New curriculum medium term planning
Benjamin Adlard School 2015/16
Maths medium term plan: Autumn term
Year 1
Number - Number and place value:
Count reliably up to 20 objects
Count forwards in ones to and across 100 from 0, 1 or any given number.
Count backwards in ones to and across 100 from any given number.
Say that a number is one more or one less than a given number.
Compare and order numbers up to 20.
Number – Addition and Subtraction:
Derive and recall all pairs of numbers with a total of 20.
Derive and recall all addition facts for totals within 10.
Measurement:
Recognise and know the value of different denominations of coins and notes.
To compare the lengths of 2 objects.
Tell the time to the hour and half past the hour.
Geometery – Properties of shape
Recognise and name common 2D shapes (rectangles (including squares), circles and triangles)
Recognise and name common 3D shapes (cuboids (including cubes), pyramids and spheres)
Problem-solving and reasoning should be integrated into all activities.
Opportunities to explain and justify opinions and make explanations should be incorporated into planning.
Children should be challenged and extended through the problems they are given to solve.
Unit
Week 1
Strand
Number and
place value
Learning Objectives
Read and write numbers from 0 to 20 in numbers and words, then beyond;
Identify and represent numbers using objects and pictorial representations and use
knowledge of place value to position numbers on a number track and number line.
Count reliably at least 20 objects, recognising that when rearranged the number of
objects stays the same; estimate a number of objects that can be checked by counting.
Compare and order numbers, using the related vocabulary (equal to, more than, less
than, fewer, most, least)
Describe ways of solving puzzles and problems, explaining choices and decisions orally
or using pictures.
Week 2
Number and
place value
Number –
addition and
subtraction
Read and interpret mathematics statements involving addition (+), subtraction (-) and the
equals (=).
Say the number that is 1 more or less than any given number.
Add one digit numbers including 0 (Relate addition to counting on; recognise that
addition can be done in any order; use practical and informal written methods to support
the addition of a one-digit number or a multiple of 10 to a one-digit or two-digit number.)
Subtract 1 digit numbers including 0 (Understand subtraction as 'take away' and find a
'difference' by counting up; use practical and informal written methods to support the
subtraction of a one-digit number from a one-digit or two-digit number and a multiple of
10 from a two-digit number.)
Week 3
Number and
place value
Number –
addition and
Solve one step problems that involve addition and subtraction, using concrete objects
and pictorial representations and missing number problems in the context of numbers.
Derive and recall or pairs of numbers with a total of 20 and related subtraction facts.
Derive and recall all addition facts for totals within 10 and related subtraction facts.
New curriculum medium term planning
subtraction
Say the number that is 1 more or less than any given number.
Count reliably at least 20 objects, recognising that when rearranged the number of
objects stays the same; estimate a number of objects that can be checked by counting.
Week 4
Geometry –
properties of
shape
Recognise and name common 2D shapes (for example, rectangles (including squares),
circles and triangles).
Recognise and name common 3D shapes (for example, cuboids (including cubes),
pyramids and spheres).
Use shapes to make patterns, pictures and models.
Describe simple patterns and relationships involving numbers or shapes; decide whether
examples satisfy given conditions.
Week 5
Measurement
Compare, describe and solve practical problems for:
a. lengths and heights [for example, long/short, longer/shorter, tall/short,
double/half]
b. mass/weight [for example, heavy/light, heavier than, lighter than]
Measure and begin to record the following in suitable uniform non-standard and standard
units and measuring instruments:
a. lengths and heights
b. mass/weight
Solve problems involving counting, adding, subtracting, doubling or halving in the context
of measures.
Week 6
Measurement
(money)
Recognise and know the different denominations of coins and notes.
Solve problems involving counting, adding, subtracting, doubling or halving in the context
of money, for example to 'pay' and 'give change', including missing number problems.
Week 7
Number –
multiplication
and division
Count on or back in ones, twos, fives and tens and use this knowledge to derive the
multiples of 2, 5 and 10 to the tenth multiple.
Recall the doubles of all numbers to at least 10
Solve one-step problems involving multiplication and division, by calculating the answer
using concrete objects, pictorial representations and arrays with the support of the
teacher.
Week 8
Number –
fractions
Recognise, find and name a half as one of two equal parts of an object, shape or
quantity.
Recognise, find and name a quarter as one of four equal parts of an object, shape or
quantity
Use the vocabulary of halves and quarters in context.
