year 1 Week 13 Lesson1 Sun 2-1-2022 Mon 3-1-2022

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

Count on 1, 2, 3, 4, 5 and 6 Count to 100 count on; calculation; addition N1.2D Recognise and use the commutative nature of addition
from 2-digit numbers, N2.2C Mentally add numbers: a 2-digit number and 1s; a 2-
occasionally crossing digit number and 10s; a 2-digit number and a 2-digit number
multiples of 10

Teaching Summary
Starter
Count in ones up to 100
Split the class into two teams, Team A and Team B. Count in 1s from any starting number between 1 and 100 using a 100-square for help. Team A says one,
Team B says two, Team A says three and so on for a count of 20 or so numbers. Choose different starting numbers each time so students rehearse counting
numbers up to 100.
Main Teaching
• Show a number line 0–100. Say: Larry Lemur is eating berries. He has eaten forty-four so far. Larry is going to eat four more berries. Point to 40–50.
Together, count on from 44 to 48, saying each number in between. Circle 48. Ask a student to write in 45, 46, 47 and 48.
• Point out that Larry has hopped on four numbers. Write the addition: 44 + 4 = 48.
• Repeat, starting on 62 and counting on to 67. Discuss the numbers that Larry will land on, saying: Larry lands on sixty-three, sixty-four, sixty-five, sixty-six,
sixty-seven. Then write the addition 62 + 5 and ask students to count on their fingers as you make jumps on the line.
• Repeat, starting on 83 and counting on to 86.
• Write 61 on the whiteboard and ask a student to pretend to be Larry and make three jumps. The rest of the class say the numbers as the student jumps.
• Repeat, asking different students to start on numbers between 60 and 66, 70 and 76, 80 and 86 and 90 and 96, making three, four, five or six jumps as the
class count.
• Write 74 + 3 = ⬜ on the whiteboard. Ask students how we can solve this. (We can get out three fingers, put seventy-four in our heads and count on the three
fingers: seventy-five, seventy-six, seventy-seven.)
• Ask students to solve 83 + 6 = ⬜ by putting the large number in their heads and counting on six fingers. Complete the number sentence, saying: eighty-
three add six equals eighty-nine.
Key Questions
• What number is after twenty-five? And the next number? And the next?
• Why do we put the number in our heads first? (So we know where to start, then we count on using our fingers.)
Watch out for
• Students who find it difficult to count on from numbers other than 1
• Students who get an answer that is 1 less than it should be because they start counting on from the number being added to rather than putting that number
in their head and then starting to count on from this number

Main Activity
Core
Add by counting on a smaller number from a number (up to 100)
Shuffle number cards 9–94 and deal one to each pair. Students roll the dice and add the number rolled to their card number. They put the number on their card in
their heads and use their fingers to count on. Go around the group, letting each student do this aloud. For example, they say: Fifteen, count on three, sixteen,
seventeen, eighteen. Then they record their calculation.
Assessment Focus
• Can students solve 2-digit + 1-digit additions using counting on?
Y1 WB2 p12 Counting on by 3, 4, 5 and 6
Support
Y1 WB2 p13 Adding 2, 3 and 4
Extend
Add single-digit + 2-digit numbers
Use a 100-square. Students choose a number each. They write an addition, adding 6 to their chosen number. Share additions. If any students have an addition
that crosses a multiple of 10, such as 45 + 6 = 51, check if they need any help. Repeat, noting which additions cross a multiple of 10.
Assessment Focus
• Can students add a 1-digit number to a 2-digit number?
• Do they notice patterns in addition?
• Can students add across a multiple of 10 with some support?
Further Support
Some students may need more practice in counting on from numbers other than 1. Use a number track 1–100, choose a number at random and ask students to
count on from that number. Demonstrate that this is the same as putting the larger number in your head and counting on the number of fingers. Students can also
use a 100-square, a number line 0–50 or a number track 1–30 for support.

