Year 1 Full Autumn Term
Year 1 Full Autumn Term
Year 1 Full Autumn Term
Year 1
#MathsEveryoneCan
2020-21
©White Rose Maths
Notes and Guidance
Supporting resources
Welcome
We have produced supporting resources for every small
step from Year 1 to Year 11.
The worksheets are provided in three different formats:
• Write on worksheet – ideal for children to use the
ready made models, images and stem sentences.
• Display version – great for schools who want to cut
down on photocopying.
• PowerPoint version – one question per slide. Perfect
for whole class teaching or mixing questions to make
your own bespoke lesson.
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12
Geometry:
Number: Place
Autumn
Shape
Value
(within 10) (within 10)
(within 20)
Consolidation Consolidation
Consolidation
Number: Addition and Measurement: Measurement:
Spring
Measurement:
Position and
Geometry:
Summer
Number: Place
Direction
Money
Number: Multiplication Number: Measurement:
Value
and Division Fractions Time
(within 100)
Place Value
Overview
Small Steps Notes for 2020/21
Sort objects
Count objects The importance of early number
and early understanding of
Represent objects
mathematics cannot be
Count, read and write forwards from any number 0 to 10 underestimated. With the
Count, read and write backwards from any number 0 to 10 learning of reception children
being disrupted, we’ve decided to
Count one more
put a bit more time early in Year 1
Count one less on numbers to 10, particularly
One-to-one correspondence to start to compare groups around place value and the
introduction to the concept of
Compare groups using language such as equal, more/greater, less/fewer
parts and wholes.
Introduce <, > and = symbols
Compare numbers Devote more time to this block if
needed before moving on and
Order groups of objects
continue to revisit difficult
Order numbers concepts such as comparing
Ordinal numbers (1st, 2nd, 3rd …) numbers.
The number line
Sort Objects
Notes and Guidance Varied Fluency
Children need to sort groups by characteristics before they Sort the fruit into groups and explain how you have sorted them.
count. Children should be encouraged to sort objects into
groups in a variety of ways, for example, sorting a group of
children into girls and boys or sorting counters by colour.
Mathematical Talk
How can you sort the objects?
Sort Objects
Reasoning and Problem Solving
Two children are discussing how some Both children How many different ways can the objects They could be
objects have been sorted. could be correct be grouped? sorted into:
as all of the cubes • Colours
are green and all • Food and not
of the counters are food
yellow so it could • 5s and 1s
have been sorted
as either cubes
and counters or
green and yellow.
Count Objects
Notes and Guidance Varied Fluency
Once objects are sorted, children begin to count from 1 to 10 to How many red cubes and how many green cubes are there?
work out how many there are. There are ______ red cubes.
It is important that they count one object at a time and that
they understand the last number they count is the total There are ______ green cubes.
amount. There are ______ cubes altogether.
Children should be encouraged to place the objects in a line to
improve accuracy when counting. They should also be exposed Match the numbers to the correct amount of teddies.
to what zero looks like.
Mathematical Talk
Line up the objects. Is it easier to count now? Why?
What does one ______ represent?
3 1 0
What number will we say first when we are counting? Why?
How many are there in total? Group the items, and then count how many there are in each
group. Compare your groups with a partner’s.
When would we count 0?
What does zero look like?
Can you show me a group of zero?
11 ©White Rose Maths
Year 1 | Autumn Term | Week 1 to 4 – Number: Place Value
Count Objects
Reasoning and Problem Solving
Eva has grouped these cars into 3 Eva could have How many different ways can you find to They can be
groups. grouped the cars group the objects and find the total? grouped by:
One group has 3 cars. by colour e.g. Blue • Colour
One group has 1 car. cars, green cars • Ringed & not
One group has no cars. and red cars. ringed
There would be • Sprinkles and
zero cars in the no sprinkles.
red group.
There are 9
Eva could have doughnuts in total.
grouped the cars
by the way they
are facing e.g.
How could Eva have grouped the cars? Facing forward,
facing backwards
and facing
sideways. There
would be zero cars
in the sideways
group.
Represent Objects
Notes and Guidance Varied Fluency
Children learn that one object can be represented by another. Using counters, show how many pineapples there are, then write
For example, one elephant can be represented by one cube or the numerals for each.
counter.
Children can also pictorially represent an object to aid
understanding. The use of zero is important so children
understand what zero means.
Although the use of numerals is modelled here, you could also
introduce the written word too.
How many whales can you see on the
wrapping paper?
Mathematical Talk Place counters on the whales to help
you.
How can the five frame help you to count the objects? What else can you count?
Can you write the number 3 in words? Which animal is represented the most?
Which animal is represented the least?
How many ways can you draw 3?
Do we always have to use counters to show an amount? Complete the table.
Picture Draw It Number Write It
What can we use to represent the ______?