Week 9
Geometry –
properties of
shape
Geometry –
position and
direction
Recognise and name common 2D shapes (for example, rectangles (including squares),
circles and triangles).
Recognise and name common 3D shapes (for example, cuboids (including cubes),
pyramids and spheres).
Use diagrams to sort shapes/ objects into groups according to a given criterion; suggest
a different criterion for grouping the same objects.
Use everyday language to describe position, direction and movement of objects.
Describe ways of solving puzzles and problems, explaining choices and decisions orally
or using pictures.
Week 10
Measurement
(time)
Week 11
Number and
place value
Revision of
week 3
Recognise and use vocabulary related to dates: order days of the week, months and
years
Measure and begin to record time (hours, minutes, seconds)
Sequence events in chronological order using language (for example, before and after,
next, first, today, yesterday, tomorrow morning, afternoon and evening).
Tell the time to the hour and half past the hour and draw the hands on the clock face to
show these times.
Solve one step problems that involve addition and subtraction, using concrete objects
and pictorial representations and missing number problems in the context of numbers.
Derive and recall or pairs of numbers with a total of 20 and related subtraction facts.
Derive and recall all addition facts for totals within 10 and related subtraction facts.
New curriculum medium term planning
Say the number that is 1 more or less than any given number.
Count reliably at least 20 objects, recognising that when rearranged the number of
objects stays the same; estimate a number of objects that can be checked by counting.
Week 12
Number –
addition and
subtraction
Revision of
week 2
Read and interpret mathematics statements involving addition (+), subtraction (-) and the
equals (=).
Say the number that is 1 more or less than any given number.
Add one digit numbers including 0 (Relate addition to counting on; recognise that
addition can be done in any order; use practical and informal written methods to support
the addition of a one-digit number or a multiple of 10 to a one-digit or two-digit number.)
Subtract 1 digit numbers including 0 (Understand subtraction as 'take away' and find a
'difference' by counting up; use practical and informal written methods to support the
subtraction of a one-digit number from a one-digit or two-digit number and a multiple of
10 from a two-digit number.)
Describe ways of solving puzzles and problems, explaining choices and decisions orally
or using pictures.
Week 13 Assessment
Week 14
–
Revision
Teacher to identify focus:
New curriculum medium term planning
Maths medium term plan: Spring term
Year 1
Mental Maths objectives to be covered:
Number objectives should be covered at least 7 times a term.
Measurement and geometry objectives should be covered at least 3 times a term
Number - Number and place value:
Count on in multiples of two, five and ten to and across 100.
Count to and across 100, forwards and backwards, beginning from any given number.
Say that a number is one more or one less than a given number.
Read and write numbers from 1-20 in numerals and in words.
Use knowledge of place value to order numbers to 20 and position them on a number line.
Number – Addition and Subtraction:
Derive and recall all pairs of numbers with a total of 20.
Derive and recall all addition facts for totals within 20 and related subtraction facts.
Recall the doubles of numbers to at least 10
Measurement:
Recognise and know the value of different denominations of coins and notes.
To order the days of the week.
Tell the time to the hour and half past the hour.
Geometery – Properties of shape
Recognise and name common 2D and 3D shapes (rectangles (including squares), circles and triangles)
Recognise and name common 3D shapes (cuboids (including cubes), pyramids and spheres)To sort shapes/ numbers in
different ways i.e. shapes/ rectangles, odd/even numbers.
Problem-solving and reasoning should be integrated into all activities.
Opportunities to explain and justify opinions and make explanations should be incorporated into planning.
Children should be challenged and extended through the problems they are given to solve.
Unit
Week 1
Strand
Number and
place value
Learning Objectives
Count, read and write numbers to 100 in numerals
Identify and represent numbers using objects and pictorial representations and use
knowledge of place value to position numbers on a number track and number line.
Read and write numbers from 1-20 (then beyond) in numerals and words
Count reliably at least 20 objects, recognising that when rearranged the number of
objects stays the same; estimate a number of objects that can be checked by counting.
Compare and order numbers, using the related vocabulary (equal to, more than, less
than, fewer, most, least) using
Solve problems involving counting in relevant contexts.
Week 2
Number and
place value
Number –
addition and
subtraction
Read and interpret mathematics statements involving addition (+), subtraction (-) and the
equals (=).
Say the number that is 1 more or less than any given number.
