Wednesday, 15 September 2010

Information for parents about our Learning Themes in Year One. Autumn term 2010.


The focuses of mathematics learning/ impact of learning:

·         Compare, ordering, reading and writing numbers from 0 to at least 20

·         Using knowledge of place value to record numbers on tracks and lines

·         Learning and counting at least 20 objects

·         Recognising that when objects are rearranged the number is the same

·         Learning numbers names

·         Counting forwards and backwards from 0 to 20, then beyond

·         Place value

·         Early addition and subtraction and related language and symbols including equals (=) sign

·         Solving problems involving counting, adding and subtracting

·         Explaining methods and reasoning using related vocabulary

As practitioners we will be looking for the children to display these following skills and learning attributes:


The children recite number names in order from 0 to 20 or more, forwards and backwards, using objects, number tracks and number lines. They use the sequence of number names to count a small set of objects reliably by touching or moving each object in turn, recognising that the number of objects does not change if the set is rearranged. The children identify which of two sets contains more objects, by matching the objects and counting the number in each set. They compare the numbers using their positions on a number track or number line.
As children count objects, they are saying one number name for each object and understanding that the last number they say is the number in the set. The children are using strategies such as moving objects as they count them so that each object is counted just once. The children who, given a small number, count that number of objects from a larger set and know when to stop. We will be observing the numbers of objects that children recognise without counting, for example, dots in domino patterns or a randomly arranged group of counters.

The children are using appropriate language and symbols in context, children read and write numerals from 0 to 10, then to 20. They understand that, for example, the number 12 is written with two digits. They know that as they count from zero along a number track each number is one more and the numbers get bigger. As they count back, each number is one less and the numbers get smaller. They find missing or covered numbers on a number track.

As they develop their understanding of addition and subtraction, the children find the number that is one more or one less than a given number practically by adding another object or removing one object from a set then counting the new number. They use their knowledge of the counting sequence and number tracks to predict what number is one more or one less than a given number before checking using practical equipment. They relate addition to counting on and use the vocabulary of addition in practical activities.

When children use a number track to find the number that is one more than 7, they describe it as '7 add 1 is 8' or '7 plus 1 is 8' and record it in a number sentence as 7 + 1 = 8.
The children relate subtraction to taking away objects from a set and to counting back. They use the vocabulary of subtraction in practical activities; for example, they respond to instructions such as: Take away three spots. When they use a number track to find, say, the number that is one less than 8, they describe this as '8 take away 1 is 7' or '8 minus 1 is 7' and record it as 8 − 1 = 7.

Throughout the unit, children solve problems involving counting. For example: they work out whether there are enough pairs of scissors for everyone on the table to have a pair; they predict then check which of two containers will hold more pine cones; they make a collection of their ten favourite items for a display. Children describe how they solved the problem to the class. They listen to and ask questions about other children's descriptions.


Literacy Learning Themes

As practitioners we will be focussing our provision on these areas:

Prior Learning:

Checking that thechildren can already:


Tell you about the purpose of simple classroom labels and lists.

·         Read simple classroom labels with additional pictures or symbols.

·         Attempt to write labels, for instance in role-play area.


We will also be looking to develop the children's abilities to:

Phase 1

Say what the purposes of lists and labels in the classroom are.

Phase 2

Give a complete sentence as a caption for an object or picture.

Phase 3

Write a caption for an object or picture in a complete sentence with a capital letter and full stop.







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