Plenary
Show a 100-square. Highlight the number 46. Say: If Larry is on forty-six and makes four jumps, will he reach the end of a row? Repeat, highlighting numbers in
rows beginning with 50, 60, 70, 80 or 90 and saying that he will make three, four, five or six jumps. Will he reach the end of a row?
Resources
Physical Resources
• 100-square
• Dice
• Number cards 0–100
• Number line 0–50
• Number line 0–100
• Number track 1–30
• Y1 WB2
Year 1 Week 13 Lesson 2 Tue 4-1-2022 Wed 5-1-2022
Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives
Add a 1-digit number to a Count on from any number up count on; calculation; addition; N1.2G Read, write and interpret mathematical statements
2-digit number to 10 larger involving addition (+), subtraction (–) and equals (=) for number
bonds up to and including 20
N2.2C Mentally add numbers: a 2-digit number and 1s; a 2-
digit number and 10s; a 2-digit number and a 2-digit number

Teaching Summary
Starter
Pairs to 7
Throw a student a bean bag, saying a number from 1 to 7 (inclusive). The whole class has to show the number of fingers to go with the number that you said to
make 7. The student says that number aloud and throws back the bean bag. Keep playing like this, throwing the bean bag to different students and the whole
class showing the bond to 7.
Main Teaching
• Say: Larry Lemur is looking for berries. So far he has found forty-two. He finds another five. How many has he got now?
• Show a 100-square. Highlight 42 to show the number that Larry Lemur has already found. Ask students to hold up five fingers, put 42 in their heads and
count on the five fingers, touching each one as you count on to 47. Count on 5 from 42 on the 100-square to show that you reach 47 and write 42 + 5 = 47
on the flip chart. Read this together as: Forty-two add five equals forty-seven.
• Highlight 64 and roll a dice to determine the number of berries that Larry finds. Ask students to solve the addition by placing the larger number in their heads
and counting on their fingers, then check it by modelling counting on from the number on the 100-square.
• Repeat, highlighting 72, 84 and 93 on the 100-square.
• Say: Larry’s friend Lara Lemur had four berries, and then found forty-three more berries. How could she work out how many berries she has now? Agree
that it would be much easier to start with 43 and count on 4 rather than starting with 4 and counting on 43. Solve and remind students that addition can be
done in any order so 43 + 4 = 4 + 43 = 47.
Key Questions
• What number is five after forty-two?
• Should we start with four or forty-three when adding four and forty-three? Why?
Watch out for
• Students who find it difficult to count on from numbers other than 1
• Students who get an answer that is 1 less than it should be because they start counting on from the number being added to rather than putting that number
in their head and then starting to count on from this number
• Students who do not understand that addition can be done in any order, so do not understand why 43 + 4 = 4 + 43

Main Activity
Core
Add by counting on a smaller number from a number (up to 100)
Shuffle number cards 9−94 and deal one to each pair of students. Students roll a dice and add the number rolled to their card number. They put the number on their card in their
heads and use their fingers to count on. Go around the group letting each student do this aloud, such as: Fifteen, count on three, sixteen, seventeen, eighteen. Then they
record their calculation.
Assessment Focus
• Can students solve 2-digit + 1-digit additions using counting on?
Y1 WB2 p14 Adding 4, 5 and 6
Support
Add by counting on a smaller number from a number less than 30
Students take turns to throw a bean bag onto an outdoor number track 1–30 and stand on the number. Then they roll a dice and jump the dice number of spaces,
saying the numbers that they land on as they do so. Help students count across a multiple of 10 if they need it.
Assessment Focus
• Can students count on a small number from numbers up to 30?
Extend
Add single-digit and 2-digit numbers
Students play a game using number cards 5–94 shuffled and placed face down in a pile. They each take a card, then one student rolls the dice and they all add
the dice number to their number card. If they get the right answer, they keep the card. The winner is the player with the most cards at the end. Students use a
calculator or bead string to help them to check if an answer is correct.
Assessment focus
• Can students add a 1-digit number to a 2-digit number?
Further Support
Some students may need more practice in counting on from 2-digit numbers. Give them RS 419 Partially completed 100-square and ask them to complete it.

Plenary
Show 4 beads at the left-hand side of a bead string of 100 beads as students see it, then move along a group of 2 beads in one go. Ask: Four add two is? Six.
Show 14, point out the 4, then slide along 2 beads in one go. Say: Fourteen add two is sixteen. Show 24 and slide 2 more beads. Say: Twenty-four add two is
twenty-six. Repeat the pattern all along the bead string to 94 + 2, encouraging students to join in. Say: So if we know four add two is six, we know anythingty-four
add two is anythingty-six!
Resources
Physical Resources
• 100-square
• Bead strings of 100 beads
• Bean bag
• Calculators
• Dice
• Flip chart
• Number cards 1–100
• Outdoor number track 1–30
• Y1 WB2
Year 1 Week 13 Lesson 3 Thu 5-1-2022
Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives
Add by counting on (numbers Count on from numbers up to count on; total; pattern; 10s; N1.2G Read, write and interpret mathematical statements
up to 100), spotting units 90 1s involving addition (+), subtraction (–) and equals (=) for number
patterns bonds up to and including 20
N2.2C Mentally add numbers: a 2-digit number and 1s; a 2-
digit number and 10s; a 2-digit number and a 2-digit number