Add one and two-digit numbers, including 0 (Relate addition to counting on; recognise
that addition can be done in any order; use practical and informal written methods to
support the addition of a one-digit number or a 2-digit number to a one-digit or two-digit
number.)
Subtract 1 digit and 2 digit numbers, including 0 (Understand subtraction as 'take away'
and find a 'difference' by counting up; use practical and informal written methods to
support the subtraction of a one-digit number from a one-digit or two-digit number/
multiple of 10 from a two-digit number.)
Solve problems involving counting, adding, subtracting in the context of numbers,
measures or money, for example to 'pay' and 'give change'.
Describe ways of solving puzzles and problems, explaining choices and decisions orally
New curriculum medium term planning
or using pictures.
Week 3
Number and
place value
Number –
addition and
subtraction
Solve one step problems that involve addition and subtraction, using concrete objects
and pictorial representations and missing number problems in the context of numbers.
Derive and recall or pairs of numbers with a total of 20 and related subtraction facts.
Derive and recall all addition facts for totals within 20 and related subtraction facts.
Say the number that is 1 more or less than any given number.
Count reliably at least 20 objects, recognising that when rearranged the number of
objects stays the same; estimate a number of objects that can be checked by counting.
Recall the doubles of all numbers to at least 10.
Week 4
Geometry –
properties of
shape
Recognise and name common 2D shapes (for example, rectangles (including squares),
circles and triangles).
Recognise and name common 3D shapes (for example, cuboids (including cubes),
pyramids and spheres).
Use shapes to make patterns, pictures and models.
Describe simple patterns and relationships involving numbers or shapes; decide whether
examples satisfy given conditions.
Week 5
Measurement
Compare, describe and solve practical problems for:
a. lengths and heights [for example, long/short, longer/shorter, tall/short,
double/half]
b. mass/weight [for example, heavy/light, heavier than, lighter than]
Measure and begin to record the following in suitable standard units and measuring
instruments:
a. lengths and heights
b. mass/weight
Solve problems involving counting, adding, subtracting, doubling or halving, multiplying
and dividing in the context of measures.
Week 6
Statistics
Answer a question by selecting and using suitable equipment, and sorting information,
shapes or objects; display results using tables and pictures.
Describe ways of solving puzzles and problems, explaining choices and decisions orally
or using pictures.
Answer a question by recording information in lists and tables;
Use diagrams to sort objects into groups according to a given criterion; suggest a
different criterion for grouping the same objects.
Week 7
Measurement
(money)
Recognise and know the different denominations of coins and notes.
Solve problems involving counting, adding, subtracting, multiplying, dividing, doubling or
halving in the context of money, for example to 'pay' and 'give change', including missing
number problems.
Week 8
Number –
multiplication
and division
Count on or back in twos, fives and tens and use this knowledge to derive the multiples
of 2, 5 and 10 to the tenth multiple.
Recall the doubles of all numbers to at least 10
Solve one-step problems involving multiplication and division, by calculating the answer
using concrete objects, pictorial representations and arrays with the support of the
teacher.
Solve practical problems that involve combining groups of 2, 5 or 10, or sharing into
equal groups.
Week 9
Number –
fractions
Recognise, find and name a half as one of two equal parts of an object, shape or
quantity.
Recognise, find and name a quarter as one of four equal parts of an object, shape or
quantity
Use the vocabulary of halves and quarters in context.
New curriculum medium term planning
Week 10
Measurement
(time)
Geomety –
position and
direction
Recognise and use vocabulary related to dates: order days of the week, months and
years
Measure and begin to record time (hours, minutes, seconds)
Sequence events in chronological order using language (for example, before and after,
next, first, today, yesterday, tomorrow morning, afternoon and evening).
Tell the time to the hour and half past the hour and draw the hands on the clock face to
show these times.
Use everyday language to describe position, direction and movement when moving
objects.
Identify objects that turn about a point/ line; recognise and use whole, half and quarter
and three quarter turns.
Week 11
Assessment
Week 12
Number –
addition and
subtraction
Read and interpret mathematics statements involving addition (+), subtraction (-) and the
equals (=).
Add one and two-digit numbers, including 0 (Relate addition to counting on; recognise
that addition can be done in any order; use practical and informal written methods to
support the addition of a one-digit number or a 2-digit number to a one-digit or two-digit
number.)