What does each ______ represent?
How many different ways can we represent ______?
13 ©White Rose Maths
Year 1 | Autumn Term | Week 1 to 4 – Number: Place Value
Represent Objects
Reasoning and Problem Solving
How many ways can you represent 6 Children could line Cubes represent
apples? up 6 chicks.
counters/cubes. Counters
Can you show me fewer than 4 sweets? represent turtles.
How many ways can you do this? Children could line The number shape
up 3, 2, 1 or get represents the
How can you show me that there are zero counters. hens.
more green cars than blue cars? The straw
Children could get represents the
1 blue cube and 2 sheep.
green cubes etc. Which representation matches which
group?
Count Forwards
Notes and Guidance Varied Fluency
Children develop counting to continue a number sequence Complete the number tracks.
forwards. Problems should be presented in a variety of ways
e.g. numerals, words and images. Children should be able to
find consecutive and non-consecutive missing numbers in
sequences. 1 2 Three Five
When counting a set of objects, children need to be able to
visualise what zero looks like and know that this comes before
one.
4 5
Mathematical Talk Complete the number tracks.
Count Forwards
Reasoning and Problem Solving
Spot the mistakes, and correct the • Missed out ‘1’ Whitney says, Whitney is wrong,
sequences. The sequence we can start
should be When counting counting forwards
• 0, 2, 3, 4, 5 0, 1, 2, 3, 4, 5 forwards, we from any number.
always count from
• • The sequence 0
starts from 0
whereas the
number of Do you agree?
0 1 2 3 4 cubes starts Explain why.
from 1
• 1 • The number of
cubes doesn’t
match the
2 sequence.
Count Backwards
Notes and Guidance Varied Fluency
Children develop counting to continue a number sequence Write the numerals to match the cubes.
backwards. Problems should be presented in a variety of ways, Can you describe the pattern?
e.g. numerals, words and images.
Will all the boxes have dots in? Fill in the empty boxes.
Are the numbers getting greater or smaller?
Count Backwards
Reasoning and Problem Solving
Alex is counting. Alex is counting How many different starting points could There are 7
backwards you have if you wanted to count different
because the backwards and stop at 3? possibilities within
9, 8, 7, 6, 5 numbers are 10
getting smaller.
10, 9, 8, 7, 6, 5, 4,
Children could 3
show this using
How do you know that Alex is counting concrete 9, 8, 7, 6, 5, 4, 3
backwards? manipulatives.
8, 7, 6, 5, 4, 3
7, 6, 5, 4, 3
6, 5, 4, 3
5, 4, 3
4, 3
One-to-One Correspondence
Notes and Guidance Varied Fluency
Children match one object with another. Children should be Are there enough bowls for the bears? Draw lines to check.
exposed to situations where there are too many, not enough or
just the right amount.
What does match mean? Six children are going to the beach.
Are there enough caps for everyone?
What can we use to represent the sweets, to show each person
has one each?
Are there any left over? Why has that happened? If not, how many more caps are needed?
23 ©White Rose Maths
Year 1 | Autumn Term | Week 1 to 4 – Number: Place Value
One-to-One Correspondence
Reasoning and Problem Solving
There are four children going to the No, there are Which group of carrots matches the There are 5
beach. enough buckets number of horses? horses, so the box
Can every child have a bucket and for one each but Explain why. with 5 carrots in
spade? not enough matches the
spades. horses.
Compare Objects
Notes and Guidance Varied Fluency
Children use the language ‘equal to’, ‘more’, ‘less’, ‘greater than’, Circle the picture with more trees.
‘fewer’ and ‘less than’ to compare groups of objects.
is _____________________
Mathematical Talk
Can you compare the same objects using the word ‘fewer’ and is _____________________
then using the word ‘more’?
Is there more than one answer?
How many answers can you find? Draw counters in the box to represent the sentence.
What do you notice about the numbers or amounts that are
Eva’s counters Tommy’s counters
less than/fewer?
How can you tell which has the least/most? Eva has fewer
What does ‘more/greater than’ mean? counters than
What does ‘less/fewer than’ mean? Tommy.
What does ‘is equal to’ mean? 25 ©White Rose Maths
Year 1 | Autumn Term | Week 1 to 4 – Number: Place Value
Compare Objects
Reasoning and Problem Solving
Move three counters so that all the ten Whitney has this many cubes in one She could have:
frames show the same amount. hand. 4 cubes
3 cubes
2 cubes
1 cube
0 cubes.
3<4
6>2
Mathematical Talk 5=5
Use <, > or = in each circle to make the statement correct.
Which symbol shows ‘greater than’?
Which symbol shows ‘less than’?
Which symbol shows ‘is equal to’?
Is ______ greater than, less than or equal to ______?
How can we show that using words?
What can we use to represent the seven, to help us compare Seven
the two amounts?
