• Hold up your shape if all the edges are straight.
What shapes are people holding up? What shapes are they not holding up?
• Hold up your shape if it would print a circle/square/rectangle.
Continue, asking children to hold up shapes according to their properties, including those of
edges and faces.
Use small plastic shapes (e.g. of animals), and a paper cup, saucer and plate. Get children to The purpose of this activity is to use everyday
follow instructions to put the shapes in particular positions. language to describe position or direction, e.g. near,
• Put the mouse inside the cup. Put the rabbit on top of the saucer. Put the elephant behind far, up, down, left, right, in front of, behind, next to,
the cup. Put the giraffe underneath the plate. Put the lion next to the tiger. above, below, …
Properties of shapes 1
Give each pair of children a set of 2-D shapes. Encourage them to talk about the shapes, Make sure that you have different looking triangles,
discussing what is the same and what is different about them. otherwise children might think that only equilateral
triangles are triangles.
Say that you want to sort the shapes into two groups. Ask children to suggest how you might
do this. Draw out that you could sort the shapes according to whether or not they have
corners. Help children to sort their shapes.
• Look at the shapes that do not have corners. What can you say about them?
Mix the shapes up again, and ask children to suggest other ways of sorting them, including
by the number of sides. Point out that the shapes with three sides are called triangles,
regardless of whether the sides are the same length or not.
Give each group of children a variety of 2-D shapes. Say that you will describe a particular
shape and that you want them to find that shape on their table.
• Find me a shape with three corners and all sides a different length. What is it?
• Find me a shape with four corners, two long sides and two short sides. What is it?
Repeat, asking children to find a shape with several properties and then to name the shape.
Draw a table of six different shapes. Ask a pair of children to choose a shape, telling you
which they have chosen, but not the class. Help the other children to ask questions to find out
what shape the pair has chosen. If necessary, help the pair to answer the questions.
• Does it have straight sides?
• Does it have three corners?
• Are all the sides the same length?
Repeat, this time encouraging children to make up their own questions.
Ask each child to draw a triangle. This activity helps children to focus on the relevant
• How many sides will it have? What is special about them? How many corners will it have? properties of shapes. The progression here is from
recognising shapes to being able to draw them.
Encourage children to make their triangles look different from their neighbours’. Then ask
them to draw as many different-looking triangles as they can.
• What is the same about your triangles? What is different about them?
Draw out that, though some are small, large, ‘skinny’, ‘fat’ or have equal sides, the shapes all
have three straight sides and three corners and so they are all triangles.
Extend the activity to include drawing shapes in particular positions. For example:
• Draw a square inside the circle.
• Draw a triangle next to the rectangle.
Give each child a piece of 1 cm squared paper and ask them to draw a rectangle.
• How many corners will it have? How many sides? What is special about the sides?
You may need to show children some different rectangles to explain these properties. Help
them to use the square grid to ensure that their rectangles have ‘square’ corners. Encourage
children to make their rectangles look different from their neighbours’. Then ask them to draw
as many different looking rectangles as they can.
• What is the same about your rectangles? What is different abut them?
Draw out that the rectangles may be small, large, ‘skinny’ or ‘fat’ but the shapes all have
‘square’ corners and four sides, and opposite sides are the same length.
• Are any of them squares? How do you know? What is special about squares?
Draw some four-sided shapes, some of which are rectangles and some of which are not (i.e.
some with angles that are not 90°).
• Which of these are rectangles? Which are not? Why?
Give children a variety of 3-D shapes such as cubes, cuboids, cones, cylinders and spheres The emphasis here is on the properties of the
(these can be packaging, made from sponge, or commercially produced shapes). Ask them shapes, particularly the faces.
to print as many different shapes as they can with them.
• What flat shapes do you think you can print with this box? Could you use it to print any
other shapes?
As children use the 3-D shapes, tell them their names.
Afterwards, show children the prints.
• Which solid shapes do you think were used to make this pattern?
Give children a variety of 3-D shapes. Ask them to describe them, focusing on what is Again children are focusing on the properties of the
different about them and what is the same. Encourage them to play with the shapes and to shapes and the effects of these. Encourage children
find out which slide or roll. Ask why these shapes slide or roll. to think of mutually exclusive categories (such as
When children are familiar with the shapes, ask how you might sort them into two groups. ‘could print a rectangle’, ‘could not print a rectangle’)
Take suggestions and help children to sort them: e.g. shapes which roll, shapes which do not so that they are not confused by the fact that
roll; shapes with straight edges, shapes with no straight edges; shapes you could use to print shapes could fit into more than one category.
a circle, those which you cannot use.
Give children a set of shapes such as those on the right. Prepare and cut out some card
shapes formed by putting two of the shapes next to each other, for example, a shape like
this:
Hold up one of your combined shapes. Ask children:

• Which two of your shapes would fit together to form my shape?
Give children a set of shapes such as those on the right, or display them on an overhead
projector transparency (OHT). Ask questions such as:
• Which shape has two long sides and two short sides?
• Which triangle has all three sides different?
• Which shape has four sides all the same length? Is there more than one possibility?
• If we folded a square in half across a diagonal, which shape do you think we would get?
Label a large hoop with a property of a shape such as ‘has 5 corners’ or ‘has two long sides
and two short ones’.
Give children a collection of flat shapes (plastic or card). Ask them to place all the shapes
with 5 corners inside the hoop, and all the other shapes outside the hoop.
Pick up two of the shapes from inside the hoop.
• What is the same about these two shapes? (they both have 5 corners)
Pick up two of the shapes from outside the hoop.
• What is the same about these two shapes? (they do not have 5 corners)
Repeat with other labels, e.g. ‘has two long and two short sides’.
The activity can be extended to sets of 3-D shapes, using labels such as ‘has a square face’
or ‘will roll’.
Using ICT
Use the applet Attribute blocks (nlvm.usu.edu/en/nav/vlibrary.html) to help children to learn
about colour, size and shape by sorting blocks.
Use the applet Color patterns (nlvm.usu.edu/en/nav/vlibrary.html) to help children to learn

about colour and pattern by continuing patterns of beads.
Assessment Unit 1.2
Assessment Ask children to sort these shapes into ones

Set up activities that allow with curved sides and ones with straight
children to demonstrate what sides.
they have learned in this unit.
The activities can be
provided informally or
end of the unit. They can be Ask:
selected from the teaching • Which of these shapes is a square?
activities or can be new What is special about a square?
experiences. Choose tasks
and questions from the Point to a rectangle.
examples to incorporate in • Why is this shape not a square?
the activities.
Ask:
• Which of these shapes are rectangles?

What can you tell me about rectangles?
Show children a selection of 3-D shapes.
• Describe these shapes.

Which will roll? Why?
Which will slide? Why?
What shapes could you print with them? Why?
• Here are pictures of a ball, a horse, and a boat.

Put the picture of the ball above the picture of the horse.
Put the picture of the boat to the left of the picture of the ball.
9 hours
Counting and ordering to 10;
simple practical addition and subtraction to 10

This unit builds on Unit 1.1, Number 1, and is the To meet the expectations of this unit, children should be able to count up to The main resources needed for this unit are:
second of eight units on number for Grade 1. 10 and solve practical problems involving up to five objects. • computer and interactive whiteboard
drawing out the main learning points. • washing line, ten pegs
The unit is intended to guide your planning and By the end of the unit, children will count, order, add and subtract
• 1–10 number cards
teaching of mathematics lessons. It provides a numbers when solving practical problems involving up to 10 objects.
• piece of A5 card and a larger piece of card
They will read and begin to write numerals up to 10.
link between the standards for mathematics and
• puppet
your lesson plans. In particular, the standards Children who progress further will count up to 100 objects reliably.
• paper plates and counting objects
for Kindergarten should be reviewed and They will choose, use and explain the appropriate operation and mental
consolidated in Grade 1 since not all children calculation strategies to solve simple routine and non-routine problems • cubes
will have attended Kindergarten. involving the addition and subtraction of numbers, money or non-standard • dice
The teaching and learning activities should help measures. • plastic cups and sticky notes
you to plan the content and pace of lessons. • dried beans, painted on one side
Adapt the ideas to meet the needs of your class. • soft toys and a blanket
Supplement the activities with ideas from your • photocopied sheets of 30 lions
school’s books for teachers and other resources. • photocopied sheets of 10 rows of 10 lions
Key vocabulary and technical terms

• before after, more, less, fewer
• altogether, how many left?
9 hours
Kindergarten standards Kindergarten standards Grade 1 standards
5 hours K.2.1 Recite the sequence one, two, three, … up to ten. 1.2.2 Count to 100 and back to zero by reciting
zero, one, two, three, …
Counting and
ordering to 10 K.2.2 Count up to 10 objects and say how many there are. 1.2.3 Count reliably and give a reasonable
estimate of up to 100 objects.
K.2.3 Given a spoken number to 10, represent it using real objects.
4 hours
K.2.7 Read and write numerals to 10, including 0. 1.2.4 Read and write numbers 0 to 100 in
Simple practical
numerals and words.
addition and
K.2.8 Write a number to indicate the number of objects in a set.
subtraction to 10;
solving problems K.2.9 Given a written number to 10, represent it using real objects or
drawings.
K.2.12 Order numbers to 10 and position them on a number line. 1.2.6 Compare and order two-digit numbers and
position them on a number line.
K.4.1 Relate addition to combining two groups of objects, and to counting 1.4.1 Understand addition as putting together,
K.4.3 Use real objects to determine answers to addition and subtraction
100-square.
problems involving numbers up to 10.
K.1.1 Find their own way of solving simple practical problems involving 1.1.1 Represent a problem and its solution by
numbers, shapes or objects. using objects, numbers, symbols or simple
diagrams.
K.1.2 Represent a problem and its solution with pictures or objects. 1.1.2 Explain orally in own words the method
used to solve a simple problem.
K.1.3 Explain orally their way of solving a problem and their reasons. 1.1.3 Describe a simple relationship between
two numbers, quantities, shapes or
objects using appropriate mathematical
terms.
Activities Unit 1.3

Counting and ordering to Count to 10, pointing to the numbers on the washing line as you do so. Ask children to join This column is for
10 in. Repeat several times until children are confident. Repeat, this time counting back from schools to note their
10 to 1. own resources, e.g.
Recite the sequence one,
books, worksheets.
two, three, … up to ten. Ask children to close their eyes as you turn four cards around. Ask children to open their
eyes and to count along the line to find which numbers are missing. Repeat several times.
say how many there are. Ask children to close their eyes as you exchange two pairs of numbers. They should then
count along the line to find which numbers are in the wrong order.
Given a spoken number to
10, represent it using real Secretly write a number less than 6 on a piece of A5 card. Hide it behind a larger piece of This activity can be extended to include numbers up to
objects. card. Slide it up so just the top of the number is showing. 10. If children are confident, try turning the numbers
• What number could this be? What number can it not be? Why? upside down. The aim is to focus children’s attention on
Read and write numerals to
the numbers so that they can write them more
10, including 0. Slide the number up a little more so that more of it is visible.
accurately.
Write a number to indicate • What do you think now? What number comes after this number? And before?
NOTE: If you are using English numerals, you may need
the number of objects in a Repeat with other numbers, discussing the straight and curved parts of them.
to underline 6 and 9 so that it is clear which is which.
set.
Use a puppet to count from 1 to 10, but make a mistake.
Given a written number to
10, represent it using real • Did the puppet get it right? What mistake did he make?
objects or drawings. Repeat, counting forwards and backwards, asking children to spot the mistakes.
Order numbers to 10 and Put numbers 1 and 10 on the washing line and shuffle the other cards. Turn one card over. This activity focuses on where numbers fit around each
position them on a number • What number is this? Where does it go on the line – near the beginning, middle or end? other.
line.
Repeat until all cards are on the line. You may have to move some of them around to make
room for the last few cards when placing them.
Put numbers 1 and 10 on the washing line and eight pegs in between. Hold up the card
with 3 on it.
• Where does this card go? How could we work it out?
Encourage children to count on from 1 to the correct peg.
Hold up the card with 5 on, then 9.
• How can we work out where 9 goes?
Hold up 8 next, and then the other cards.
Encourage children to count along the completed line to check that the cards have been
put in the correct places.

Teach children to play ‘Six nice things’ in pairs. Each child has a paper plate with ten This activity gives lots of practice in counting up to six
counting objects on it, no more than four of each type of object, but at least six of each type objects.
in total between them. This should include ones they find attractive such as counting
dinosaurs, Play Mobil figures and some less attractive objects such as counters. Each child
takes it in turns to roll the dice. They give away the number of objects shown on the dice.
The aim of the game is collect six of one type of object.
Ask children to work in pairs to take it in turns to pick up a handful of cubes and then lay
them on the table. They should first guess how many there are and then count them. Next
ask them to put the cubes into a plastic cup. They should then write the number on a sticky
note and stick it to the cup. After they have done this five times, ask them to put the cups in
order from the smallest number of cubes to the greatest.
Teach children in groups of four to play the following game with 1–9 number cards. Put the
card with 5 on it in the middle of the table. Deal the other eight cards, two to each player.
One child turns over one of their cards. If it goes immediately before or after the 5 (i.e. they
have 4 or 6) they put it down in the right place. The next child does the same until all nine
cards are on the table.
Shuffle the cards and repeat, starting with a different number in the middle first.
Give twelve cubes to each child and a pack of shuffled 1–10 number cards to each pair. This activity gives lots of practice in counting a number
Each child takes it in turns to turn over a card. They look at their cubes and see if they of objects from a larger set, and so children need to
have enough to put that number of cubes in a pile in the middle of the table. If not, they know when to stop counting.
take a cube from the middle of the table. The first child to lose all their cubes wins.
Counting and ordering to 10 5 Use Speedy pictures 1
(www.fi.uu.nl/rekenweb/en/welcome.xml?groep=0).
Use Speedy pictures 1 to practise quick counting of fingers. Select the fingers options and
select a flash time of 5 to begin with, decreasing this to 4 as children become quicker at
counting how fingers are shown. Children click on the number of fingers shown having
seen the picture of fingers for five seconds. After a while they should begin to recognise
small numbers of fingers without counting them.
Simple practical addition Copy and paste clip art of lions to create a ‘pile’ of ten lions on the interactive whiteboard.
and subtraction to 10; Draw two large pens. Tell children that the zoo keeper puts two lions in one pen and three
in the other. Ask children to drag the correct number of lions into the two pens.
problem solving
• How many lions do we have altogether? If all the lions in this pen escaped, how many
Relate addition to
would be left?
combining two groups of
objects, and to counting on. Drag an extra lion into the first pen.
• How many lions are in each pen? How many altogether? If all the lions in this pen
escape, how many lions will be left?
and finding how many are Repeat, adding lions into the pens to practise addition and subtraction to 10.
left, and to counting back. Ask children to imagine that they have three biscuits on a plate.
Use real objects to • Count the biscuits in your head. Show me on your fingers the number of biscuits.
determine answers to Your mother gives you another biscuit. How many do you have now?
addition and subtraction You eat one of the biscuits. How many biscuits do you have left?
problems involving Repeat, asking children to imagine up to five biscuits and being given one more (for
numbers up to 10. addition), or eating one of the biscuits (for subtraction). Each time ask children to show you
Find their own way of on their fingers how many biscuits they have.
solving simple practical Show children five soft toys. Hide them under a blanket. Take another soft toy and slip it This activity encourages children to count on one and
problems involving under the blanket. count back one.
numbers, shapes or • How many toys are hidden under the blanket? There were five, and now there is one
objects. extra. How many is that altogether?
Represent a problem and Ask children to put up five fingers to represent the number of soft toys originally under the
its solution with pictures or blanket, and then to put up one more finger to represent the extra toy. Remove the blanket
objects. to see if children are correct. Hide the toys again and add one more toy.
Explain orally their way of • How many are hidden now?
solving a problem and their Repeat until you reach ten toys under the blanket.
reasons.
Start again with five toys under the blanket. Remove one.
• There were five toys under the blanket, but one has come out. How many are left hidden
under the blanket?
Ask children to put up five fingers to represent the toys under the blanket, and then to put
one finger down to represent the toy that has come out from under the blanket. Repeat
until there are no toys under the blanket.
Ask children to hold up four fingers on one hand and one on the other.
• How many fingers are you holding up altogether?
• Hold up three on one hand. How many do you need to hold up on the other hand to
make five?
• Now hold up two on the first hand. How many will you hold up on the other hand? How
do you know?
Repeat until children are holding up five fingers on one hand and none on the other.
Repeat, asking them to hold up to five fingers on one hand in random order, and asking for
the complement to five.
Give each child a photocopied sheet of 30 lions. Ask them to cut out 10 lions. Give each
child a sheet of A4 paper and say that they should fold the paper in half and split the lions
between the two ‘pens’. They should do this in a different way to their neighbour. For
example, if one child puts six lions on one side of the page and four on their other, then the
other child must find a different way of splitting the lions. They should write the number of
lions in each pen.
Repeat twice more, asking children to find six different ways between them of splitting the This activity helps children to realise that there is more
lions between the pens. than one addition with an answer of 10.
Show 10 lions on the interactive whiteboard.
• What is the biggest number of lions we could have in the first pen? Who had that? How
many did you have in the other pen? What is the next biggest number of lions we could
have in the first pen?
Repeat until you have shown all the ways of making 10.
Ask children to draw two plates. They should draw five biscuits on the first plate, and one Some children may start not to count the first five
biscuit on the second plate. biscuits every time, but begin to count on from five.
• How many are there altogether? Encourage them to do this if you see it, and
demonstrate it to the other children.
Ask children to write the total at the side.
Ask them to draw another two plates, again drawing five biscuits on the first plate, but this
time drawing two biscuits on the second plate. They should write the total at the side.
Ask them to draw more pairs of plates with five biscuits on each of the first plates, and with
three, then four, then five biscuits on the second plates. They should write the totals for
each pair of plates.

Give each pair of children a dried bean painted on one side, a plastic cup each and a plate Some children will count the total. Others may begin to
of 20 objects between them (e.g. counting dinosaurs, pebbles or some other attractive count on one or two; encourage them to do this.
counting objects). Ask children to take it in turns to toss the bean. If it lands painted side
up, they collect two objects and put them into their cup; if it lands painted side down, they
collect one object. The aim is to collect 10 objects in total. Before children add the one or
two objects to their pots, encourage them to predict how many there will be in total.
Give each child a photocopy of 10 rows of 10 lions and a dice. They should roll the dice.
Explain that the number on the dice represents the number of lions that have escaped.
Children should cross this number of lions out, and write the remaining number of lions at
the side. They should do this 10 times, once for each row of lions.
• What is the greatest number of lions that can escape? How many are left?
• What is the smallest number of lions that can escape? How many are left?
Assessment Unit 1.3
Assessment • How many cubes are there? Write the number.

Set up activities that allow
what they have learned in • What number goes in the box?
end of the unit. They can • Point to the numbers on this card. Read them aloud.
Which is the biggest number? And the smallest? 2 8 9
5 1 3
be new experiences.
Choose tasks and
6 4 7
questions from the
examples to incorporate in
the activities. • Count out four cakes. Count out three cakes. How many are there altogether?
How many would be left if you ate three of them?
• Look at these dominoes.

Find two different dominoes with a total of six spots.
• Five skittles are standing. If we knock two down, how many will be left standing?
What if we knock another two down?
GRADE 1: Measures 1 UNIT 1.4
7 hours
Comparing, ordering and measuring length

This is the first of three units on measures for To meet the expectations of this unit, children should make direct The main resources needed for this unit are:
Grade 1. comparisons of the length of two or three common objects. They should be • computer and interactive whiteboard
Introduce the unit by explaining to children what able to represent a mathematical problem and its solution with pictures or • Internet access (optional)
they will learn. Review the unit at the end, objects, and find their own way of solving it.
• interlocking cubes
drawing out the main learning points. • A2 and A3 paper
The unit is intended to guide your planning and Expectations • railway construction kit
teaching of mathematics lessons. It provides a • newspaper
link between the standards for mathematics and By the end of the unit, children will measure length using everyday non-
standard units. They will represent and interpret mathematical problems • paint
using objects, numbers, symbols or simple diagrams. They will describe a • string
consolidated in Grade 1 since not all children simple relationship between two quantities or objects using appropriate • Lego
mathematical terms. • dolls or soft toys
will have attended Kindergarten.
The teaching and learning activities should help Children who progress further will measure and compare length, weight • bean bags
you to plan the content and pace of lessons. and capacity using standard metric units. They will use a ruler to measure • pencils
and draw lines to the nearest centimetre. Children will represent and • poster putty, e.g. Blu-tak or Fanta Stick
Adapt the ideas to meet the needs of your class.
interpret mathematical problems by using numbers, objects, signs, symbols
Supplement the activities with ideas from your • individual mini-whiteboards
or simple diagrams. They will explain orally or by using numbers, objects,
signs, symbols or simple diagrams how they solved a simple problem.
• longer, longest, shorter, shortest, taller, tallest
55 | Qatar mathematics scheme of work | Grade 1 | Unit 1.4 | Measures 1 © Education Institute 2005
7 hours
Kindergarten standards Grade 1 standards Grade 2 standards
7 hours K.6.1 Make direct comparisons of two or three 1.8.1 Compare the length of two or more everyday objects by using 2.7.1 Use a single standard unit (metre, centimetre;
objects by noting which is: direct comparison or non-standard units. kilogram, gram; litre, millilitre) to estimate,
Comparing,
taller, tallest; shorter, shortest; longer, measure and compare length, mass/weight or
ordering and
longest. capacity, recording readings using a single
measuring unit.
length
2.6.2 Use a ruler to measure and draw a straight
line of a given length to the nearest
centimetre.
K.1.2 Represent a problem and its solution 1.1.1 Represent a problem and its solution by using objects, numbers, 2.1.1 Represent a problem by using numbers,
with pictures or objects. symbols or simple diagrams. objects, signs and symbols, or simple
diagrams
K.1.1 Find their own way of solving simple 1.1.3 Describe a simple relationship between two numbers, quantities, 2.1.2 Explain orally in own words or by using
practical problems involving numbers, shapes or objects using appropriate mathematical terms. numbers, objects, signs and symbols or
shapes or objects. simple diagrams the method used to solve a
simple problem.
Activities Unit 1.4

Comparing, ordering and In advance use the pens on the interactive whiteboard to draw three flowers of different This column is for
measuring length heights. Make sure you can move each independently. schools to note their
own resources, e.g.
Compare the length of two Show children the three flowers.
books, worksheets.
or more everyday objects • What is the same and what is different about these three flowers?
by using direct comparison Agree that one difference is that they are of different heights.
or non-standard units.
• Which is the tallest? And the shortest?
Represent a problem and
Ask children up to the board to move the flowers around so that they are in order of size,
its solution by using objects, the shortest flower first.
numbers, symbols or
simple diagrams. Start a clean page and draw a tree. Ask a child to come up to the board and draw a tree
that is shorter than the one you have drawn. Ask another to draw a third tree that is taller
Describe a simple than the other two.
numbers, quantities, Ask children to draw two snakes of different lengths on their whiteboards.
shapes or objects using • Point to the longer snake. Now point to the shorter snake.
appropriate mathematical Now draw a snake that is longer than either of them. What can we say about this snake?
terms. Point to the shortest snake. How many snakes are longer than that snake?
Repeat, this time asking children to draw three houses of different heights.
Tell children that you are going to give them some instructions to draw three houses of
different heights on their whiteboards.
• Draw a house with three windows. Draw a taller house with four windows.
Draw a house that is shorter than both of these houses. It should have two windows.
When you have finished, show me your boards.
Repeat, this time asking children to draw three people.
Make a tower of ten cubes. Ask children to suggest objects that are longer or taller than the
Longer than 10 cubes Shorter than 10 cubes
tower. Make a list of them on the board. If any object is not obviously longer than ten
cubes, ask a child to take the tower of cubes and directly compare it with the object to table pencil
check. door toy car
Repeat, this time asking children to suggest objects that are shorter than ten cubes, adding board sock
them to the table.
Ask pairs of children to make a line of three pencils, end to end. Ask children to suggest
Longer than 3 pencils Shorter than 3 pencils
objects that are longer or taller than the line of pencils. Make a list of them on the board. If
any object is not obviously longer than three pencils, ask a child to take the pencils and table pencil
directly compare them with the object to check, using poster putty if necessary. door toy car
Repeat, this time asking children to suggest objects that are shorter than three pencils, board sock
adding them to the table.
Use clipart (or the pen) on the interactive whiteboard to display three different vehicles: a
van, a car and a bus in that order.
• Which is the longest vehicle? And the shortest?
Ask a child to drag the vehicles into order of length. Point to the first two vehicles and say
that we can say that the car is shorter than the van, and the van is longer than the car.
Point to the second two vehicles and ask what we can say about these two.
Show children how to draw two vehicles, one of which is twice the length of the other. Ask
children to do this on their whiteboards.
Use clip art to draw a bus and alongside it three cars such that the bus can be seen to be
the same length as the three cars. Also draw a van (two cars long) and a bike (half a car
long) without cars alongside them.
• Which is the longest vehicle? And the shortest?
How many cars long is the bus? And the van?
Show children how they can drag the cars alongside the van to check their estimate of its
length.
• How much longer is the van than the car? How long is the bike?
Discuss how the car is twice as long as the bike.
Comparing, ordering and measuring length 1

Ask two children of noticeably different heights to the front. Ask them to stand back to back.
• Which child is taller? Which is shorter?
Who might be taller than both of these? Who might be shorter?
Discuss how younger children will probably be shorter, and adults will be taller.
Give each pair of children a sheet of A2 paper. Ask children to work in pairs to think of at
least three objects which are taller than them and draw these on the left-hand side of the
paper. They should also think of at least three objects which are shorter than them and
draw these on the right-hand side of the paper.
Give each group of children equal-length pieces of a railway construction kit. Ask them to
make a track using five pieces.
• Now make two other tracks. One must be longer than five pieces and one must be
shorter. How will you be able to tell?
Compare the results of each group. Draw out the different possibilities.
• Which is the longest track? And the shortest?
• Make a track which is eight pieces long. Which is the longest track now?

Give a ball of string to each group. Ask them each to measure and cut a piece of string that
is four pencils long. They should then cut a piece of string smaller than this and one that is
longer. Ask them to paint their three pieces of string on newspaper. They should then each
curl their pieces of string on a piece of A3 paper, carefully press a piece of newspaper on
top of the strings, and remove the newspaper and the strings. They will be left with three
wavy lines. Ask them to label the longest and shortest lines.
Ask children to work in pairs to build a house from Lego, five bricks high. Ask one child in
each pair to build a house smaller than this, and the other child to build a taller house.
• Hold up the tallest house you have made. Now hold up the shortest.
Ask each pair of children to choose a different number of bricks for the heights of their
houses and to build three houses: one of this height, one shorter and one taller.
Ask children to take a doll/soft toy and to place it on a piece of paper. They should then use
a pencil to draw around it. Ask them to place Lego bricks lengthwise from the toy’s feet to
its head, and to record the number of bricks at the side. Gather the toys in and redistribute
them around the class. Children should first make an estimate of how many Lego bricks
long the different toy is. They should then draw around it and measure the length of the
drawing.
• Is your new toy taller or shorter than your first one?
Give each group a bean bag and ten pencils. The children should lay the pencils in a line. Here the children are gaining familiarity with the unit of
Ask one child in each group to try to throw the bean bag a distance of five pencil lengths. length ready for the following activity when they will be
Ask the next child to try to throw the bean bag a distance further than five pencils, and the using the length of three pencils as a benchmark with
next to throw the bean bag a distance less than five pencils. which to compare other lengths.
Ask each group to set themselves different targets of distances to throw.
Ask children to work in pairs to make a line of three pencils. Ask them to look for objects
around them that are longer than three pencils and shorter than three pencils.
Next write a list of objects on the board, and ask children to estimate how many pencils
long each object might be, e.g. height of a table, height of a chair, length of a table, length
of a book, height of the board. Say that they should think about whether the object is longer
or shorter than three pencils. Afterwards measure each object using pencils (and poster
putty if necessary).
Assessment Unit 1.4
Assessment Talk about the length of these three books.

