Scheme of Work – Mathematics stage 1
Introduction
This document is a scheme of work created by Cambridge as a suggested plan of delivery for Cambridge Primary Mathematics stage 1. Learning objectives for
the stage have been grouped into topic areas or ‘Units’. These have then been arranged in a recommended teaching order but you are free to teach objectives in
any order within a stage as your local requirements and resources dictate.
The scheme for Mathematics has assumed a term length of 10 weeks, with three terms per stage and three units per term. An overview of the sequence, number
and title of each unit for stage 1 can be seen in the table below.
The scheme has been based on the minimum length of a school year to allow flexibility. You should be able to add in more teaching time as necessary, to suit the
pace of your learners and to fit the work comfortably into your own term times.
Problem solving learning objectives are recurring, appearing in every unit. Activities and resources are suggested against the learning objectives to illustrate
possible methods of delivery.
There is no obligation to follow the published Cambridge Scheme of Work in order to deliver Cambridge Primary. It has been created solely to provide an
illustration of how delivery might be planned over the six stages.
A step-by-step guide to creating your own scheme of work and implementing Cambridge Primary in your school can be found in the Cambridge Primary Teacher
Guide available on the Cambridge Primary website. Blank templates are also available on the Cambridge Primary website for you to use if you wish.
Overview
Term 1
Term 2
Term 3
1A Number and Problem Solving
2A Number and Problem Solving
3A Number and Problem Solving
1B Geometry and Problem Solving
2B Handling data and Problem Solving
3B Handling data and Problem Solving
1C Measure and Problem Solving
2C Measure and Problem Solving
3C Measure and Problem Solving
V1 1Y07
Mathematics Stage 1
1
Scheme of Work – Mathematics stage 1
Unit 1A: Number and Problem Solving
Framework
Codes
1Nn1
Learning Objective
Activities
Resources
Numbers and the number
system
Recite numbers in order.
Class counting to 20.
Number lines or squares for
checking.
Comments
1Nn3
Count objects up to 20,
recognising conservation of
number.
Counting objects to 20, rearranging
and checking.
Objects to count.
Containers to help structure the
counting, number lines, grids or
square.
1Nn2
Read and write numerals from 0
to 20.
Give students a number less than
20. Ask them to continue the series
orally or writing.
Paper, unnumbered number
lines, 100 square, number lines
(for reference).
1Nn8
Use more or less to compare two
numbers, and give a number that
lies between them.
Count using a number line, with
pictures as representations as well
as the numbers.
Number lines.
Use visual clues for more and
less and in between.
Framework
Codes
Learning Objective
Activities
Resources
Comments
V1 1Y07
Mathematics Stage 1
2
1Nn9
1Nc1
Order numbers to at least 20
positioning on a number track:
use ordinal numbers.
Mental strategies
Know all number pairs to 10 and
record related addition/subtraction
facts.
Class or group activity. Pick a
number card, hide it and give clues.
Number cards, number lines
and grids.
Counters in the pot.
Counters
Small pots, number cards 0 –
10.
Developing mental images for
small numbers.
1Nc2
Begin to know number pairs to 6,
7, 8, 9 and 10.
Counters in the pot.
Counters, small pots, number
cards 0 – 10.
Extending the previous activity,
just changing one rule.
1Nc5
Know doubles to at least double
5.
Counters in the pot.
Counters, small pots, number
cards 0 – 10, 2 of each card.
Using a familiar resource and
activity, changing the context.
Students being actively
engaged in the activity.
1Nc7
Begin to recognise multiples of 2
and 10.
Using hands and feet.
None
1Nn4
Count on in tens from zero or a
single digit number to 100 or just
over.
Becoming familiar with the 100
square.
100 square – large.
100 square – table top.
V1 1Y07
Mathematics Stage 1
Give students time to become
familiar with 100 square.
3
Framework
Codes
Learning Objective
Activities
Resources
Comments
1Nn5
Count on in twos, beginning to
recognise odd/even numbers to
20 as ‘every other number.
Becoming familiar with the number
line.
Number line – large
Number line – table top
Some students may need their
own copy of the number line.