27 ©White Rose Maths
Year 1 | Autumn Term | Week 1 to 4 – Number: Place Value
1 2 3 4 5 6 7 8 9
>
Complete the blank dominoes. The first blank
domino should
have more than 7
> dots.
The second blank
This game can be extended to develop
fluency. To extend:
domino should • Can we move places to change the
have 7 or more sign?
<
dots. • How can we change fingers to use
the ‘=‘ sign?
• Can we use two hands each?
Compare Numbers
Notes and Guidance Varied Fluency
Children use previous learning to choose an efficient method Here are two number cards.
to compare numbers. They will use their understanding of a
number’s value to compare them.
Children may draw on prior knowledge such as counting,
9 4
sorting, grouping etc. to help them compare.
Children should be given access to a variety of concrete Use resources to make these numbers. Which is greater? Can you
resources and images to support them. use a number track to check your answer?
1 2 3 4 5 6 7 8 9 10
Compare Numbers
Reasoning and Problem Solving
One of these statements is incorrect. 3 > 6 is incorrect. Children should roll two dice and fill in
Use cubes to prove which one. their total in blank boxes. They should
then choose the correct inequality
8>4 symbol to compare their numbers.
7 < 10
3>6
Order Objects
Notes and Guidance Varied Fluency
Children should order three groups of objects. They should be Grab a small handful of counters and put them in three piles.
exposed to different methods for comparing such as Order the piles from greatest to smallest.
comparing two groups initially, and lining groups up.
Order the groups of cars from greatest to smallest.
Children should be introduced to the vocabulary ‘greatest’ and
‘smallest’ and begin to use it correctly. Group 1
Group 2
Group 3
Mathematical Talk
Complete the statements.
How did you compare the piles or groups?
Group ______ has the greatest amount of ______ ____ ice creams ____ ice creams ____ ice creams
Group ______ has the smallest amount of ______ The smallest amount of ice creams is ______
The greatest amount of ice creams is ______
31 ©White Rose Maths
Year 1 | Autumn Term | Week 1 to 4 – Number: Place Value
Order Objects
Reasoning and Problem Solving
Whitney is ordering the amount of spots No, she needs to Jack has 6 sunflowers. Jack has the least
on these three ladybirds, from the know how many Rosie has more sunflowers than Jack. amount of
greatest amount of spots to the least. spots are on the Amir has more sunflowers than Rosie. sunflowers.
third ladybird to
correctly place Who has the least amount of
them all. sunflowers?
Order Numbers
Notes and Guidance Varied Fluency
Children order numbers from smallest to greatest or greatest Order the dominoes from smallest to greatest.
to smallest. Children should use concrete and pictorial
representations to prove or check their answers.
Order Numbers
Reasoning and Problem Solving
Use 10 cubes. Possible answers: Jack says, Jack is incorrect
because his ten
Place them into 3 piles. 7, 2, 1 I have ordered the frame isn’t full, it
6, 3, 1 numbers from only had 5 in it so
Order the piles from greatest to smallest. 5, 3, 2 smallest to greatest. this should be in
the middle.
How many different ways can you find? Etc.
Ordinal Numbers
Notes and Guidance Varied Fluency
This is a non-statutory statement in the Year 1 curriculum. It Create a tower using different coloured cubes.
has been included to see numbers as positional. It also links to Describe the order of the colours using ‘first’,
previous lessons such as ordering numbers. ‘second’ ‘third’ and ‘last’ etc.
Can you give your partner accurate instructions
Stem sentences support children with using new mathematical so that they can create the same tower?
language correctly.
Colour the 7th flower blue. Start counting from the left.
When would I use ‘last’ place? Explain how you know. The ______ flower is __________.
How can you work out where ______ is?
When might we use ordinal numbers? Three children have a race.
What does first mean?
Which is the first cube in the tower?
What does last mean?
Where is the last cube in the tower? Alex finishes first.
Is there always a first and last? Why? Amir finishes third.
Is there always a 4th? Why? What position does Whitney finish in?
35 ©White Rose Maths
Year 1 | Autumn Term | Week 1 to 4 – Number: Place Value
Ordinal Numbers
Reasoning and Problem Solving
Two children have used the instructions They could both Tommy, Teddy and Alex take part in a Tommy finished
to make a pattern. be correct because race. behind
the instructions Teddy/Alex.
There are four shapes. aren’t clear, it The results are:
doesn’t state Teddy finished in
The first is a circle. which order the Teddy Alex Tommy front of
middle two shapes Alex/Tommy.
The last is a square. need to be in.
Alex finished in
The other two shapes are a 1st 2nd 3rd front of Tommy
triangle and a rectangle. but behind Teddy.
Fill in the blanks:
Here are their patterns.
Tommy finished behind _____________.
Amir
Teddy finished in front of _____________.