Teaching Summary
Starter
Count on from any 2-digit number
Show a 100-square. Highlight a number on the square, saying: Ready, steady, go! Students say the next three numbers. For example, if you highlight 42,
students say forty-three, forty-four, forty-five. Repeat lots of times. Then try without displaying the 100-square – can students do it without a square for reference?
Main Teaching
• Write 4 + 3 on the whiteboard and ask the class to read the addition together. Consult students. Ask: Who needs to count on here? Who just knows the
answer? Praise students who remember that 4 + 3 = 7. Say: We should remember our pairs of numbers that make seven!
• Write 14 + 3 = ⬜ on the whiteboard. Ask the class to read the addition together. Identify 14 on a 100-square. Point at the number being added in the addition
and ask students to hold up three fingers. Put 14 in your head and count on 3 from 14, folding down one finger for each number spoken. Model this on the
100-square. Complete the addition 14 + 3 = 17 and read it together.
• Write 24 + 3 and read it together. Consult the class. Ask: Can anyone guess what the total will be? Some students may realise that the total will be 27.
• Model counting on 3 using fingers from 24 to 27 and also model using the 100-square. Complete the addition 24 + 3 = 27.
• Write 34 + 3 = ⬜ and ask students if anyone can say the answer. Encourage students to look at those we have done already and read through these. The
answer is 37.
• Model finding 34 on the 100-square and using fingers to count on 3 to 37. Repeat for 44 + 3 and 54 + 3. Now repeat for 8 + 2, 18 + 2, 28 + 2, 38 + 2 and so
on. Discuss the patterns in the 1s digits for each sequence of additions.
Key Questions
• If we know that three add four equals seven, what other additions become easy?
Watch out for
• Students who have difficulty spotting the pattern because their understanding of 2-digit numbers is shaky
Main Activity
Core
Add 1-digit and 2-digit numbers, identifying patterns in units digits
Use a 100-square. Each student writes an addition of two 1-digit numbers, such as 6 + 2 = 8. Ask each student to write a similar addition where the first number is
the matching teen number, such as 16 + 2 = 18. Next, they write the related addition where the first number is the matching 20s number, such as 26 + 2 = 28.
They keep going like this until the total is over 90. Then repeat this for another pair of single-digit numbers.
Assessment Focus
• Can students use number facts to support adding a 1-digit number to a 2-digit number?
• Can students spot patterns in the units digits of related additions?
Snakes and ladders
Students play snakes and ladders using RS 284 Snakes and ladders game, counters and a 1–6 dice in groups of 3 or 4. Students take turns to roll the dice and
work out where they will land. They must predict where they will land before they can move their counter. If they cannot, they do not move. If they are wrong, they
move back to where they started.
Support
Y1 WB2 p15 Counting on
Extend
Add single-digit and 2-digit numbers, identifying patterns in units digits
Students choose a number bond they like, such as 4 + 5. They write four variations of this bond: ☐ ☐ + ☐ = ☐. For example, 24 + 5 = 29, 44 + 5 = 49 and so on.
Each student does this at least four times. Provide a 100-square to help if required. Encourage students to move on to making generalisations, such as
1 000 004 + 5 = 1 000 009.
Assessment Focus
• Can students solve 2-digit + 1-digit additions using counting on?
Further Support
Use a 100-square to model the pattern in units digits when adding related pairs of numbers, especially when making the multiples of 10, such as 5 + 5, 15 + 5,
25 + 5, 35 + 5 and so on.

Plenary
Write 4 + 6 = ⬜ on the whiteboard and ask students to show you the answer on their fingers. Now write 94 + 6 = ⬜. Ask students to talk to a partner about what the answer
might be. Emphasise that this is a really hard sum. Take feedback and complete the addition: 94 + 6 = 100. Show this on a 100-square. Say: Wow – you are really brilliant
mathematicians!
Resources
Physical Resources Photocopiable Resources
• 100-square • RS 284 Snakes and ladders game
• Counters
• Dice
• Y1 WB2