1Nn11
Give a sensible estimate of some
objects that can be checked by
counting e.g. to 30.
Counters and cubes: estimating the
numbers.
Counters, cubes, number line,
cloth.
Using the same resource, but
different context.
Domino spots
A large set of dominoes for
class work. Small sets for
group work.
Number cards 0 – 9.
Domino set for each pair.
1Nc8
Addition and subtraction
Understand addition as counting
on and combining two sets.
1Nc9
Understand subtraction as
counting back and ‘take away’.
Domino spots
1Nc11
Add/subtract a single digit number
by counting back/on.
Stepping stones; accurately moving
backwards and forwards.
A floor number track or line,
table top number lines.
Blank tracks or lines
1Nc3
Add more than two small
numbers, spotting pairs to ten
(4+3+6 = 10+3).
Look for the clue!
Encouraging students to look for the
clue of making 10.
Small counting apparatus
1Nc10
Understand difference as ‘how
many more to make’.
Making pairs: Have a target number
more than 6. Throw one die, show
the number on the number line, how
many more to make the target?
Vertical or horizontal number
line – large for class, small for
table top. One 1-6 die.
1Nc12
Find two more or less than a
number to 20, recording jumps on
a number line.
Hops and jumps: start on a number;
jump forward 2, what’s the new
number?
Large class number line,
smaller for table top.
V1 1Y07
Mathematics Stage 1
Give students experience of
blank and numbered lines.
This can be done on a floor
number line to start.
4
Framework
Codes
1Pt2
Learning Objective
Problem solving
Explore number problems and
puzzles.
1Pt4
Solve simple word problems and
represent it with objects
1Pt5
Check the answer to an addition
by adding the numbers in a
different order.
1Pt6
Check the answer to a subtraction
by adding the answer to the
smaller number in the question.
V1 1Y07
Activities
Resources
What if activities: I had 3 cakes,
baked 3 more and ate 2. How many
left?
Using practical equipment.
Telling stories: Teacher tells a story
where the final quantity is unknown:
I baked some cakes, the dog ate 3
and there were 3 left. How many did
I start with?
Using practical equipment.
Mathematics Stage 1
Comments
5
Scheme of Work – Mathematics stage 1
Unit 1B: Geometry and Problem Solving
Framework
Codes
1Gs1
Learning Objective
Shapes and geometric
reasoning
Name and sort common 2D
shapes using features such as
number of sides, curved or
straight. Use them to make
patterns and models.
Activities
Resources
Comments
Using a collection of flat shapes:
choose own examples and
describe. Choose an example to
match properties set by teacher or
another child.
Make pictures and patterns.
Flat shapes, drawn shapes.
When talking about 2D make
sure that only the face of a
shape is used. Any shape with
any depth is 3D.
1Gs2
Name and sort common 3D
shapes using features such as
number of faces, flat or curved
faces. Use them to make patterns
or models.
Identify solid shapes in the
classroom.
Sort 3D shapes according to
properties.
Choose an example and describe it.
Make patterns and models.
Solid shapes.
1Gs3
Recognise basic line symmetry.
Use mirrors to make and describe
reflections.
Mirrors.
1Pt8
Problem solving
Identify simple relationships
between shapes.
Compare and contrast features of
both 2D and 3D shapes.
Shapes, both 2D and 3D.
V1 1Y07
Mathematics Stage 1
Also use any pictures, patterns
from fabric for example to
show symmetry in a real life
setting.
6
Scheme of Work – Mathematics stage 1
Unit 1C: Measure and Problem Solving
Framework
Codes
1Mm1
Learning Objective
Measure
Recognise all coins and work out
how to pay an exact sum using
smaller coins.
Activities
Resources
Comments
Sort all coins into same value.
Exchange coins for an equivalent
value in smaller coins.
Total coins.
Coins of appropriate value (real
not plastic).
Small sorting pots.
It is better to use real coins
rather than pretend as it is
more meaningful.
1Ml1
Compare weights and lengths by
direct comparison, then by using
uniform non-standard units.
Make direct comparisons in a
variety of contexts: heights of 2
children; use a balance to find
which of 3 parcels is the heaviest.