Alex finished in front of _____________ but
Dora behind _____________.
Who is correct?
36 ©White Rose Maths
Year 1 | Autumn Term | Week 1 to 4 – Number: Place Value
Overview
Small Steps Notes for 2020/21
Part-whole model
Addition symbol The importance of early number
and early understanding of
Fact families – addition facts
mathematics cannot be
Find number bonds for numbers within 10 underestimated. With the
Systematic methods for number bonds within 10 learning of reception children
being disrupted, we’ve decided to
Number bonds to 10
put a bit more time early in Year 1
Compare number bonds on numbers to 10, particularly
Addition – adding together around place value and the
introduction to the concept of
Addition – adding more
parts and wholes.
Finding a part
Subtraction – taking away, how many left? Crossing out Number bonds are particularly
important so ensure sufficient
Subtraction – taking away, how many left? Introducing the subtraction symbol
time is spent on these.
Subtraction – finding a part, breaking apart
Fact families – the 8 facts
Subtraction – counting back
Overview
Small Steps Notes for 2020/21
Part-whole Model
Notes and Guidance Varied Fluency
Children need to understand that a number can be partitioned Complete the part-whole models by drawing counters and then
into two or more parts. This will help them with number bonds writing the numerals.
and addition. 4
They will be introduced to the part-whole model to show this
concept clearly, and should get used to seeing it in different
orientations. 5
Children should use and understand the language part, part,
whole.
Here are seven pieces of fruit.
Mathematical Talk
What does whole mean? Put the fruit into a part-whole model.
What does part mean? Complete the sentences.
How can we represent the whole/parts? ______ is the whole.
______ is a part, ______ is a part and ______ is a part.
Are the parts smaller or larger the more you partition them?
Why?
Draw the part-whole model that represents the stem sentences:
Can zero be a part? • A part is 4
Can the parts be swapped around? • A part is 3
Can the whole be swapped with a part? • The whole is 7
42 ©White Rose Maths
Year 1 | Autumn Term | Week 5 to 8 – Number: Addition & Subtraction
Part-whole Model
Reasoning and Problem Solving
There are 6 animals. Various answers. Work in groups of up to 8 children. Children may split
E.g. brown & not themselves into
brown Can you split yourselves into different groups in many
4 legs & 2 legs groups? different ways.
Multiple groups
How many different ways can you sort could be the type Think of different ways to group E.g. hair colour,
the animals? of animal. yourselves: hair colour, eye colour, month of birth,
Complete a part-whole model for each Part-whole models gender, shoe size etc. shoe size, gender
way. should accurately etc.
Can you partition the animals into more represent Complete a part-whole model for each
than 2 groups? children’s sorting. way. Part-whole models
should accurately
Can you partition into more than 2 represent
4 is the whole. 4 and 0, 0 and 4 groups? children’s sorting.
How many different part-whole models 1 and 3, 3 and 1
can you draw to show this? 2 and 2
Use different numbers for the parts every Children should
time. recognise 4 and 0
and 0 and 4 being
Are any the same? Why? the same etc.
3 + 4 =7
Children may
choose to use :
7 + 0 =7
6 + 1 =7
5 + 2 =7
4 + 3 =7
Number Bonds to 10
Notes and Guidance Varied Fluency
Focusing on the number 10, children use a variety of Amir shows a number on his fingers.
representations to explore number bonds to 10 systematically
e.g. ten frames, bead strings, fingers.
The children should also see the number sentence alongside How many more fingers are needed to make 10?
the representation to help further develop their conceptual What would this look like as a number sentence?
understanding.
Use the ten frames to complete the number bonds to 10
Mathematical Talk
What number have you started with? 4 + ___ = 10 5 + ___ = 10
How many more do I need to make 10? Can you make the ten frame that comes before in the sequence?
How many number bonds can I make if 10 is the whole? Can you make the ten frame that comes next in the sequence?
What would these bonds look like as a number sentence? All the ladybirds should have 10 spots.
Some of the ladybirds have lost their
Can I order the number bonds systematically? spots. Complete the spots and write the
number sentences.
Do number bonds to 10 only contain one digit numbers?
52 ©White Rose Maths
Year 1 | Autumn Term | Week 5 to 8 – Number: Addition & Subtraction
Number Bonds to 10
Reasoning and Problem Solving
Tommy needs to colour in all of the
Always, Sometimes, Never Sometimes, there
boxes using two different colours.
is one case where
Number bonds to 10 have two different it is two of the
same number. One box of each colour has been done
numbers added together. for him.
5 + 5 = 10
Use cubes to help you fill in <, > or = to make the statements
Mathematical Talk correct.
5+5 10
What does compare mean?
Do we know what each side is worth? 5+5 8.
How can we work out the total of each side?
Can you use equipment to prove that the number bonds are 2+5 5+3
equal/unequal?
Complete the number sentences.
