Unit 1A: Number and problem solving
Framework codes Learning objective Activities Resources Comments

1Nn1

Numbers and the number system Recite numbers in order.

Class counting to 20.

Number lines or squares for checking. Objects to count. Containers to help structure the counting, number lines, grids or square. Paper, unnumbered number lines, 100 square, number lines (for reference).

1Nn3

Count objects up to 20, recognising conservation of number.

Counting objects to 20, rearranging and checking.

1Nn2

Read and write numerals from 0 to 20.

Give students a number less than 20. Ask them to continue the series orally or writing.

1Nn8

Use more or less to compare two numbers, and give a number that lies between them.

Count using a number line, with pictures as representations as well as the numbers.

Number lines.

Use visual clues for more and less and in between.

Scheme of work – Mathematics stage 1 Unit 1A: Number and problem solving

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Framework codes 1Nn9

Learning objective Order numbers to at least 20 positioning on a number track: use ordinal numbers. Mental strategies Know all number pairs to 10 and record related addition/subtraction facts. Begin to know number pairs to 6, 7, 8, 9 and 10.

Activities Class or group activity. Pick a number card, hide it and give clues.

Resources Number cards, number lines and grids.

Comments

1Nc1

Counters in the pot.

Counters Small pots, number cards 0 – 10. Counters, small pots, number cards 0 – 10.

Developing mental images for small numbers. Extending the previous activity, just changing one rule.

1Nc2

Counters in the pot.

1Nc5

Know doubles to at least double 5.

Counters in the pot.

Counters, small pots, number cards 0 – 10, 2 of each card.

Using a familiar resource and activity, changing the context. Students being actively engaged in the activity.

1Nc7

Begin to recognise multiples of 2 and 10.

Using hands and feet.

None

1Nn4

Count on in tens from zero or a single digit number to 100 or just over.

Becoming familiar with the 100 square.

100 square – large. 100 square – table top.

Give students time to become familiar with 100 square.

Scheme of work – Mathematics stage 1 Unit 1A: Number and problem solving

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Framework codes 1Nn5

Learning objective

Activities

Resources

Comments

Count on in twos, beginning to recognise odd/even numbers to 20 as ‘every other number. Give a sensible estimate of some objects that can be checked by counting e.g. to 30. Addition and subtraction Understand addition as counting on and combining two sets. Understand subtraction as counting back and ‘take away’. Add/subtract a single digit number by counting back/on. Add more than two small numbers, spotting pairs to ten (4+3+6 = 10+3). Understand difference as ‘how many more to make’.

Becoming familiar with the number line. Counters and cubes: estimating the numbers.

Number line – large Number line – table top Counters, cubes, number line, cloth.

Some students may need their own copy of the number line. Using the same resource, but different context.

1Nn11

1Nc8 1Nc9

Domino spots Domino spots

A large set of dominoes for class work. Small sets for group work. Number cards 0 – 9. Domino set for each pair. A floor number track or line, table top number lines. Blank tracks or lines Small counting apparatus Give students experience of blank and numbered lines.

1Nc11

Stepping stones; accurately moving backwards and forwards. Look for the clue! Encouraging students to look for the clue of making 10. Making pairs: Have a target number more than 6. Throw one die, show the number on the number line, how many more to make the target? Hops and jumps: start on a number; jump forward 2, what’s the new number?

1Nc3

1Nc10

Vertical or horizontal number line – large for class, small for table top. One 1-6 die. Large class number line, smaller for table top. This can be done on a floor number line to start.

1Nc12

Find two more or less than a number to 20, recording jumps on a number line.

Scheme of work – Mathematics stage 1 Unit 1A: Number and problem solving

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Framework Codes

Learning Objective

Activities

Resources

Comments

1Pt2

Problem solving Explore number problems and puzzles. Solve simple word problems and represent it with objects

What if activities: I had 3 cakes, baked 3 more and ate 2. How many left? Telling stories: Teacher tells a story where the final quantity is unknown: I baked some cakes, the dog ate 3 and there were 3 left. How many did I start with?

Using practical equipment.

1Pt4

Using practical equipment.

1Pt5

Check the answer to an addition by adding the numbers in a different order. Check the answer to a subtraction by adding the answer to the smaller number in the question.

1Pt6

Scheme of work – Mathematics stage 1 Unit 1A: Number and problem solving

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