Objects to weigh and measure as
appropriate.
Make the activities as
practical as possible, to
develop understanding.
Use observations as an
assessment tool.
1Ml2
Estimate and compare capacities
by direct comparison then by
using uniform non-standard units.
Use different size containers to find
which holds most.
Water, sand, rice,
lentils, containers.
As above.
1Ml3
Use comparative language e.g.
longer, shorter, heavier, lighter.
Understand and use in practical
contexts.
1Mt1
Begin to understand and use
some units of time such as
minutes, hours, day, weeks,
months and years
Understand and use in context: link
to daily routines and activities. What
can you do in 1 minute, how many
jumps? How many times can you
write your name?
Sand timers, clocks.
Ask the class for other
ideas. Extend to 2 minutes
or 5 minutes.
Use the vocabulary of time,
e.g. today, tomorrow,
yesterday.
V1 1Y07
Mathematics Stage 1
7
Framework
Codes
1Pt1
Learning Objective
Problem solving
Choose appropriate strategies to
carry out calculations, explain
working out.
Activities
Resources
Comments
Use own strategies to solve
measurement problems in
classroom contexts: e.g. 6 bricks
balance my book, 8 bricks balance
my shoe, how many bricks to
balance them both?
Objects to weigh and measure.
Encourage discussion
about strategies. This can
be used as an assessment
tool.
1Pt2
Explore number problems and
puzzles.
The cupboard is 2 metres wide. The
table is 1 metre wide. The cupboard
is wider than the table. How much
wider?
Choose other examples in the
classroom to cover measures
I spent ? in the shop. My friend
spent ? How much did we spend all
together?
Measuring equipment.
Coins.
1Pt9
Make a sensible estimation of a
calculation, and consider whether
an answer is reasonable.
Count some coins in a pot, add 4
more. How much now? Change the
amounts as appropriate.
Work out totals, what can we buy?
Coins, pots, priced items
V1 1Y07
Mathematics Stage 1
These activities should be
as practical as possible
before moving to paper and
pencil methods.
8
Scheme of Work – Mathematics stage 1
Unit 2A: Number and Problem Solving
Framework
Codes
Learning Objective
Activities
Resources
Comments
1Nc12
Find two more or less than a
number to 20, recording the jumps
on a number line.
Give out number cards around the
class. Class work in pairs. ‘What is 2
more than ? What is 2 less than ?’.
Choose numbers as appropriate.
After questions, the pair that has that
number holds it up. Record on the
number line.
Display the number line. Students
hide their cards. ‘Show me a number
that is more than 7 and less than 10.’
Pairs that have the number hold it
up. Continue. Class devise their own
questions.
0 -20 number cards.
Number line.
Pairs could be mixed ability.
1Nc8
Understand addition as counting
on and combining two sets; record
related addition sentences.
Display the number cards. Point to
some randomly. ‘What is this
number? Substitute numbers for
objects. Count them and place
number card next to them. ‘What if
we put this set with this set. How
many altogether? Write and say the
action. Write the calculation. Record
it as counting on a number line.
Small counting apparatus.
Large 0 – 20 number cards.
Large number line.
V1 1Y07
Mathematics Stage 1
When recording the
calculation, write each
number and symbol as you
say them so that students
can make the connection.
9
Framework
Codes
Learning Objective
Activities
Resources
1Nc9
Understand subtraction as
counting back and ‘take away’;
record related subtraction
sentences.
Display a large number line and 0 –
20 number cards. Count backwards
along the line and along the cards
from different starting points.
Replace number cards with objects.
Choose one of the numbers and take
3 away, pointing to the number line
to show subtraction (counting back).
Repeat with different start numbers.
Large number line.
0 – 20 number cards.
Small counting apparatus.
1Nc14
Begin to use the +, – and = signs
to record calculations in number
sentences.
Once students are familiar with the
operations of addition and
subtraction, introduce the symbols to
replace the spoken sentence, writing
them as the matching word is said
1Nn7
Within the range 0 to 30, say the
number that is 1 or 10 more or
less than any given number.