Do I have to solve both sides to see if the number bonds are
equal?
5 + 3 = 4 + ___
Which calculation gives the largest answer?
Which calculation gives the smallest answer?
7 + 3 > ___ + 2
Which symbol can you use to show this? 54 ©White Rose Maths
Year 1 | Autumn Term | Week 5 to 8 – Number: Addition & Subtraction
Add Together
Notes and Guidance Varied Fluency
Children will use a part-whole model to understand the If 2 is a part and 5 is a part, what is the whole? 5
concept of addition. They should be accurately using the ‘+’
and ‘=’ symbols. + =
2
Children should also become familiar with language related to
addition such as ‘total’ and ‘altogether’. There are 5 red cars and 4 blue cars. How many cars are there
altogether?
+ =
Mathematical Talk = +
Complete the table to represent the owls.
What does each circle represent on a part-whole model?
Which of the numbers are parts?
Which of the numbers is the whole? Ten Frame Part Whole Model
What else can we use to represent the cars? Can we only use
counters and ten frames?
How many did you have to start with? Then what happened?
How many do you have now? Sentences Make your own story
How does the ten frame help us when finding the total? Did we ___ is a part.
need two ten frames for 5 and 4? Why? ___ is a part.
What number sentence would represent this? The whole is ___ .
56 ©White Rose Maths
Year 1 | Autumn Term | Week 5 to 8 – Number: Addition & Subtraction
Add Together
Reasoning and Problem Solving
There are 8 cubes. There could be: Which sentence is correct? A is wrong
Some are red and some are yellow. 7 red and 1 yellow, because the parts
6 red and 2 are not right.
How many different ways can you make yellow, B is wrong
a total of 8? 5 red and 3
yellow, because the whole
4 red and 3 yellow, is not 8
3 red and 5 C is correct.
yellow,
2 red and 6 yellow A
or 1 red and 7 5 is a part, 2 is a part and 7 is the whole.
yellow.
You should show your working out on a B
ten frame and a part-whole model. 4 is a part, 3 is a part and the whole is 8
Add More
Notes and Guidance Varied Fluency
Children will move from counting all to counting on. It is How many tractors are there in total?
important that they are exposed to calculations given to them
in a different order, for example the smallest number first. 6 + ___ = ___
This will lead to children understanding that addition can be
done in any order. There are ___ tractors.
Continue to use concrete and pictorial representations to
support the children’s conceptual understanding. There are 3 aeroplanes at the airport.
5 more aeroplanes land.
How many aeroplanes are there now?
Mathematical Talk Now there are ___ aeroplanes altogether.
How many did you have to begin with? How could we represent this as a number sentence?
How many more have been added?
There are four pennies in a bag and I add two more.
How many do you have now? How many pennies do I have now?
What number sentence will represent this?
When using resources/images to find the answer, do I need to = +
make/draw both numbers?
Do I have to start with the largest number?
There are ___ pennies.
Why is it more efficient to start with the larger number?
58 ©White Rose Maths
Year 1 | Autumn Term | Week 5 to 8 – Number: Addition & Subtraction
Add More
Reasoning and Problem Solving
Sid has two bean bags. The highest score
True or False? True because
when you add 0 he can get is a 6 if
you are not adding He is throwing them into jars.
If I add 0 to a number, the number stays his second
any more. The number on the jar shows how many
the same. points he gets for a beanbag landing in beanbag landed in
that jar. the 4 jar.
Can you use a number line or counters to The lowest score
One of his beanbags lands in jar 2
help you explain your answer?
he can get is a 2 if
Mo has used the number track to He has included he misses the jars
complete 4 + 2 the starting 1 2 3 4 with his second
He thinks the total is 5 number. To find beanbag.
the correct answer
What is the highest score he can get by He cannot get 9
Mo could start
counting from 5, throwing the second bean bag and because he got 2
1 2 3 4 5 6 7 8 adding the scores? with his first
or he could put the
4 on and then the beanbag, so he
2 to show that the What is the lowest score he can get by would need 7 and
answer is 6 throwing the second beanbag and adding there isn’t a jar
What mistake has he made? the scores?
How could Mo use the number track to with 7 on.
find the correct answer? Explain why he can’t get a total of 9
59 ©White Rose Maths
Year 1 | Autumn Term | Week 5 to 8 – Number: Addition & Subtraction
Finding a Part
Notes and Guidance Varied Fluency
Children should apply their understanding of number bonds to Complete the part-whole model and use it to fill in the number
solve missing number problems. Building from counting on, sentences.
children should start from the given part and count on to the
whole, to find the missing part.
9 + = 5 is a part,
___ is a part,
Children should also be exposed to problems with one part 9 is the
and the whole being the same so they understand the role of = + whole.
zero.
There are seven cars in total. Seven of them are green. How many
Mathematical Talk of them are yellow?