Set up activities that allow If this book is the shortest, what can we say about the
children to demonstrate other two books?
what they have learned in
this unit. The activities can Seven rulers fit across the table. Ten rulers fit across the door.
be provided informally or Which is wider, the table or the door?
formally during and at the Explain how you know.
be selected from the Aziza measured the height of these two dolls.
She used blocks.
How many blocks taller is the large doll?
be new experiences.
Choose tasks and
questions from the
the activities.
How many toy cars do you think will fit along the edge of
this piece of paper?
Could we fit more or fewer toy cars along the edge of the
table?
9 hours

This unit builds on Unit 1.3, Number 2, and is the To meet the expectations of this unit, children should be able to count and The main resources needed for this unit are:
third of eight units on number for Grade 1. order numbers when solving practical problems involving up to 10 objects. • computer and interactive whiteboard
Introduce the unit by explaining to children what They should recognise up to five objects without counting, and read • Internet access (optional)
they will learn. Review the unit at the end, numerals up to 10.
drawing out the main learning points. • washing line and pegs
The unit is intended to guide your planning and Expectations • 1–20 number cards
teaching of mathematics lessons. It provides a • 1–10 number cards for each child
link between the standards for mathematics and By the end of the unit, children will begin to count up to 20 objects and to
read numerals 11 to 20. They will identify the number that is one more or • interlocking cubes or bricks of different colours
one less than a given number to 20. They will order numbers to 20 and • counters
consolidated in Grade 1 since not all children position them on a number line, and use ordinal numbers. They will compare • pebbles or buttons and a tin
up to three sets of objects, saying which set has more objects. They will • small counting objects and boxes with lids
describe a simple relationship between two numbers or quantities using • seeds, compost, pots and labels
The teaching and learning activities should help
mathematical terms.
you to plan the content and pace of lessons. • food items, e.g. bread rolls, apples, tomatoes
Children who progress further will count up to 100 reliably, read and write • sticky notes
numbers to 100. They will use their knowledge of place value to compare
Supplement the activities with ideas from your • A5 card and a larger piece of card
and order numbers, and will identify the number that is 10 more or 10 less
school’s books for teachers and other resources. • 1–10 spinner or a 1–10 dice
than a given two-digit number.
• 1–6 dice for each pair of children
• individual mini-whiteboards
• lesson plan 1.1

• number names to twenty
• more, less, the same
• how many?, is there enough?
• first, second, third, …, tenth
9 hours
Kindergarten standards Kindergarten and Grade 1 standards later Grade 1 standards
9 hours K.2.1 Recite the sequence one, two, three, … up K.3.1 Recite the sequence one, two, three, … up to twenty. 1.2.2 Count to 100 and back to zero by reciting
to ten. zero, one, two, three, …
Counting,
ordering and K.2.2 Count up to 10 objects and say how many K.3.2 Count up to 20 objects and say how many there are. 1.2.3 Count reliably and give a reasonable
solving there are. estimate of up to 100 objects.
problems K.2.7 Read numerals to 10, including 0. K.3.3 Read numerals 11 to 20. 1.2.4 Read and write numbers 0 to 100 in
numerals and words.
K.2.3 Given a spoken number to 10, represent it K.3.5 Given a spoken or written number to 20, represent it using real 1.2.5 Represent the place value of two-digit
using real objects. objects or drawings. numbers (tens and ones) using real
K.2.9 Given a written number to 10, represent it objects, models and expanded notation,
using real objects or drawings. e.g. 43 = 40 + 3.
K.2.10 Compare two sets of objects and identify K.3.6 Compare three sets of objects, and identify which set has more
which set has more or less objects. than, the same number as or fewer objects than another.
K.2.11 Identify the number that is 1 more/less than K.3.7 Identify the number that is 1 more/less than a given number to 1.2.8 Identify the number that is 10 more/less
a given number to 10. 20. than a given two-digit number.
K.2.12 Order numbers to 10 and position them on K.3.8 Order numbers to 20 and position them on a number line. 1.2.6 Compare and order two-digit numbers and
a number line. position them on a number line.
K.2.5 Visualise up to five objects without
counting.
K.2.4 Know that if a set of objects is rearranged,
then the number of objects remains the
same (conservation of number).
K.2.6 Recognise zero when counting.
1.2.1 Use ordinal numbers (first, second, third, …, tenth) to describe
the position of an object in a row of objects or the order of a set
of events.
1.1.3 Describe a simple relationship between two numbers or
quantities using mathematical terms.
Activities Unit 1.5
9 hours Short activities for lesson starters: counting and ordering

Recite the sequence one, Say the numbers from 1 to 10, asking children to join in when they become more confident. As Try to count in a rhythmic fashion to aid children This column is for
two, three, … up to twenty. you chant the numbers, hold up the corresponding number of fingers, starting with one thumb joining in. Emphasising five and ten can help schools to note their
on the right so it is on the left as children see it. Say five and ten more loudly, emphasising one children to join in the count and also to link the own resources, e.g.
or two hands. Repeat until children can join in the count and hold up the correct number of numbers with one or two handfuls. books, worksheets.
fingers.
Read numerals 11 to 20.
Ask children to put their hands behind their backs. Say: ‘Hold up five fingers. Show me!’, at Include five and ten fingers to make sure
Given a spoken or written
which point children should bring their hands from behind their backs to show you five fingers. children are secure with these. They should
number to 20, represent it
Repeat with ten fingers, and then other numbers less than five. soon be able to recognise one hand as five
using real objects or
fingers without counting.
drawings.
Give each child between two and ten interlocking cubes. Ask children to count their cubes and
Compare three sets of
to build a tower with them. Ask children to hold up their towers if they are made from, say, six
objects, and identify which
cubes. Repeat with other numbers until children are confident. Ask each child to compare their
set has more than, the same
tower with their neighbour’s. Ask:
number as or fewer objects
than another. • Is your tower taller or shorter? Does it have more or fewer cubes?
Identify the number that is 1 Ask children to hold up their towers if they have more than, say, five cubes. Ask them to hold up
more/less than a given their towers if they have fewer than five cubes. Repeat with other numbers.
number to 20. Display up to five objects on an interactive whiteboard. Ask children to say how many there are
Order numbers to 20 and without counting the objects one by one. Rearrange the objects and ask again how many there
position them on a number are. Each time, confirm by counting one by one. Repeat with a different number of objects.
line. On another day, repeat the activity using counters on an overhead projector (OHP) or shapes
Use ordinal numbers (first, on a magnetic board.
second, third, …, tenth) to Look out for children who do not recognise a small number of objects without counting, or who
describe the position of an do not realise that rearranging objects leaves the number of them unchanged.
object in a row of objects or Secretly write a number less than 10 on a piece of A5 card. Hide it behind a larger piece of This activity can be extended to include
the order of a set of events. card. Slide it up so just the top of the number is showing. numbers up to 20. You could ask children how
Describe a simple • What number could this be? What number can it not be? Why? many digits are in the number, what the first digit
relationship between two might be and so what numbers it might be or
Slide the number up a little more so that more of it is visible.
numbers or quantities using cannot be.
• What do you think now?
mathematical terms.
Repeat with other numbers, discussing the straight and curved parts of them. When children
are confident, turn the number onto their sides or even upside down. Include numbers written
as on a digital display.
Tape a number (in the range 1 to 10) to a child’s back so that only the other children can see it.
Ask the other children to hold up the corresponding number of fingers. Then ask the child
wearing the number to turn around, to look at the other children’s fingers and guess what the
number is. Repeat with other numbers in the range 1 to 10.
Together chant the numbers from 1 to 20, raising hands on every fifth number (i.e. 5, 10, 15 and
20), and clapping to the others. Begin slowly at first, and then try to build up more speed as
children become more confident. Repeat, this time pointing to the numbers pegged in order on
a washing line while children clap and wave.
Repeat, this time counting backwards from 20, chanting slowly to begin with.
Count a handful of pebbles or buttons into a tin, saying the number names as you hear the It is important that children learn to count
‘clunk’ for each pebble dropped. Empty the tin and repeat, dropping five pebbles in the tin and sounds, actions and objects that they cannot
asking children to count them as you do so, listening carefully as they drop into the tin. Repeat, touch, not just objects they can move.
dropping a small number of pebbles into the tin but this time asking children to count them in
their heads. Repeat with other numbers less than ten.
Say strings of three numbers such as seven, eight, nine and ask children to say the next It is important to practise the skill of counting
number. Repeat, using sequences of numbers counting backwards (e.g. ten, nine, eight), on/back for later addition/subtraction work, but
asking children to say the next number in the sequence. also because some children find it difficult to
recite numbers without starting at one.
Seat children in a circle and ask them to count round it. As children say their numbers they If there are more than 20 children in the class
should raise their hands like a Mexican wave. Start slowly to begin with, increasing speed as you could start again at 1 when you get to 20.
children become more confident.
Repeat, this time counting backwards from the number of children in the class.
Show children three actions, e.g. clap, stamp, pat your head.
• Which did I do first? Second? And third?
Ask children to perform these actions in any order they want.
• Which action did you do first? Second? And third?
Ask children to work in pairs, and to invent their own sequence of three or four actions, agreeing
the order in which they will perform them.
Counting 1
Put a handful of cubes on the table and try to count them without moving them.
• Oh dear, I am getting in a muddle. What can I do to help me to count these cubes?
Show children how moving the cubes into lines as you count them helps you to keep track of
them. Give a handful of cubes to each child and ask them to do the same. When they have
counted them they should compare their line of cubes with their neighbour’s. Ask:
• Who has more cubes? Who has fewer cubes?
Counting 2
Quickly draw a picture of a park on A4 paper. Sketch a roundabout, slide and swings. Say that Here children are counting objects they can see
you want to use bricks to build a wall around the park. Show children the bricks you want to use. and touch but not move.
• How many do you think I will need? 5? 10? More than 10? If children are confident in counting the bricks in
Build a wall (one brick high) around the park and together count the number you used, keeping their walls ask them to add another layer to their
a note of where you started counting. Ask children to work in pairs to sketch quickly their own walls and to count on the total.
parks, estimate the number of bricks they will need, build the wall and then count the number of
bricks in the wall.
Counting 3
Show children food items for a class picnic (e.g. bread rolls, apples, tomatoes). Ensure that This activity establishes a purpose for counting
there are not enough of some items, the right number of other items and too many of others. and introduces the idea of ‘how many more?’ for
Ask: later work on difference.
• Are there enough tomatoes for each child to have one? How can we find out?
• Will there be any tomatoes left over?
• How many children will not have one? So how many more do we need?
Repeat with the other items.
Counting 4
Use the applets:
• Bobbie Bear (illuminations.nctm.org/tools/index.aspx);
• Butterfly match (www.crick.northants.sch.uk/Flash%20Studio/cfsey/Buttefly/butterfly.html);
to give children counting practice.
Reading and writing numerals 1

Together count three small counting objects (e.g. dinosaurs, animals, fruits or bricks) into a box This activity may help children to see the need
or margarine tub, and put the lid on. Count four into another identical tub, and six into a third. for recording numbers.
Mix the tubs up and ask children to say which tub contains the three objects. Point to another
tub and ask how many objects are in this tub. Ask children if it would help to write something on
the lid to help them to know how many are in each tub. Give a sticky note to each of three
children and suggest they write something on the note to help. Place their sticky notes on the
right lids, move the tubs around and ask different children how many are in each tub. Draw out
that writing numerals or using tallies is helpful. Add more objects to each box and repeat.
Establish that as the number of objects increases the numeral can be easier to read than tallies.
Tell children that you want to plant between one and ten fast-growing seeds (e.g. sunflower This activity could be linked to work in science.
seeds) into small pots. Say that not all seeds grow and you want to know if they all come up.
Ask them what they could do to help. Draw out that they could write the number of seeds
planted on the side of each pot. Give each pair of children seeds, compost, a pot and a label to
stick on each pot. Observe the seeds over the following weeks, and work out how many grew
and how many did not.
Reading and writing numerals 2
Write the numbers 1–10 on the board. Tell children to divide their whiteboards into six areas
2 7 5
and then to choose any six numbers to write on their boards. They should write one number in
each area.
4 8 3
Either spin a 1–10 spinner or roll a 1–10 dice to generate numbers. Call out each number. Ask
children to cross out that number if they have it. The first child to cross out all their numbers
wins.
Ordering numbers 1
Peg the numbers 1 to 20 in order on a washing line. Ask children to close their eyes. Turn round Lesson plan 1.1
5, 10, 15 and 20. Ask children to open their eyes and to work out which numbers you have
turned over. It is helpful to build up children’s familiarity with
• What clues can you use? the ‘landmarks’ of 5, 10, 15, and 20 so that they
Repeat, this time turning over 4, 6, 9 and 11. can see how other numbers fit around them.
Remove all the cards except 5, 10, 15 and 20. Leave the pegs on the line as place holders. Encourage children to use language such as
Shuffle the removed cards and ask children to help you place the cards on the line in order. ‘before’ and ‘after’.
Ordering numbers 2
Make a tower of five cubes. Ask children to copy your tower. This activity can be extended to include
• How can you be sure that it is the same? numbers up to 20. Support the work with
Number track
Encourage them to count the number of cubes. Ask children to make a tower taller than yours,
(www.crick.northants.sch.uk/Flash%20Studio/
and then one that is smaller.
cfsmaths/Number%20Track/ntrack.html).
• How do you know that it is taller? Smaller?
Ask children to make a tower using any number of cubes up to 10. Make a tower using 6 cubes.
• Who has used the same number of cubes as me? Who has used more? Who has used fewer?
Show children a tower of five again.
• How many cubes would be in it if we made it one cube taller?
Encourage children to count on one from 5, rather than counting all of the cubes again. Ask
children to make a tower with one more cube than the six cubes in your tower.
Repeat, asking children to make a tower with one less cube in it than yours.
Repeat, starting with different numbers of cubes in the initial tower.
Ordering numbers 3
Give each pair of children number cards 1–10 (shuffled) and ask them to put them in order. This activity can be extended to include
Afterwards they should shuffle them, and see if they can put their cards in order faster then their numbers up to 20.
neighbours.
Ask children to take it in turns to close their eyes while the other child removes one card from
the pile of cards, and shuffles them. The first child should then put the cards in order and work
out which card is missing.
Repeat, this time removing two cards.
Ordering numbers 4
Ask five children to line up at the front of the class. Point to each, saying their position in the
line, i.e. first, second, …, fifth. Ask children who is first, last, fifth, next to last, fourth, second, etc.
• How many are in front of the third person? What position is Aisha?
Give each pair of children a pile of different coloured interconnecting cubes. Ask children to
make a line according to your instructions. Say that the first cube should be red, the second
should be yellow, and so on. Ask children to work in pairs to give similar instructions to each
other.
Adding and subtracting 1 Use Five frame

(illuminations.nctm.org/tools/index.aspx).
Practise counting and adding to 10. The frames help chilldren think of numbers in relation to 5.
Adding and subtracting 2

Draw a picture on an OHT of a ship with ten portholes on the lower deck (with a small gap
between the fifth and sixth) and ten on the upper deck arranged as on the lower deck. Place
five counters at the front (left) of the upper deck to represent people.
• How many people are on the ship? How many will there be if one more gets on?
Add a counter and agree that there are now six. Make sure that you have no people on the ship
• Did we need to count them all? at some stage to reinforce the idea of 0.
• How many will there be if another person gets on?
Continue adding one more person until ten are on the ship. Encourage children to count on one,
rather than counting all of the counters.
Remind children that there are ten people on the ship.
• How many will there be if one person gets off? And then another?
• How many people will be on the ship if there is one less person?
Repeat until children are confident, then place a total of ten people on the ship.
• How many will there be if another person gets on? What if that person gets off? What if
another person gets off?
Take all the people off the ship. Roll a dice and show children the number rolled.
• If I put one more than this number on the ship, how many people will I put on?
Give a dice to each pair of children. Ask them to roll the dice, to write the number rolled and to
write the number that is one more.
Assessment Unit 1.5
Assessment Choose five cards (from a set of 1–10 number cards face down). Say to the children:
Set up activities that allow • Read each number to me.
children to demonstrate what
they have learned in this unit. • Point to the smallest number. Point to the biggest number.
The activities can be provided • Arrange them in order from the smallest to the largest.
informally or formally during
Roll a dice. Ask children:
and at the end of the unit.
They can be selected from • Does it show more than three spots, the same or fewer?
the teaching activities or can
Ask:
be new experiences. Choose
tasks and questions from the • Which numbers are missing from this line?
the activities.
Ask children to place number cards (1–20, shuffled) in order from 1 to 20.
Ask children to pick up as many cubes as they can in one hand.
• How many did you pick up?
Ask the children:
• How many fingers am I holding up?

Show me one more than this number.
Show me one less.
GRADE 1: Data handling 1 UNIT 1.6
5 hours
Sorting

This is the first of three units on data handling for To meet the expectations of this unit, children should identify similarities or The main resources needed for this unit are:
Grade 1. differences between two common objects. • computer and interactive whiteboard
drawing out the main learning points. • A2 paper
By the end of the unit, children will sort a set of common objects using a
The unit is intended to guide your planning and • photocopies of foods
teaching of mathematics lessons. It provides a criterion that they have chosen.
• photocopies of animals
link between the standards for mathematics and Children who progress further will collect and organise a simple set of
• a selection of toys
your lesson plans. In particular, the standards data. They will represent and interpret data in a simple pictogram.
• a selection of fabrics of different colours and patterns
consolidated in Grade 1 since not all children • a selection of foods, including fruit, vegetables, sweets and cakes
will have attended Kindergarten. • pencils, crayons and felt-tipped pens
The teaching and learning activities should help • digit cards

• sort, criterion, set, label
• more, less, equal, the same, different
69 | Qatar mathematics scheme of work | Grade 1 | Unit 1.6 | Data handling 1 © Education Institute 2005
5 hours
5 hours K.8.2 Identify how two or more common K.8.1 Choose own criterion for sorting a set of common objects (e.g.
objects are the same or different. plain, patterned; with holes, without holes; square, not square).
Sorting
1.10.4 Sort a set of common objects according to a single criterion, and
represent them on a diagram.
1.10.1 Collect a simple set of data, organise it
and represent it in a pictogram in which
the symbol represents one unit.
1.10.2 Interpret simple pictograms in which the
symbol represents one unit.
Activities Unit 1.6

Sorting Show the children a selection of foods including fruit, vegetables, sweets and cakes. Identifying similarities and differences will help children This column is for
• What is the same about these? What is different? with the following work on sorting. Finding a variety of schools to note their
Choose own criterion for
ways of comparing objects will help them to realise that own resources, e.g.
sorting a set of common Discuss how they are all foods which we eat. Point out any which are the same colour.
it is possible to sort objects in different ways. books, worksheets.
objects (e.g. plain, Discuss differences such as whether they are healthy foods to eat or not, whether they are
patterned; with holes, foods the children like or not.
without holes; square, not
Show the children a selection of coloured pencils, crayons and felt-tipped pens.
square).
• What is the same about these? What is different?
Sort a set of common
Draw out that we can use all of them to draw and colour. Discuss the differences: their
objects according to a
colours, what they are made from, etc. Ask children to help you to sort them according to
single criterion, and
these differences.
represent them on a
diagram. Launch the animation Furbles (www.furbles.co.uk0 on the interactive whiteboard. Select 10
furbles in four colours and with a range of 3 to 5 sides and 1 to 4 eyes. Press the red arrow
to continue. Drag two furbles to one side that share one attribute.
• What is the same about these two furbles? What is different about them?
Repeat with other pairs of furbles, sometimes with pairs sharing one attribute, and
sometimes sharing two attributes.
Launch the animation Furbles (www.furbles.co.uk) on the interactive whiteboard. Select 10

furbles in four colours and with a range of 3 to 5 sides and 1 to 4 eyes. Press the red arrow
to continue. Ask children to describe the furbles. Draw out the four colours, and the
numbers of sides and eyes. Ask children to help you to sort them into those that are yellow
and those that are not yellow. They should drag the furbles into one of the two groups.
Count the number in each group, and the total of 10.
Click on the shoe icon so that the furbles move out of the two groups and rearrange
themselves.
• How else can we sort them?
Sort the furbles according to other criteria: e.g. those that have three eyes and those that
do not; those with three sides and those that do not have three sides.
Write the following numbers on the interactive whiteboard in separate text boxes:
2, 6, 1, 10, 7, 3, 8, 4
• Which of these numbers are less than 5? Which are more than 5?
Ask children to help you to sort the numbers into two sets.
Graphs, charts and tables 1

In advance, make an interactive whiteboard page of different foods, including fruits (do not
include fruits such as tomatoes which children might find confusing). Arrange them
randomly on the page.
Show children the page of foods. Say that you want to sort them into those that are fruits
and those that are not. Ask children to come up and move the foods to one side or the
other using this criterion.
• How else could we sort these foods?
Take suggestions, such as those that they like and those that they do not, those that we
cook and those that we do not.
Give a piece of A2 paper to each group of children and photocopies of the foods. Ask them
to draw two large circles and sort the foods according to a criterion of their choice.
In advance make an interactive whiteboard page of different animals, including some with
four legs, some with two, some with wings, and some without. Arrange them randomly on
the page.
Show children the page of animals. Say that you want to sort them into those that have four
legs and those that do not. Ask children to come up and move the animals to one side or
the other using this criterion.
• How else could we sort these animals?
Take suggestions, such as those that fly and those that do not, those that live in warm
countries and those that do not. Give a piece of A2 paper to each group of children and
photocopies of the animals. Ask them to draw two large circles and sort the animals
according to a criterion of their choice.
Show children a selection of toys. Say that you want to sort them into two groups. Discuss The diagram created is a Carroll diagram as the two
how you might do this: for instance, those that are made from plastic and those that are sets are mutually exclusive, that is every item can be
not, or those that have wheels and those that do not. Draw a table on a large piece of placed on the diagram. The headings will depend on
paper with two columns and headings. Ask children to help you to place the toys in the what toys you have available.
correct column.
Give each group five or six toys and suggest two headings. They should draw a big table
on a large piece of paper and place the toys in the correct columns.
Repeat with different headings.

Ask children to stand up. Ask them to move to one side if they like cheese (or some other
food) and to the other side if they do not. Say that you have sorted them according to
whether they like cheese or not.
• How else could we sort the class?
Take examples and write labels (e.g. like lemonade, do not like lemonade), and ask
children to move the appropriate place on the carpet.
Give each group a large piece of paper. Ask them to draw two large circles on it. Say that
they should choose a criterion by which to sort their group as you did with the whole class.
They should write a label by each circle, e.g. like tomatoes, do not like tomatoes. They
should then write their names in the appropriate circle. Repeat using a different criterion.
Give each pair of children a set of digit cards. Ask them to find the card that is the same
number as their age. Say that the other cards are ages of other children. Ask them to draw
two sets, labelling the first ‘younger’ and the second ‘older’. The should sort the digit cards
into two piles, numbers less than their age, and numbers greater than their age, and then
record them in the sets.
Next ask children to think of two people that are older than them and two people that are
younger than them. They should write their names in the appropriate set.
Assessment Unit 1.6
Assessment Which of these vehicles is in the wrong place? Why?

Set up activities that allow Where would you put a boat?
How have these toys been sorted?
be new experiences.
Choose tasks and Where would you put a cuddly toy?
questions from the
the activities.
Show children a selection of different fabrics including

different colours, checks, stripes, flowers, plain, etc.
• How could we sort these fabrics?

• How else could we sort them?
Ask children to sort the fabrics in at least two different
ways.
7 hours

fourth of eight units on number for Grade 1. order numbers to 10 when solving practical problems involving up to 10 • computer and interactive whiteboard
Introduce the unit by explaining to children what objects. They should recognise up to five objects without counting, and read • Internet access (optional)
they will learn. Review the unit at the end, numerals up to 10.
• overhead projector (OHP) and 20 OHP counters, or interactive
drawing out the main learning points. whiteboard file showing 20 counters and a rectangle to cover them
The unit is intended to guide your planning and Expectations • 100-square
teaching of mathematics lessons. It provides a • 0–100 number line
link between the standards for mathematics and By the end of the unit, children will recite zero, one, two, three, … to one
• interconnecting cubes
hundred, and back to zero. They will count reliably up to 20 objects and read
and write numerals to 20; they will begin to read and write numerals beyond • 0–20 number cards
20. Given a spoken or written number to 20, they will represent it using real • a piece of A5 card and a larger piece of card
consolidated in Grade 1 since not all children
objects or drawings. They will identify the number that is one more or one • washing line, 20 pegs and food bags
less than a given number to 20, order numbers to 20 on a number line, and • individual mini-whiteboards
use ordinal numbers. They will describe a simple relationship between two
numbers or quantities using mathematical language.
Children who progress further will count reliably and give a reasonable
estimate of up to 100 objects. They will represent the place value of two-digit Children should understand and use:
numbers (tens and ones) using real objects, models and expanded notation, • number names to one hundred
e.g. 43 = 40 + 3. They will compare and order two-digit numbers, and • one/two more, one/two less, the same
identify the number that is 10 more or 10 less than a given two-digit number.
• how many?, is there enough?
• first, second, third, …, tenth, before, after
7 hours
7 hours K.3.1 Recite the sequence one, two, three, 1.2.2 Count to 100 and back to zero by reciting zero, one, two,
… up to twenty. three, …
Counting and
ordering; solving K.2.2 Count up to 10 objects and say how K.3.2 Count up to 20 objects and say how many there are. 1.2.3 Count reliably and give a reasonable
many there are. estimate of up to 100 objects.
problems
K.2.5 Visualise up to five objects without
counting.
K.2.7 Read and write numerals to 10, K.3.3 Read and write numerals 11 to 20. 1.2.5 Represent the place value of two-digit
including 0. numbers (tens and ones) using real
objects, models and expanded notation,
e.g. 43 = 40 + 3.
K.2.9 Given a written number to 10, K.3.5 Given a spoken or written number to 20, represent it using real
represent it using real objects or objects or drawings.
drawings.
K.2.11 Identify the number that is 1 more/less K.3.7 Identify the number that is 1 more/less than a given number to 1.2.8 Identify the number that is 10 more/less
than a given number to 10. 20. than a given two-digit number.
K.2.12 Order numbers to 10 and position K.3.8 Order numbers to 20 and position them on a number line. 1.2.6 Compare and order two-digit numbers and
them on a number line. position them on a number line.
1.2.1 Use ordinal numbers (first, second, third, …, tenth) to describe
the position of an object in a row of objects or the order of a set
of events.
Activities Unit 1.7
7 hours Short activities for lesson starters: counting and ordering