Give out number cards. Ask
questions such as ‘Who has 1 more
than 3?’’ Who has 10 more than 3?’
targeting the question as
appropriate.
1Nn10
Use the = sign to represent
equality.
Using balance scales, number
balances or objects, show how each
side of = must have the same total
quantity.
1Nn6
Begin partitioning two-digit
numbers into tens and ones and
reverse.
V1 1Y07
Understand and use in practical
contexts units, ones, tens, digit.
Mathematics Stage 1
Comments
Class set of number cards 0 –
30.
Balance scales, number
balances, objects.
Place value (arrow) cards.
Have a teacher set that all
students can see as well as
sets per pair on the tables.
10
Framework
Codes
Learning Objective
Activities
Resources
Comments
1Nc13
Relate counting on and back in
tens to finding 10 more/less than a
number (< 100).
Oral counting in tens from zero. Oral
counting in tens from 0, pointing to
the pattern of 10 on 100 square. Oral
counting in tens from any number
pointing to the pattern on the 100
square.
100 square.
Have a large square that all
can see as well as
individual squares on the
tables.
1Nc15
Understand that changing the
order of addition does not change
the total.
Activities to help understanding of
combining sets to make a total and
steps along a number track or line
(counting on)
Counting apparatus.
Number track or number line.
1Nc16
Add a pair of numbers by putting
the larger number first and
counting on.
With the aid of apparatus, explore
different amounts for addition and
discuss the strategy of putting the
larger quantity or number first.
Counting apparatus, number
cards.
1Nc18
Begin to add single- and two-digit
numbers.
Using dice or number cards,
generate 1 or 2 digit numbers to be
added together.
Dice.
Number cards.
V1 1Y07
Mathematics Stage 1
11
Framework
Codes
Learning Objective
Activities
Resources
Comments
1Pt2
Problem solving
Explore number problems and
puzzles.
‘What if and what could we try next
‘activities:
Dice, dominoes, cards to explore
totals.
Model the use of the
apparatus, then allow pairs
to generate their own
numbers.
1Pt3
Find many combinations, e.g.
combinations of three pieces of
different coloured clothing.
Using 3-scoop ice-creams, 3bobbles on a hat etc.
Any pictures where there is a
total of 3 things the same.
1Pt4
Solve simple word problems and
represent it with objects.
Simple problems set in a ‘real-life’
context.
Any materials that help to
visualise the problem.
1Pt5
Check the answer to an addition
by adding the numbers in a
different order.
Use within the context of a lesson on
addition. Allow discussion to include
student ideas.
1Pt6
Check the answer to a subtraction
by adding the answer to the
smaller number in the question.
Use within the context of a lesson on
subtraction. Allow discussion to
include student ideas.
1Pt1
Choose appropriate strategies to
carry out calculations, explaining
working out.
Use within the context of lessons,
allowing students to contribute their
ideas.
1Pt4
Decide to add or subtract to solve
a simple word problem (oral), and
represent it with objects.
Use within the context of lessons,
allowing students to contribute their
ideas.
1Pt9
Make a sensible estimate of a
calculation, and consider whether
an answer is reasonable.
Discuss appropriate strategies.
V1 1Y07
Mathematics Stage 1
12
Scheme of Work – Mathematics stage 1
Unit 2B: Handling Data and Problem Solving
Framework
Codes
1Dh1
1Pt1
V1 1Y07
Learning Objective
Organising, categorising and
representing data
Answer a question by sorting and
organising data or objects in a
variety of ways, e.g.
 using block graphs and
pictograms with practical
resources; discussing the
results
 in lists and tables with practical
resources; discussing the
results
 in Venn or Carroll diagrams
giving different criteria for
grouping the same objects.
Problem solving
Choose appropriate strategies to
carry out calculations, explaining
working out.
Activities
Resources
Understand and use in context
relevant vocabulary.
.
Solve problems such as how many
beads can I hold in my hand? How
can we find out? How can we
organise the information?
Vocabulary cards displayed
Comments
Any apparatus that allows the
information to be displayed:
interlocking cubes, pictures etc.
Make and organise a list.
Collect data and make a table.