+ = 7 is a part,
Do you know the value of both parts? ___ is a part,
Do you know the value of the whole? 7 is the
How can we count on to find the missing part? = + whole.
What number sentence would represent what we currently
have/know? Write your own story
Where will the numbers from the word problem go in the to complete the 6
part-whole model? part-whole model. 9
Where are we counting on from? How do you know?
Where are we counting to? How do you know?
60 ©White Rose Maths
Year 1 | Autumn Term | Week 5 to 8 – Number: Addition & Subtraction
Finding a Part
Reasoning and Problem Solving
Eva could buy a Using the digits 0 – 9, how many ways It could be:
banana or an can you complete the part-whole model? • 4, 1 and 5
1p 6p apple as they are One of the parts always has to be 4
4p • 4, 2 and 6
both 6 p and • 4, 3 and 7
4 p + 6 p = 10 p 4 • 4, 5 and 9
A muffin costs 3 p
? 6p 4p because You can’t use 0
Eva spends 10p on a chocolate bar and 6p+3p=9p because the whole
something else. What else could she have would have to be
bought? Explain how you know. Rosie bought her You can only use each digit once.
4 and then it
brother two chew
Explain why you can’t use 0 would be repeated.
Jack spent 9p on a banana and a muffin. bars because
How much is a muffin? Explain how you 4p+2p=6p You can’t use 8
know. and 1 chew bar is What other digits can’t you use and why? because if it was a
1 p and nothing part, the whole
Rosie spent 6p on a chocolate bar and else is 2 p would be too big
something for her brother. What did she and if it was the
buy for her brother? Explain how you whole we would
know.
need another 4
61 ©White Rose Maths
Year 1 | Autumn Term | Week 5 to 8 – Number: Addition & Subtraction
Mathematical Talk − =
How many counters were there at first? How many were taken
At first there were 10 bananas. 7 of them were eaten. How many
away? How many are there now? Can you draw an image to
bananas are left?
show this?
Use counters/cubes to help you solve and complete:
What else could we use to represent the cars? How many will
you start with? Why? How many will you take away? Why?
= 7 −
There are 9 party hats altogether. 4 of them are red. The rest are
blue. How many are blue?
Mathematical Talk
___ = 9 − 4
What is the whole? What are the parts?
If ___ is the whole, and ___ is a part, what is the other part?
There are ___ blue party hats.
How can I use the array of party hats to convince someone
In total there are 8 counters.
else that my answer is right?
How many counters are there
in the bag?
How many ways can I partition 8 into parts? Use two hoops
Show this in a part-whole model
and 8 counters to support.
and as a calculation.
66 ©White Rose Maths
Year 1 | Autumn Term | Week 5 to 8 – Number: Addition & Subtraction
Count Back
Notes and Guidance Varied Fluency
Children count backwards to subtract. It is an important step to Complete:
help children work in the abstract.
Common misconceptions could be that the children include
their starting number when counting, e.g. 5 − 3; 5, 4, 3 –
7 − 3 = ___
therefore giving the wrong answer.
It is vital to model how to count backwards by ‘putting the start
number in our head and counting backwards’.
4 − 4 = ___
Use the number line to count back and match the calculations
Mathematical Talk with the same answers.
Count Back
Reasoning and Problem Solving
Eva is calculating 7 − 2 and does this by Eva has included Game You might like to
counting backwards on a number line. the starting roll a 6 because it
number of 7 when Race to zero! is a large amount
She gets an answer of 6 she has been to take away and
counting Start at 10 on a number line.
What mistake has she made? backwards. so you would end
What should the answer be? The answer is 5 up nearer to 0
Roll a dice and subtract this amount.
You might not
The answer is 2 want to roll a 1
10 − 8, The first person to land on 0 wins.
because it’s a
How many ways can you get to this by 9 − 7,
8 − 6 etc. What would you like to roll? Why? small amount and
counting backwards on this number line?
so it would take
Why would you not want to roll a 1? longer to get to 0
Mathematical Talk
Complete the sentence using greater than, less than or equal to.
What does greater than mean?
2 plus 3 is ________________ 6
How do we know that ___ + ___ is greater than ___?
What else can it be greater than? Complete the number sentences.
What does less than mean?
How do we know that ___ + ___ is less than ___? ___ + ___ is equal to 7
What else can it be less than?
___ + 4 is less than 9
What language is missing?
What steps do we need to take to help us complete the 5 + ___ is ______________ 2
problem? 74 ©White Rose Maths
Year 1 | Autumn Term | Week 5 to 8 – Number: Addition & Subtraction
What’s the same? What’s different? Dora has 8 sweets and eats 4 of them.
Mo has 7 sweets and eats some of them.
Do we always need to solve each calculation before we They now have the same number of sweets.
compare? Can you draw a picture to represent this?