Counting and ordering; Say the numbers from 1 to 100, asking children to join in when they become more confident. Try to count in a rhythmic fashion to aid children This column is for
solving problems As you chant the numbers, hold up the number of fingers corresponding to the units digit, joining in. Emphasising five and ten can help schools to note their
starting with one thumb on the right so it is on the left as children see it. Say the multiples of children to join in the count and to see the pattern own resources, e.g.
Count to 100 and back to
five and ten more loudly, emphasising one or two hands. Repeat until children can join in the of repeating decades. It is also helpful to books, worksheets.
zero by reciting zero, one,
count. emphasise the multiples of 10 as children initially
two, three, …
find it difficult to remember what comes after 19,
Later in the unit, count backwards from 100, pointing to the numbers on a 100 square or
Count up to 20 objects and 29, 39, …, 99.
number line as you do so.
Make a tower of 10 cubes. Ask each child to make a tower using the same number of cubes. It is important that children have opportunity to
Read and write numerals 11
Then ask them to make their towers one taller than yours. use the vocabulary themselves as well as hear
to 20.
• Does your tower have more or fewer cubes than mine? the teacher use it.
Read and write numbers 0 to
100 in numerals. Encourage them to say: ‘My tower has one more cube.’ Next ask children to make a tower
using one less cube than yours, and ask: ‘Do your towers have more or fewer cubes?’
Given a spoken or written
Encourage them to say: ‘My tower has one less cube.’
number to 20, represent it
using real objects or Repeat with other starting numbers up to 20.
drawings. Display 10 objects on an interactive whiteboard (or OHP counters on the overhead projector)
Identify the number that is 1 arranged in two groups of five. Ask children to say how many there are. Cover one or two on
more/less than a given the right-hand side and ask children to hold up the correct number of fingers.
number to 20. • If I cover another counter, you will see one less counter. How many will there be then?
Order numbers to 20 and • If I show one more counter, how many will you be able to see?
position them on a number Ask children to hold up the correct number of fingers to answer.
line. Arranging the counters in this way helps children
Later in the unit repeat the activity with up to 20 objects, asking children to hold up number
to build up an image of 10, then of 20, and can
Use ordinal numbers (first, cards to answer.
be helpful when later learning number facts.
second, third, …, tenth) to
describe the position of an Together read the numbers 10 to 20. Secretly write a number between 10 and 20 on a piece of
object in a row of objects or A5 card and hide it behind a larger piece of card (or write a number on the interactive
the order of a set of events. whiteboard and partly cover it with a shape). Slide it up so just the top of the number is
showing.
Describe a simple
• What number could this be? What number can it not be? Why? This activity focuses on numbers 11–19 as
Slide the number up a little more so that more of it is visible. children can find the ‘teens’ numbers tricky: for
numbers or quantities using
example, they might think that we write the 4 first
mathematical terms. • What do you think now? What do you notice about all of the numbers?
in 14 because we say it first when saying the
When children are confident, turn the number cards onto their sides or even upside down. number fourteen.
Include numbers written as on a digital display.
Say strings of three numbers such as thirty-seven, thirty-eight, thirty-nine and ask children to It is important to practise the skill of counting
say the next number. Repeat, using sequences of numbers counting backwards, e.g. twenty- on/back for later addition/subtraction work, but
two, twenty-one, twenty, asking children to say the next number in the sequence. Focus also because some children find it difficult to
particularly on numbers around the multiples of 10. recite numbers without starting at one. Children
also need lots of practice in counting through
multiples of 10.
Seat children in a circle. Ask the first child to stand up, the second to stay seated, the third to In addition to practising the use of ordinal
stand up, and the fourth to stay seated. numbers, this activity will introduce children to
• What did I ask the first child to do? And the second? And the fourth? pattern, ready for later units.
Say that you want to carry on the pattern.
• What do you think the fifth child should do? What about the seventh? And the tenth?
Counting 1
Hang numbers 1 to 20 on a washing line. Ask children to read the numbers with you. Take off
the cards to 1 to 10. Give a card, a food bag and pile of cubes to each pair of children and ask
them to place the numbers of cubes into the bag according to the number on the card. Ask
children to help you to place the cards in the correct order on the washing line, attaching the
bags of cubes to them with pegs. Point to 11 and ask how many cubes need to go in this bag.
Ask children to count with you as you place 11 cubes in each bag. Repeat for numbers to 20.
Keep this washing line as a display and occasionally remove some of the bags and ask
children to match them to the correct numbers on the line.
Counting 2
Place 10 cubes on the table and count them, asking children to join in as you do so. Take a Here children are beginning to make an estimate
handful of cubes and place them on the table next to the group of 10 cubes. using 10 or 20 as a benchmark.
• Do you think there are more or fewer than 10?
• Do you think there are as many as 20?
• How many do you think there might be?
Repeat, comparing other handfuls of cubes with the group of 10.
Repeat, this time counting out 20 cubes. Place several handfuls of cubes next to the 20 cubes.
• Do you think there are more than 20? More than 10? Fewer than 10?
• How many do you think there might be?
Show the children three containers, one containing 10 cubes, one containing 20 cubes and one
containing 100 cubes. Ask them to estimate how many cubes are in each container.
Reading and writing numerals to 20
Write the numbers 11–20 on the board. Tell children to divide their whiteboards into six areas
12 17 15
and then to choose any six numbers to write on their boards. They should write one number in
each area.
14 18 13
Shuffle a pile of 11–20 number cards and turn them face down. Take a card and call out the
number. Ask children to cross out that number if they have it. The first child to cross out all their
numbers wins.
Ordering numbers 1
Peg numbers 1 to 20 in order on a washing line. Together count along the line. Remove all the
cards except 5, 10, 15 and 20. Leave the pegs on the line as place holders. Shuffle the
remaining cards and ask children to help you to place the cards on the line in order.
• What clues can you use? It is helpful to build up children’s familiarity with
Draw out that they can use the ‘landmarks’ of 5, 10, 15 and 20, and count on from these the ‘landmarks’ of 5, 10, 15, and 20 so that they
numbers, e.g. count on from 10 to place 12. Encourage them to use the language of before can see how other numbers fit around them.
and after to place numbers just before or after numbers already on the line.
Repeat, this time also removing the pegs. This time the children will not be able to count on to
place numbers, but will need to discuss whether numbers are closer to 10 or to 15 for example;
they may also have to revise their decisions when placing other cards.
Ordering numbers 2
Give each pair of children number cards 1 to 20 (shuffled) and ask them to put them in order. This activity can be extended to include numbers
Afterwards they should shuffle them, and see if they can put their cards in order faster then from 20 to 40 for example, or the multiples of 10
their neighbours. from 0 to 100.
Ask pairs to take it in turns to close their eyes while the other child removes one card from the
pile of cards, and shuffles them. The first child should then put the cards in order and work out
which card is missing.
Repeat, this time removing two or more cards.
Ordering numbers 3
Make a tower of five cubes. Ask children to copy your tower. This activity will encourage children to count on
• How can you be sure that it is the same? and back ready for the next unit on addition and
subtraction and will help with later work on
Encourage children to count the number of cubes. Ask children to make a tower one cube taller
difference.
than yours, and then one that is one cube smaller.
• How are your towers different to mine?
Next ask children to make a tower that is two cubes higher than yours. ‘How many more cubes
are in your towers?’ Encourage children to say that their towers have two more cubes. Repeat,
starting with different numbers of cubes in the initial tower.
Repeat, this time asking children to make towers using two fewer cubes. Say that their towers
have two less cubes.
• Make two towers, one of eight cubes and one of ten cubes. What can you tell me about
these two towers?
Encourage children to answer using ‘two more’ and ‘two less’.
Ask children to work in pairs to make two towers, one tower containing two more cubes than
the other.
Assessment Unit 1.7
Assessment Ask a child to choose five cards (from a set of 11–20 number cards face down).
Set up activities that allow • Read each number to me.
they have learned in this unit. • Point to the smallest number.
The activities can be • Point to the biggest number.
• Arrange them in order from the smallest to the largest.
end of the unit. They can be Roll a dice.
selected from the teaching
• How many spots can you see?
activities or can be new
experiences. Choose tasks • How many would there be if there were one more? One less?
and questions from the
Which numbers are missing from this line?
the activities.
Ask children to make a line of ten animals.
• Which animal is first?
• Which is third?
• Which is last?
Tell children to pick up as many cubes as they can in one hand.
• Open your hand, and then close it again quickly. How many cubes do you think you picked
up? More or less than ten?
7 hours
Length, mass and capacity: measuring and comparing

This unit builds on Unit 1.4, Measures 1, and To meet the expectations of this unit, children should make direct The main resources needed for this unit are:
is the second of three units on measures for comparisons of the length, weight or capacity of two or three common • large bag of cotton wool
Grade 1. objects. They should be able to represent a problem and its solution with • packet of biscuits
Introduce the unit by explaining to children what pictures or objects and find their own way of solving it.
• heavy book
they will learn. Review the unit at the end, • balances
drawing out the main learning points. Expectations • apples
The unit is intended to guide your planning and • large bag of flour
teaching of mathematics lessons. It provides a By the end of the unit, children will measure length, weight and capacity
using everyday non-standard units. They will represent and interpret • plastic bottles
mathematical problems using objects, numbers, symbols or simple • food colouring and water
for Kindergarten should be reviewed and diagrams. They will describe a simple relationship between two quantities or • variety of containers
objects using appropriate mathematical terms. • jug, cups, beakers, egg cups
will have attended Kindergarten. Children who progress further will measure and compare length, weight • cubes
The teaching and learning activities should help and capacity using standard metric units, reading scales to the nearest • tins
division. They will use a ruler to measure and draw lines to the nearest • dried ingredients, e.g. lentils, peas, beans
Adapt the ideas to meet the needs of your class. centimetre. Children will represent, interpret and explain mathematical
• oranges
problems by using numbers, objects, signs and symbols, or simple
Supplement the activities with ideas from your • access to sand tray
diagrams.

• more, less, the same
• heavy, heavier, heaviest, weight
• tall, taller, tallest, long, longer, longest, short, shorter, shortest, length
• holds more, holds most, holds less, holds least
7 hours
7 hours K.6.1 Make direct comparisons of two or three objects 1.8.1 Compare the length, weight or capacity of two or more 2.7.1 Use a single standard unit (metre, centimetre;
by noting which is: everyday objects by using direct comparison or non- kilogram, gram; litre, millilitre) to estimate,
Comparing,
taller, tallest; shorter, shortest; longer, longest; standard units. measure and compare length, mass/weight or
ordering and
heavier, heaviest; lighter, lightest; capacity, recording readings using a single
measuring holds more, holds most; holds less, holds least. unit.
length, mass
2.7.2 Choose and use appropriate measuring
and capacity
equipment, reading scales to the nearest
division.
2.6.2 Use a ruler to measure and draw a straight
line of a given length to the nearest
centimetre.
K.1.2 Represent a problem and its solution with 1.1.1 Represent a problem and its solution by using objects, 2.1.1 Represent a problem by using numbers,
pictures or objects. numbers, symbols or simple diagrams. objects, signs and symbols, or simple
diagrams
K.1.1 Find their own way of solving simple practical 1.1.3 Describe a simple relationship between two numbers, 2.1.2 Explain orally in own words or by using
problems involving numbers, shapes or objects. quantities, shapes or objects using appropriate numbers, objects, signs and symbols or
mathematical terms. simple diagrams the method used to solve a
simple problem.
Activities Unit 1.8
7 hours Short activities for lesson starters This column is for

Comparing, ordering and Ask a child to walk across the classroom while the rest of the class count how many steps schools to note their
measuring length, mass are taken. Suggest other distances around the room such as the distance from the board own resources, e.g.
and capacity to the door, and ask children to estimate how many steps would be needed. Ask the same books, worksheets.
child to walk the distances to see how close their estimates were.
Compare the length, weight
or capacity of two or more Show children a large bag of cotton wool, a packet of biscuits and a small but heavy book Compare directly in hands, or using a lever balance.
everyday objects by using (such as a dictionary). Pass the items round so that children can guess which is the
direct comparison or non- heaviest. Take the biscuits and the cotton wool.
standard units. • Which is the heavier of these two items?
Represent a problem and Show children the balances and put one object on each side. Point out how the heavier
its solution by using objects, side goes down. Discuss how the bigger object (the cotton wool) is not necessarily the Strictly speaking, mass, not weight, is compared. But in
numbers, symbols or heavier. Take the cotton wool and book. the lower grades, mass and weight are treated as the
simple diagrams. • Which side will go down if we put these on the balances? same, so the word ‘weight’ is used.
Describe a simple Next take the biscuits and the book.

relationship between two • Which side will go down if we put these on the balances?
numbers, quantities, • Which was the heaviest of all three items? And the lightest?
shapes or objects using
Pass a packet of biscuits round the class.
appropriate mathematical Heavier than the Lighter than the
terms. Ask children to think of objects around the classroom which they think will be heavier than biscuits biscuits
it. If it is not obvious that this is the case, use balances to check.
book pencil
Put the information in a table.
shoe toy car
Repeat, this time asking children to think of objects which are lighter than the biscuits.
a child! pencil case
Enter this information in the table.
Show children an apple and a large bag of flour.
• Which do you think will be heavier?
Check their ideas by putting the items on the balances.
• Do you think the flour will be heavier than two apples? How could we check?
Put another apple on one side of the balances.
• Do you think the flour will be heavier than three apples?
Continue until the pans are roughly balanced. Explain that this means the flour weighs
about the same as eight apples.
Show children two plastic bottles of different capacities and of different shapes. One should
contain green coloured water and the other red water. Say that these are two bottles of
shampoo.
• Which bottle do you think holds the most? Which bottle will last the longest? How can we
tell?
Discuss how you might check this. Show how you could pour the contents into a jug and
mark where each ‘shampoo’ comes up to. Also show how you can empty one container
into a jug, and then pour the contents of the other container into the first to see if it
overflows or if there is still room left.
• If the bottles of shampoo cost the same price, which would you buy?
Give each group a selection of obviously different-sized containers. Hold up a container.
• Hold up a container that you think holds more than this one. Now hold up a container
that holds less than this one.
Pick up another container and repeat.
Show children three different full containers.
• Which is the tallest? How can we find out?
Discuss how you can put them side by side to compare the heights.
• Which is the heaviest? How can we find out?
Use balances to find out.
• Which holds the most? How can we find out?
Pour the contents repeatedly into a beaker to measure how many beakers each hold and
then compare them.
Comparing, ordering and measuring length, mass and capacity 1
Give at least ten cubes to each pair of children. Ask them to use the cubes to measure the
lengths of various objects on their tables such as pencils, rulers, books, pencil cases. They
should make a simple table with sketches of the objects in the first column and the number
of cubes they used to measure its length in the second column.
Give each group a pair of balances and three tins of differing weights but roughly the same
size. Tell children that these tins are all the same size, but they do not weigh the same.
Ask them to estimate which is the heaviest of the three tins, and to put them in order of
weight. They should then use the balances to check their estimates.
When they have done this, ask each group to exchange their three tins with those from
another table and repeat the activity.
Give each group a pair of balances and at least ten cubes. Ask them to choose objects
from their tables (e.g. book, pencil case). They should first guess how many cubes will be
needed to balance each object and then use the balances to find out how near their
estimates were.

Play ‘Shops’ with the children. Show them a variety of groceries that need weighing, e.g.
lentils, dried beans or peas, apples, oranges. Put a 100 g weight on one side of the
balances and say that you want this weight of lentils. Ask children to use a scoop or old
yogurt pot to scoop out lentils and put them onto the other side of the balances.
• Are the lentils heavier or lighter than the weight? Do we need to add more lentils or take
some off?
Repeat with some of the other groceries. Give a pair of balances, a weight and three types
of groceries to each group and ask them to play ‘Shops’ in the same way.
Ask one group of children to work in the sand tray. Place a variety of jugs in the tray. Give As measuring capacity can be messy, you may prefer to
each pair of children a cup or beaker (different in size to the other pairs). Ask each pair to have one group measuring the capacity of containers
take a jug and estimate how many cups it might take to fill it. They should then fill the cup and other groups working on other tasks.
with sand and pour it into the jug. They repeat this until they have found how many cups fill
the jug. Ask them to take another jug and repeat the process.
• Your cup is bigger than theirs; do you think you will need more of your cups or more of
theirs to fill the same jug?
Give a large plastic bottle of coloured water and a beaker to a group of children. Say that
this is a bottle of lemonade that Safa wants to share with her friends.
• Safa has four children coming to tea, so there will be five children altogether who each
want a beaker of lemonade. Will she have enough lemonade? How can we find out?
Help children to pour ‘lemonade’ into a beaker, and then empty the beaker into a jug. They
should do this five times.
• Will she have enough? Is there any left? How many more children do you think she
could invite?
Find out how many more beakers of ‘lemonade’ she could fill. Pour the ‘lemonade’ back
into the bottle and show the children a smaller beaker.
• Safa has decided to use this beaker instead. Do you think she will be able to give more
children lemonade or fewer? How many beakers do you think the bottle holds?
Repeat, pouring ‘lemonade’ from the bottle into the beaker to find out.
Give a group of children three containers of different proportions so that is not easy to tell
which one holds the most liquid, and an egg cup.
• Is it easy to tell which holds the most? Why not? How could we find out?
Draw out that they could find out how many egg cups of water fill each container, or fill the
container and see how many times the liquid from each container fills the egg cup.
Ask the group first to estimate the number of egg cups and then to find the capacity of each
container.
Assessment Unit 1.8
Assessment Which of these parcels is the heaviest?

Set up activities that allow How can we find out?
formally during and at the Five children used cubes to balance one of their shoes.
Names Cubes
end of the unit. They can This table shows the number of cubes they needed.
Adel 16
be selected from the Whose shoe was heaviest?
teaching activities or can Taleb 13
Whose shoe was two cubes lighter than Najib’s shoe?
be new experiences. Najib 18
Choose tasks and
Sadeq 20
questions from the
examples to incorporate in Idris 15
the activities.
How many cups will fill this jug?
If we filled the jug using an egg cup, would we need

more or fewer egg cups?
How could we measure the weight of this bowl?
How could we measure how tall it is?
How could we find out how much it holds?
9 hours
Counting to 100; addition and subtraction to 10

fifth of eight units on number for Grade 1. order numbers to 20. • computer and interactive whiteboard
drawing out the main learning points. • a piece of A5 card and a larger piece of card
By the end of the unit, children will recite zero, one, two, three, … to 100,
The unit is intended to guide your planning and • 100-square
teaching of mathematics lessons. It provides a and back to zero, and read and write in numerals numbers to 100. They will
• 0–10 and 0–100 number lines
link between the standards for mathematics and give a reasonable estimate of up to 100 objects. They will order two-digit
numbers on a number line. They will relate addition to combining two groups • 0–100 number lines with just the multiples of 10 labelled
of objects and to counting on, and subtraction to ‘taking away’ and to • 0–20 number cards
consolidated in Grade 1 since not all children counting back. Using real objects, they will find answers to addition and • 100 bead string
subtraction problems involving numbers up to 10. They will begin to know • coat hanger with 10 pegs
by heart pairs of numbers with a sum of 10, and doubles of numbers to 5. • plate and biscuits
They will start to use their knowledge of doubles to work out facts such as
you to plan the content and pace of lessons. • sticky notes
4 + 5 = 9, 4 + 3 = 7. They will explain orally how they solved a simple
Adapt the ideas to meet the needs of your class. • two large spotty dice
problem.
Supplement the activities with ideas from your • interlocking cubes
Children who progress further will use their knowledge of place value to
school’s books for teachers and other resources. • counters
order numbers. They will know by heart addition and subtraction facts to 10.
They will work out calculations such as 12 + 7 and 16 – 4, if necessary with • individual mini-whiteboards
the support of real objects or a number line, recording calculations in a
number sentence using the symbols +, – and =. They will know doubles of Key vocabulary and technical terms
numbers 1 to 10 and corresponding halves, and will use this knowledge to
work out other facts. Children should understand and use:
• number names to one hundred
• one/two more, one/two less, the same
• first, second, third, …, tenth, before, after
• add, subtract, count on, count back, total, altogether, take away, double
9 hours
3 hours K.3.1 Recite the sequence one, two, three, … 1.2.2 Count to 100 and back to zero by reciting zero, one, two, three, …
up to twenty.
Counting and
ordering K.3.2 Count up to 20 objects and say how 1.2.3 Count reliably and give a reasonable estimate of up to 100 objects.
many there are.
K.3.3 Read and write numerals 11 to 20. 1.2.4 Read and write numbers 0 to 100 in numerals. 1.2.5 Represent the place value of two-digit
6 hours
numbers (tens and ones) using real
Addition and objects, models and expanded notation,
subtraction; e.g. 43 = 40 + 3.
solving problems K.3.8 Order numbers to 20 and position them 1.2.6 Compare and order two-digit numbers and position them on a
on a number line. number line.
K.3.7 Identify the number that is 1 more/less 1.2.7 Know that a two-digit number lies between two multiples of 10, e.g. 1.2.9 Identify whole numbers lying between two
than a given number to 20. know that 46 lies between 40 and 50. given two-digit whole numbers, e.g. the
whole numbers lying between 38 and 43.
K.4.1 Relate addition to combining two groups of objects, and to counting 1.4.1 Understand addition as putting together,
100-square.
K.4.3 Use real objects to determine answers to addition and subtraction 1.4.2 Understand the meaning of the symbols +,
problems involving numbers up to 10. –, = and use them to record additions and
subtractions in a number sentence.
K.4.6 Build up knowledge of pairs of numbers with a sum of 10, without 1.4.4 Know by heart:
counting, and begin to remember them (e.g. 8 + 2 = 10). • all addition and subtraction facts to 10,
e.g. 8 – 5, 3 + 6;
• pairs of numbers with a total of 20.
K.4.4 Build up knowledge of doubles of numbers to 5 (e.g. 4 and 4 is 8). 1.4.6 Know doubles of numbers 1 to 10 (e.g. 7
K.4.5 Use knowledge of doubles of numbers to 5 to develop other facts and 7 is 14), and corresponding halves;
(e.g. use knowledge that 4 + 4 = 8 to work out 4 + 5 = 9, 4 + 3 = 7). use this knowledge to develop other facts,
e.g. 7 + 8 = 15.
K.1.3 Explain orally their way of solving a 1.1.2 Explain orally in own words the method used to solve a simple
problem and their reasons. problem.
Activities Unit 1.9
Counting and ordering Say the numbers from 1 to 100, pointing to the numbers on a 100-square or number line as you Counting to and back from 100 needs frequent This column is for
Count to 100 and back to do so and asking children to join in. Repeat, this time counting backwards from 100. Count back practice. Being fluent in counting back will help schools to note their
zero by reciting zero, one, from 100 again, this time asking children to close their eyes when they feel confident to continue children with work on subtraction. own resources, e.g.
two, three, … the count without looking at the 100-square or number line. Counting in tens from to 0 to 100 and back again books, worksheets.
Count reliably and give a Count in tens from 0 to 100, and back again. Point to the numbers as you do so, and ask will help with later work on 10 more/less.
reasonable estimate of up children to join in when they spot the pattern.
to 100 objects. Secretly write a number between 10 and 100 on a piece of A5 card and hide it behind a larger
Read and write numbers 0 piece of card (or write a number on the interactive whiteboard and partly cover it with a shape).
to 100 in numerals. Slide the number up so that just the top is showing.
Compare and order two- • What number could this be? What number can it not be? Why?
digit numbers and position Ask children to write on their whiteboards what they think the number might be. Slide the This activity helps children to look carefully at the
them on a number line. number up a little more so that more of it is visible. numbers, and should help them when recording
Know that a two-digit • What do you think now? the numbers themselves.
number lies between two Encourage children to change the numbers on their whiteboards if necessary. Continue until the
multiples of 10, e.g. know whole number is visible. When children are confident, turn the numbers on their sides or even
that 46 lies between 40 and upside down. Include numbers written as on a digital display.
50.
Use sticky notes to cover up some numbers in various places on the 100-square or number line. Practise number recognition with Post a letter
Read the three numbers before one of the hidden numbers, pointing to them as you do so, e.g. (www.ictgames.com/postletter.html).
thirty-seven, thirty-eight, thirty-nine. Ask children to say the next number and to write it on their
whiteboards. Repeat, using sequences of numbers counting backwards (e.g. twenty-two,
twenty-one, twenty), asking children to say and write the next number in the sequence.
• What other clue can you use to work out the hidden number?
Focus particularly on the numbers around multiples of 10.
Now point to a note on the number line or square without reading numbers before or after.
• What number is under the note? How do you know? What clues can you use?
Show children the string of 100 beads. Start to count them in ones.
• How many beads do you think are on this string?
This activity not only helps children to count by
After counting at least 30, stop and comment that this is taking a long time. grouping but helps to lay the foundations of place
• What do you notice about the beads on the string? value which is addressed in a later unit.
Draw out that they are in blocks of 10. Show how you can count them in tens, saying ten, Repeat showing other two-digit numbers of beads.
twenty, thirty, …, one hundred. Pull 31 beads to the left of the string as children see it.
• How many beads are there up to this point? How could we find out without counting every
individual bead?
Count the tens saying ten, twenty, thirty and then count on one, saying thirty-one.
Counting and ordering 1

Cover up all the numbers apart from the multiples of 10 on a 100-square or number line. Point to It is helpful to build up children’s familiarity with the
the numbers between 40 and 50. ‘landmarks’ of 10, 20, 30, … so that they can see
• Which numbers are hidden? What is special about these numbers? how other numbers fit around them.
Draw out that they all begin with ‘forty’. Point to where 41 is hidden.
• What number goes here? How do you know?
Point to where 32 is hidden.
• What number goes here? How can we work it out?
Draw out that you can count on from 30 to find the missing number.
Show children a 0–100 number line with each interval marked but only the multiples of 10
labelled. Point to a variety of places on the line and ask children to say which number should go
there. Give out similar number lines. Write some two-digit numbers on the board, and ask
children to work out where to mark them on their number lines.
Take a large pile of at least 50 interlocking cubes. Tell children that it could take a long time to Here children are grouping objects to make it
count these cubes and it would be easy to lose count, but that there is a way of helping us count easier to count a large quantity. The activity also
them. Take 10 cubes and make them into a stick of 10. Ask several children to do the same. helps to lay the foundations for later work on place
• Do we have enough to make another stick of 10? value.
Continue until there are fewer than 10 cubes left. Show children how to count the tens, saying
ten, twenty, …, and then count on in ones the remaining cubes, e.g. fifty-one, fifty-two, fifty-
three.
Give each group of three or four children a large pile of cubes and ask them to do the same.
They should sketch the sticks and individual cubes and write the number underneath.
In advance, cut up a 100-square and stick each row together to form a 1–100 track.
Show children the 1–100 track. Cut it after the number 10 and stick this strip on the board. Cut it
again after 20 and stick this strip under the first.
• Where do you think I am going to make my next cut?
Continue cutting of strips of ten until you have re-formed the 100-square. Point out that this is
how the 100-square is made.
• What do you notice about this last column? Why does it have the tens numbers?
Point out that this is because you cut the pieces after each ten. Give each pair of children a copy
of the 100-square and ask them to cut it into at least five pieces. They should then mix up the
pieces and try to reassemble it.
• What clues are you using?
Addition and subtraction Show children a large dice so that they can see the face with five spots. Roll a second dice and The aim of this activity
Relate addition to ask the children to tell you how many spots there are altogether. is to try make children
combining two groups of Repeat lots of times, always showing five on the first dice. tire of counting the
objects, and to counting on. five spots on the first
• How can we work out how many spots are showing? Do we have to count all of the spots?
dice, and instead to
count on from five.
and finding how many are Hold up two thumbs and ask children how many fingers are being held up. Ask children to do Using fingers is a useful way to help children to
left, and to counting back. the same. Say that we can call this double one, as we have one on each hand. Hold up a thumb learn the doubles as they can see the two identical
and forefinger on each hand, saying double two. Ask children to do the same. groups very clearly.
Use real objects to
determine answers to • How many fingers altogether?
addition and subtraction Repeat until you are showing double five.
problems involving Ask children to put their hands behind their backs.
numbers up to 10.
• Show me double 2. How many fingers altogether?
Build up knowledge of pairs Show me double 4. How many altogether?
of numbers with a sum of
Repeat, asking for random doubles up to double 5.
10, without counting, and
begin to remember them Show children a tower of three cubes. Say that you have hidden an identical tower under the Here the children are representing the problem
(e.g. 8 + 2 = 10). cloth. using their fingers.
• How many cubes are there altogether?
Build up knowledge of
doubles of numbers to 5 Point out the number of cubes is double 3. Ask children to show you this by holding up three
(e.g. 4 and 4 is 8). fingers on each hand, and saying six.
Use knowledge of doubles Show children both towers and ask them to check their answer.
of numbers to 5 to develop Repeat, showing towers of up to five cubes, hiding one of the pair under a cloth.
other facts (e.g. use
Show children a coat hanger with ten pegs (preferably in two colours).
knowledge that 4 + 4 = 8 to
• How many pegs are there?
work out 4 + 5 = 9, 4 + 3 =
7). Push five pegs to one side of the coat hanger, and five to the other.
Explain orally in own words • How many are on this side? And this side? How many altogether?
the method used to solve a Say that there are five pegs on one side and five on the other making ten pegs altogether.
simple problem. Record the number sentence 5 + 5 = 10.
Repeat, partitioning the pegs in other ways to make pairs to 10.
Hold up nine fingers.
• How many more fingers do we need to make 10?
Ask children to respond by holding up one finger. Record 9 + 1 = 10. Repeat, holding up other
numbers of fingers and asking children to show the fingers to make 10. Record each number
sentence. Now hold up eight fingers.
If children need support they should look at the
• How many more fingers do we need to make 10? number of fingers folded down.
Repeat until you are holding up no fingers. Now hold up five fingers.
Repeat, holding up random numbers of fingers, asking children for the complement to 10.
Draw a picture on an overhead projector transparency (OHT) of a ship with ten portholes on the
lower deck (with a small gap between the fifth and sixth) and ten on the upper deck arranged as
on the lower deck. Place five counters at the front (left) of the upper deck.
• How many people are on the ship? How many will there be if one more gets on?
Add one more counter and agree that there are now six. This activity is designed to encourage children to
• Did we need to count them all? How many will there be if another person gets on? count on or back rather than counting all the
Start again with two people on the ship. counters again.
• Two more people are going to get on the ship. How many will there be altogether?
Repeat until children are fluent in counting on two more.
Put ten people on the ship.
• How many people will be on the ship if one gets off? How many will there be if two get off?
Repeat until there are no people left on the ship.
Addition and subtraction 1
Pretend that you are organising a tea party for the soft toys. Place five biscuits on a plate. The children are not expected to record the
• I have put enough biscuits out for the toys. How many biscuits have we got? Now two more number sentences but should become familiar with
toys are going to come. What should I do? reading them first and understanding what they
mean.
Agree that you will need two more biscuits and add them to the plate.
• How many biscuits do we have now?
Record 5 + 2 = 7 and read it together. Pretend that three of the toys have eaten their biscuits.
• How many biscuits have we got left?
Record 7 – 3 = 4 and read it together. Repeat with other numbers of biscuits and soft toys.
Roll a dice. Say that to make this a double, the second dice should show the same number of With dice, it is easy to see that the two numbers of
spots. Ask a child to make the second dice show the same number. spots are the same because of the pattern.
• How many spots are showing on each dice? How many spots have we got altogether?
Ask children to wok in pairs to find as many doubles as they can using two dice. They should
record the totals.
• What was the smallest double you found? And the largest?

Use Ten frame (illuminations.nctm.org/tools/index.aspx).
Practise counting and adding to 20. The frames help children think of numbers in relation to 5.