Subtract 1 digit and 2 digit numbers, including 0 (Understand subtraction as 'take away'
and find a 'difference' by counting up; use practical and informal written methods to
support the subtraction of a one-digit number from a one-digit or two-digit number/
multiple of 10 from a two-digit number.)
Solve problems involving counting, adding, subtracting in the context of numbers,
measures or money, for example to 'pay' and 'give change', including missing number
problems.
New curriculum medium term planning
Maths medium term plan: Summer term
Year 1
Mental Maths objectives to be covered:
Number objectives should be covered at least 7 times a term.
Measurement and geometry objectives should be covered at least 3 times a term
Number - Number and place value:
Count on in multiples of two, five and ten to and across 100. Derive the multiples of 2, 5 and 10.
Say that a number is one more or one less than a given number.
Count, read and write numbers to 100 in numerals.
Use knowledge of place value to order numbers to 20 and position them on a number line.
Number – Addition and Subtraction:
Derive and recall all pairs of numbers with a total of 20.
Derive and recall all addition facts for totals within 20 and related subtraction facts.
Recall the doubles of numbers to at least 10
Find small differences.
Measurement:
Recognise and know the value of different denominations of coins and notes.
Find money totals.
Tell the time to the hour and half past the hour.
Geometery – Properties of shape
Recognise and name common 2D and 3D shapes (rectangles (including squares), circles and triangles)
Recognise and name common 3D shapes (cuboids (including cubes), pyramids and spheres)
To sort shapes/ numbers in different ways i.e. shapes/ rectangles, odd/even numbers.
Problem-solving and reasoning should be integrated into all activities.
Opportunities to explain and justify opinions and make explanations should be incorporated into planning.
Children should be challenged and extended through the problems they are given to solve.
Unit
Week 1
Strand
Number and
place value
Learning Objectives
Count, read and write numbers to 100 in numerals
Use knowledge of place value to position numbers on a number track and number line.
Read and write numbers from 0 to 20 in numbers and words, then beyond;
Compare and order numbers, using the related vocabulary (equal to, more than, less
than, fewer, most, least)
Describe ways of solving puzzles and problems, explaining choices and decisions orally
or using pictures.
Solve problems involving counting in relevant contexts.
Week 2
Number and
place value
Number –
addition and
subtraction
Read and interpret mathematics statements involving addition (+), subtraction (-) and the
equals (=).
Say the number that is 1 more or less than any given number.
Add one and two-digit numbers, including 0 (Relate addition to counting on; recognise
that addition can be done in any order; use practical and informal written methods to
support the addition of a one-digit number or a 2-digit number to a one-digit or two-digit
number.)
Subtract 1 digit and 2 digit numbers, including 0 (Understand subtraction as 'take away'
and find a 'difference' by counting up; use practical and informal written methods to
support the subtraction of a one-digit number from a one-digit or two-digit number/
multiple of 10 from a two-digit number.)
Solve problems involving counting, adding, subtracting in the context of numbers,
measures or money, for example to 'pay' and 'give change'.
New curriculum medium term planning
Describe ways of solving puzzles and problems, explaining choices and decisions orally
or using pictures.
Week 3
Number and
place value
Number –
addition and
subtraction
Solve one step problems that involve addition and subtraction, using concrete objects
and pictorial representations and missing number problems in the context of numbers.
Derive and recall or pairs of numbers with a total of 20 and related subtraction facts.
Derive and recall all addition facts for totals within 20 and related subtraction facts.
Add one and two-digit numbers, including 0 (Relate addition to counting on; recognise
that addition can be done in any order; use practical and informal written methods to
support the addition of a one-digit number or a 2-digit number to a one-digit or two-digit
number.)
Subtract 1 digit and 2 digit numbers, including 0 (Understand subtraction as 'take away'
and find a 'difference' by counting up; use practical and informal written methods to
support the subtraction of a one-digit number from a one-digit or two-digit number/
multiple of 10 from a two-digit number.)
Read and interpret mathematics statements involving addition (+), subtraction (-) and the
equals (=).
Say the number that is 1 more or less than any given number.
Recall the doubles of all numbers to at least 10.
Week 4
Geometry –
properties of
shape
Recognise and name common 2D shapes (for example, rectangles (including squares),
circles and triangles).
Recognise and name common 3D shapes (for example, cuboids (including cubes),
pyramids and spheres).
Use shapes to make patterns, pictures and models.
Describe simple patterns and relationships involving numbers or shapes; decide whether
examples satisfy given conditions.
