Late level 1 plan (term 4)

Planning notes
This plan is a starting point for planning a mathematics and statistics teaching programme for a term. The resources listed cover about 50% of your teaching time. Further resources need to be added to meet the specific learning needs of your class, to support your local curriculum and to provide sufficient teaching for a full term.
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Level One
Statistics
Units of Work
In this unit we have a first look at uncertainty and chance. We begin to develop an intuitive sense of what chance and possibilities are about through games that involve following rules, making predictions and seeing what happens.
  • Use everyday language to talk about chance.
  • List outcomes of simple events.
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Level One
Number and Algebra
Units of Work
This unit supports students to equally partition objects and sets into fractional parts.
  • Partition a length, area or volume into equal parts.
  • Partition a set into equal parts and anticipate the result.
  • Recognise that the numerator of a fraction is a count.
  • Recognise that the bottom number of a fraction gives the size of the parts being counted.
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Level One
Number and Algebra
Units of Work
In this unit students explore different ways to communicate and explain adding numbers within ten. The representations included are number lines, set diagrams, animal strips and tens frames.
  • Draw representations to show simple addition equations.
  • Write an equation/number sentence to match their representation.
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Level One
Geometry and Measurement
Units of Work
This unit encourages students to use measurement language and counting to compare the attributes of length, width or height of objects in a variety of game situations. The transition from counting all to advanced counting is also supported.
  • Use measuring language to compare length, width, and height.
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Level One
Number and Algebra
Units of Work
The purpose of this unit of three lessons is to develop understanding of how to recognise and record relationships of (equality and) inequality in mathematical situations.
  • Understand the equals symbol as an expression of a relationship of equivalence, and explain this.
  • Recognise situations of inequality and use the inequality (‘is not equal to’) symbol, ≠.
  • Understand that < and > symbols can make equivalent statements.
  • Use relationship symbols =, <, > in...
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