Use your picture to help you complete the number sentences.
Which symbol should be used?
8−4 7 − ___
How can we prove that they are equal?
8 − 4 is equal to 7 − ___
76 ©White Rose Maths
Year 1 | Autumn Term | Week 5 to 8 – Number: Addition & Subtraction
7<8 5−2<4+3
___ + ___ = ___ + ___
Is he correct? Explain why. Etc.
___ − ___ = ___ − ___
Shape
Overview
Small Steps Notes for 2020/21
3-D Shapes
Notes and Guidance Varied Fluency
Children name simple three dimensional shapes: cuboids Match the shape to its name.
(including cubes), cylinders, pyramids, cones and spheres.
Ensure children see the shapes in a variety of orientations so
they develop a deeper understanding of the shape.
Children start to consider the 2-D shapes they can see on the
faces of the 3-D shapes which will support them when looking cube cylinder cuboid pyramid cone sphere
at 2-D shapes later in the block.
Complete the sentences to describe the model.
There are ______ cuboids.
Mathematical Talk There are ______ cylinders.
There are ______ pyramids.
What makes a shape 3-D? There are ______ cubes.
Can we see any 3-D shapes in the classroom?
Can you name this 3-D shape? Build your own model using 3-D shapes and ask a partner to
describe it.
Do cubes all look the same?
Does the shape change when we turn it around? Circle the cubes. Tick the pyramids.
Can you think of any everyday objects that are cones? Can you
think of any everyday objects that are cubes? Can you think of
any everyday objects that are …
80 ©White Rose Maths
Year 1 | Autumn Term | Week 9 – Geometry: Shape
3-D Shapes
Reasoning and Problem Solving
Put a selection of 3-D shapes in a feely Possible answer: The bottom of a 3-D shape is hidden. Possible answers:
bag.
Choose a shape. What do you think it is? I think it is a Cube
cuboid because I Cuboid
cannot feel any Pyramid
curved surfaces
but I can feel a
long and smaller
Explain how you know. face.
What shape could it be?
Use 3-D shapes to build a tower. Children may
Explain how you know.
Which shapes are the best for the bottom reason about
of the tower? different shapes
depending on if
Which shapes can only go on the top of
the shapes have
the tower?
flat or curved
Can you use any of the shapes only in surfaces.
one orientation?
2-D Shapes
Notes and Guidance Varied Fluency
Children see 2-D shapes on the surfaces of 3-D shapes. Choose a 3-D object. Use one of the faces as a stencil to draw
around. Name the shape that you have drawn.
Children can use the 3-D shapes as stencils or prints to make How many different 2-D shapes can you draw using 3-D shapes
2-D shapes. It is important that children see 2-D shapes are as a stencil?
flat.
Match the 2-D shapes to their names.
Looking at 2-D shapes, children name triangles, squares,
rectangles and circles.
Mathematical Talk
Rectangle Circle Square Triangle
What is the name of this 3-D shape?
Circle the triangles, tick the rectangles and draw a circle and a
What can you tell me about the surfaces? square.
What are the names of the shapes on the surfaces?
2-D Shapes
Reasoning and Problem Solving
Part of a shape is hidden. It could be a Here is part of a shape. Children could
square because it continue the shape
can have 4 sides to make a square,
the same length. rectangle or
triangle.
It could be a
rectangle because
it could have 2
longer sides.
Mathematical Talk
Circle the odd one out in each group.
What is the name of this shape?
Can you describe the shape?
•
Compare your shape to a different shape – what is the same
and what is different?
Compare your shape to other shapes with the same name – •
what is the same and what is different?
How have the shapes been sorted?
Could the shapes have been sorted in a different way?
86 ©White Rose Maths
Year 1 | Autumn Term | Week 9 – Geometry: Shape
Place Value
Overview
Small Steps Notes for 2020/21
Count forwards and backwards and write numbers to 20 in numerals and words
Numbers from 11 to 20 Only move onto numbers to 20
at this stage if children are secure
Tens and ones
and confident with numbers to 10.
Count one more and one less
Compare groups of objects An extra week is given at the start
of the Spring term to consolidate
Compare numbers
this learning.
Order groups of objects
Order numbers
Let’s count together from 9, 10, 11, 12, 13, 14, 15, 16
What do you notice about the sounds of the numbers? Use your own ten frames to show me the number:
Do you notice a pattern with the numbers? Fourteen 18 Nine 16
What comes after the number 10?
What do you notice about the ends of most of these numbers? Fill in the missing numbers.
What does ‘teen’ tell us about a number? 15 17
How do we say this number?
How would we write ______? 16 11
92 ©White Rose Maths
Year 1 | Autumn Term | Week 10 to 11 – Number: Place Value (within 20)
15 61 17 18 I will start at 8
Numbers from 11 to 20
Notes and Guidance Varied Fluency
Children use concrete and pictorial representations to explore Draw a picture to show me 13
the different ways to represent a number. Compare yours with a partner.