Ask questions to find out favourite
food. Represent with a block graph
or pictogram.
Solving problems by collecting
sorting and organising information.
Collect information quickly by sorting
or voting then represent it by
drawing, placing objects or pictures.
Mathematics Stage 1
Any materials that allow the
information to be displayed.
Allow time for discussion
between teacher and
students and students to
students. At this stage
students should be allowed
some choice on how they
display their data.
13
Scheme of Work – Mathematics stage 1
Unit 2C: Measure and Problem Solving
Framework
Codes
1Mm1
1Ml1
Learning Objective
Money
Recognise all coins and work out
how to pay an exact sum using
smaller coins.
Length, mass and capacity
Compare lengths and weights by
direct comparison, then by using
uniform non-standard units.
Activities
Resources
Comments
Recognise all coins.
Exchange coins for an equivalent
value.
Total coins.
Coins
The use of real money
should be encouraged in
order to make more sense
to the students
Understand and use the vocabulary
related to length, mass and capacity.
Make direct comparisons side by
side (no counting) in a variety of
contexts.
Written vocabulary.
Display the vocabulary so
that all the students can
see it and use it as a
reference. Illustrate with
pictures for those students
who may have difficulty with
the spoken word.
People, ribbon, heavy and light
objects, large and small cups
etc.
1Ml2
Estimate and compare capacities
by direct comparison, then by
using uniform non-standard units.
Use uniform non-standard and
standard units to measure, count
and solve problems in a variety of
contexts.
Balance scales, objects to
weigh, cups to fill etc.
1Ml3
Use comparative language, e.g.
longer, shorter, heavier, lighter.
Use in context comparative words
such as shorter, shortest.
Written vocabulary.
Order the days of the week, months
of the year.
Know that 1 week = 7 days
1 day = 24 hours
Make estimates and check.
Written vocabulary
Sand timers
1Mt1
V1 1Y07
Time
Begin to understand and use
some units of time, e.g. minutes,
hours, days, weeks, months and
years.
Mathematics Stage 1
Display the vocabulary so
that all the students can
see it and use it as a
reference. Illustrate with
pictures for those students
who may have difficulty with
the spoken word.
14
Framework
Codes
Learning Objective
1Mt2
Read the time to the hour (o’clock)
and know key times of day to the
nearest hour.
1Mt3
Order the days of the week and
other familiar events.
1Pt1
1Pt2
V1 1Y07
Activities
Resources
Comments
How long is it from 3 o’clock to 5
o’clock?
What was the time 2 ours ago?
Clocks
It is now 6 o’clock. What time will it
be:
in 4 hours?
In 2 hours?
What time was it 2 hours ago?
Target questions according to ability.
Clocks
Clocks with hands that
move as a real clock rather
than free hand movement
would allow students to
become more familiar with
how the hands of a clock
move.
Order familiar events in a day, a
week or a story.
Problem solving
Choose appropriate strategies to
carry out calculations, explain
working out.
Explore number problems and
puzzles
Mathematics Stage 1
15
Scheme of Work – Mathematics stage 1
Unit 3A: Number and Problem solving
Framework
Codes
Learning Objective
Activities
Resources
Comments
1Nc8
Understand addition as counting on
and combining two sets; record
related addition sentences.
Display the number cards. Point to
some randomly. ‘What is this number?
Substitute numbers for objects. Count
them and place number card next to
them.
Show how 100 square is a different
arrangement of the number line, and
easier to use when dealing with higher
numbers.
What if? We start on 7 and count on 5.
Where will we end up?
Use different start numbers
Using small counting materials make
sets of different amounts.
‘What if we put this set with this set.
How many altogether? Write and say
the action. Write the calculation.
Record it as it is being said.
Number cards 0 – 50.
100 square.
Small counting apparatus.
Some students will need to
work with their own 100
square at a table or seated
on the floor.
1Nc9
Understand subtraction as counting
back and ‘take away’; record related
subtraction sentences.
Display a large number line and 0 – 50
number cards. Count backwards along
the line and along the cards from
different starting points.
Replace number cards with objects.
Take 3 away, pointing to the number
line to show subtraction (counting
back). Repeat with different start
numbers.