Ask children to help you to make pairs of towers with up to five cubes in each. Arrange them in
order from double one to double five. Encourage children to talk about the pairs of towers,
describing how many cubes are in each tower, and how many there are in each pair of towers.
Ask children to match number cards to the totals in each pair of towers.
Make a ‘near double’, that is a pair of towers where one tower has one more cube in than the
other. Point to this new pair of towers.
• Is this a double? Why not? Which double does it look a little bit like? Does it have more or
fewer cubes? How many more/fewer? How many cubes are in this pair of towers? Does it
look a bit like any other pair of towers? How is it different?
Make a tower of ten cubes using two different blocks of colour, e.g. blue and red.
• How many blue cubes are there? And red? Altogether?
Record the corresponding addition and read it together.
Challenge the children to find as many different ways of making 10 using two different colours of
cubes. When the children have made all the possible combinations, order them starting with the
tower with the maximum number of blue cubes. Discuss if any are missing from the pattern.
Give each pair of children a 0–10 number line and 10 counters. Ask them to place five counters This activity aims to help children see the link
above the numbers 1 to 5. between adding two more, and counting on two.
• If you add one more counter, how many will you have? The children are not expected to record the
Agree that they will have six. Record 5 + 1 = 6 and ask pairs to place the extra counter above number sentences but should become used to
the number 6. Say that you now want them to add two more counters. seeing you modelling them.
• How many do you think you will have? Point to the number on your number lines.
• What number sentence should I write?
Continue until children are confident in adding one and two. Ask children to make up their own
additions, choosing numbers less than 10. If children are confident with this, help them to count
on three.
Give each pair of children a 0–10 number line and ten counters. Ask them to place 10 counters This activity aims to help children see the link
above numbers 1 to 10. between subtracting two (two less), and counting
• If you take away the last counter, how many will you have left? back two.
Agree that they will have nine. Record 10 – 1 = 9 and ask pairs to remove the counter above the
number 10. Say that you now want them to take away two more counters.
• How many do you think you will have? Point to the number on your number lines.
• What number sentence should I write?
Continue until children are confident in subtracting one and two. Ask children to make up their
own subtractions, choosing numbers less than ten. If children are confident with this, help them
to count back three.
Assessment Unit 1.9
Assessment Which numbers go before and after 40, 50 and 60? ? 40 ? ? 50 ? ? 60 ?

Set up activities that allow Which numbers are covered up on the 100-square?
children to demonstrate How do you know?
teaching activities or can There are four cups on the table.
be new experiences. Put out two more cups on the table, one for Saif and one
Choose tasks and for Mosa.
questions from the
How many cups are on the table now?
the activities. There were five cubes in this box.
Hessa has taken out two of the cubes.
How many cubes are left in the box?
What is double two? Can you show me another double? And another?
GRADE 1: Problems 1 UNIT 1.10
5 hours
Number patterns; number and money problems

This is the first of two units on problem solving To meet the expectations of this unit, children should be able to model and The main resources needed for this unit are:
for Grade 1. solve simple practical problems involving numbers, shapes or objects, and • computer and interactive whiteboard
Introduce the unit by explaining to children what explain and give simple reasons for their methods. • Internet access (optional)
they will learn. Review the unit at the end, • overhead projector (OHP)
drawing out the main learning points. Expectations • apple tied to a piece of string
The unit is intended to guide your planning and • five pairs of socks, pegs and a washing line
teaching of mathematics lessons. It provides a By the end of the unit, children will count on and back in twos. They will
• 1, 5 and 10 riyal notes
link between the standards for mathematics and describe a simple relationship between two numbers, measurements,
amounts of money, shapes or objects using appropriate mathematical • a number track to 20
terms. They will find simple totals and work out change for amounts up to • two dice
consolidated in Grade 1 since not all children QR 10. They will represent and solve mathematical problems using objects,
numbers, symbols or simple diagrams, explaining their solutions orally.
will have attended Kindergarten. Key vocabulary and technical terms
The teaching and learning activities should help Children who progress further will count on and back in twos, threes,
fours, fives and tens. They will model and solve mathematical problems by Children should understand and use:
using numbers, objects, signs and symbols, or simple diagrams. They will • pattern, sequence, twos, even
explain in their own words or by using diagrams the method used to solve a • Qatari riyals, value, worth, bank-note, change
simple problem. • total, altogether
• problem, question, method, solution, relationship, sort, compare, order,
predict, model, represent, interpret, solve, explain
95 | Qatar mathematics scheme of work | Grade 1 | Unit 1.10 | Problems 1 © Education Institute 2005
5 hours
2 hours 1.3.2 Count to 20 and back to zero in 2s. 2.3.2 Count in steps of 2, 3, 4, 5 and 10 from
zero to the 10th multiple.
Number patterns
1.4.10 Given a problem ‘story’ or ‘situation’ involving the addition or 2.4.18 Given a word problem involving one-step
subtraction of numbers, money or measures, identify a relevant addition, subtraction, multiplication or
3 hours
operation, write a related number sentence and do the required division, identify the relevant operation,
Number and calculation, supported where necessary by real objects or a write a related number sentence and do
money problems number line. the required calculation.
1.4.13 Solve non-routine problems, such as simple number puzzles. 2.4.19 Solve non-routine problems involving
small whole numbers.
1.5.3 Find simple totals and work out change for amounts up to
QR 10.
K.1.1 Find their own way of solving simple 1.1.1 Represent a problem and its solution by using objects, numbers, 2.1.1 Represent a problem by using numbers,
practical problems involving numbers, symbols or simple diagrams. objects, signs and symbols, or simple
shapes or objects. diagrams.
K.1.2 Represent a problem and its solution 1.1.3 Describe a simple relationship between two numbers, quantities,
with pictures or objects. shapes or objects using appropriate mathematical terms.
K.1.3 Explain orally their way of solving a 1.1.2 Explain orally in own words the method used to solve a simple 2.1.2 Explain orally in own words or by using
problem and their reasons. problem. numbers, objects, signs and symbols or
simple diagrams the method used to solve
a simple problem.
Activities Unit 1.10
2 hours Short activities for lesson starters Use Fishy2s This column is for
Number patterns (atschool.eduweb.co.uk/toftwood/fishy2s.html). schools to note their
Count from 2 in twos along the number line until you reach 14.
own resources, e.g.
Count to 20 and back to • What number will I say next? What is the pattern?
books, worksheets.
zero in 2s. Discuss how you are saying every other number. Repeat, this time asking children to join
Represent a problem and in.
its solution by using objects, Tie an apple to a piece of string and swing it from side to side like a pendulum. Count as
numbers, symbols or you swing the pendulum. Repeat this time only saying the numbers as you swing the apple
simple diagrams. to one side, so missing out the odd numbers.
Describe a simple Use Fishy2s on the interactive whiteboard to practise counting in twos. Invite children up to
relationship between two the front to hit the next number in the sequence as the fish swim past.
numbers, quantities,
shapes or objects using Take ten socks and discuss how they come in pairs. Ask children to help you to peg four
appropriate mathematical socks on the line in pairs.
terms. • What happens if we put five socks on the line?
Agree that they will not be in pairs.
• Can we put six socks in pairs?
Discuss other numbers of socks up to ten and hang them on the line.
Count in twos along the line. Say that the numbers you have counted are called even
numbers.
Number patterns 1
Mark hops of two on a number track to 20, starting at 2. Ask children to count in twos along This activity could be extended to decreasing
the track. Repeat, this time starting at 1. sequences, e.g. 14, 12, 10, 8.
Write the following sequences on the board and ask children to discuss in pairs what the
pattern is. They should record the next three numbers.
2, 4, 6, 8
1, 3, 5, 7
10, 12, 14, 16
6, 8, 10, 12
5, 7, 9, 11
Number patterns 2 Use the applet Pie

Use the applet Pie to create different patterns using different amounts of fruit. (www.fi.uu.nl/rekenweb/en/welcome.xml?groep=0).
• Make a fruit pie using six strawberries and four pieces of kiwi fruit. Make the pie look the
same on both sides.
• This time use five strawberries. What happens?
Discuss that to make the pie look the same on both sides, you have to put one strawberry
in the middle.
Ask children to create other patterns with up to ten strawberries and up to six other fruits.
Afterwards they should make two lists, one for those where they could put an equal
number of fruit on each side, and those where they had to put one piece of fruit in the
middle of the pie to make both sides look the same. Tell children that these are called odd
and even numbers.
Number and money Explain to children that they should say a number less than 20 and that you will respond by
problems saying a number. They should guess what you are doing. Ask children to give you
Given a problem ‘story’ or numbers and respond by saying the number that is one more.
‘situation’ involving the When children think they have guessed what you are doing, they should not shout this out,
addition or subtraction of but suggest other numbers to test their hypotheses. Continue until all children are sure of
numbers, money or what you are doing.
measures, identify a Repeat, this time subtracting one from the numbers they give you.
relevant operation, write a
Discuss the use of money in everyday life.
related number sentence
• When do you see money being used?
and do the required
calculation, supported • Do you know the cost of any items?
where necessary by real • What happens if you give the shopkeeper more than the cost because you do not have
objects or a number line. the correct amount of money?
Solve non-routine Show children 1, 5 and 10 riyal notes. Show how to record them, i.e. QR 1, QR 5, QR 10.
problems, such as simple Now show each note with your finger hiding the number (value) on the note. Ask children
number puzzles. to record the value on their whiteboards.
Find simple totals and work Make sure that children understand that one QR 5 note is worth the same as five QR 1
out change for amounts up notes, and that one QR 10 note is worth the same as two QR 5 notes.
to QR 10.
Represent a problem and Discuss simple addition and subtraction problems involving money.
its solution by using objects, • If you bought four lollipops for QR 1 each, how much would you spend? If you gave the
numbers, symbols or shopkeeper QR 5, how much change would you get? What if you bought only one
simple diagrams. lollipop?
Explain orally in own words • If you bought two lollipops for QR 1 each and one chocolate bar for QR 2, how much
the method used to solve a would you spend? If you gave the shopkeeper a QR 10 note, how much change would
simple problem. you get?
[continued]
[continued] Show children two dice showing a total of 4 spots. Ask them to discuss with a partner other
Describe a simple ways of scoring 4 and to write the pairs of numbers on their whiteboards. Take feedback
relationship between two and record all of the ways on the board.
numbers, quantities, • How could we score 5?
shapes or objects using • How could we score 6? Think of at least two different ways.
appropriate mathematical
Number problems 1
terms.
Use the interactive whiteboard to show five ladybirds and two leaves.
Ask children to drag the ladybirds onto the two leaves.
• How many do we have on the first leaf? And on the second? How else could we put
them on the leaves?
Ask children to work together to draw pairs of leaves with different combinations of five
ladybirds on them.
Afterwards discuss the combinations.
• What is the most we could put on the first leaf? How many will there be on the second
leaf?
Agree that this is five and that there will be no ladybirds on the second leaf.
• What is the next biggest number we could put on the first leaf? How many will be on the
second leaf?
Continue until you have found all the possibilities.
Number problems 2
Tell children that six children are having a piece of fruit each. There is a choice of apple or
banana. Show children a couple of combinations so that they understand the problem.
• If four children have apples, how many have bananas?
Ask children to work in pairs to find as many different possibilities as they can. They should
record their ideas with drawings of the fruit. Encourage children to be systematic.
• What is the biggest number of apples possible? How many bananas then?
• What is the next biggest number of apples possible? How many bananas will be
chosen?
Number problems 3 Use the applet Bobbie Bear
Use Bobbie Bear to find out how many combinations of two different coloured shirts and (illuminations.nctm.org/tools/index.aspx).
two different pairs of trousers are possible.
• How many different outfits can we create with the yellow shirt?
Agree that there are two: one with blue trousers and one with red trousers.
• How many outfits can we create with the green shirt? How many outfits can we create
altogether?
Click on ‘Customize’ and change the number of shirts to 3.
Ask children to find out how many outfits are possible now.
Assessment Unit 1.10
Assessment Which numbers are missing in these sequences? 2, 4, 6, , 10

Set up activities that allow 1, 3, 5, ,9
6, 8, 10, , 14
this unit. The activities can Can you share these cakes fairly between two people?
be provided informally or How many cakes would each of them get?
Could you share five cakes equally between two people?
teaching activities or can Darwish has these notes.
be new experiences. How much does he have altogether?
Choose tasks and Darwish spends QR 5.
questions from the How much money does he have left?
the activities.
This domino has a total of five spots.

Which other dominoes have a total of five spots?
Find them all.
Find as many ways as you can of sitting four play people in two cars.
There are blue and yellow beakers in the cupboard.

You choose two beakers, one for you and one for your friend.
What two beakers might you choose?
What other choices could you make?
Draw as many different pairs of beakers as you can.
9 hours
Addition and subtraction to 20

This unit builds on Unit 1.9, Number 5, and is the To meet the expectations of this unit, children should know how to use real The main resources needed for this unit are:
sixth of eight units on number for Grade 1. objects to determine answers to addition and subtraction problems involving • computer and interactive whiteboard
Introduce the unit by explaining to children what numbers up to 10. They should be able to represent a problem and its • Internet access (optional)
they will learn. Review the unit at the end, solution with pictures or objects, and explain orally how they solved the
• overhead projector (OHP) and 20 OHP counters or interactive whiteboard
drawing out the main learning points. problem.
file showing 20 counters and a rectangle
The unit is intended to guide your planning and • coat hanger, 10 pegs (five of one colour and five of another) and a cloth
teaching of mathematics lessons. It provides a Expectations • 0–20 number cards
link between the standards for mathematics and • 0–20 number lines
By the end of the unit, most children will relate addition to combining two
groups of objects and to counting on, and subtraction to ‘taking away’ and to • counters
counting back. They will understand the meaning of the symbols +, –, = and • interlocking cubes
use them to record additions and subtractions in a number sentence. They • individual mini-whiteboards
will know that adding or subtracting 0 leaves a number unchanged. They will
know by heart pairs of numbers with a total of 10. They will find their own
way to solve a simple practical problem, representing it using objects,
numbers, symbols or simple diagrams, and will explain orally how they Children should understand and use:
Supplement the activities with ideas from your solved it.
• comparative language: one/two more, one/two less, the same
Children who progress further will understand addition as putting • words associated with calculations: add, subtract, count on, count back,
together, and subtraction as taking away, comparing or finding the total, altogether, take away, difference
difference, by using real objects to add or subtract and by counting on or
back on a number line or 100-square. They will know by heart all addition
and subtraction facts to 10, e.g. 8 – 5, 3 + 6, and pairs of numbers with a
total of 20.
Objectives for the unit Unit 1.11
9 hours
9 hours K.4.1 Relate addition to combining two groups of objects, and to counting 1.4.1 Understand addition as putting together,
Addition and
comparing or finding the difference, by
subtraction;
K.4.2 Relate subtraction to taking away a number of objects and finding adding and subtracting using real objects
solving problems or counting on or back on a number line or
how many are left, and to counting back.
100-square.
K.4.3 Use real objects to determine answers to 1.4.2 Understand the meaning of the symbols +, –, = and use them to
addition and subtraction problems record additions and subtractions in a number sentence.
involving numbers up to 10.
1.4.3 Know that adding or subtracting 0 to or from a number leaves the
number unchanged.
K.4.6 Build up knowledge of pairs of numbers with a sum of 10, without 1.4.4 Know by heart:
counting, and begin to remember them (e.g. 8 + 2 = 10). • all addition and subtraction facts to 10,
e.g. 8 – 5, 3 + 6;
• pairs of numbers with a total of 20.
K.1.1 Find their own way of solving simple practical problems involving
numbers, shapes or objects.
K.1.2 Represent a problem and its solution 1.1.1 Represent a problem and its solution by using objects, numbers,
with pictures or objects. symbols or simple diagrams.
K.1.3 Explain orally their way of solving a 1.1.2 Explain orally in own words the method used to solve a simple
problem and their reasons. problem.
Addition and subtraction; Draw a picture on an overhead projector transparency (OHT) of a ship with ten portholes on This column is for
solving problems the lower deck (with a small gap between the fifth and sixth) and ten on the upper deck schools to note their
Relate addition to arranged as on the lower deck. Place ten counters on the upper deck and five counters at own resources, e.g.
combining two groups of the front (left) of the lower deck. books, worksheets.
objects, and to counting on. • How many people are on the ship? How many will there be if one more gets on?
This activity is designed to encourage children to count
Relate subtraction to taking Add one more counter and agree that there are now sixteen.
on or back rather than counting all the counters again.
away a number of objects • Did we need to count them all? How many will there be if another person gets on?
and finding how many are • Two more people are going to get on the ship. How many will there be altogether?
left, and to counting back.
Repeat until children are fluent in counting on two more from ‘teens’ numbers.
Understand the meaning of
Put fifteen people on the ship.
the symbols +, –, = and use
• How many people will be on the ship if one gets off? How many will there be if two get off?
them to record additions
and subtractions in a Repeat until there are no people left on the ship.
number sentence. Show children the OHT of the ship again. Place ten counters on the ship. This activity aims to help children see the link between
Know that adding or • If one more person gets on how many will there be? adding two more, and counting on two.
subtracting 0 to or from a Show children the number 10 on the number line, and point out that one more is 11.
number leaves the number
• If there are ten people on the ship and two more get on, how many will there be?
unchanged.
Show children how to count on 2 from 10 on the number line, landing on 12. Show the ten
Build up knowledge of pairs
counters on the ship, and add two more counters saying eleven, twelve. Place a total of
of numbers with a sum of
eight counters on the ship. Ask a child to help you find the number 8 on the number line.
10, without counting, and
• If we count on 2, where will we land?
begin to remember them
(e.g. 8 + 2 = 10). Agree that you will land on 10. Add two more counters to the ship, saying nine, ten. Repeat,
starting with other numbers of counters and counting on two more.
Find their own way of
solving simple practical Display ten objects (e.g. ‘counters’) on an interactive whiteboard (or OHP counters on an
problems involving overhead projector) arranged in two groups of five.
numbers, shapes or • How many are there? How are they arranged?
objects. Cover up the right-hand five counters with a box (or piece of paper if using an OHP).
Represent a problem and • How many are showing? How many do you think I have hidden?
its solution by using objects, Arranging the counters in this way helps children to
Reveal the counters to check. Cover up the last two counters. build up an image of ten. This activity also helps
numbers, symbols or
• How many have I covered up this time? How many can you see? children to build up knowledge of number facts,
simple diagrams.
Record 8 + = 10, saying that the 8 represents the counters they can see, the box particularly pairs with a total of 10.
Explain orally in own words
represents the hidden counters, and the 10 represents the total. Ask again how many are
the method used to solve a
hidden and write this number in the box.
simple problem.
Repeat, hiding other numbers of counters, and recording number sentences first with to
represent the hidden counters, and then filling in the missing number.
Show children a coat hanger with ten pegs (preferably in two colours).
• How many pegs are there?
Push seven pegs to one side of the coat hanger, and three to the other.
• How many are on this side? And on this side?
Say that there are seven pegs on one side and three on the other, making ten pegs
Turning the coat hanger round introduces children to
altogether. Record the number sentence 7 + 3 = 10. Turn the coat hanger around to show
the idea of commutativity, and should help them to
3 + 7 = 10. Say that we can use this pair of numbers in any order and still make 10. Repeat,
learn pairs with a total of 10 more easily.
partitioning the ten into other pairs and recording the number sentences. Point out that
5 + 5 = 10 looks the same either way. Include 10 + 0 = 10 and 0 + 10 = 10.
Show children the coat hanger with ten pegs. Cover the last peg with a cloth.
• How many pegs can you see? How many pegs have I covered up?
Show children how to use their fingers to help if they are unsure. Record 9 + = 10.
(Here children are seeing the empty box symbol as depicting a hidden number.)
Repeat, covering up some of the pegs, asking how many they can and cannot see and
recording the relevant number sentences.
Show children the coat hanger with ten pegs. Cover the pegs with a cloth. Remove two pegs
and show them to children.
• How many pegs will still be on the coat hanger?
If children struggle, ask them to hold up ten fingers and then to put down two to represent
the two pegs taken off the coat hanger, and see the number of fingers still standing. Reveal
the pegs to see if children are correct. Record 10 – 2 = 8.
Replace the pegs and the cloth. Remove eight pegs.
• How many will be left?
Record 10 – 8 = 2. Remove the cloth and replace the eight pegs at one side. Point out that if
you remove two pegs you will be left with eight pegs and that if you remove eight pegs you
will be left with two pegs.
Repeat, removing other numbers of pegs, each time asking children to show how many
have been taken away, and record the subtraction.
Hold up nine fingers.
Ask children to respond by holding up one finger. Record 9 + 1 = 10. Repeat, holding up
other numbers of fingers and asking children to show the number of fingers needed to make
10. If they need support they should look at the number of fingers folded down. Record each
number sentence.
Ask children to hold up ten fingers and then to fold one finger down.
• How many are left standing up?
Record 10 – 1 = 9. Ask children to show ten fingers again, then to fold down two fingers.
• How many are left standing?
Record 10 – 2 = 8. Repeat until all fingers are folded down.
Addition and subtraction 1 Use the interactive teaching program Number facts
Launch Number facts. Click on all ten counters so that they are all now yellow. (www.standards.dfes.gov.uk/primary/publications/
mathematics/itps/).
• How many counters are there?
Click on the last counter to change it back to pink.
• How many counters are yellow? And pink? How many are there altogether?
Point out the number sentence at the top and explain that this means nine and one make
ten. Click on the ninth counter so that it changes to pink.
• What has happened now? How many are yellow? And pink? Altogether?
What has happened to the number sentence?
Remove the number sentence by clicking on the ‘?+?=’ icon.
Click on the eighth counter so that seven are now coloured yellow.
• What do you think the number sentence will be now?
Click the ‘?+?=’ icon to reveal the sentence and see if they are right. Repeat until all the
counters are coloured pink. Point out the zero in the number sentence.
Press the ‘reset’ button and remove the number sentence. Click on the first five counters to
change them to yellow.
• What number sentence could we write?
Ask children to respond by writing the number sentence on their whiteboards. Repeat,
changing the colour of different numbers of counters and asking children to write the
appropriate number sentences.
Launch Number facts (see above). Click on the ‘+’ icon to change the operation to
subtraction. Drag the last counter into the tin.
• What has happened? What does the number sentence say?
Drag another counter into the tin.
• What has happened now?
If I put another counter into the tin, what will the number sentence say?
Drag another counter into the tin to check if they are correct. Continue until all the counters
are in the tin. Click on the ‘reset’ button and click on the yellow box above the + sign to make
the tin opaque. Ask children to close their eyes. Place the last two counters in the tin.
• Open your eyes. How many counters are hidden in the tin? How do you know? Can the
number sentence help you?
Click on the ‘reset’ button, remove the number sentence and click on the transparent box to
make the tin transparent again. Drag the last two counters into the tin.
• What do you think the number sentence will be? Write it on your whiteboard.
Repeat, dragging different numbers of counters into the tin and asking children to write the
appropriate number sentences.
Use an interactive whiteboard. In advance, use a toolkit to create 15 blue counters and 15
red counters on the whiteboard, stored in two groups, one group of each colour. Give each
pair of children a pot of red and blue counters or cubes. Ask them to take a total of five
counters, either a mix or of one colour. Point out that they have found different ways to make
a total of 5.
Invite children to the board to drag the counters into a line to show how they made five
counters. At the side of each group of counters write the corresponding addition. After you
have four different ways, reorder the solutions to group the counters and number sentences Seeing the pattern of number facts can help children to
together) to show how they could start with the largest number of red counters, i.e. five, and learn them by heart.
no blue counters, then the next largest number of red counters, i.e. four, and one blue
Model systematic recording, although children may not
counter to make the number up to five.
yet be ready to use this system themselves.
When you have done this, ask children if they think any ways are missing. Ask children to
help you to complete the list.
Ask children to work in pairs to find ways to make a total of 10 counters, again using one or
two colours. Say that they should record the number sentence for each.
Show them the pairs to 10 in order, and ask them to check their number sentences to see if
they have any missing.
Show five counters on the interactive whiteboard. Say that you want to take some away. Ask
a child to come and move some away. Show children how to record the corresponding
number sentence, e.g. 5 – 2 = 3.
Give each pair of children five counters or cubes. Say that they should take away different
numbers and record as many different number sentences as they can, all beginning with 5.
After they have found several, show them how to find all the number sentences by taking
away one counter to begin with, then two, then three, … until there are no counters left.
Ask children to check for any missing number sentences.
Give each pair of children a 0–20 number line and 20 counters. Ask them to place ten This activity aims to help children see the link between
counters above numbers 1 to 10. adding two more, and counting on two.
• If we add two more counters, how many will we have?
Agree that you will have 12. Record 10 + 2 = 12 and ask children to place the two extra
counters next to 10, above 11 and 12. Say that you want them to add two more counters.
• How many do you think we will have? Point to the number on your number lines.
• What number sentence should we write?
Continue until children are confident in adding two. Ask children to make up their own
additions, choosing numbers less than 18, adding two to them and recording the number
sentences. If children are confident with this, help them to count on three.
Give each pair of children a 0–20 number line and 20 counters. Ask them to place ten This activity aims to help children see the link between
counters above numbers 1 to 10. subtracting two (two less), and counting back two.
• If we take away the last two counters, how many will we have left?
Agree that you will have eight. Record 10 – 2 = 8 and ask them to remove the two last
counters above 9 and 10. Say that you want them to take away two more counters.
• How many do you think we will have? Point to the number on your number lines.
What number sentence should we write?
Continue until children are confident in subtracting two.
Ask children to make up their own subtractions, choosing numbers less than 20, subtracting
two and recording the number sentences.
If children are confident with this, help them to count back three.
Addition and subtraction 7 Use On the line
Play the game On the line, which involves a range of counting on and back activities on a (www.numbergym.co.uk).
movable number line. Use the ‘<’ and ‘>’ buttons to move along the line. Get the answer
right to fire the rocket.

Write out some simple additions, adding 1, 2 or 3 to numbers less than 10, e.g. 5 + 2, 7 + 3, This activity aims to build children’s independence and
8 + 1. Have cubes or counters and number lines available. Take each in turn and ask encourage them to make decisions about how to solve
children how they might work it out. calculations. you will need to support children in
• What could you use to help you? explaining their methods.
Encourage children to explain how they can work the additions out.
Ask children to choose three to work out themselves.
• Are there any that you ‘just know’?
Write out some simple subtractions, subtracting 1, 2 or 3 from numbers up to 10.
Repeat, asking children how they might work them out.
Ask children to choose three to work out themselves.
Assessment This number square is torn.

Set up activities that allow What was the largest number on the square?
What number sentence could we write about these
counters?
be new experiences. If I take away the two blue counters, how many would be
Choose tasks and left? What number sentence could I write?
questions from the
How many spots are showing on the face of this dice?
Imagine two more spots on the same face.
the activities.
How many spots would there be altogether?
What if there were two less spots?
Tell me a pair of numbers with a total of 10.

