Year 1 Autumn 1 Progress check

Transcription

1 Year 1 Autumn 1 Progress check Marking guidance NC objective in a year below NC objective in a year above * Key question Qu. National curriculum objectives Progression map outcome Answers Marks Possible errors Advice 1* Y1..1 Count to and across 12 1 The fish are arranged Show children how to cross 100, forwards and backwards, beginning with 0 or 1, or from any given number Y1..5 Read and write numbers from 1 to 20 in numerals and words Identify and represent numbers using objects and pictorial representations including the number line, images, sounds and randomly so some children may miscount. Some children may still need practice coordinating touch and count. the fish out one at a time to keep track of the count. When counting moveable objects, show them how to rearrange them into a line to make the counting easier. actions up to 20, matching the number to the object or image (one-to-one correspondence). 2* Y1..1 Count to and across 4 and 9 1 Some children may find it Children can practise 100, forwards and backwards, beginning with 0 or 1, or from any given number Y1..5 Read and write numbers from 1 to 20 in numerals and words Compare and order numbers up to 20 and say a number between two numbers up to 20; begin to understand ordinal numbers. should be circled difficult to order numbers, and may still be unsure of a number s position in relation to others. ordering number cards 1 10 by matching them to a 1 10 number track. When the numbers are in order, secretly remove a card then ask children to use counting to identify the missing number.

2 3* Y1..3 Given a number, 13 pennies 1 Watch out for children Ensure children have lots of identify one more and one less Given a number, identify one more and one less, any number up to 20. who cannot say the next number (1 more) without a number line or counting from 1. Learning to practice saying the number before and after numbers on a number line or track. count on is important for developing addition skills, otherwise children will be too reliant on counting all, i.e. counting the first set again, rather than counting on from the first set. 4 Y1.N.1 Read, write and 2 1 Children are likely to Until children know pairs to interpret mathematical statements involving addition (+), subtraction ( ) and equals (=) signs Use number facts and concrete objects to solve simple word problems. answer the question correctly only if they know that 2 goes with 3 to make 5 as there is no printed 5 by heart (which requires regular practice), encourage them to use their fingers, e.g. hold up five fingers on one Y1.N.2 Represent and use image to help them. Some hand and then fold down children may add 5 and 3 two. How many fingers are and so write 8. folded down? That is the Y1.N.4 Solve one-step number that goes with three problems that involve addition to make five. and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7 = 9.

3 5 Y1.N.1 Read, write and may be a common Children may find it helpful to interpret mathematical statements involving addition (+), subtraction ( ) and Begin to know number bonds to 5, 6 and 7. answer because children have added 4 and 6. This shows a lack of be able to refer to complete addition sentences and then cover each of the numbers equals (=) signs understanding of the in turn. Y1.N.2 Represent and use missing number. Y1.N.4 Solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7 = 9. 6* Y1.N.2 Represent and use 5 joined to 5 1 The presentation of this Make sticks of red and blue Know bonds to 10 and use known addition facts for 10 to solve subtractions. and 7 joined to 3 question is quite easy as all the numbers are there to be chosen. Missing number problems pose a greater challenge. cubes to make 10, i.e. make a stick of 9 red cubes, then 8, then 7, etc. Ask children to hold up 9 (then 8, 7...) fingers to match, then look at However, there is no how many are folded down supporting image, so it to work out how many blue is likely that children who cubes need to be added to answer this question make a stick of 10 cubes. correctly do know their Write the number sentence bonds to 10. to go with each stick of red and blue cubes and point out the pattern in the descending and ascending numbers.

4 7 Y1.N.2 Represent and use 4 1 Children are likely to find Pairs to 10 are very important Y1.N.4 Solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing Know bonds to 10 and use known addition facts for 10 to solve subtractions. Find the missing number in number sentences. this question more difficult than the previous one. Some children may try to add 6 and 10. This shows a lack of understanding of the missing number. facts to learn by heart. Lots of practice with supporting images, which children can later imagine, can be very helpful, e.g. pegs on coat hangers, but also fingers. Children may find it helpful number problems such as to be able to refer to 7 = 9. complete addition sentences and then cover each of the numbers in turn. 8 Y1.N.2 Represent and use MD 8 1 Children should get this Holding up your hands and Find doubles to double 5 using fingers to help. question right, even if they don t know their doubles, because of the showing the same number of fingers on each hand should help children learn their supporting image. Some doubles to double 5. may not understand the word double and so add the fingers. Look to see if they are counting all eight fingers, or count on from the first four fingers, or just recognise the quantity as eight.