Use diagrams to sort objects into groups according to a given criterion; suggest a
different criterion for grouping the same objects.
Week 5
Measurement
Compare, describe and solve practical problems for:
a. capacity and volume (for example, full/empty, more than, less than, half half full,
quarter)
Measure and begin to record the following in suitable standard units and measuring
instruments:
a. capacity and volume
Solve problems involving counting, adding, subtracting, doubling or halving, multiplying
and dividing in the context of measures.
Week 6
Statistics
Answer a question by selecting and using suitable equipment, and sorting information,
shapes or objects; display results using tables and pictures.
Describe ways of solving puzzles and problems, explaining choices and decisions orally
or using pictures.
Answer a question by recording information in lists and tables; present outcome using
practical resources and pictograms.
Use diagrams to sort objects into groups according to a given criterion; suggest a
different criterion for grouping the same objects.
Week 7
Measurement
(money)
Recognise and know the different denominations of coins and notes.
Solve problems involving counting, adding, subtracting, multiplying, dividing, doubling or
halving in the context of money, for example to 'pay' and 'give change', including missing
number problems.
Week 7
Number –
multiplication
and division
Count on or back in twos, fives and tens and use this knowledge to derive the multiples
of 2, 5 and 10 to the tenth multiple.
Recall the doubles of all numbers to at least 10
New curriculum medium term planning
Solve one-step problems involving multiplication and division, by calculating the answer
using concrete objects, pictorial representations and arrays with the support of the
teacher.
Solve practical problems that involve combining groups of 2, 5 or 10, or sharing into
equal groups.
Describe simple patterns and relationships involving numbers or shapes; decide whether
examples satisfy given conditions.
Describe a puzzle or problem using numbers, practical materials and diagrams; use
these to solve the problem and set the solution in the original context.
Week 8
Number –
fractions
Recognise, find and name a half as one of two equal parts of an object, shape or
quantity.
Recognise, find and name a quarter as one of four equal parts of an object, shape or
quantity
Use the vocabulary of halves and quarters in context.
Week 9
Measurement
(time)
Recognise and use vocabulary related to dates: order days of the week, months and
years
Measure and begin to record time (hours, minutes, seconds)
Sequence events in chronological order using language (for example, before and after,
next, first, today, yesterday, tomorrow morning, afternoon and evening).
Tell the time to the hour and half past the hour and draw the hands on the clock face to
show these times.
Week 10
Number –
addition and
subtraction
Read and interpret mathematics statements involving addition (+), subtraction (-) and the
equals (=).
Add one and two-digit numbers, including 0 (Relate addition to counting on; recognise
that addition can be done in any order; use practical and informal written methods to
support the addition of a one-digit number or a 2-digit number to a one-digit or two-digit
number.)
Subtract 1 digit and 2 digit numbers, including 0 (Understand subtraction as 'take away'
and find a 'difference' by counting up; use practical and informal written methods to
support the subtraction of a one-digit number from a one-digit or two-digit number/
multiple of 10 from a two-digit number.)
Solve problems involving counting, adding, subtracting in the context of numbers,
measures or money, for example to 'pay' and 'give change', including missing number
problems.
Revision of
week 2
Week 11
Number and
place value
Revision of
week 3
Solve one step problems that involve addition and subtraction, using concrete objects
and pictorial representations and missing number problems in the context of numbers.
Derive and recall or pairs of numbers with a total of 20 and related subtraction facts.
Derive and recall all addition facts for totals within 20 and related subtraction facts.
Read and interpret mathematics statements involving addition (+), subtraction (-) and the
equals (=).
Say the number that is 1 more or less than any given number.
Recall the doubles of all numbers to at least 10.
Count reliably at least 20 objects, recognising that when rearranged the number of
objects stays the same; estimate a number of objects that can be checked by counting.
Recall the doubles of all numbers to at least 10.
Week 12
Geometry –
properties of
shape
Geometry –
position and
direction
Use everyday language to describe position, direction and movement when moving
objects.
Identify objects that turn about a point/ line; recognise and use whole, half and quarter
and three quarter turns.
Recognise and name common 2D shapes (for example, rectangles (including squares),
circles and triangles).
Recognise and name common 3D shapes (for example, cuboids (including cubes),
pyramids and spheres).
New curriculum medium term planning
Week 13 Assessmen
t
Week 14
–
Revision
Teacher to identify focus: