Year  1 Term 5

Key Concepts – Number –  Place Value, Addition and Subtraction

• The language of number does not always expose the place value, the number eleven for example does not give an indication that it is 1 ten and 1 one – It is important that children understand the value of each digit in relation to the number
• Place value is based on unitizing; Treating a group of things as one ‘unit’ – Units can be any size ie in place value units ot 1, 10 and 100 are used. In packaging there can be a range of different units ie 1 box of egg = 6 eggs.
• That there are different words for add and subtract, but they mean the same thing.
• That = can be at the start of a number sentence as well as the end.
• That addition and subtraction are the inverse of each other
• That you are unable to subtract a bigger number from a smaller number and the answer is positive.
• Relate numbers to 5 and 10 to support addition/subtraction ie 8 + 7 (thinking of 7 as 5 + 2) which makes adding 8 + 7 easier as 8 + 2 = 10 etc.
• Children need to understand part whole relationships ie where 8 is the whole and 3 and 5 are parts – this means that 3 + 5 together form the whole.

Key Vocabulary –

Part/Whole

Add, and,

Subtract

Take Away

Equals

Difference

Ones, Tens, Digit,

More than, Less than,

Fewer, Greater,

 one to twenty,

minus,

altogether

Key Concepts – Topic – Mass/Weight

• That measuring using Mass is about comparison to find out which is the heaviest
• That you are able to make ‘Mass equivalence’ ie how many cubes are equal to the teddy?
• All measures need practical activities to support understanding ie which is heaviest, which is lightest, how many are the same as .. etc.
• Children make observations by looking and feeling and measuring.
• Compare items that are of similar weight – order them

Key Vocabulary –

Mass

Weight

Compare

Heavy, heavier, heaviest

Light, lighter, lightest.

Gram, kilograms

Scale

Order

Estimate/guess

Roughly

Common Misconceptions – Number

Children often get ‘teen’ numbers mixed up with ‘ty’ numbers ie 13 and 30 – It is important to demonstrate the value of each of the digits to understand the value of the whole number

That the equals sign can sit anywhere in a number sentence providing the two sides balance

That a unit does not always mean ‘1’

Common Misconception – Mass

The largest parcel isn’t always the heaviest, or the smallest the lightest

That Mass is continuous and most measurements are estimates – (the more scientific the measuring apparatus the better the estimate)

Scales can have different gradations