And another pair …
7 hours
Properties of shapes and geometric patterns

This unit builds on Unit 1.2, Geometry 1, and is the To meet the expectations of this unit, children should use shapes to make The main resources needed for this unit are:
second of three units on geometry for Grade 1. models, pictures or patterns, or other shapes. They should describe • computer and interactive whiteboard
Introduce the unit by explaining to children what properties of shapes and lines using everyday language, and identify and • Internet access (optional)
they will learn. Review the unit at the end, drawing name a cube, cone, circle, square and triangle.
out the main learning points. • computers for children (optional)
The unit is intended to guide your planning and Expectations • a selection of 2-D shapes
teaching of mathematics lessons. It provides a link • a cloth bag with drawstring in which shapes can be hidden (a ‘feely’ bag)
between the standards for mathematics and your By the end of the unit, children will use mathematical names for
common 2-D shapes and describe simple properties such as the number • four cards, each with the name of a shape written on it: square, rectangle,
lesson plans. In particular, the standards for
of sides and corners. They will extend or complete repeating patterns circle, triangle
Kindergarten should be reviewed and
according to shape, size, position or colour. • paper squares, rectangles, circles and several triangles
will have attended Kindergarten. Children who progress further will identify 2-D and 3-D shapes, straight • gummed paper squares and right-angled triangles
and curved lines, and flat and curved surfaces. They will complete • a sheet of simple half-drawn 2-D shapes on squared paper for each child,
geometric patterns, using attributes of shape, size, colour or orientation. and a copy of different half-drawn shapes for use on the interactive
you to plan the content and pace of lessons. Adapt
whiteboard
the ideas to meet the needs of your class.
• prepared grid of 2-D shapes with up to six sides
• washing line, pegs and cloth
• pieces of wallpaper borders with repeating patterns
• stamps and paint
• individual mini-whiteboards

• straight, curved, corners, sides, length
• pattern, same, different, repeat, before, after, next
Standards for the unit UNIT 1.12
7 hours
4 hours K.5.1 Name and describe common geometric 1.7.1 Identify and name the circle, square, triangle and rectangle; 2.6.1 Identify straight and curved lines and flat
shapes, e.g. circle, square, triangle, cube, describe simple properties of shapes using everyday language. and curved surfaces.
Properties of
cone.
shapes
K.5.2 Recognise and describe the shape of lines, 2.6.3 Identify and name the cube, cuboid,
using words like straight, curved, wavy, sphere, cylinder, cone and pyramid, and
3 hours zigzag. the pentagon, hexagon and octagon;
Geometric describe simple properties of these shapes
patterns using everyday language.
K.5.4 Use flat and solid shapes to create models, 1.7.2 Describe, extend or complete repeating patterns made from 2.6.4 Complete geometric patterns made from
pictures and patterns, or other shapes. shapes, according to shape, size, position or colour. solid or flat shapes, according to shape,
size, colour or orientation, or two of these
attributes.
K.1.1 Find their own way of solving simple 1.1.3 Describe a simple relationship between two numbers, quantities,
practical problems involving numbers, shapes or objects using appropriate mathematical terms.
shapes or objects.
Properties of shapes Gradually slide a shape from behind a piece of card. This column is for
Identify and name the circle, • What do you think this shape is? Could it be a circle? Why not? Could it be a square? What schools to note their
square, triangle and else might it be? own resources, e.g.
rectangle; describe simple Continue to gradually reveal the shape. books, worksheets.
properties of shapes using • Have you changed your mind? What cannot it be now?
everyday language.
Finally reveal and name the shape.
Repeat with other 2-D shapes. Reveal the corners of some shapes first, such as rectangles, so
that children can see that at this stage it could be a triangle, square or rectangle.
Tell children to divide their whiteboards into six areas and then to draw a shape (that they can
name) in each area. Shuffle the cards with shape names, turn the pack over and select a card.
Read out the shape name. Children should cross one of these shapes out on their boards.
Repeat until one child has crossed out all their shapes.
Ask children to close their eyes while you fold a paper shape in half.
• Open your eyes. I have folded this shape in half. What do you think it might be?
What cannot it be? Why?
Open the shape to see if children are correct. Repeat with the other paper shapes.
Put a 2-D shape into a ‘feely’ bag. Ask a child to feel the shape in the bag and to describe it to
the class. After each clue, ask children what shape it can or cannot be. Finally, when they think
they know what it is, reveal the shape.
Take the shape out of the bag. Ask children to close their eyes while you put a different shape
into the bag. Repeat the activity.
Properties of shapes 1 Use the program Area
Launch Area on the interactive whiteboard. Select grid size 20. Click on two rows of three (www.standards.dfes.gov.uk/primary/
squares to form a 3 by 2 rectangle. Ask children if they can come up to the board and click on publications/mathematics/itps/).
six squares to form a different rectangle.
Reset the program. Ask children to try to make a rectangle from 12 squares. When they have
done so, ask them to find other rectangles made from 12 squares. They could either use the
program on computers or use squared paper if this is not possible.
Launch the program Area on the interactive whiteboard. Say that you are going to make a
shape using two squares and four triangles. Point out that the triangles are special in that they
are made from half of a square. Create a shape (such as one of those opposite). Ask children
to say how many sides it has.
Give each pair of children gummed paper squares and right-angled triangles. Ask them to
make as many different shapes as they can, and to label the number of sides for each. If they
know the name of a shape (e.g. square) they should try to record this as well.
Some possible solutions
Properties of shapes 3 The display on the left
was produced using
In advance, draw one shape on each page of an interactive whiteboard file. Select ‘screen
Mult-e-Maths
shade’ to cover them.
(www.cambridge-
Drag the screen shade to reveal half of the shape.
hitachi.com).
• You can only see half of this shape. What do you think the whole shape will look like?
Invite children to come up to the interactive whiteboard and sketch the other half of the shape.
Drag the screen shade down to reveal the shape.
Repeat with the shapes on other pages.
Give out the sheets of half-drawn simple 2-D shapes and ask children to draw the other halves
of the shapes to complete them.
Show children the grid of 2-D shapes. Ask them to describe the shapes. Point out the shapes
that have more than four sides which children may not have seen before. Highlight how some
of these have sides of the same length, but some do not.
Ask a pair of children to choose a shape, telling you which they have chosen, but not the class.
Help the other children to ask questions to find out what shape has been chosen. If necessary,
help the pair to answer the questions.
• Does it have straight sides?
• Does it have three corners?
• Are all the sides the same length?
Repeat, encouraging children to make up their own questions.
Geometric patterns In advance, hang 2-D shapes on a washing line to create a simple pattern (e.g. square, circle,
Describe, extend or square, circle). Cover the middle and end with a cloth.
complete repeating patterns • I have made a pattern of shapes on this line. What is the pattern?
made from shapes, What shape do you think will be next? And after that?
according to shape, size, Move part of the cloth to see if the children were right.
position or colour. • What do you think will come next?
[continued]
Together create a new pattern on the washing line using two 2-D shapes.
[continued] In advance, hang a pattern of two shapes in two different colours (e.g. blue square, blue circle,
Describe a simple red square, red circle). Cover the middle and end with a cloth.
relationship between two • I have made a pattern of shapes on this line. What is the pattern?
numbers, quantities, What shape do you think will be next? What colour will it be? And after that?
shapes or objects using Move part of the cloth to see if the children are right.
appropriate mathematical • What do you think will come next?
terms.
Use the same shapes to create a new pattern (e.g. red square, blue square, red circle, blue
circle) and repeat the activity.
Draw a repeating pattern on a piece of paper, or show photographs of repeating patterns in the
environment, and show it to a child. Ask the child to explain to the class what the pattern is and
ask them to draw it on their whiteboards. After they have drawn the pattern, the child should
show them the original pattern so that they can compare their own drawings to it. Repeat with
other patterns, asking other children to describe them to the rest of the class.
Geometric patterns 1
Show children several pieces of wallpaper border with repeating patterns. Fold the paper in
half and ask them to describe the pattern (e.g. one star, two moons).
• What will come next?
Unfold the next section to see if the children are correct. Repeat until children are confident.
Tell the class that they are going to create a similar pattern. Ask them to work in pairs to create
a repeating pattern using two stamps (they can use them several times within each repeat if
they wish). When the paint is dry, take several children’s patterns, fold them in half and ask
other children to predict the next picture in each pattern.
Use the ‘draw’ tools on the interactive whiteboard to draw a repeating pattern of three shapes.
• What shape do you think comes next in my pattern? And then? And next?
Copy and paste the last three shapes to continue the pattern.
• What three shapes will come next?
Ask children to work in pairs to create their own patterns using three shapes.
Draw a pattern using three shapes in each repeat of four (e.g. square, square, triangle, circle,
square, square, …).
• Draw on your whiteboards what you think the next shape should be. And the next.
Ask children to continue the pattern.
Repeat with a different pattern until children are confident in extending a more complex pattern.
Ask children to work in pairs to create their own complex patterns. When they have finished,
they should fold their patterns in half and ask another pair to predict what comes next.
Assessment Draw arrows to show which shapes belong in the set.

The activities can be provided
informally or formally during
and at the end of the unit.
They can be selected from
the teaching activities or can
be new experiences. Choose
tasks and questions from the
the activities. Change this drawing so that it becomes a square.
Describe this arrangement of shapes so that other children can

draw it.
Draw the next two shapes in this pattern.
9 hours
Place value to 100; addition and subtraction beyond 20

This unit builds on Unit 1.11, Number 6, and is the To meet the expectations of this unit, children should count up to 20 The main resources needed for this unit are:
seventh of eight units on number for Grade 1. reliably, and read, write and order numbers to 20. They should know by • computer and interactive whiteboard
Introduce the unit by explaining to children what heart some pairs of numbers with a total of 10. They should be able to • Internet access (optional)
they will learn. Review the unit at the end, drawing explain and give simple reasons for their methods.
out the main learning points. • 0–100 number line
The unit is intended to guide your planning and Expectations • sticky notes
teaching of mathematics lessons. It provides a link • bead string
between the standards for mathematics and your By the end of the unit, children will count reliably and give a reasonable
estimate of up to 100 objects. They will read and write numbers 0 to 100 • 100-square
in numerals and read numbers written as words. They will order two-digit • cards with the words: one, two, …, nine, ten, twenty, thirty, …, ninety
Kindergarten should be reviewed and
consolidated in Grade 1 since not all children numbers and position them on a number line, and identify numbers that • place value cards
lie between two others. They will use the +, –, = signs to record additions • 0–100 number lines with each interval marked but only the multiples of
and subtractions in number sentences. They will represent the place ten labelled
value of two-digit numbers using models and expanded notation, e.g. • 0–30 number lines
you to plan the content and pace of lessons. Adapt
43 = 40 + 3. They will identify the number that is 10 more or 10 less than
the ideas to meet the needs of your class. • 50 straws and five elastic bands
a given two-digit number and will add and subtract two multiples of 10
Supplement the activities with ideas from your • coat hanger and ten pegs
with the support of a number line or 100-square. They will simplify mental
school’s books for teachers and other resources. additions by putting the larger number first. They will know by heart • red and blue counters/cubes
addition and subtraction facts to 10, and pairs of numbers with a total of • poster putty such as Fanta Stick
20. Given a number sentence involving addition or subtraction, they will • individual mini-whiteboards
describe a ‘story’ that could lead to it. They will solve problems such as
+ 4 = 7, 10 – = 3, supported by real objects or a number line. They
will explain orally their methods of solving simple problems.
Children who progress further will read, write and order two- and three- Children should understand and use:
digit numbers. They will know by heart addition and subtraction facts to • number names to one hundred
20. They will find the unknown number in problems such as + 6 = 11 • tens, ones, digit
and 15 – = 8. They will explain in their own words the method used to • add, subtract, count on, count back, total, altogether, take away, double
solve a simple problem.
9 hours
5 hours K.3.1 Recite the sequence one, two, three, 1.2.2 Count to 100 and back to zero by reciting zero, one, two, three,
… up to twenty. …
Place value and
ordering K.3.2 Count up to 20 objects and say how 1.2.3 Count reliably and give a reasonable estimate of up to 100
many there are. objects.
K.3.3 Read and write numerals 11 to 20. 1.2.4 Read and write numbers 0 to 100 in numerals and read numbers 2.2.1 Read and write whole numbers up to 1000 in
4 hours
as words. numerals and words.
Addition and
K.3.8 Order numbers to 20 and position 1.2.6 Compare and order two-digit numbers and position them on a 2.2.3 Compare and order a set of three-digit
subtraction; them on a number line. number line. numbers and position them on a number line.
solving problems
K.3.7 Identify the number that is 1 more/less 1.2.7 Know that a two-digit number lies between two multiples of 10,
than a given number to 20. e.g. know that 46 lies between 40 and 50.
1.2.9 Identify whole numbers lying between two given two-digit whole
numbers, e.g. the whole numbers lying between 38 and 43.
1.2.5 Represent the place value of two-digit numbers (tens and ones) 2.2.2 Represent the place value of three-digit
using real objects, models and expanded notation, e.g. numbers (hundreds, tens, ones) using models
43 = 40 + 3. and expanded notation, e.g. 574 = 500 + 70 + 4.
1.2.8 Identify the number that is 10 more/less than a given two-digit
number.
K.4.6 Build up knowledge of pairs of 1.4.4 Know by heart: 2.4.1 Know by heart addition and subtraction facts
numbers with a sum of 10, without • all addition and subtraction facts to 10, e.g. 8 – 5, 3 + 6; to 20.
counting. • pairs of numbers with a total of 20.
1.4.7 Use and explain mental methods to add and subtract, without
crossing the tens boundary, supported by a model such as a
number line or 100-square:
• two multiples of 10.
1.4.9 Know that the commutative law applies to addition but not
subtraction and use it to simplify mental additions by putting the
larger number first.
1.4.11 Given a number sentence involving addition or subtraction,
create a problem ‘story’ that might lead to it.
1.4.12 Understand the use of symbols such as to stand for an 2.4.17 Solve missing-number problems using
unknown number; solve problems such as + 4 = 7, inverse relationships.
10 – = 3, supported at first by real objects or a number line.
K.1.3 Explain orally their way of solving a 1.1.2 Explain orally in own words the method used to solve a simple 2.1.2 Explain orally in own words or by using numbers,
problem and their reasons. problem. objects, signs and symbols or simple diagrams
the method used to solve a simple problem.

Place value and ordering Say the numbers from 0 to 100, pointing to the numbers on a 0–100 number line as you do Counting to and back from 100 needs frequent practice. This column is for
so and asking children to join in. Repeat, this time counting backwards from 100. Count To count on or back to solve addition and subtraction, schools to note their
Count to 100 and back to
back from 100 again, this time asking children to close their eyes when they feel confident children need to be able to say the number sequence own resources, e.g.
zero by reciting zero, one,
to continue the count without looking at the number line. from any point. books, worksheets.
two, three, …
Point to a number on the line and ask children to say the next three numbers. Repeat, Counting in tens from 0 to 100 and back again will help
Count reliably and give a
reasonable estimate of up pointing to a range of numbers. Ask children to close their eyes, tell them which number with later work on 10 more/less.
you are pointing to, and repeat.
to 100 objects.
Point to a number. Ask children to count back the previous three numbers. Repeat,
Read and write numbers 0
to 100 in numerals and pointing to a range of numbers. Ask children to close their eyes, tell them which number
you are pointing to, and repeat.
read numbers as words.
Count in tens from 0 to 100, and back again. Point to the numbers as you do so, and ask
Compare and order two-
digit numbers and position children to join in when they spot the pattern.
them on a number line. Show children the 0–100 number line. Ask them to close their eyes while you use sticky
Know that a two-digit notes to cover up short sequences of consecutive numbers between adjacent pairs of
number lies between two multiples of ten, e.g. 42, 43, 44 or 56, 57, 58.
multiples of 10, e.g. know Point to one of the covered sequences of numbers.
that 46 lies between 40 and • What numbers are missing? What clues can you use? What is the first digit in each
50. number?
Identify whole numbers Point to another covered sequence of numbers and this time ask children to write the
lying between two given missing numbers on their whiteboards.
two-digit whole numbers,
Repeat with other sequences.
e.g. the whole numbers
lying between 38 and 43. Show children a string of 100 beads. Children should be using the blocks of ten to help them
Count the tens. Ask children to close their eyes while you move 25 beads to one end of the to estimate the number of beads. This will also help
Represent the place value
string. Quickly show them the beads, and then put them behind your back. them with the idea of partition and recombining into tens
of two-digit numbers (tens
and ones.
and ones) using real • How many did you think there were? More than 10? As many as 100? More than 20?
objects, models and How did you know?
expanded notation, e.g. Show the 25 beads and discuss how you can count them in tens and then ones, saying:
43 = 40 + 3. ten, twenty, twenty-one, twenty-two, twenty-three, twenty-four, twenty-five.
Identify the number that is Repeat, showing other numbers of beads.
10 more/less than a given On another day use the program Counting on and back to do the same thing (see
two-digit number. www.standards.dfes.gov.uk/primary/publications/mathematics/itps/). Press ‘b’ on the
keyboard to hide the beads.
Together read the tens cards (ten, twenty, thirty, …, ninety) and then the ones cards (one, Reading and writing the ‘teens’ numbers is addressed in
two, three, …, nine). a later unit. Children can find this difficult as it does not
Hold up the twenty card and the three card. follow the same pattern as other numbers.
• If we put these together, what does the whole number say? How else can we write it?
Repeat, and ask children to write each number in numerals on their whiteboards.
Hold up the ten card and the five card. Point out that we do not say ten-five, but say and
write the number words from 11 to 19 differently.
Show children the tens cards, 10, 20, 30, …, 90, from a set of place value cards, and read
them together. Show them how to place the ones cards over the zero of the multiple of ten
to create a new two-digit number.
• What cards should I use to make the number 36? It helps if you say the number.
Call out different two-digit numbers (apart from teens numbers) and ask the children to Encourage children to say the numbers as this will help
make the numbers using place value cards. them to combine multiples of tens and ones to make the
• How do we make the number 12? numbers. The ‘teens’ numbers require special attention
Agree that we need the 10 card and the 2 card, but that we say twelve not ten-two. Repeat as they are said differently.
with other teens numbers.
Place value and ordering 1
Show children the 0–100 number line with only the tens marked and labelled. Point to 20
and 30.
• Which numbers go in between 20 and 30? What is special about them?
• Where does 41 go? Should we write it nearer to 40 or to 50?
Give children a range of two-digit numbers to place on their number lines. They should
think which multiples of ten are on either side of the given number and whether the number
needs to go nearer the first or second multiple of ten, or whether it should go in the middle.
Show children the 0–100 number line with all whole numbers marked but only the multiples
of ten labelled. Point to the mark after 40. Ensure that children are confident in placing numbers
• What number goes here? How do you know? What will the next number be? Which around the ‘landmarks’ of ten. Encourage them to
number goes just before 50? discuss whether it is easier to count back from a multiple
Point to the third mark after 50 and discuss how we could work out which number goes of ten or to count on in order to place a number.
here. Demonstrate counting on from 50.
Give the children a range of two-digit numbers to place on their number lines.

Point to 40 on the 100-square.
• What is one more than 40? And one less?
How could we work out what is ten more than 40?
Show that when we count on ten in ones from 40, we arrive at the number underneath, i.e.
50. Point out that when we count in tens, this is the number we would say after 40.
• What is one more than 45? And one less?
How could we work out what is ten more than 45?
?
Show that when we count on ten in ones from 45, we arrive at the number underneath, i.e.
55.
? 32 ?
Repeat with other two-digit numbers.
Write 56 on the board. Discuss which numbers are on the left, right, above and below it on ?
the 100-square and why. Write 32 on the board and ask children to write the numbers
below, above, to the left and right of 32.

Give each pair of children a set of place value cards. Show 43 beads on the bead string. Here the place value cards and bead string are being
• How many beads are showing? How can we count them quickly? How many groups of used together so that children can see the link between
ten are there? And ones? How do we write this number? What place value cards should the two images.
we use?
Write 43 = 40 + 3.
Repeat with other two-digit numbers. Ask children to choose the correct place value cards
and to record the number sentence.
Show the children 44 straws.
• How many do you think are here? More than 10? More than 20? As many as 100?
Discuss how you can count them, keeping each group of ten separate to help you to keep
track of the count. Put an elastic band around each group of ten.
• How many tens are there? And ones? How do we write this number?
Point out that, although the digits are the same, the first 4 stands for 40. Point out that the
40 straws are many more than the four single straws.
• If I wanted 36 straws, how many bundles of ten would I need? And ones?
Write 36 = 30 + 6.
Repeat with other numbers of straws.

Addition and Display ten objects (e.g. ‘counters’) on an interactive whiteboard (or OHP counters on an
subtraction; solving overhead projector) arranged in two groups of five.
problems • How many are there? How are they arranged?
Know by heart: Cover up the last two counters.
• all addition and • How many have I covered up? How many can you see?
Arranging the counters in this way helps children to build
subtraction facts to 10, Record 8 + = 10, saying that the 8 represents the counters they can see, the box up an image of ten.
e.g. 8 – 5, 3 + 6; represents the hidden counters, and the 10 represents the total. Ask again how many are
• pairs of numbers with a hidden and write this number in the box.
total of 20. Repeat, hiding other numbers of counters and recording number sentences, first with to
Use and explain mental represent the hidden counters and then filling in the missing number.
methods to add and Repeat later in the unit with 20 counters arranged in two rows of two groups of five.
subtract, without crossing
Launch Number facts. Choose six counters and click on all of them so that they are all Use the program Number facts
the tens boundary,
yellow. (www.standards.dfes.gov.uk/primary/publications/
supported by a model such
• How many counters are there? mathematics/itps/).
as a number line or 100-
square: Click on the last counter to change it back to pink.
• two multiples of 10. • How many counters are yellow? And pink? How many are there altogether?
Know that the commutative Point out the number sentence (5 + 1 = 6). Remove the number sentence by clicking on
law applies to addition but the ‘?+?=’ icon. Click on the fifth counter so that it changes to pink.
not subtraction and use it to • What has happened now? How many are yellow? And pink? Altogether?
simplify mental additions by
Ask children to write the number sentence on their whiteboards. Click the ‘?+?=’ icon to
putting the larger number
reveal the sentence and see if they are right. Repeat until all the counters are coloured
first.
pink. Point out the zero in the number sentence.
Explain orally in own words
Repeat the above with seven counters.
simple problem. Place eight pegs on the coat hanger. Push one peg to one side.
• What addition could we write? What addition could we write if I turn the coat hanger
Given a number sentence
around? If I take the one peg off, how many would be left? If I take away the seven pegs
involving addition or
and leave the one peg on, what subtraction could I write?
subtraction, create a
problem ‘story’ that might Show children how to write the four number sentences to describe the relationship
This activity aims to help children see the link between
lead to it. between 7, 1 and 8: 7 + 1 = 8; 1 + 7 = 8; 8 – 1 = 7; 8 – 7 = 1.
addition and subtraction facts. Turning the coat hanger
Understand the use of Repeat with other pairs with a total of 8, 9 and 10. helps children to see the commutativity.
symbols such as to stand Show children 23 beads on the bead string and write 23 + 3 on the board. Here children can see the 23 beads and the number
for an unknown number; they need to count on as a way of helping them to learn
• How could I work this out?
solve problems such as the skill of adding by counting on without seeing the
+ 4 = 7, 10 – = 3, Draw out moving extra beads along the string to join the 23 beads. Discuss whether you
number of objects.
supported at first by real now need to count all the beads. Encourage the children to count on from 23. Complete
objects or a number line. the number sentence.
Repeat, adding small single digits to two-digit numbers without bridging ten (crossing a
tens boundary).
Use an interactive whiteboard (IWB). In advance, use a toolkit to create at least 20 blue
counters and 20 red counters on the IWB, stored in two piles, one of each colour. Give
each pair of children a pot of red and blue counters or cubes. Ask them to take a total of six
counters, either a mix or of one colour. Point out that they have found different ways to
make a total of 6.
• What is the biggest number of red counters that we could use?
Agree that they could all be red. Make a line of six red counters and discuss what addition
they could write.
• What would be the next biggest number of red counters? How many would be blue?
Drag five red counters and one blue counter to form a line, and ask children to help you to
write the relevant addition.
• What do you think we might do next?
Ask children to continue the pattern using their counters.
Afterwards copy and paste the lines of counters, changing the colour of one counter each
time, until the set of facts is complete. Ask children to check if they missed any out.
Repeat for seven counters.
Addition and subtraction 2 Use the program Number facts
Launch Number facts. Choose eight counters and click on them all to make them all yellow. (www.standards.dfes.gov.uk/primary/publications/
mathematics/itps/).
• How many counters are there?
Click on the last counter to change it back to pink.
• How many counters are yellow? And pink? How many are there altogether?
Point out the number sentence (7 + 1 = 8). Remove the number sentence by clicking on
the ‘?+?=’ icon. Click on the seventh counter so that it changes to pink.
• What has happened now? How many are yellow? And pink? Altogether?
What will the number sentence say?
Ask children to continue the pattern and to write all the addition facts for 8.
Repeat the above for addition facts for 9.
Addition and subtraction 3 Use Electronic abacus
(illuminations.nctm.org/tools/index.aspx).
Use a bead frame to represent numbers and to model addition and subtraction as counting
on and back.
Use the bead frame to ensure that children understand the commutative law and that
addition can be done in any order, so that 3 + 12 is the same as 12 + 3 but 12 – 3 is not the
same as 3 – 12. (Children do not need to know the name of this law, just the principle.)
Ask questions such as:
• What is 3 add 23?
Help children to see that 3 + 23 is the same as 23 + 3, and that putting the larger number
first makes the calculation much easier.

Display 20 objects (e.g. ‘counters’) on an interactive whiteboard (or OHP counters on an
overhead projector) arranged in two rows of groups of five.
• How many are there? How are they arranged?
Cover up the last five counters.
Arranging the counters like this helps children to build up
• How many have I covered up? How many can you see?
an image of 20.
Record 15 + = 20, saying that the 15 represents the counters they can see, the box
represents the hidden counters, and the 20 represents the total. Ask again how many are
hidden and write this number in the box.
Repeat, hiding other numbers of counters and recording number sentences, first with to
represent the hidden counters and then filling in the missing number.
Ask children to lay out 20 counters as on the interactive whiteboard. One child should
cover up some of the counters, and the other child guess how many have been covered.
They should record a few of the number sentences.
Use poster putty such as Fanta Stick to attach 15 counters above numbers 1 to 15 on a 0–
30 number line. Write 15 + 4 on the board. Discuss how you could work this out. Stick four
extra counters (of a different colour) above numbers 16 to 19. Encourage children to count
on from 15 rather than counting all of the counters.
Write 25 + 3 on the board. Point to 25 on the number line and say that you want children to
imagine the 25 counters above numbers 1 to 25. Stick three counters above the next three
numbers.
• So what is 25 + 3? How did you work it out? This activity aims to secure children’s understanding of
using a number line to count on.
Write other similar additions on the board (two-digit plus single digits, not bridging a
multiple of ten). Ask children to find the first number on their number lines, and to place the
second number of counters above the next numbers to find the total. They should record
the number sentence.
Addition and subtraction 6 Use the applet Put the drawing 1
Practise addition and subtraction using the applet Put the drawing 1. Drag the correct (www.fi.uu.nl/rekenweb/en/welcome.xml?groep=0).
answer over each calculation and a picture will appear.
Count groups of ten on a bead string, moving ten beads across at a time. Repeat, stopping
at 30.
• How many beads will be at this end of the string if I move another ten beads across?
What if I moved two groups of ten across? How many would I have added?
How many would there be together?
Say that 30 and 20 makes 50, or 3 tens and 2 tens make 5 tens which is 50. Move the 20 Some children may find it easier to count on in tens to
beads across to show this. add 20 or 30; others may use an addition fact such as
Ask children to help you to record the addition: 30 + 20 = 50. 4 + 3 to find 40 + 30.
• What if I add another forty? How many group of ten will there be? How many beads
altogether?
Say that 50 and 40 makes 90, because 5 tens and 4 tens make 9 tens which is 90. Record
the addition: 50 + 40 = 90.
• If 5 + 3 = 8, what do you think 5 tens and 3 tens make? What would 50 add 30 make?
Show the 5 tens and 3 tens on the bead string.
Write additions of multiples of ten with total less than 100 on the board. Ask children to
work in pairs to find the totals. Some children may need a bead string to support them.
Together count the groups of ten on the bead string forwards and then backwards, moving Some children may find it easier to count back in tens to
ten beads across at a time. Repeat, stopping at 50 when you count back. subtract 20 or 30; others may use a subtraction fact
• How many beads are at this end of the string? What if I move ten back? What if I moved such as 7 – 3 to find 70 – 30.
twenty back instead? How many groups of ten would be left? How many beads is that?
Ask children to help you record 50 – 20 = 30. Say that 5 tens take away 2 tens leaves
3 tens which is thirty. Show 70 beads on the string and repeat.
• If 7 tens take away 4 tens is 3 tens, what is 70 take away 40?
Write subtractions of multiples of ten on the board. Ask children to work in pairs to find the
answers. Some children may need a bead string to support them.
Write the following word problem on the board and read it through together: Here children are being asked to decide on the
Bader has 20 stickers and Ali has 30 stickers. calculation necessary to solve the problem and also to
How many stickers do they have altogether? choose a method to solve it. These skills are developed
• What are we being asked to do? Do we need to add or subtract? What numbers do we further in Unit 1.17, Problems 2.
need to add? How could we work this out? What could we use to help us?
Draw out the addition 20 + 30, and that they could use the fact 2 + 3 = 5. Use a bead string
to help them to find the answer.
Write similar word problems on the board involving addition and subtraction of multiples of
ten. Children should discuss in pairs what calculations are needed and work out answers.
Now write a number sentence on the board, such as 60 + 10 = 70. Ask children to discuss
it in pairs and to decide on a problem ‘story’ that would lead to it. Repeat several times.
Assessment What number is the arrow pointing to?

this unit. The activities can Give the children a set of cards numbered 0 to 10.
Ask them to find as many pairs with a total of 10 as they can.
end of the unit. They can Which numbers are covered up on the 100-square?
How do you know?
be new experiences.
Choose tasks and
questions from the
the activities.
What numbers are missing from these number 9+ = 10

sentences?
5+ =7
4+ =8
7+ =9
Make a row of 17 counters, using colours randomly. Ask:
• How many more counters are needed to make 20?