Show how 100 square is a different
arrangement of the number line, and
easier to use when dealing with higher
numbers.
What if we start on 17 and count back
5. Where will we end up?
Large number line.
0 – 50 number cards.
Small counting apparatus.
V1 1Y07
Mathematics Stage 1
16
Framework
Codes
Learning Objective
Activities
Resources
1Nc14
Begin to use the +, – and = signs to
record calculations in number
sentences.
Use the = sign to represent equality.
Record simple mental calculations in
number sentences. Work as a whole
class then pairs or individuals.
Large number and sign cards.
Understand and use in practical
contexts units, ones, tens, digit.
Place value (arrow) cards.
Use a large set for class work
and give each child or pair
their own for table top work.
Some students may find
colour coding the units and
tens useful.
Activities to help understanding of
combining sets to make a total and
steps along a number track or line
(counting on).
Number track.
Number line.
Counting apparatus.
Use apparatus for counting
and addition before moving
to the number track/line
With the aid of apparatus, explore
different amounts for addition and
discuss the strategy of putting the
larger quantity or number first.
Counting apparatus.
Using dice or number cards generate
1 or 2 digit numbers to be added
together.
Counting apparatus
Number track or number line
100 square
Recognise whole and half as
vocabulary.
Use small apparatus for counting. (A
handful). Share it equally (in half).
Discuss amounts where there is one
left over. Link with the numbers on 100
square. Is there a pattern?
Say half of any even number to 10.
Counting apparatus, number
cards.
1Nn6
Begin partitioning two-digit numbers
into tens and ones and reverse.
1Nc15
Understand that changing the order
of addition does not change the
total.
1Nc16
Add a pair of numbers by putting
the larger number first and counting
on.
1Nc18
1Nn12
V1 1Y07
Begin to add single- and two-digit
numbers.
Find halves of small numbers and
shapes by folding, and recognise
which shapes are halved.
Mathematics Stage 1
Comments
Counting apparatus.
17
Framework
Codes
Learning Objective
Activities
Resources
Comments
1Nc4
Begin using pairs to 10 to bridge 10
when adding/subtracting, e.g. 8 + 3,
add 2, then 1.
Begin to add a pair of single digit
numbers past 10.Use 2 steps and go
over 10 as a middle stage. (4+8=12:
4+6+2=10+2=12). Use different
numbers. Use subtraction.
1 – 6 dice, 7 – 12 dice,
numbers cards to appropriate
level
This can be a difficult
concept for some students
who may need more time
1Nc6
Find near doubles using doubles
already known, e.g. 5 + 6.
5+6=11. This can be shown as double
5 (5+5) plus 1, or double 6 minus 1.
Use different examples.
Counting apparatus.
100 square.
A list of near doubles may be
useful as reference for some
students.
1Nc17
Recognise the use of a sign such
as to represent an unknown,
e.g. 6 + = 10.
Use known number facts and
knowledge of place value.
Set different number sentences with
the missing number in different places
in the number sentence.
Slide number strips.
A strip of card with a
calculation written
horizontally/. Over the strip
moves a flattened tube of
card which can cover any of
the numbers at any one time
which will be the unknown
number.
Understand the vocabulary of double
and half.
Counting apparatus.
Number line.
100 square.
1Nc19
Multiplication and division
Double any single-digit number. •
1Nc20
Find halves of even numbers of
objects up to 10.
Count out 10 objects. Share into two
equal sets. Count each set.
Recombine.
Counting apparatus to 10.
1Nc21
Try to share numbers to 10 to find
which are even and which are odd.
Count out 10 objects. Share into 2
equal sets. Recombine. Remove some
objects. Share the remainders. What
happens? Any left over? Repeat
several times so that all of the
numbers 1-10 are covered
Record those numbers which share
with no remainder and those that
share with a remainder.
Counting apparatus
100 square
Number line
V1 1Y07
Mathematics Stage 1
Slide number strips
18
Framework
Codes
Learning Objective
Activities
Resources
1Nc22
Share objects into two equal groups
in a context.
Use ‘story’ problems.
