Unit 1A: Number and problem solving
Framework
codes
1Nn1
Learning objective
Activities
Resources
Numbers and the number
system
Recite numbers in order.
Class counting to 20.
Number lines or squares for
checking.
1Nn3
Count objects up to 20,
recognising conservation of
number.
Counting objects to 20, rearranging
and checking.
Objects to count.
Containers to help structure the
counting, number lines, grids or
square.
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.
Paper, unnumbered number
lines, 100 square, number lines
(for reference).
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.
Scheme of work – Mathematics stage 1
Unit 1A: Number and problem solving
Comments
Use visual clues for more and
less and in between.
2
Framework
codes
Learning objective
Activities
Resources
1Nn9
Order numbers to at least 20
positioning on a number track:
use ordinal numbers.
Class or group activity. Pick a
number card, hide it and give clues.
Number cards, number lines
and grids.
Counters in the pot.
Counters
Small pots, number cards
0 – 10.
Developing mental images for
small numbers.
1Nc1
Mental strategies
Know all number pairs to 10 and
record related addition/subtraction
facts.
Comments
1Nc2
Begin to know number pairs to 6,
7, 8, 9 and 10.
Counters in the pot.
Counters, small pots, number
cards 0 – 10.
Extending the previous activity,
just changing one rule.
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.
Scheme of work – Mathematics stage 1
Unit 1A: Number and problem solving
Give students time to become
familiar with 100 square.
3
Framework
codes
Learning objective
Activities
Resources
Comments
1Nn5
Count on in twos, beginning to
recognise odd/even numbers to
20 as ‘every other number.
Becoming familiar with the number
line.
Number line – large
Number line – table top
Some students may need their
own copy of the number line.
1Nn11
Give a sensible estimate of some
objects that can be checked by
counting e.g. to 30.
Counters and cubes: estimating the
numbers.
Counters, cubes, number line,
cloth.
Using the same resource, but
different context.
Domino spots
A large set of dominoes for
class work. Small sets for
group work.
Number cards 0 – 9.
Domino set for each pair.
1Nc8
Addition and subtraction
Understand addition as counting
on and combining two sets.
1Nc9
Understand subtraction as
counting back and ‘take away’.
Domino spots
1Nc11
Add/subtract a single digit number
by counting back/on.
Stepping stones; accurately moving
backwards and forwards.
A floor number track or line,
table top number lines.
Blank tracks or lines
1Nc3
Add more than two small
numbers, spotting pairs to ten
(4+3+6 = 10+3).
Look for the clue!
Encouraging students to look for the
clue of making 10.
Small counting apparatus
1Nc10
Understand difference as ‘how
many more to make’.
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?
Vertical or horizontal number
line – large for class, small for
table top. One 1-6 die.
1Nc12
Find two more or less than a
number to 20, recording jumps on
a number line.
Hops and jumps: start on a number;
jump forward 2, what’s the new
number?
Large class number line,
smaller for table top.
Scheme of work – Mathematics stage 1
Unit 1A: Number and problem solving
Give students experience of
blank and numbered lines.
This can be done on a floor
number line to start.
4
Framework
Codes
1Pt2
Learning Objective
Problem solving
Explore number problems and
puzzles.
1Pt4
Solve simple word problems and
represent it with objects
1Pt5
Check the answer to an addition
by adding the numbers in a
different order.
1Pt6
Check the answer to a subtraction
by adding the answer to the
smaller number in the question.
Scheme of work – Mathematics stage 1
Unit 1A: Number and problem solving
Activities
Resources
What if activities: I had 3 cakes,
baked 3 more and ate 2. How many
left?
Using practical equipment.
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.
Comments
5