How could you work it out?
5 hours
Sorting and pictograms

This builds on Unit 1.6, Data handling 1, and is the To meet the expectations of this unit, children should identify similarities or The main resources needed for this unit are:
second of three units on data handling for Grade 1. differences between two common objects. They should sort a set of • computer and interactive whiteboard
Introduce the unit by explaining to children what they common objects using a criterion that they have chosen. • Internet access (optional)
will learn. Review the unit at the end, drawing out the • overhead projector (OHP)
main learning points. Expectations • plastic shapes (circles, triangles, squares of different colours)
The unit is intended to guide your planning and • piece of A2 paper for each group
teaching of mathematics lessons. It provides a link By the end of the unit, children will sort objects according to a single
• five story books
between the standards for mathematics and your criterion, and represent them on a diagram. They will make and interpret a
simple pictogram in which the symbol represents one unit. • small pieces pf paper (approximately 10 cm by 10 cm)
Kindergarten should be reviewed and Children who progress further will make and interpret pictograms where
consolidated in Grade 1 since not all children will the symbol represents a group of 2, 5 or 10 units.
have attended Kindergarten. Key vocabulary and technical terms
The teaching and learning activities should help you to
plan the content and pace of lessons. Adapt the ideas
• sort, set, symbol, pictogram, table, graph, label
to meet the needs of your class.
5 hours
5 hours 1.10.1 Collect a simple set of data, organise it and represent it in a 2.8.1 Represent a given set of data in a
pictogram in which the symbol represents one unit. pictogram using a symbol representing 2,
Sorting and
5 or 10 units.
pictograms
1.10.2 Interpret simple pictograms in which the symbol represents one 2.8.2 Read and interpret pictograms where the
unit. symbol represents 2, 5 or 10 units.
K.8.1 Choose own criterion for sorting a set of 1.10.4 Sort a set of common objects according to a single criterion, and
common objects (e.g. plain, patterned; with represent them on a diagram.
holes, without holes; square, not square).
K.8.2 Identify how two or more common objects
are the same or different.

Sorting and pictograms Launch the animation Furbles from www.furbles.co.uk on the interactive whiteboard. Select This column is for
10 furbles in four colours and with a range of 3 to 6 sides and 1 to 5 eyes. Press the red schools to note their
Collect a simple set of data,
arrow to continue. own resources, e.g.
organise it and represent it
books, worksheets.
in a pictogram in which the Ask children to describe the furbles. Draw out the four colours, and the numbers of sides
symbol represents one unit. and eyes. Ask children to help you to sort the furbles into those that are red and those that
Interpret simple pictograms are not red by moving them into one of the two groups. When the furbles have been
sorted, click on the shoe icon so that they move out of the two groups.
in which the symbol
represents one unit. • How else can we sort them?
Sort a set of common Sort the furbles according to other criteria: e.g. those which have three eyes and those This is a Carroll diagram using one criterion (shapes
objects according to a which do not; those with three sides and those that do not have three sides. with four sides), but it is not necessary for children to
single criterion, and learn the name of this type of diagram at this age.
represent them on a Launch the animation Furbles on the interactive whiteboard. Select 10 furbles in four Use Furbles from www.furbles.co.uk.
diagram. colours and with a range of 3 to 5 sides and 1 to 4 eyes. Press the red arrow to continue.
Ask children to describe the furbles. Draw out the four colours, and the numbers of sides
and eyes.
• Which colour is most popular? And the next most popular? What can we do to help us to
find out?
Discuss how you can sort the furbles, but instead show how the program can do this.
Press the bar chart icon and then tick the box next to ‘colour’. When the bar chart
disappears you will be left with a pictogram. Discuss how it is now easy to line up the
furbles to see which colour is most popular, least popular etc.
Repeat, this time selecting ‘number of eyes’, and then repeat a third time selecting ‘number
of sides’.
In advance, use clip art of fruit to make a pictogram showing children’s favourite fruits on Use clip art on the interactive whiteboard, or use an
the interactive whiteboard. Ask children to look at it and discuss in pairs what it shows. interactive whiteboard toolkit, such as Mult-e-Maths
After they have done this for a short while, ask questions about the pictogram. (see www.cambridge-hitachi.com).
• How many children like kiwi fruit?
• What is the most popular fruit? The least?
• Do more children like mango or bananas?
• Which two fruits are equally popular?
• How many more children like grapes than apples?
• What other questions could we ask?
Show children a pictogram either of favourite fruits again, or of favourite animals.
• How many more children like bears than tigers?
• How many more children like lions than giraffes?
• How many children were asked altogether? How can we tell?
• Four more children were asked. Two of them liked monkeys, and two liked elephants.
How should we alter the pictogram?
Use copy and paste to enter the new data.
• Which is the most popular animal now? And the least?
In advance, copy and paste clip art of a car to draw a pictogram of the colours of cars If you used a vertical format before, use a horizontal
owned by people. Show children the pictogram and ask them to discuss in pairs what it format this time so that children become used to seeing
shows. Ask several pairs to make a statement about what the pictogram tells them. both formats.
• If a garage could only sell two colours of cars, which should it choose? Why?
If they had to stop selling one colour from their range, which should it be? Why?
• Four more people were asked the colour of their cars. Two said silver and two said red.
How should we change our pictogram? Does this change the most popular colour?
Sorting 1
Show the children a set of plastic shapes (circles, triangles and squares of different
colours). Take two shapes which share an attribute, e.g. two that are both yellow but
different shapes.
• What is the same about these two shapes? What is different about them?
Ask children to find other shapes which share the same attribute, e.g. they are yellow.
Give each group of children a set of similar shapes. Ask them to choose a criterion by
which to sort them, and to draw a diagram of the results, either a table or two sets. Ask the
groups to find a different way to sort them and again to record the results in a diagram.
Sorting 2
Write the numbers 1 to 10 on the board. Give 10 interlocking cubes to each pair of children.
Say that they should use each number of cubes on the board to find out if it is possible to
make two identical towers. For example, when they use six cubes they will find that they
can make two identical towers of three cubes, whereas five cubes will not make two
identical towers of whole cubes. Tell children that numbers that will make two equal towers
are called ‘even’ numbers and those numbers that will not are called ‘odd’.
Ask children to work in pairs to discuss a way they could record their findings, perhaps in a
table or two sets. Share these ideas with the rest of the class before they start recording.
Making a pictogram 1
Give each child a small piece of paper (approximately 10 cm by 10 cm). Write the names of
five fruits on the board and say that they should choose their favourite fruit from these five.
They should then draw the fruit on their piece of paper.
• Which do you think will be the most popular? And the least?
Draw the axes of a pictogram. Label the horizontal axis with the names of the five fruits and
number the vertical axis, labelling it ‘Number of children’. Invite each child to come and
stick their fruit in the correct place on the pictogram.
• Which is the most popular? How can we tell?
• Which is the least popular?
• If we were preparing a picnic, which two fruits would it be good to take? Why?
Ask children to repeat the activity in their groups, this time choosing their favourite
vegetables. They should construct a group pictogram.
Show children five story books that you have read to them recently. Remind them of the This time the axes are reversed as it is important that
stories and ask them to choose their favourite. children become used to seeing pictograms in both
Give children small pieces of paper and ask each child to draw a smiley face on it. Draw horizontal and vertical formats.
the axes of a pictogram on the board; label the vertical axis with the names of the stories
and number the horizontal axis. Ask children to come up and stick their smiley faces in the
correct places on the pictogram. Point out that one smiley face represents one child.
• Which was the most popular story? Why did you think that was?
• If we had asked a Grade 4 class, do you think the results would have been different?
What if we had asked your younger brothers or sisters?
Ask children to work in groups to collect data about favourite films. They should each
construct a pictogram to show the results using one smiley face to represent one child. Ask
each group to explain to the rest of the class what their pictograms tell them.
Ask each group to find out how many people are in the families of each child in their group
(parents and siblings). They should then construct a pictogram showing the information for
their group. Each child’s name should be across the horizontal axis, and the number in
each family on the vertical axis. Ask children to draw a smiley face to represent each
person in each child’s family. Emphasise the importance of making the faces the same
size, and level with each other to make it easier to compare the columns.
Assessment Tell children that these shapes have been sorted.

Set up activities that allow • Put a cross (8) on the shape that is in the wrong
children to demonstrate place.
teaching activities or can Say that some children made this graph about four
be new experiences. containers.
Choose tasks and • How many more cups of water does the teapot hold
questions from the than the jug?
the activities. • How many bottles can the teapot fill?
Talk about this pictogram.
• What can we find out by looking at it?
• How many more people prefer cheese than the

number who prefer tuna?
How many more people prefer chicken to egg?
Grade 1: Fractions UNIT 1.15
3 hours
Halves and quarters

This is the only unit on fractions for Grade 1. To meet the expectations of this unit, children should already know doubles The main resources needed for this unit are:
Introduce the unit by explaining to children what of numbers to 5 (e.g. 4 and 4 is 8). • computer and interactive whiteboard
they will learn. Review the unit at the end, • Internet access (optional)
drawing out the main learning points. Expectations • overhead projector (OHP)
The unit is intended to guide your planning and • large jug, coloured water and transparent cylindrical containers
By the end of the unit, children will know doubles of numbers 1 to 10 (e.g.
teaching of mathematics lessons. It provides a • paper squares, circles, rectangles and triangles
link between the standards for mathematics and 7 and 7 is 14), and corresponding halves. They will recognise that one whole
• scissors, large sheet of paper
your lesson plans. In particular, the standards is equivalent to two identical halves or four identical quarters. They will find
halves and quarters of simple shapes, estimate half or quarter of an amount • a cake
of water, and make half and quarter turns. They will describe a simple • a photocopy of a range of shapes for each child
will have attended Kindergarten. relationship between two numbers, quantities, shapes or objects using
appropriate mathematical terms.
The teaching and learning activities should help Key vocabulary and technical terms
you to plan the content and pace of lessons. Children who progress further will know by heart doubles of whole
numbers to 15 and corresponding halves. They will recognise half, quarter Children should understand and use:
and three quarters of simple shapes and small whole numbers. • half, quarter, whole
• equal parts
131 | Qatar mathematics scheme of work | Grade 1 | Unit 1.15 | Fractions © Education Institute 2005
3 hours
3 hours K.4.4 Build up knowledge of doubles of numbers 1.4.6 Know doubles of numbers 1 to 10 (e.g. 7 and 7 is 14), and 2.4.14 Know by heart doubles of whole numbers
to 5 (e.g. 4 and 4 is 8). corresponding halves. to 15 and corresponding halves.
Halves and
quarters; 1.6.1 Recognise that one whole is equivalent to two identical halves or 2.4.15 Recognise half, quarter and three quarters
four identical quarters. For example: of simple shapes and small whole numbers.
solving
problems • find halves and quarters of paper shapes by paper folding;
• estimate the quantity of water in a cylindrical container using
phrases like about half full, about one quarter full;
• make half turns and quarter turns in outdoor games.

Halves and quarters; Use the ‘curtain’ on the interactive whiteboard. Show a rectangle or square, and draw the This column is for
solving problems curtain across until only half the shape is showing. Ask: schools to note their
• How much of the shape is showing now? own resources, e.g.
Know doubles of numbers 1
• How do you know? books, worksheets.
to 10 (e.g. 7 and 7 is 14), and
corresponding halves. Draw the curtain further across until only one quarter is showing. Ask:
Recognise that one whole is • How much of the shape is showing now? Screenshots of toolkit
equivalent to two identical • How do you know? for an interactive
halves or four identical whiteboard are from
Repeat with rectangles of different sizes and colours.
quarters. For example: Mult-e-Maths
• find halves and quarters of (www.cambridge-
paper shapes by paper hitachi.com).
folding;
• estimate the quantity of
water in a cylindrical
container using phrases
Draw several shapes on the board (e.g. square, rectangle, triangle and circle). Draw a line to
like about half full, about
divide the first shape in half and explain that you have divided this shape in half so that both
one quarter full;
sides of the shape are the same size. Draw a copy of the shape and draw a line that does not
• make half turns and divide the shape into two equal parts.
quarter turns in outdoor
• Have I divided the shape in half now? Remember that halves need to be the same size.
games.
Agree that you have not. Invite children up to the board to divide the other shapes in half.
Describe a simple
relationship between two Draw several shapes on the board (e.g. square, rectangle, triangle and circle). Draw two lines to
numbers or quantities using divide the first shape into quarters and explain that you have divided this shape into four equal
mathematical terms. parts called quarters. Draw a copy of the shape and draw two lines that do not divide the shape
into quarters.
• Have I divided the shape into quarters now? Remember that quarters need to be the same
size.
Agree that you have not. Invite children up to the board to divide the other shapes into quarters.
Have ready a large jug of coloured water and a range of transparent cylindrical containers. Pour
some water into each container in turn. Ask children to estimate when the container is half full.
Pour the water back into the large jug. Repeat, this time asking children to estimate when the
container is one quarter full.
Launch Measuring cylinder. Click on the tap so that the cylinder begins to fill. Ask children to Use Measuring cylinder
call out ‘stop’ when they think it is half full. Annotate the screen to show the two equal halves of (www.standards.dfes.gov.uk/primary/
the measuring cylinder. publications/mathematics/itps/).
Repeat several times until more children are accurate.
Repeat, this time asking children to call out when the cylinder is one quarter full.
Repeat by filling the cylinder to the top, and then using the tap to empty the cylinder. Ask
children to tell you when the cylinder is half empty.
Halves and quarters 1

Show children a paper square. Demonstrate folding it in half into two equal rectangles, and
opening it to show that the two halves are the same. Give each pair of children a paper square
and ask them to discuss if there is another way of folding the paper into two equal parts. Agree
that they can fold it into two equal triangles.
Give each pair of children a paper circle, rectangle (not square) and triangle. Ask them to find
different ways of folding each of them in half. Give pairs some scissors and ask them to cut
along the folds to make two equal halves. Stick the two halves on a large sheet of paper.
Show the children a cake. Say that it is to be shared equally between two children.
• How can we do this?
Say that now there are four children to share the cake. Ask again how to do it. Draw out that
you can cut each half in half again and explain that each child gets one quarter.
• Do they get less or more than when we shared the cake between two children?
• If the cake was only shared between two children, how many quarters would they get each?
How many halves are in a whole cake? How many quarters?
Point out that two quarters are equal to one half.
Give the children a resource sheet of a variety of different shapes and ask them to divide each
shape into halves and quarters.
Practise doubling small numbers 1 to 5, using fingers. Hold up two fingers on each hand.
• What is double two?
Repeat with double three, double five, double one, double four.
Now hold up, say, four fingers on each hand.
• How many fingers am I holding up?
Fold down the fingers on one hand.
• What is half of 8?
Repeat with ten fingers, six fingers, four fingers and two fingers.

Display a number of objects on the interactive whiteboard. Invite children to come to the board
to do something to half the objects.
For example, put 6 circles on the board. Invite a child to colour half the circles red, and another
child to colour half the circles blue. Stress that each half has the same number of circles.
Put 10 fruits on the board, and an empty rectangle. Tell the children that the rectangle is a
basket. Invite a child to put half the fruits in the basket. Check by counting that both halves have
the same number of fruits.
Put 14 farm animals on the board, and an empty square. Tell the children that the square is a
field. Invite a child to come and put half the animals in the field. Again, check by counting that
both halves have the same number of animals.
You could extend this activity by asking children to put ‘more than half the fruits in the basket’ or
‘less than half the animals in the field’.
Discuss with the class how to find half of a number, such as 16. Ask them to imagine a class of
16 children.
• How could we divide the class into two equal halves?
Get children to discuss the question with a partner, then take feedback on their suggestions.
Draw out that lining up side by side in two lines would be one way to do it. Another way would
be for each child to take a partner, then one of each pair to go to one side of the room and the
remaining children to the other side of the room.
Repeat both methods on the interactive whiteboard: for example, finding half of 14 cubes.

Take children into a large room for this activity. Ask them to face forward and then to turn round
so that they are facing the front again. Say that this is a whole turn. Ask them to think what a
half turn might be and then to make a half turn. Ask them to make another half turn and say that
they should now be facing the front again.
Remind them that a quarter is half of a half. Ask children to make a quarter turn.
• If you make another quarter turn, where will you face?
Ask children to face the front and then to make quarter turns until they are facing the front.
• How many turns did you make? How many quarters are in a whole?
Ask children to work in pairs. Say that they should give instructions to each other to face the
front, either side of the room or the back of the room by saying what turns they should make.
Assessment The dotted line shows where each shape will be cut.
Set up activities that allow Which of the shapes will not be cut in half?
children to demonstrate what How do you know?
The activities can be
end of the unit. They can be
This is half a shape.
activities or can be new What do you think the whole shape might be?
experiences. Choose tasks
the activities.
Point to the shape that has more than half shaded.
Which of these shapes is divided into quarters? How

can you tell?
Mai puts half of these pears in a basket.

How many pears does she put in the basket?
7 hours
Length, mass, capacity and time

This unit builds on Unit 1.8, Measures 2, and is To meet the expectations of this unit, children should make direct The main resources needed for this unit are:
the last of three units on measures for Grade 1. comparisons of the length, weight or capacity of two or three common • computer and interactive whiteboard
Introduce the unit by explaining to children what objects. They should describe time using words such as today, tomorrow, • Internet access (optional)
they will learn. Review the unit at the end, morning, afternoon, and the names of the days of the week. They should be
drawing out the main learning points. able to find their own way of solving problems.
• kitchen storage jars, cubes, egg cups, lentils
The unit is intended to guide your planning and • 30 cm ruler
teaching of mathematics lessons. It provides a Expectations • 100 gram weights
By the end of the unit, children will measure length, weight and capacity • a range of groceries
using everyday non-standard units. They will order a set of familiar events, • washing line, pegs and cards
consolidated in Grade 1 since not all children read the time on a clock to the hour or half hour, and name in order the days • individual clocks
of the week and the months of the year. They will describe a simple • teaching clock (preferably geared)
relationship between two quantities or objects using appropriate • sand timers
mathematical terms.
you to plan the content and pace of lessons. • sheet of 12 clocks with hour times
Children who progress further will measure and compare length, weight • sheet of 12 clocks with half hour times
and capacity using standard metric units, reading scales to the nearest
division. They will use a ruler to measure and draw lines to the nearest
centimetre. They will tell the time to the nearest 5 minutes and calculate a Key vocabulary and technical terms
simple time difference. They will explain in their own words how they solved
a simple problem.
• heavy, heavier, heaviest, weight
• tall, taller, tallest, long, longer, longest, short, shorter, shortest, length
• holds more, holds most, holds less, holds least
• days of the week and months of the year
• morning, afternoon, midday, afternoon, evening
• time, o’clock, half past, hour
7 hours
2 hours K.6.1 Make direct comparisons of two or three objects 1.8.1 Compare the length, weight or capacity of two or more 2.7.1 Use a single standard unit (metre, centimetre;
by noting which is: everyday objects by using direct comparison or non- kilogram, gram; litre, millilitre) to estimate,
Comparing,
taller, tallest; shorter, shortest; longer, longest; standard units. measure and compare length, mass/weight or
ordering and
heavier, heaviest; lighter, lightest; capacity, recording readings using a single
measuring holds more, holds most; holds less, holds least. unit.
length, mass
2.7.2 Choose and use appropriate measuring
and capacity
equipment, reading scales to the nearest
division.
5 hours 2.6.2 Use a ruler to measure and draw a straight
Time line of a given length to the nearest
centimetre.
K.7.3 Read time to the hour on a clock face. 1.9.1 Read the time on a clock to the hour and half hour. 2.7.3 Read the time on a clock with hands to the
nearest 5 minutes; understand and use the
notation 6:35, reading this as six thirty-five.
K.7.4 Identify the time to the nearest hour of everyday 1.9.2 Relate events to clock time using vocabulary such as
events, such as ‘lunchtime is 1 o’clock’, ‘bedtime before 3 o’clock, after half past 6, between 4 o’clock
is 8 o’clock’, ‘prayers are at 12 o’clock’, and and 5 o’clock.
relate these times to the position of hands on a
clock face.
1.9.3 Order a set of familiar events.
K.7.1 Use terms such as day, week, morning, 1.9.4 Use units of time such as week, month, year to
afternoon, evening; today, tonight, yesterday, describe the duration of an event or when it will take
tomorrow, birthday, Eid. place.
K.7.2 Name the days of the week in order. 1.9.5 Name the days of the week and the months of the
year in order.
2.7.4 Calculate a time interval of less than 1 hour
(a multiple of 5 minutes).
K.1.1 Find their own way of solving simple practical 1.1.3 Describe a simple relationship between two numbers, 2.1.2 Explain orally in own words or by using
problems involving numbers, shapes or objects. quantities, shapes or objects using appropriate numbers, objects, signs and symbols or
mathematical terms. simple diagrams the method used to solve a
simple problem.
2 hours Short activities for lesson starters: length, mass and capacity
Comparing, ordering Show children three different kitchen storage jars. Discuss how you might compare and The aim of this activity is to remind children of the language This column is for
and measuring measure their height, weight and capacity. Take children’s suggestions and measure the height of different aspects of measurement. It is important that schools to note their
(e.g. using cubes), weight (e.g. compare using a balance or use a non-standard unit such as they also see that there are different ways of comparing own resources, e.g.
length, mass and
cubes or apples depending on the weight of the jars) and their capacity (e.g. finding how many size. books, worksheets.
capacity
egg cups of lentils it takes to fill each jar).
Compare the length,
weight or capacity of Show children a 30 cm ruler. Draw a table on the board in which to record objects which are
Longer than the ruler Shorter than the ruler
two or more everyday longer or shorter than the ruler. Ask children for suggestions. If they are unsure, they should
compare the ruler with the object. table book
objects by using direct
comparison or non- door pencil
standard units.
Describe a simple
Give a 100 gram weight and a range of groceries to each group. Ask children to pass the weight
relationship between
round to see how heavy it feels. Tell them to estimate which objects are heavier than the weight
two numbers,
and which objects are lighter. They should record this information in a table.
quantities, shapes or
objects using
appropriate
mathematical terms.
Give each group a 30 cm ruler. Write a list of objects on the board, e.g. table length, height of
chair, height of a child, height of the board. Ask each group to choose at least four. They should
look at the ruler and the object and guess how many ruler lengths long the object is. Then they
should measure the object.
5 hours Short activities for lesson starters: time

Time Write the days of the week on cards and hang them on a washing line in order. Read them
Read the time on a through together several times. Ask children to close their eyes while you exchange two of the
cards.
clock to the hour and
half hour. • Which ones have I moved? What should I do to put them in the correct order?
Relate events to clock Repeat several times.

time using vocabulary This time turn two cards around while children close their eyes.
such as before 3 • Which days are missing?
o’clock, after half past
Throughout the week, write a significant event on each card, and then go through them at the
6, between 4 o’clock
end of the week.
and 5 o’clock.
[continued]
[continued] Write the months of the year on cards and hang them on a washing line in order. Read them
Order a set of familiar through together several times. Ask children to close their eyes while you exchange two of the
events. cards.
Use units of time such • Which ones have I moved? What should I do to put them in the correct order?
as week, month, year Repeat several times.
to describe the This time turn two cards around whilst children close their eyes.
duration of an event or
• Which months are missing?
when it will take place.
Discuss major events of the year, such as religious festivals, birthdays, start of the school year
Name the days of the
etc., and write them on the month cards.
week and the months
of the year in order. Use Time. It will open with the clock telling the correct time. Use the time controls so that it says Use the program Time
1 o’clock and choose one hour as the interval. Tell the children that the small hand is on one (www.standards.dfes.gov.uk/primary/
and the big hand is at the top of the clock, and so we say that this time is 1 o’clock. Click on ‘+’ publications/mathematics/itps/).
to move the hands forward by one hour.
• What number is the small hand pointing to now? Is the big hand still pointing to the top?
Say that this time is 2 o’clock. Click on ‘+’ to move the hands forward by one hour again.
• What time do you think this says?
Repeat, moving the time on by one hour and counting on in hours until you reach 12 o’clock.
Click the ‘+’ sign again, and point out that one hour after 12 o’clock is 1 o’clock. Carry on
counting on in one hour intervals.
1
Use Time. Use the time controls so that the clock says half past one and choose ⁄2 hour as the
interval. Tell the children that the small hand is halfway between 1 and 2 and the big hand is
halfway round the clock, and so we say that this time is half past 1. Click on ‘+’ to move the
hands forward by half an hour.
• What number is the small hand pointing to now? Where is the big hand pointing to? What
does that mean?
Agree that this time is 2 o’clock. Click on ‘+’ to move the hands forward by half an hour again.
• What time do you think this says now?
Repeat, moving the time on by half an hour and counting on in half hours.
Give each pair of children a clock with moveable hands (e.g. small cardboard clocks with plastic
hands). Call out different o’clock times and ask them to move the hands to the correct positions
and to show you. Repeat, now including half hour times.
Time 1: understanding duration of time

Give each group a sand timer. Ask them to see how many houses they can sketch before the
sand runs out. Repeat, this time asking them to write their names. Ask them to think of two other
actions they could repeat while the sand runs through the timer.
Tip the timer at various points during the day, for example, while taking the register, lining up,
getting changed for PE, so that children become familiar with this unit of time.
• What events might take longer than it takes the sand to run through the timer? What events
take less time?
Time 2: sequencing familiar events
Ask children to suggest some events that occur in the morning, e.g. breakfast, coming to school,
prayers. Then ask for suggestions for afternoon and then evening events. Write each on a card
and draw a clock by the side to show the time (to the nearest hour) that the event occurs. Put
‘lunch’ on a card and hang this in the middle of the washing line. Shuffle the other cards and ask
children to help you to put them in order on the line. Draw attention to how the clocks can help.
Show children a large teaching clock. Set the time at the first event, e.g. breakfast.
• What happens at this time?
Move the clock on an hour at a time, asking children to call out when an event occurs.
Time 3: telling the time
Prepare a sheet of twelve clocks with the hour times in random order. Ask children to cut out the Do not include ordering morning and afternoon times at
clocks and put them into order from 1 o’clock to 12 o’clock. They should choose three times and this stage.
sketch an event that might happen at each time.
Prepare a sheet of twelve clocks with half hour times from 1 o’clock to half past 6 in random Putting the clocks in order will help the children to identify
order. Ask children to cut out the clocks and to put them in order. When they have done this the times on them.
they should write the time each shows.
Show children 1 o’clock on a teaching clock.
• What time will it be one hour later?
Move the hands on one hour to check. Give children individual clocks and ask them to move the
hands to show 2 o’clock.
• What time will it be one hour later? Move the hands to show me.
Now show different times on your clock and ask children to show the time one hour later on their
clocks.
Repeat, this time asking children to show the time half an hour later.
Assessment How could we compare the size of these two tins?

Set up activities that allow Is there another way we could compare them?
children to demonstrate Can you tell which is heavier by looking at them?
what they have learned in Why not?
this unit. The activities Tell me three events which happen before midday and three events which happen in the afternoon.
can be provided
informally or formally What is the time on this clock? What time will it be one
during and at the end of hour later?
the unit. They can be
selected from the
be new experiences.
Choose tasks and
questions from the Which of these clocks shows half past 3?
examples to incorporate
in the activities.
Tamim went to the beach.

He left home at half past 10.
The journey took half an hour.
What time did he get to the beach?
When is your birthday? What is the month after your birthday? And the month before?
Which days do we come to school? Can you list them in order? Which day comes next?
GRADE 1: Problems 2 UNIT 1.17
9 hours
Number patterns; number and money problems

This unit builds on Unit 1.10, Problems 1, and is To meet the expectations of this unit, children should be able to model and The main resources needed for this unit are:
the second of two units on problems for Grade 1. solve simple practical problems involving numbers, shapes or objects, and • computer and interactive whiteboard
Introduce the unit by explaining to children what explain and give simple reasons for their methods. • Internet access (optional)
they will learn. Review the unit at the end, • overhead projector (OHP)
drawing out the main learning points. Expectations • 100-square
The unit is intended to guide your planning and • 0–100 number line
teaching of mathematics lessons. It provides a By the end of the unit, children will count on and back in twos. They will
• 0–20 cards
link between the standards for mathematics and describe a simple relationship between two numbers, quantities, amounts of
money, shapes or objects using appropriate mathematical terms. They will • digit cards 1 to 8 for each pair of children
find simple totals and work out change for amounts up to QR 100. They will • counters (or dried beans)
consolidated in Grade 1 since not all children model and solve simple routine and non-routine problems involving the • 1, 5, 10, 50 and 100 riyal notes
addition and subtraction of numbers or money, explaining their solutions • individual mini-whiteboards
orally.
Children who progress further will count on and back in twos, threes,
you to plan the content and pace of lessons. Key vocabulary and technical terms
fours, fives and tens. They will model and solve mathematical problems by
using numbers, money, objects, signs and symbols, or simple diagrams. Children should understand and use:
They will explain in their own words or by using diagrams the method used • twos, tens, pattern, sequence, repeat
to solve a simple problem.
• odd, even
• digit, two-digit
• smallest, largest
• add, subtract, count on/back, total, altogether
• problem, question, method, solution, relationship, sort, compare, order,
predict, model, represent, interpret, solve, explain
9 hours
2 hours 1.3.1 Count groups of objects, e.g. put 20 items into groups of 5 and
count the number of groups.
Number patterns
1.3.2 Count to 100 and back to zero in 10s, 5s and 2s. 2.3.2 Count in steps of 2, 3, 4, 5 and 10 from
zero to the 10th multiple.
7 hours
1.4.10 Given a problem ‘story’ or ‘situation’ involving the addition or 2.4.18 Given a word problem involving one-step
Number and
subtraction of numbers, money or measures, identify a relevant addition, subtraction, multiplication or
money problems
operation, write a related number sentence and do the required division, identify the relevant operation,
calculation, supported where necessary by real objects or a write a related number sentence and do
number line. the required calculation.
1.5.1 Identify the values of Qatari coins and bank-notes to QR 100.
1.5.2 Identify different combinations of notes with the same value, e.g. 2.5.1 Show how to pay an exact number of
know that a QR 10 note is equivalent in value to two QR 5 notes riyals using smaller bank-notes.
or ten QR 1 notes, or that two half riyal coins or four quarter riyal
coins are equivalent to QR 1.
1.5.3 Find simple totals and work out change for amounts up to 2.5.3 Find a total or amount of change up to
QR 100. QR 500.
1.4.13 Solve non-routine problems, such as simple number puzzles. 2.4.19 Solve non-routine problems, involving
small whole numbers.
K.1.1 Find their own way of solving simple 1.1.1 Represent a problem and its solution by using objects, numbers, 2.1.1 Represent a problem by using numbers,
practical problems involving numbers, symbols or simple diagrams. objects, signs and symbols, or simple
shapes or objects. diagrams.
K.1.2 Represent a problem and its solution 1.1.3 Describe a simple relationship between two numbers, quantities,
with pictures or objects. shapes or objects using appropriate mathematical terms.
K.1.3 Explain orally their way of solving a 1.1.2 Explain orally in own words the method used to solve a simple 2.1.2 Explain orally in own words or by using
problem and their reasons. problem. numbers, objects, signs and symbols or
simple diagrams the method used to solve
a simple problem.