5 9* Y1.N.3 Add and subtract 17 1 Watch out for children who Give plenty of opportunity one-digit and two-digit numbers to 20, including zero Use number facts and concrete objects to solve simple word problems. count all the people from the beginning rather than counting on from 15. When counting on, some children for children to start reciting numbers from starting points other than 1. Adding 2 beads to 15 beads, and focusing may say 15, 16, rather than on 1 more, then 2 more, can saying the next number help to prevent children from 16, then 17. saying the first number when counting on so that they end up with an answer 1 less than the correct answer. 10 Y1..3 Given a number, less is more difficult Ensure that children have identify one more and one less Given a number, identify one more and one less, any number up to 20. than 1 more as children are often less familiar with the number before a given number than the number lots of opportunities to count backwards. Stop occasionally and ask for the next number in the after it. backwards count. Build up a number track by pegging 10 to a washing line, and asking children for the number before 10, then before 9 and so on.

6 11 Y1.GPS.1 Recognise and name GEO Triangle 1 Watch out for children who Make sure children are common 2-D and 3-D shapes, including: 2-D shapes [for example, rectangles (including squares), circles and triangles] 3-D shapes [for example, cuboids Recognise, name and sort common 2D shapes. For example, rectangles (including squares), circles and triangles. ticked only recognise equilateral triangles. Make sure that they realise that a triangle is any shape with three straight sides that join together to form a shape. presented with unusual looking triangles (i.e. scalene) and ones in different orientations, not just equilateral or right-angled triangles, shown sitting on (including cubes), pyramids and one side. spheres] 12 Y2.GPS.4 Compare and sort GEO Triangle 1 Some children may not Much of early geometry work common 2-D and 3-D shapes and everyday objects Recognise, name and sort common 2D shapes. For example, rectangles (including squares), circles and triangles. crossed out understand the vocabulary of curved and straight. Some children may cross out the semi-circle because it has a straight side and is in the curved is about using vocabulary. Make sure children have plenty of opportunities to describe shapes as well as hear adults using the correct vocabulary. side set also, because they don t understand the nature of overlapping sets. Sort shapes into two separate hoops, then show children a shape that belongs in both, and model how we can overlap the hoops so that it is in both sets.

7 13 Y1..3 Given a number, 12, 15, 18 1 Many children find the Help children to see the identify one more and one less Y1..5 Read and write numbers from 1 to 20 in numerals and words Compare and order numbers up to 20 and say a number between two numbers up to 20; begin to understand ordinal numbers. Given a number, identify teen numbers tricky. Some children will still form some numerals backwards. pattern in the numbers, pointing out how the 1s digit is going up in 1s. Make each teen number using a group of ten objects and single objects, pointing out how the ten stays the same, but we add an extra single object. one more and one less, any number up to Y1..1 Count to and across More than 20 1 Watch out for children who Show children a group of , forwards and backwards, beginning with 0 or 1, or from any given number Estimate a set of objects and count to check how many (up to 50). count rather than estimate! Do children have a sense of what a set of 20 items looks like? objects then show, one at a time, other different-sized groups of identical objects. Ask children whether they think each group has fewer than 20, or more than 20, using the initial group as a benchmark. 15 Y1..2 Count, read and write 30 1 As the bees are arranged Show children how to cross numbers to 100 in numerals; count in multiples of twos, fives and tens Estimate a set of objects and count to check how many (up to 50). randomly, some children may miscount and give an answer close to 30. If the answer is much less/more, one bee out at a time to keep track of the count. When counting moveable objects, show them how to rearrange they may not be reliably them into a line to make the counting past 20. counting easier. Total 15