What’s the same? What’s different?
Base 10 is formally introduced in the next step, but if children
are familiar with this model then they can use it. Complete the table.
Numbers from 11 to 20
Reasoning and Problem Solving
Teddy says, Teddy is wrong Game
because you need
a zero to make Use two sets of number cards.
I can make all the twenty (20).
numbers from 1 set with numerals 1 – 20
eleven to twenty
using the digits 1 – 9 1 set with words 1 – 20
Play in groups of 3 or 4
My number is ______
Mathematical Talk
It has ______ tens and ______ ones.
What numbers come after 10?
Which numbers have the ‘teen’ sound in them? The whole is ______
What does the number ______ look like?
Which is greater 1 ten or 1 one? How do you know? Fill in the ten frames with counters to show 14 and complete the
What does ‘teen’ tell us about a number? sentence.
Can you swap tens for ones?
Will it change the amount? Explain.
Do we need to count the 10 individually?
Do we need to start counting from 0 every time? 14 has ______ ten and ______ ones.
Can you describe the number ______ using tens and ones? 96 ©White Rose Maths
Year 1 | Autumn Term | Week 10 to 11 – Number: Place Value (within 20)
Her number is 18
She says:
Use number cards 11 – 20 Example answers: Rosie thinks of a number. Rosie’s number is
18 is 1 more than 16
How many different ways can you 17
complete the boxes? 12 is 1 more than ?
11
is 1 more than 1 less than her number is 15
Compare Numbers
Notes and Guidance Varied Fluency
Children build on comparing numbers to 10 by comparing Circle the greatest number.
numbers up to 20
In this step, children will be given abstract numbers written in • Twelve Twenty
digits and need to be encouraged to use previous learning to
choose an efficient method to compare numbers. • 8 17
Make sure children are also continuing to compare numbers
below 10 as well as 10 and above. Here are two number cards. Use a number track to explain which
one is smaller, and by how many.
Mathematical Talk 13 17
Compare Numbers
Reasoning and Problem Solving
Dora has three jars of sweets. Possible answers: Fill the gaps: Possible answers:
13, 14, 15, 16
______ is more than 15 but less than 20 16, 17, 18, 19
Discussion point
with class:
can it be 12 or 17? ______ is less than eighteen but more 13, 14, 15, 16, 17
than twelve.
A = 12 B= C = 17
A = 12 B = ____ C = 17 It cannot because
it would have to be
She says: phrased ‘A and B
have the What numbers could go in the gaps?
A has the least least/most’.
sweets.
C has the most Explain your answer.
sweets.
How can you order the groups? Draw counters in each box to make the increasing pattern correct.
How can you work out which is the largest/smallest?
Can you just look at two groups first? Why?
What is happening to the numbers when we order from largest
to smallest?
Can you think of an amount less than the smallest group?
How is your drawing different to your partners?
Can you describe the order using largest and smallest? Smallest Greatest
What would happen to your description if we changed the
numbers around? 104 ©White Rose Maths
Year 1 | Autumn Term | Week 10 to 11 – Number: Place Value (within 20)
Smallest Greatest
and crayons than
Teddy says, chew bars.
Order Numbers
Notes and Guidance Varied Fluency
Children now order abstract digits from 0 to 20 Order the numbers from greatest to smallest.
They can choose to represent these with concrete materials or
draw them pictorially to help them order. 13 18 15
Children need to apply their knowledge of tens and ones to Three children were playing basketball.
help them work within the abstract. For example, when The scoreboard shows how many hoops they scores each.
comparing 8 and 15 only the number 15 has a ten, therefore it The winner is the child who scores the most hoops.
must be greater.
Eva: 9
Jack: 16
Mathematical Talk Tommy: 13
How have you been asked to order the numbers? Place the children in 1st, 2nd and 3rd
Which is the greatest? How do you know?
Which is the smallest? How do you know? Order the numbers from greatest to smallest:
Is it easier to order groups of objects or numbers? Why?
If you have numbers, can you still use objects? Does this help? • 12, 5, 7
Why?
What was your strategy for comparing numbers? • 20, 17, 11
Could you order the numbers in the opposite way?
Does any number stay in the same place when we do this? Now order them from smallest to greatest. What do you notice?
Why? 106 ©White Rose Maths
Year 1 | Autumn Term | Week 10 to 11 – Number: Place Value (within 20)
Order Numbers
Reasoning and Problem Solving
Complete the image and match the Mr Monaghan says, Possible answers:
numerals to the correct picture.
9, 10, 11, 12, 13 or
My number is
14
greater than 8
but less than 15
Order all of the numbers from smallest 5, 11, 12, 14, 15, 17,
to largest. 17, 19, 19