Number patterns Point to the tens numbers on the 100-square and say them in order, asking children to join Make sure that children realise that they are This column is for
in as they become confident. Repeat, this time asking children to flash both hands up as adding/subtracting ten each time. Some children learn to schools to note their
Count groups of objects,
they say each ten. After several times, stop intermittently. recite counting tens without making the link to own resources, e.g.
e.g. put 20 items into
• What is 10 more than 40? How do you know? adding/subtracting ten. This is addressed in several books, worksheets.
groups of 5 and count the
units on number.
number of groups. Repeat, counting forward and back in tens. As children become more fluent, ask them to
Count to 100 and back to close their eyes as they count in tens so that they cannot see the numbers on the 100-
zero in 10s, 5s and 2s. square.
Sit children in a circle. Count round the circle in tens until you reach 100.
• Who will say 50? How do you know? What number will Aisha say?
Repeat, this time counting back from 100.
Point to the number 2 on the number line.
• What is two more than 2?
Draw a hop from 2 to 4.
• And two more?
Repeat drawing hops of 2 until you reach 20.
• Can you see the pattern? Which number do we land on?
Draw out that you are landing on every other number, and agree that you do not need to
draw hops to all of the numbers to 100.
Ask children to count in twos from 2 to 100, and back again. Repeat until they are fluent.
Number line from a toolkit for an interactive whiteboard
Repeat this activity for counting in 5s.
Mult-e-Maths (www.cambridge-hitachi.com)
Sit children in a circle. Count round the circle in twos.
• Who will say 8? How do you know? What number will Rashid say?
Repeat, this time counting back from 20.
Patterns 1
Write the following sequence on the board: 10, 20, 30, , 50, 60, , 80, 90, 100. 10, 20, 30, , , 60, , 80, 90, 100
• Which numbers are missing? What is the pattern? 10, 20, , , 50, 60, , , 90, 100
Count along the sequence and ask children to say the missing numbers. 10, 20, , , 50, 60, , , , 100
Write the following sequence on the board: 10, 20, 35, 40, 50, 61, 70, 83, 90, 100.
• Which numbers are wrong? How do you know?
Give children sequences of tens with up to five numbers missing. Ask them to fill in the
missing numbers. Encourage them to check they have put the correct numbers in the
sequences by counting on and seeing if they say the next numbers already written.
Patterns 2
Say that you are going to count from 1 to 20. Explain that you want children to whisper the
first number, say the second number, whisper the next number and so on. Show children a
shuffled pack of 1–20 cards.
• Which numbers did we whisper? Which did we say in a normal voice?
Sort the cards into two sets, those that were whispered and those that were said normally.
Say that the numbers they whispered are called the odd numbers, and the numbers they
spoke are called the even numbers. Ask children to help you to put the even numbers in
order. Ask them to close their eyes while you remove three of them.
• Which numbers are missing? How do you know?
Give a pack of 0–20 cards to each pair of children. Say that first they should find the even
numbers, and then put them in order. They should take it in turns to close their eyes while
their partner removes a few cards from the sequence. The first child should say which
cards have been removed.

Number and money Write the digits 2 and 3 on the board. Say that we can use these two digits to make the After several tries, encourage children to think what the
problems two-digit number 23. first digit could be and then, fixing this digit, what the
• What other numbers can we make using these two digits? Work in pairs and write them second could be, e.g. 22, 23, 32, 33.
Given a problem ‘story’ or
‘situation’ involving the on your whiteboards. How many different numbers can you make? Which is the smallest
addition or subtraction of number? And the largest?
numbers, money or Write the digits 4 and 8 on the board and repeat. Do children realise that they can make
measures, identify a the same number of two-digit numbers?
relevant operation, write a Repeat with other pairs of digits (excluding 0).
related number sentence
Explain to children that they should say a number less than 10 and that you will respond by
and do the required
saying a number. They should guess what you are doing.
calculation, supported
where necessary by real As they suggest numbers, you say the complements to 10. When children think they have
objects or a number line. guessed what you are doing, they should not shout this out, but suggest other numbers to
test their hypotheses. Continue until all children are sure of what you are doing.
Identify the values of Qatari
coins and bank-notes to Repeat, this time asking children to say numbers less than 9, and give the complements to
QR 100. eight.
[continued] Write the numbers 2 and 4 on the board. Say that you have done something to the first
number, 2, to get the second number, 4. Ask children to guess what you have done. They
should not shout this out, but suggest a pair of numbers that they think follows your rule. If
the pairs they suggest double the first number to get the second, write them on the board.
Continue until all children are sure of the rule.
Write the numbers 10 and 12 on the board and repeat. If children suggest pairs of numbers
where 2 is added to the first number to get the second, write them on the board. Continue
until all children are sure.
[continued] Show children 1, 5, 10, 50 and 100 riyal notes and remind them of how to record their
Identify different values, i.e. QR 1, QR 5, etc.
combinations of notes with Now show each (not in order) with your finger hiding the number on the note and ask
the same value, e.g. know children to record on their whiteboards the value of the note.
that a QR 10 note is
equivalent in value to two
QR 5 notes or ten QR 1 Write QR 4 + QR 5 on the board.
notes, or that two half riyal
As a class make up a ‘problem’ story which might lead to this calculation. For example:
coins or four quarter riyal
My father gave me 4 riyals and my mother gave me 5 riyals.
coins are equivalent to
How much did they give me altogether?
QR 1.
Ask children to work in pairs to create a different story. When they have done so, they
Find simple totals and work
should share it with a neighbouring pair. Choose a few pairs to share theirs with the class.
out change for amounts up
to QR 100. Write QR 10 – QR 5 on the board and repeat.
Solve non-routine Number problems 1 Resource sheet

problems, such as simple Give each pair of children 18 counters (or dried beans).
number puzzles.
Make a resource sheet like the one on the right. The circles should be as large as possible
Represent a problem and so that counters can be placed in them.
its solution by using objects,
Ask the children to work in pairs. Tell them that their counters are ducks and that the circles
numbers, symbols or
are duck ponds. Ask them to arrange their counters in the ponds so that each pond holds 2
simple diagrams.
more ducks than the one before. Emphasise that they must use all their ducks. (The
Explain orally in own words solution is 4, 6, 8.)
Ask any pairs who finish quickly to arrange their 18 ducks so that each pond holds 3 more
simple problem.
ducks than the one before. (The solution is 3, 6, 9.)
Number problems 2 Resource sheet
Make a resource sheet like the one on the right. Give each pair of children a copy. Read
through the problem to make sure that they understand what they are being asked to do.
Ensure that they realise that more than one bean-bag can be thrown into a bucket.
• What is the lowest score that Tarik can get? How would he do this?
Agree that three bean-bags could go in bucket 1 and so he could score three points.
• How could Tarik score 5?
Ask children to discuss this in pairs and to write down one possibility on their whiteboards.
They should record the numbers in a number sentence. Point out the different ways on
children’s whiteboards, so that they realise that there can be more than one way to make 5
using three numbers, i.e. 2 + 2 + 1; 3 + 1 + 1, but any other ways would use either more or
fewer than three numbers. Point out that the order of numbers does not matter in this case.
Ask children to work in pairs to answer the questions in the problem.
Source: Mathematical challenges, DfEE ref. 0083/2000.
Number problems 3
Write the following problem on the board: Hala Suha
Hala and Suha are sisters. The total of their ages in years is 6. Hala is older than Suha. 5 1
Her age is an even number. How old are Hala and Suha?
4 2
Suggest that children could start by listing the pairs with a total of 6, and then seeing which
3 3
ones fit the clues.
• If Hala is older than Suha, which of these combinations cannot be right? 2 4
• What other clues do we have? So what are their ages? 1 5

• What if the total of their ages were 7?
Ask children to work on this problem in pairs.
They will find that there are two possibilities (6 and 1, 4 and 3). Together write an extra clue
that would eliminate one of them, e.g. Suha has a younger brother who is 2.
Number problems 4
Draw six circles arranged in a triangle on the board. Say that the numbers 1, 2 and 3 must
be placed in the circles such that the total of each side is 5. Each number can be used a
maximum of three times. Give each pair of children three of each number card 1, 2 and 3.
Ask them to work in pairs to find a solution, and then to record it on their whiteboards. Ask
pairs with different solutions to show to the class that there are different possible answers.
Repeat, this time asking children to make each side have a total of 6. They should find at
least two different ways.
Number problems 5 Resource sheet and OHT
Make a resource sheet like the one on the right, and an OHT. Give one copy to each pair
of children.
Start by asking a few questions such as:
• Tell me two numbers with a total of 8. And another pair? And another?
• Tell me three numbers with a total of 8. And another three numbers?
Give each pair of children 20 counters (or dried beans). Tell the pairs to arrange the
counters in the circles on the resource sheet. They must put at least one counter in every
circle.
They must also do it so that there are exactly 8 counters in each line of three circles.
Ask the pairs to work on the problem. Solution
Pairs who finish quickly should write the numbers of counters in each circle on the resource There are two different ways to get 8 in each line.
sheet. Give them a second copy of the resource sheet and this time ask them to arrange 3 2 3 or 4 2 2
the counters to make 9 counters in every line of three circles.
2 2 2 2
Take feedback on the first problem. Write one of the solutions on the OHT. Check with the 3 2 3 2 2 4
class that each line of three circles adds up to 8. There are also two different ways to get 9 on each side.
Get some of the pairs to explain how they solved the problem to the rest of the class.
Money problems 1
Show children a QR 5 note and a QR 1 note. Say that one QR 5 note is worth five QR 1
notes. Show a QR 10 note and say this is worth ten QR 1 notes.
• So how many QR 5 notes would you change for one QR 10 note?
Show a QR 100 note and say that this is worth one hundred QR 1 notes.
• So how many QR 10 notes would you change for one QR100 note?
Show the children a QR 20 note.
• What notes could I change this for?
Ask children to work in pairs and write additions of QR notes with a total of QR 20. Remind
them that they can only use QR 1, QR 5, Q 10 and QR 20 notes. Ensure that they know
how to use the notation QR.
Money problems 2
Label five items with price tags, QR 5, QR 10, QR 29, QR 50 and QR 40. Pretend to be a This practical activity aims to help children understand
shopkeeper. Ask a child to pretend to be a shopper and give them QR 50 as five QR 10 the concept of change before moving on to solve
notes. ‘problem’ stories.
• How much money does the shopper have? How can we count it?
Say that the shopper wants to buy the item for QR 40.
• How many notes do we need to pay QR 40? How many notes will the shopper have left?
How much money will the shopper have left?
Say that the shopper has decided to buy the QR 5 item instead.
• The shopper does not have a QR 5 note. What should they do?
Agree that the shopper will need to change a QR 10 for two QR 5 notes. Role-play paying
this amount, and then count how much money is left. Repeat with the other items.
Money problems 3
Write the following ‘problem’ stories on the board and read through them together: The calculations should be easier than the children are
• Huda has QR 20. She spends QR 15 on some pens. How much money does she have used to as the activity is made more difficult by
left? incorporating the arithmetic into word problems.
• Yusef has QR 30 and Nasser has QR 10. How much do they have altogether?
Ask children to discuss in pairs how they would answer each of these questions. They
should also discuss whether the answer needs to be bigger than the numbers in the
questions or smaller than one of them. Take feedback and draw out that one question
needs us to add the numbers together, and the other needs us to subtract. Point out that
the words ‘altogether’ and ‘left’ give some clues.
• Do Nasser and Yusef have enough money to buy a football for QR 39? How much
change would they have?
Give pairs of children a prepared sheet of ten simple ‘problem’ stories involving money.
(The calculations involved should be well within their grasp.) They should read them
together and write + or – by each one, depending on whether they think they need to add
or subtract. Afterwards they should choose five of them to solve.
Assessment Say to children:

Set up activities that allow • There are 10 crayons in each box.
children to demonstrate How many crayons are there altogether?
this unit. The activities can Tell children that these numbers form a pattern.
2, 4, 6, , , 12, 14
end of the unit. They can • What numbers should go in the boxes?
Ask children to use all the numbers 1 to 5 and to write
one number in each circle.
be new experiences.
Each line must have a total of 8.
Choose tasks and
questions from the
the activities.
Ask children to pick two of these numbers.
• What is the largest total you could get? And the

smallest?
• What other totals could you make?
Give children some cards showing pictures of toys

labelled with prices up to QR 20. Say:
• Find the toy that costs fifteen riyals.
• Read how many riyals the toy robot costs.

• Which toy costs five riyals more than the toy car?
• Which toy costs ten riyals less than the doll?
• How much do the teddy bear and the toy drum cost
altogether?
• Put all the cards in order. Start with the toy that costs
the least.
• If I pay for the boat with a twenty riyal note, how much
change will I get?
5 hours
Sorting, pictograms and solving problems

This unit builds on Unit 1.14, Data handling 2, To meet the expectations of this unit, children should identify similarities or The main resources needed for this unit are:
and is the last of three units on data handling for differences between two common objects. They should sort a set of • computer and interactive whiteboard
Grade 1. common objects using a criterion that they have chosen. • Internet access (optional)
Introduce the unit by explaining to children what • overhead projector (OHP)
they will learn. Review the unit at the end, Expectations • milk and flavourings
drawing out the main learning points.
The unit is intended to guide your planning and By the end of the unit, children will sort objects according to a single
• 1–20 number cards
teaching of mathematics lessons. It provides a criterion, and represent them on a diagram. They will make and interpret a
simple pictogram in which the symbol represents one unit. They will solve • individual mini-whiteboards
your lesson plans. In particular, the standards simple addition and subtraction problems by using data from graphs.
for Kindergarten should be reviewed and Children who progress further will make and interpret pictograms where Key vocabulary and technical terms
consolidated in Grade 1 since not all children the symbol represents a group of 2, 5 or 10 units. They will answer
questions by using data from simple graphs and tables. Children should understand and use:
• sort, set, symbol, pictogram, table, graph, label
5 hours
5 hours K.8.1 Choose own criterion for sorting a set of 1.10.1 Collect a simple set of data, organise it and represent it in a 2.8.1 Represent a given set of data in a
common objects (e.g. plain, patterned; with pictogram in which the symbol represents one unit. pictogram using a symbol representing 2,
Sorting,
holes, without holes; square, not square). 5 or 10 units.
pictograms and
1.10.2 Interpret simple pictograms in which the symbol represents one 2.8.2 Read and interpret pictograms where the
problem solving
unit. symbol represents 2, 5 or 10 units.
1.10.3 Solve simple addition and subtraction problems by using data 2.8.3 Solve problems by using data from simple
from graphs. graphs and tables.
1.10.4 Sort a set of common objects according to a single criterion, and
represent them on a diagram.

Sorting, pictograms and In advance prepare a pictogram of favourite ice creams. Use either a picture of an ice This column is for
problem solving cream or a smiley face to represent one child. Ask children to look at the pictogram and schools to note their
talk in pairs about what it tells them. Ask each pair to tell another pair a fact they can own resources, e.g.
Collect a simple set of data,
deduce by looking at the pictogram. Ask for one statement from each group. books, worksheets.
organise it and represent it
in a pictogram in which the • How many people were asked? How can we tell?
symbol represents one unit. • Which was the most popular flavour? And the least?
How many more people liked vanilla than strawberry?
Interpret simple pictograms
in which the symbol • If you were a shopkeeper, which would you sell more of?
represents one unit. If you could sell only three flavours, which would you sell? Why?
Solve simple addition and In advance, launch Bar chart. Select five rows and four columns. Type ‘red’, ‘green’, Use the interactive applet Bar chart
subtraction problems by ‘yellow’ and ‘blue’ along the horizontal axis, and give the graph the title ‘Colours of cubes (nlvm.usu.edu/en/nav/vlibrary.html).
using data from graphs. picked up’. Click on the third rectangle in the first column, the second in the second
column, the fourth in the next and the fifth rectangle in the last column.
Sort a set of common
objects according to a Show the children the bar chart. Ask them to discuss in pairs what they think the graph tells
single criterion, and them. Draw out how this is similar to a pictogram.
represent them on a • How many red cubes were picked up?
diagram. How many more blue than yellow were picked up? How can you tell?
• How many cubes were picked up altogether? How can you tell?
In advance, launch Bar chart. Select five rows and six columns. Type ‘strawberry’, ‘lime’, Use the interactive applet Bar chart
‘vanilla’, ‘raspberry’, ‘toffee’ and ‘chocolate’ along the horizontal axis, and give the graph (nlvm.usu.edu/en/nav/vlibrary.html).
the title ‘Favourite ice creams’.
Show the bar chart to children and say that you are going to complete it so that it will show
information similar to the pictogram they saw previously.
Say that four children preferred strawberry ice cream and show children how to enter this
on the graph. Ask children to help you enter other numbers of children for the other
columns.
• Which is the most popular flavour ice cream? And the least?
How many more prefer chocolate to toffee? How can you tell?
How many more children prefer strawberry to vanilla?
• How many children were asked?
• If you sold ice creams and could stock only three flavours, which would they be? Why?
On the interactive whiteboard or board, draw a table showing the sorting of numbers less
than 20, with headings ‘numbers less than 10’ and ‘numbers more than 10’. Put one
number in the wrong place in each column. Ask children to look at the diagram, and to
discuss which numbers have been put in the wrong places. Ask them to respond by writing
the numbers on their whiteboards. Invite children up to the board to move the numbers to
the correct places.
Point to the first column and ask children to write two other numbers which could be put in
this column. Repeat, this time pointing to the second column.
On the interactive whiteboard or board draw a table showing the sorting of shapes, with This display and the one above were created with
headings ‘square’ and ‘not square’. Put two shapes in the wrong place in each column. Ask Mult-e-Maths (www.cambridge-hitachi.com).
children to look at the diagram, and to discuss which shapes have been put in the wrong
places. Invite children up to the board to move the shapes to the correct places.
Point to the second column and ask children to draw two other four-sided shapes which
could be placed in this column.
Diagrams like these are called Carroll diagrams.

Making a graph 1
Ask five children to pick up as many interlocking cubes as they can in one hand. They Using cubes to form an informal graph will help children
should then make a tower of the cubes they have picked up and count the number of to see the link between a bar chart (introduced later) and
cubes in it. Show children the towers of cubes side by side to form a graph. Discuss how it a pictogram.
is easier to compare the number of cubes when they are in a tower like this rather than a
random pile. Ask children to help you to construct a pictogram to display the results,
drawing a square to represent each cube. Discuss what should be written along each axis.
• If we were to ask adults to do this, how would the pictogram be different?
Ask each group of children to repeat the activity, and to draw a pictogram of the results.
Making a graph 2
Give each group of children some interlocking cubes of different colours. Ask each child to
pick up as many cubes as they can in one hand. They should then sort the cubes by
colour, putting all the blue cubes together to make a tower, all the red ones together, and
so on. Ask them to construct a pictogram to show the number of each colour of cubes they
picked up in their group. Compare results between groups.
• Why might this group have picked up more red cubes than another group?
• If there were more different colours, do you think you would have picked up as many red
cubes?
Making a graph 3
Add flavouring (e.g. banana, lime, strawberry and cherry, but not including chocolate) to
milk. Ask each group of children to taste each flavour of milk and to choose their favourite.
Each group should construct a group pictogram of the results. Discuss what labels should
be on each axis and what the title of the pictogram should be. Discuss what symbol they
might use, e.g. a coloured glass of milk, a smiley face or other symbol of their choice.
When each group have completed their pictogram, say that you are going to collate the
information to form a class pictogram.
• Which flavour do you think will be the most popular? Why do you think that?
Ask each group how many preferred banana flavour, and put this information on a class
pictogram. Repeat, asking them to read from their pictograms the number of children who
preferred other flavours, adding the data to the class pictogram.
• Which is the most popular flavour in our class? And the least?
• How do you think the pictogram would change if we included chocolate flavour?
Making a graph 4
Write the following numbers on the interactive whiteboard, each in a separate text box:
2, 4, 5, 8, 9, 10, 12, 13, 15, 16, 18, 19, 20, 25, 30
• Which of these numbers would we say when we count in twos? How can you check?
Suggest that children count in twos from zero and see if they say that number.
• Which would we say when we count in fives?
Ask children to draw a Carroll diagram and sort the numbers into those which are multiples
of 2 and those which are not. Repeat, this time asking children to sort the numbers into
those which are multiples of 5 and those which are not.
Making a graph 5
Give each pair of children a set of number cards from 1 to 20. Ask them to discuss how
they could sort them into two piles. Take feedback. Draw out sorting them into odd and
even numbers, multiples of five and those which are not, those which are multiples of ten
and those which are not, those with a tens digits and those without.
Ask each pair to choose a criterion and to sort the cards. They should draw a Carroll
diagram to record their findings.
Assessment Say that some children made this graph.

Set up activities that allow • How many children liked red best?
what they have learned in • How many more children liked yellow than orange?
be new experiences.
Choose tasks and
questions from the Show children a Carroll diagram of shapes.
examples to incorporate in • How have these shapes been sorted?
the activities. What titles could we write on the diagram?
• How else could we sort them?

What would we write on the diagram then?
Ask the children to draw arrows to show which shapes

belong in the set.
Say to the children:
• Five children like lemonade, four prefer orange juice, two prefer apple juice and six prefer cola.
Draw a pictogram to show this information.
9 hours
Place value, addition and subtraction to 100

This unit builds on Unit 1.13, Number 7, and is To meet the expectations of this unit, children should already read and write The main resources needed for this unit are:
the last of eight units on number for Grade 1. numerals 11 to 20, and be able to identify the number that is 1 more or 1 • computer and interactive whiteboard
Introduce the unit by explaining to children what less than a given number to 20. They should relate addition and subtraction • Internet access (optional)
they will learn. Review the unit at the end, to counting on and back. They should know by heart pairs of numbers with a
drawing out the main learning points. sum of 10, and doubles of 1 to 5. They should be able to solve a problem
• bead string
using pictures or objects, and explain orally how they did it.
The unit is intended to guide your planning and • 0–100 number line
teaching of mathematics lessons. It provides a • 100-square
link between the standards for mathematics and Expectations • 0–50 number lines
By the end of the unit, children will read and write numbers 0 to 100 in • 0–10 number cards
consolidated in Grade 1 since not all children numerals and words, and understand place value in two-digit numbers. They • washing line, pegs and cards with the following words written on them:
will be able to count on or back from any two-digit number in ones or tens. ten, eleven, twelve, …, twenty
They will understand the operations of addition and subtraction, and will use • five cards with a number fact written on each side, each with a folded
+, – and = to record calculations in a number sentence. They will know by piece of card wrapped around the number fact card, sufficiently big to hide
heart addition and subtraction facts to 10, pairs with a total of 20, and one of the numbers (a ‘slidy box’)
doubles of numbers 1 to 10 and the corresponding halves. They will use • sticky notes
Supplement the activities with ideas from your mental methods for calculations such as 32 + 6 and 47 – 2, and + 4 = 7 or
• poster putty, e.g. Blu-Tak or Fanta Stick
school’s books for teachers and other resources. 10 – = 3. They will represent and solve problems by using objects,
numbers, symbols or simple diagrams. They will explain orally how they
solved a simple problem. • individual mini-whiteboards
Children who progress further will read, write and understand place value
in three-digit numbers. They will know by heart addition and subtraction facts Key vocabulary and technical terms
to 20. They will use mental methods to add and subtract a two-digit number
and ones, or a two-digit number and tens, including crossing the tens Children should understand and use:
boundary. They will solve missing-number problems using inverse • number names to one hundred
operations. They will explain orally or by using numbers, signs or symbols • one/two more, one/two less, the same
how they solved a problem. • tens, ones, digit
• add, subtract, count on, count back, total, altogether, take away,
difference
9 hours
2 hours K.3.3 Read and write numerals 11 to 20. 1.2.4 Read and write numbers 0 to 100 in numerals and words. 2.2.1 Read and write whole numbers up to 1000
in numerals and words.
Place value and
ordering 1.2.5 Represent the place value of two-digit numbers (tens and ones) 2.2.2 Represent the place value of three-digit
using real objects, models and expanded notation, e.g. 43 = 40 + 3. numbers (hundreds, tens, ones) using
models and expanded notation.
7 hours
K.3.7 Identify the number that is 1 more/less 1.2.8 Identify the number that is 10 more/less than a given two-digit
Addition and than a given number to 20. number.
subtraction; K.4.1 Relate addition to counting on. 1.3.3 Count on or back from a given two-digit number in 1s or 10s. 2.3.1 Count on or back from a given three-digit
problem solving number in 1s, 10s, 100s.
K.4.2 Relate subtraction to counting back.
1.4.2 Understand the meaning of the symbols +, –, = and use them to
record additions and subtractions in a number sentence.
K.4.6 Build up knowledge of pairs of 1.4.4 Know by heart: 2.4.1 Know by heart addition and subtraction
numbers with a sum of 10, and begin • all addition and subtraction facts to 10, e.g. 8 – 5, 3 + 6; facts to 20.
to remember them (e.g. 8 + 2 = 10). • pairs of numbers with a total of 20.
1.4.5 Represent equivalent forms of a number to 20 using models such
as objects, diagrams, a number line, number expressions.
K.4.4 Build up knowledge of doubles of 1.4.6 Know doubles of numbers 1 to 10, and corresponding halves; use
numbers to 5 (e.g. 4 and 4 is 8). this knowledge to develop other facts, e.g. 7 + 8 = 15.
K.4.5 Use knowledge of doubles of numbers 1.4.7 Use and explain mental methods to add and subtract, without 2.4.4 Use and explain mental methods to add
to 5 to develop other facts. crossing the tens boundary, supported by a model such as a and subtract multiples of 1, 10 or 100,
number line or 100-square: including crossing the tens boundary:
• a multiple of 10 and ones, e.g. 50 + 7, 40 – 8 • a two-digit number and ones
• a two-digit number and ones, e.g. 32 + 6, 47 – 2 • a two-digit number and tens
• two multiples of 10
• a two-digit number and tens
1.4.8 Use known facts to add and subtract mentally in special cases.
1.4.12 Understand the use of symbols such as to stand for an unknown 2.4.17 Solve missing-number problems using
number; solve problems such as + 4 = 7, 10 – = 3, supported inverse relationships.
at first by real objects or a number line.
K.1.2 Represent a problem and its solution 1.1.1 Represent a problem and its solution by using objects, numbers or
with pictures or objects. symbols or simple diagrams.
K.1.3 Explain orally their way of solving a 1.1.2 Explain orally in own words the method used to solve a simple 2.1.2 Explain orally or by using numbers, signs
problem and their reasons. problem. and symbols the method used to solve a
simple problem.

Place value and ordering Show the children 13 beads from near the end of the bead string. Slide ten more beads along This column is for
from the left, so that they lie before the 13 beads. schools to note their
Read and write numbers 0
• How many beads have we got now? What is a quick way to find out? own resources, e.g.
to 100 in numerals and
books, worksheets.
words. Slide another ten beads from the left, so that there are now three groups of ten before the
Represent the place value three beads. Ask children how many there are. Repeat sliding beads along to join them,
Adding tens from the left means that the children can
of two-digit numbers (tens increasing pace.
see that the number of ones is staying exactly the
and ones) using real Repeat, this time starting with four beads on the right. Count on in tens as you slide ten beads same; it is only the number of tens that is increasing.
objects, models and across, encouraging the children to join in with you.
expanded notation, e.g.
Hang the cards ten, eleven, twelve, thirteen, …, twenty on the washing line in order. Read By now children should be familiar with the way that
43 = 40 + 3. them together. Remove four of them and ask children to help you to replace them in the we write two-digit numbers greater than twenty as
Identify the number that is correct order. Repeat, this time removing all of the cards. words, but the ‘teens’ are more problematic as they
10 more/less than a given do not follow the same pattern as other two-digit
Turn one card over. Ask the children to try to write on their whiteboards the number that is
two-digit number. missing as a word rather than a numeral if they can. numbers and so need particular attention.
Count on or back from a Repeat several times.
given two-digit number in 1s
or 10s. Launch Place value. Put up the two numbers 19 and 91. Use the program Place value
• Which is greater? (www.standards.dfes.gov.uk/primary/publications/
mathematics/itps).
Split the cards apart and click on the down arrows to reveal the counters. Confirm which
number is greater by looking at the numbers of counters. Also look where the two numbers
are on the number line. Point out that larger numbers are placed further along the number
line.
Repeat with other pairs of two-digit numbers that use the same digits.
• Is a two-digit number bigger if the tens digit is greater than the ones digit, or if the ones digit
is greater than the tens digit? Which digit is most important?

Show the children the 100-square. Count in tens down the 100-square from 5. Repeat Make sure that children see the link between counting
counting forwards and backwards from and to single digits. Point to 37. on or back in tens and adding or subtracting tens.
• What number is one more than 37? Where is it on the 100-square? And one less?
• What number is ten more than 37? Where is that on the 100-square?
Point out that when we count on in tens we are adding 10 each time.
• What number is ten less than 37? Where is that on the 100-square?
Point out that when we count back in tens we are subtracting 10 each time.
Repeat the above, this time pointing to 48. Help children to write the relevant addition and
subtraction sentences. Ask children to choose other numbers on the 100 square, and to add
or subtract 10 to or from them.

Show children the 0–100 number line. Ask them to close their eyes while you cover up Counting through the next multiple of ten needs
numbers 38 to 43. particular attention. Children are often very good at
• Open your eyes. What numbers have I covered up? What multiple of ten (or tens numbers) counting through one decade (30, 31, 32, …, 39) but
have I covered up? can struggle in counting on into the next decade.
Ask children to say which numbers are missing and then to count to make sure that they are
right. Repeat until children are confident.
Write strings of numbers on the board with the middle five numbers missing, e.g. 25, 26, ,
, , , , 32, 33. Make sure that most of them cross a tens boundary. Ask children to
copy and complete these strings. They should check by counting on from the last number
they filled in to make sure that the last given numbers follow on from the numbers they have
filled in.

Addition and Write ten two-digit plus single-digit additions on the board, e.g. 14 + 5; 24 + 3; 37 + 2. Make The counters help children to keep track of how many
subtraction; problem sure that they do not necessitate crossing a tens boundary. Show the children the 0–50 need to be added on. With practice, children should
solving number line. Point to the first number, e.g. 14, and say that you will add on 5. Remind be able to count the next few numbers without using
children that they do not need to count the first number. Use Blu-Tak or Fanta Stick to fix five counters.
Understand the meaning of
counters above the five numbers after 14, and demonstrate counting on 5 to finish on the
the symbols +, –, = and use
number 19.
them to record additions
and subtractions in a Invite children up to the board to help you solve the calculations. After several additions,
number sentence. encourage children to try to work out the answer before putting the counters on the line.
Know by heart: Show children a number fact with a ‘slidy box’ (a folded piece of card wrapped around the
number fact card) covering one of the numbers, e.g. 6 + = 10.
• all addition and
subtraction facts to 10, • What number do you think is hidden under the box? How do you know?
e.g. 8 – 5, 3 + 6; Reveal the number to see if children are correct.
• pairs of numbers with a Choose another number fact, cover the second number and repeat.
total of 20.
Pick up the first number fact and this time use the box to hide the 6.
Represent equivalent forms • What number do you think is hidden under the box? How do you know?
of a number to 20 using
Repeat hiding any of the three numbers on the cards with the box.
models such as objects,
diagrams, a number line, Rehearse doubles up to double 5. Hold up both thumbs, saying double one; hold up a finger Make sure that children see the link between doubles
number expressions. and thumb on each hand saying double two; and so on until you are holding up all fingers. and the corresponding additions, e.g. that double 2 is
Ask children to join in, saying: double one is two, double two is four, …, double five is ten. the same as 2 + 2 = 4.
[continued]
Call out a double, e.g. double three. Ask children to respond by holding up three fingers on
each hand and saying the total.
Call out a double and write the corresponding addition on the board, e.g. 3 + 3 = 6. Call out
other doubles and ask children to write the corresponding additions on their whiteboards.
[continued] Hold up a number of fingers, say 6.
Know doubles of numbers 1 • What number goes with this number to make 10? Show me the correct number of fingers.
to 10 (e.g. 7 and 7 is 14), Repeat, asking for other complements to 7, 8, 9 or 10.
and corresponding halves;
Ask children to practise this in pairs. One child should hold up a number of fingers and ask
use this knowledge to
their partner to hold up the number to make 10. They should take it in turns to be first to hold
develop other facts, e.g.
up a number of fingers.
7 + 8 = 15.
Launch the program Number facts. Select 10 counters and click on the + icon to change the Use the program Number facts
Use and explain mental
operation to subtraction. Drag the last counter into the tin. (www.standards.dfes.gov.uk/primary/publications/
methods to add and
• What has happened? What does the number sentence say? mathematics/itps).
subtract, without crossing
the tens boundary, Hide the number sentence. Drag another counter into the tin.
supported by a model such • What has happened now? What will the number sentence say? Write it on your
as a number line or 100- whiteboards.
square:
Reveal the number sentence to see if children are correct. Reset and repeat, placing
• a multiple of 10 and ones numbers of counters in the bin and asking children to write the corresponding subtractions on
e.g. 50 + 7, 40 – 8 their whiteboards.
• a two-digit number and
Click on the yellow box above the – sign to make the tin opaque. Ask children to close their
ones
eyes. Place the last two counters in the tin.
e.g. 32 + 6, 47 – 2
• Open your eyes. How many counters are hidden in the tin? How do you know? What will
• two multiples of 10
the number sentence say?
e.g. 30 + 50, 90 – 60
Click on the transparent box to make the tin transparent again.
• a two-digit number and
tens Repeat, dragging different numbers of counters into the tin and asking children to write the
e.g. 53 + 20, 96 – 50 appropriate number sentences.
Use known facts to add and Launch Number facts. Select 20 counters and click on all of them so that they are all yellow.
subtract mentally in special • How many counters are there?
cases. Click on the last counter to change it back to pink.
Understand the use of • How many counters are yellow? And pink? How many are there altogether?
symbols such as to stand
Point out the number sentence at the top. Remove the number sentence by clicking on the
for an unknown number;
‘?+?=’ icon. Click on the nineteenth counter so that it changes to pink.
solve problems such as
• What has happened now? How many counters are yellow? And pink? Altogether? What
+ 4 = 7, 10 – = 3,
will the number sentence be now?
supported at first by real
objects or a number line. Click the ‘?+?=’ icon to reveal the sentence and see if children are right. Repeat until all the
counters are coloured pink. Point out the zero in the number sentence.
Represent a problem and
its solution by using objects, Press the ‘reset’ button and remove the number sentence. Click on the first five counters to
numbers, symbols or simple change them to yellow.
diagrams. • What number sentence could we write?
Explain orally in own words Ask children to respond by writing the number sentence on their whiteboards. Repeat,
the method used to solve a changing the colour of different numbers of counters and asking children to write the
simple problem. appropriate number sentences.
Launch Difference. Select seven counters and five counters. Use the program Difference
• What is different about these two rows of counters? Which row has more counters? How (www.standards.dfes.gov.uk/primary/publications/
many more? mathematics/itps).
Click on the ‘play’ button four times to play the animation, discussing what is happening at
each stage. Point out that the computer is comparing the two numbers, first as counters and
then on number lines, and then it is drawing a hop on one number line to show the difference,
or the gap, between the two numbers.
Select other pairs of numbers and repeat.

• What is two more than three?
Point to 3 on the 0–50 number line. Say that we could put two counters above numbers 4 and
5, but instead you are going to draw two hops. Say that three and two more, or three count on
two, is five, pointing to the two hops and ending on 5. Repeat with other simple number facts Drawing hops for simple additions helps children to
that the children are familiar with. see how this method works before using it to solve
more difficult calculations.
Write the following additions on the board: 25 + 3; 34 + 5; 46 + 3; 12 + 6; 40 + 3; 23 + 4;
30 + 8. Demonstrate how to draw hops to count on three from 25, and then ask children to Including a few calculations that can be worked out
work in pairs to draw hops to answer the next three calculations. more easily using a different method encourages
children to make decisions about how to solve
Point to the remaining three calculations.
calculations.
• Do we need to count on to answer all of these? Are there any that we can work out
differently?
Agree that we do not need to count on 3 from 40 as we know that 40 + 3 = 43 from work on
place value. Discuss the remaining calculations and ask children to solve them.
• What is two less than eight?
Point to 8 on the 0–50 number line. Say that we could put eight counters on the line, and then
take away the last two, but instead you are going to draw two hops. Say that eight take away
two, or eight count back two, is six, pointing to the two hops and ending on 6. Repeat with
other simple number facts that children are familiar with.
Make sure that children realise that if 43 is made from
Write the following subtractions on the board: 25 – 3; 37 – 5; 46 – 3; 19 – 6; 43 – 3; 28 – 4;
40 and 3, then taking away either of these numbers
38 – 8. Demonstrate how to draw hops to count back three from 25, and then ask children to
will leave the other.
work in pairs to draw hops to answer the next three calculations.
Point to the remaining three calculations.
• Do we need to count on to answer all of these? Are there any that we can work out
differently?
Agree that we do not need to count back 3 from 43 as we know that 40 and 3 make 43 from
work on place value, so taking 3 from 43 will leave just the 40. Discuss the remaining
calculations and ask children to solve them.
Ask children to list the doubles that they know from double 1 to double 5. They should record
them as 1 + 1 = 2 etc. Ask them to work in pairs and to use two different colours of
interlocking cubes to find double 6, double 7, …, double 10. Say that each half of the double
should be in a different colour and that they should keep each intact before making the next
double. Remind children to count on from the first number, rather than counting all of the
cubes. Ask them to write the addition for each double.
Hold up two towers of six cubes and put them together to make one long tower.
• How many cubes are there in this tower? If I break it half, how many will be in each half?
Break the tower back into two halves to check if the children are correct. Ask children to find
halves of numbers to 20. They should answer by finding the corresponding double, and
holding up one of the two towers.
Make one tower of five blue cubes and one of six red cubes. Show them side by side to the
children. Ask them to describe the pair of towers. Say that it looks a bit like a double, and so
we call it a ‘near double’. Ask what doubles it is near. Draw out double 5 and double 6.
• What is double 5? And double 6? So what is 5 + 6?
Draw out that it is one more than double 5, and one less than double 6, i.e. 11. Record 5 + 6
= 11. Suggest that we could have used either double 5 or double 6 to help us to work out the
total of 5 and 6.
Ask each pair of children to make ‘near doubles’. They should look at the list of doubles they
recorded in activity Addition and subtraction 3 and find doubles which will help them to work
out the totals. They should then record the relevant additions.
Use a toolkit to draw ten counters on the interactive whiteboard. Make six of them blue and
four red. Ask children to describe what they see.
• What addition could we write?
Group the counters and use a rotate tool to rotate the counters through 180°.
• What addition could we write now?
• If I took away the red counters, how many would be left? What subtraction could we write?
If, instead, I took away the blue counters, how many would be left? What subtraction could Here children are learning that if they know one
we write? addition fact, they can derive three other number
facts.
Ask children to work in pairs to write down some addition facts they know, and use these to
derive subtraction facts. They can use two colours of cubes or counters if they find this image
helpful.
Give children ten cubes each. Ask them to make them into a tower, and then to split them into Here children are learning that it is possible to add
more than two pieces. Their pieces should be of different sizes to those of their neighbours. together more than two numbers as well as finding
Take one child’s pieces and show children how to record the corresponding addition, e.g. out that many additions have an answer of 10.
3 + 3 + 4 = 10.
Challenge children to find as many different ways of possible of making 10, adding together
more than two numbers.
Call five children out to stand in one line, and seven to stand in another line so that the other
children can see them.
• What is the difference between these two teams? Which has more? If I need to make
these two teams of children have the same number, what should I do? If I want them both
to have seven children, what should I do? How many more does this team need?
Here children are moving from using the word
Ask the children to sit down. Ask them each to pick up a handful of cubes. They should
difference in a general sense – to describe the
compare the number of cubes with those of their neighbours. Suggest that it is helpful to
difference between two towers – to using the word
arrange the cubes into a line or join them together to form a tower to make the comparison
difference in a specific mathematical way as one
easier. They should work out how many more are needed to make the smaller tower as big
model for subtraction. They will also see the link
as the larger tower.
between ‘take away’ and ‘difference’. The language
Hold up two of their towers, e.g. 7 and 5 cubes. Snap off the part of the taller tower that is the ‘how many more to make?’ can help children to
same as the shorter tower, i.e. 5 cubes. Explain that we are left with the difference between understand the concept of difference.
the two, so 7 – 5 = 2.
Ask children to do the same with their pairs of towers, and to record the corresponding
subtractions.
Point to 30 on the 100-square. Remind children that when we add 10 to a number on the
100-square, the answer is directly under the number.
• What is 10 more than 30? What do you think 20 more than 30 might be?
Show how you can count on 20 as two tens, pointing to 40, then 50.
Repeat with 60.
• What is 10 more than 36? What do you think 20 more than 36 might be?
Show how you can count on 20 as two tens, pointing to 46, then 56.
Choose another two-digit number and repeat.
This time choose a two-digit number and discuss how you might add on 30.
Ask children to choose two-digit numbers on their 100-squares and to add 20 and 30 to them.
They should record the number sentences for each.
Adapt the above for subtraction, counting back in tens.
Remind children how to draw a hop of 10 from 25 on the 0–50 number line.
• What if I only wanted to add on 9? What should I do?
Agree that you need to come back one, as adding ten is one too many. Draw a hop of one
back from 35 to 34.
Repeat several times, adding 9 to two-digit numbers by adding 10, then subtracting 1.
Ask children to choose two-digit numbers under 40 and to add 9 to them. They should draw
hops on their number lines to help them.
Adapt the activity for subtraction, showing how to subtract 9 by subtracting 10 and adding 1.
Problem solving
Give pairs of children a selection of problems to solve, choosing from those below.
After children have worked on the problems, take feedback on their solutions. Invite some of
the pairs to explain their problem and the solution to the rest of the class.
Problem 1 Solution
Ask children to use the digit cards 2, 3, 4, 5 and 6, and to set aside their other digit cards. Ask 6 and 4 in one pile, and 5, 3 and 2 in the other pile
them to arrange their five cards in two piles so that each pile has the same total.
Problem 2 Solution
Ask children to use the digit cards 1 to 8, and to set aside their other digit cards. 8+2+1
7+3+1
Ask them to find different ways of choosing three cards so that the total of the three cards is
11. Stress that each card must be different. Tell them that each time they find three cards with 6+4+1
a total of 11, they should record a number sentence such as 8 + 2 + 1 = 11. 6+3+2
Explain that 8 + 2 + 1 involves the same cards as 1 + 2 + 8. 5+4+2
Extension problem Solution

Ask children to use the digit cards 1, 2, 3, 4, 5 and 6, and to set aside their other digit cards.
Ask them to arrange their six cards in the shape of a triangle so that the sum of the numbers
along each side of the triangle is 10.
You may wish to give them a copy of a resource sheet with spaces in which the cards will fit.
If children have not solved the problem after 10 minutes, suggest that they put 1 in a corner of
the triangle.
Assessment The pages of this book finish at page 36 and then start
Set up activities that allow again at page 42.
children to demonstrate • Which pages are missing?
this unit. The activities • Which page will be ten pages after 42?
can be provided Tell children that there are 10 balloons in a pack.
informally or formally
• How many balloons are there here altogether?
during and at the end of
Explain how you know.
the unit. They can be
selected from the • How do we write this number?
• What place value cards would we use to show this
be new experiences.
number?
Choose tasks and
questions from the You know that 7 + 3 = 10.
examples to incorporate What other number facts can you work out from this?
in the activities.
Show how you would work out the answers to these 50 + 2
calculations on a number line.
15 + 3
24 + 5
30 + 6
17 + 9
Give children a pack of 0–20 cards.
• How many pairs of cards with a total of 20 can you find?
7 hours
Properties of shapes and geometric patterns

This unit builds on Unit 1.12, Geometry 2, and is To meet the expectations of this unit, children should use shapes to make The main resources needed for this unit are:
the last of three units on geometry for Grade 1. models, pictures or patterns, or other shapes. They should describe • computer and interactive whiteboard
Introduce the unit by explaining to children what properties of shapes using everyday language, and identify and name a • Internet access (optional)
they will learn. Review the unit at the end, cube, cone, circle, square and triangle.
drawing out the main learning points. • selection of 2-D shapes, including paper shapes
The unit is intended to guide your planning and Expectations • selection of 3-D shapes
teaching of mathematics lessons. It provides a • ‘feely bag’
link between the standards for mathematics and By the end of the unit, children will use mathematical names for common
2-D shapes and describe simple properties such as the number of sides and • grid of twelve 2-D shapes
corners. They will extend or complete repeating patterns according to shape, • two hoops
consolidated in Grade 1 since not all children size, position or colour. • individual mini-whiteboards
will have attended Kindergarten. Children who progress further will identify 2-D and 3-D shapes, straight
The teaching and learning activities should help and curved lines, and flat and curved surfaces. They will complete geometric Key vocabulary and technical terms
you to plan the content and pace of lessons. patterns made from shapes, using attributes of shape, size, colour or
orientation. Children should understand and use:
• straight, curved, corners, sides, symmetrical
• pattern, repeat, before, after, next
• above, below, next to, on the right, on the left
7 hours
4 hours K.5.1 Name and describe common geometric 1.7.1 Identify and name the circle, square, triangle and rectangle; 2.6.1 Identify straight and curved lines and flat
shapes, e.g. circle, square, triangle, cube, describe simple properties of shapes using everyday language. and curved surfaces.
Properties of
cone.
shapes
K.5.2 Recognise and describe the shape of lines, 2.6.3 Identify and name the cube, cuboid,
using words like straight, curved, wavy, sphere, cylinder, cone and pyramid, and
3 hours zigzag. the pentagon, hexagon and octagon;
Geometric describe simple properties of these shapes
patterns using everyday language.
K.5.4 Use flat and solid shapes to create models, 1.7.2 Describe, extend or complete repeating patterns made from 2.6.4 Complete geometric patterns made from
pictures and patterns, or other shapes. shapes, according to shape, size, position or colour. solid or flat shapes, according to shape,
size, colour or orientation, or two of these
attributes.
K.1.1 Find their own way of solving simple 1.1.3 Describe a simple relationship between two numbers, quantities,
practical problems involving numbers, shapes or objects using appropriate mathematical terms.
shapes or objects.
Properties of shapes Draw a selection of 2-D shapes of the board. Choose a shape without telling children which This column is for
Identify and name the circle, you have chosen. They should ask you questions to work out which it is. You can only answer schools to note their
square, triangle and ‘yes’ or ‘no’. Encourage children to use mathematical vocabulary and to ask questions about own resources, e.g.
rectangle; describe simple the number of sides, whether they are straight or not, whether they are the same length or not, books, worksheets.
properties of shapes using the number of corners and the names of the shapes. Each time you answer a question, ask
everyday language. children to help you to cross off the shapes that are eliminated.
Repeat, this time asking a pair of children to choose a shape on the board. Help them to
answer the other children’s questions.
Ask children to close their eyes while you fold a paper shape in half. Here the children are being encouraged to
• Open your eyes. I have folded a shape in half. What do you think the whole shape might be? visualise shapes.
What can it not be? Why?
Ask children to sketch the shape on their whiteboards. Open the shape to see if children are
correct.
Repeat with other paper shapes.
Give each child a plastic or paper 2-D shape (from a mix of squares, rectangles, circles, Make sure your set of shapes includes
triangles, pentagons and hexagons). rectangles, triangles, pentagons and hexagons
• Hold up your shape if it has more than three sides. of different proportions, and squares and circles
• Hold up your shape if all the sides are straight. of different sizes. This helps children to focus on
the properties of shapes and to realise that
• Hold up your shape if it has fewer than five corners.
triangles, for example, are not all equilateral.
• Hold up your shape if it is symmetrical
Put a 3-D shape into a ‘feely bag’. Display five 3-D shapes including a replica of the one in the
bag.
Ask a child to feel the shape in the bag and to describe it to the class. After each clue, ask
children which of the five shapes it can or cannot be. Finally, when they think they know what it
is, reveal the shape.
Take the shape out of the bag. Ask children to close their eyes while you put a different shape
into the bag. Repeat the activity.
Give each child a grid of twelve 2-D shapes. Ask children to work in pairs. One child should
secretly choose a shape from the grid and describe it to the other child. When the other child
has successfully guessed the shape, they should exchange roles.
After children have carried out the activity once, discuss which words were helpful to their
partners. Then ask children to repeat the activity.
This activity gives children the opportunity to use lots of shape vocabulary themselves.
Take a symmetrical paper shape, and fold it along its line of symmetry. Point out to children
how it folds on top of itself as the two halves are exactly the same. Say that we call this shape
symmetrical. Take a non-symmetrical shape and show how this shape cannot be folded in half
so that the two halves lie on top of each other. Say that this shape is not symmetrical.
Give several paper shapes to each pair of children and ask them to try to fold them in half to
see if they are symmetrical or not. Afterwards sort the shapes into two hoops, one of
symmetrical shapes and one of non-symmetrical shapes.
Discuss symmetrical shapes in the environment.
Parachute roundabout, Doha
Give each child a paper shape. Put out two hoops, labelling one ‘symmetrical’ and the other
‘more than four sides’.
• Does your shape belong in one of these hoops?
Discuss what can be done if a shape belongs in both hoops. Agree that the two hoops can be
overlapped so these shapes can be put into both hoops.
Ask children to help each other to place their shapes into the correct hoops.
• What can we say about the shapes that do not belong in either hoop?
Agree that these shapes do not have more than four sides, and are not symmetrical.
Ask children to choose two different attributes and repeat the activity.
On the interactive whiteboard, draw a 4 by 4 grid, a red square, a blue circle, a yellow triangle
and a green rectangle. Drag each of the shapes into a cell, and ask children to describe where
each is (e.g. ‘the blue circle is above the green rectangle’).
Remove the shapes from the grid. Write the following clues on the board:
The red square is next to the yellow triangle.
The yellow triangle is above the blue circle.
The green rectangle is on the right of the blue circle.
Read through the clues. Ask children to help you to place the shapes in the correct places on
the grid. Point out that sometimes there are several options, and that other clues may mean
you have to move some of the shapes. When all four shapes are on the grid, read through the
clues to check that the shapes are all in the correct place.
Repeat with a different set of clues.
Geometric patterns Draw a sequence of three shapes on the board. Ask children to draw the next three shapes in
Describe, extend or the sequence on their whiteboards.
complete repeating patterns Next time draw a sequence with three shapes but with one of them repeated. Ask children to
made from shapes, draw the next four shapes.
according to shape, size,
Start to draw a similar sequence on the board. Ask children to say when you have continued
position or colour. the pattern for long enough so that they can guess what it is. Discuss that until the pattern is
Describe a simple repeated, there is not enough information to continue it.
In advance, use the tools on the interactive whiteboard to draw a repeating pattern. Cover part
numbers, quantities,
of the pattern with an opaque rectangle.
shapes or objects using
appropriate mathematical • Which shapes are missing from the pattern? Draw them on your whiteboards.
terms. Encourage children to predict what the next shape should be after the one they have drawn on
their whiteboards as a way of checking that the shapes they have drawn are correct.
Use the tools on the interactive whiteboard to draw a repeating pattern using two shapes and
two colours, where there is only one difference between one shape and the next. Discuss what
happens as you move along the sequence, e.g. a blue square becomes a red square, and a
red square becomes a red circle.
• Which shape comes next? And after that?
Call children up to the board to move shapes around to create a new sequence that follows the
same rule, i.e. there must be only one difference between one shape and the next.
Ask children to work in pairs. They should sit back to back. One child should draw a repeating This activity gives children practice in describing
pattern of coloured shapes, and then describe it to the other child. The second child should patterns.
draw the pattern according to the instructions. Afterwards they should check that they have
drawn the same pattern and then exchange roles.
Ask children to create their own patterns using at least three different shapes and at least two
different colours.
• How many shapes are there in your pattern before it repeats? Can you create a pattern with
a longer repeat?
Give children plastic triangles, circles and squares in two different sizes and several colours.
Challenge them to create a pattern using the shapes, where there is only one difference
between neighbouring shapes.
• What is the shortest repeat you can make using two shapes, one colour and two sizes?
What if you use two colours?
Assessment Sort these 3-D shapes into those with square faces and those without.
end of the unit. They can be
Describe as many differences between these two shapes as you can.
activities or can be new
experiences. Choose tasks What is the same about them?
the activities.
What shapes can you see in this picture?
Draw the next two shapes in this pattern.
Continue the pattern in the next two circles.
Using a structured set of shapes (e.g. four shapes, in three colours, two
sizes, two thicknesses), create a pattern in which there is just one
difference between each shape and the next. Describe the difference.

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مخططات العمل لمعايير المناهج بدولة قطر لمادة الرياضيات

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Mathematics scheme of work

for the State of Qatar

Developed for the Education Institute by CfBT

3 | Qatar mathematics scheme of work | Grades 1 to 3 © Education Institute 2005

4 | Qatar mathematics scheme of work | Grades 1 to 3 © Education Institute 2005

Changing parts of the scheme of work

5 | Qatar mathematics scheme of work | Grades 1 to 3 © Education Institute 2005

Reviewing an existing scheme of work

6 | Qatar mathematics scheme of work | Grades 1 to 3 © Education Institute 2005

Outline of the units for each grade

UNIT 3.1: Number 1

Reasoning and problem solving should be integrated into each unit

UNIT 3.4: Number 3

Content of the scheme of work

UNIT 3.9: Measures 1

• draws the standards together into coherent, manageable teaching units;

it for teachers to be able to create a series of lesson plans from it.

7 | Qatar mathematics scheme of work | Grades 1 to 3 © Education Institute 2005

Reasoning and problem solving should be integrated into each unit

UNIT 1.9: Number 5

UNIT 1.13: Number 7

UNIT 1.17: Problems 2

10% 60% 30%

9 | Qatar mathematics scheme of work | Outline of units © Education Institute 2005

Reasoning and problem solving should be integrated into each unit

UNIT 2.14: Number 7

UNIT 2.18: Problems 2

10% 60% 30%

10 | Qatar mathematics scheme of work | Outline of units © Education Institute 2005

UNIT 3.1: Number 1

Reasoning and problem solving should be integrated into each unit

UNIT 3.4: Number 3

UNIT 3.9: Measures 1

UNIT 3.18: Measures 3

10% 60% 30%

11 | Qatar mathematics scheme of work | Outline of units © Education Institute 2005

Reasoning and problem solving should be integrated into each unit

UNIT 4.7: Fractions and decimals 2

UNIT 4.16: Fractions and decimals 4

10% 60% 30%

12 | Qatar mathematics scheme of work | Outline of units © Education Institute 2005

UNIT 5.1: Whole numbers 1

Reasoning and problem solving should be integrated into each unit

UNIT 5.18: Data handling 3 UNIT 5.20: Geometry and measures 6

10% 60% 30%

13 | Qatar mathematics scheme of work | Outline of units © Education Institute 2005

Reasoning and problem solving should be integrated into each unit

UNIT 6.4: Fractions 1

10% 60% 30%

14 | Qatar mathematics scheme of work | Outline of units © Education Institute 2005

Reasoning and problem solving should be integrated into each unit

17.5% 55% 27.5%

15 | Qatar mathematics scheme of work | Outline of units © Education Institute 2005

UNIT 8.1: Number 1

Reasoning and problem solving should be integrated into each unit

UNIT 8.13: Algebra 4 UNIT 8.14: Geometry and measures 4

17.5% 55% 27.5%

16 | Qatar mathematics scheme of work | Outline of units © Education Institute 2005

Reasoning and problem solving should be integrated into each unit

17.5% 55% 27.5%

17 | Qatar mathematics scheme of work | Outline of units © Education Institute 2005

UNIT 10F.1: Number 1

Reasoning and problem solving should be integrated into each unit

15% 55% 30%