I have 4 cakes to share with my friend.
Before we can eat them another friend
arrives. How many whole cakes would
we have had each before the friend
arrived? How many whole cakes
would we have each after the friend
arrived? How many left over.
Change the story working with
numbers to 10
Picture vocabulary cards.
Set in the context of a story or real life
experience where people or objects
are added to or taken away from the
total.
Story books.
Work as inverse operations set in
familiar contexts.
Counting apparatus.
1Pt2
Problem solving
Explore number problems and
puzzles.
Counting apparatus up to 10.
Counting apparatus up to 10.
1Pt5
Check the answer to an addition by
adding the numbers in a different
order.
1Pt6
Check the answer to a subtraction
by adding the answer to the smaller
number in the question.
1Pt7
Describe and continue patterns
such as count on and back in tens,
e.g. 90, 80, 70.
Using the recording of odd and even
numbers continue the sequence of
even numbers/odd numbers.
Record on 100 square or number line.
100 square.
Number line.
1Pt8
Identify simple relationships
between numbers and shapes, e.g.
this number is ten bigger than that
number.
Counting on 100 square, finding the
pattern of going to the number below
to add 10 and to the number above to
subtract 10.
100 square.
V1 1Y07
Mathematics Stage 1
Comments
19
Scheme of Work – Mathematics stage 1
Unit 3B: Handling Data and Problem Solving
Framework
Codes
1Dh1
Learning Objective
Organising, categorising and
representing data
Answer a question by sorting and
organising data or objects in a
variety of ways, e.g.
 using block graphs and
pictograms with practical
resources; discussing the
results
 in lists and tables with practical
resources; discussing the
results
 in Venn or Carroll diagrams
giving different criteria for
grouping the same objects.
V1 1Y07
Activities
Resources
Use questions set in real life
contexts e.g.
What do you like to do?
How can we find out? How shall we
organise the information?
Make a simple block graph.
Vocabulary cards displayed.
Comments
Any apparatus that allows the
information to be displayed:
interlocking cubes, pictures
etc.
Classify numbers and organise them
in lists and tables:
 all the even numbers to 30
 all the odd numbers to 50
 6 numbers more than 10 but less
than 30.
Using sorting diagrams, display
information collected. Begin with
familiar: sorting numbers using a
Venn diagram: numbers with 2 tens;
even numbers.
Repeat using shapes.
Mathematics Stage 1
20
Framework
Codes
1Pt1
V1 1Y07
Learning Objective
Problem solving
Choose appropriate strategies to
carry out calculations, explaining
working out.
Activities
Resources
Comments
Solving problems by collecting
sorting and organising information.
Collect information quickly by sorting
or voting then represent it by
drawing, placing objects or pictures.
Any materials that allow the
information to be displayed.
Allow time for discussion
between teacher and
students and students to
students. At this stage
students should be allowed
some choice on how they
display their data.
Mathematics Stage 1
21
Scheme of Work – Mathematics stage 1
Unit 3C: Measure and Problem Solving
Framework
Codes
1Mm1
1Ml1
1Ml2
1Ml3
V1 1Y07
Learning Objective
Money
Recognise all coins and work out
how to pay an exact sum using
smaller coins.
Length, mass and capacity
Compare lengths and weights by
direct comparison, then by using
uniform non-standard units.
Estimate and compare capacities
by direct comparison, then by using
uniform non-standard units.
Use comparative language, e.g.
longer, shorter, heavier, lighter.
Activities
Resources
Recognise all coins.
Exchange coins for an equivalent
value.
Total coins.
How many different ways can an
item be paid for? Use different coins
to make the same total.
Coins.
Understand and use the vocabulary
related to length, mass and capacity.
Make direct comparisons side by
side (no counting) in a variety of
contexts.
Use uniform units to measure or
estimate.
Written vocabulary.
Use uniform non-standard and
standard units to measure, count
and solve problems in a variety of
contexts.
Ask for suggestions for things that
could be measured using different
standard measures.
Balance scales, objects to weigh,
cups to fill etc.
Use in context comparative words
such as shorter, shortest.
Written vocabulary.
Mathematics Stage 1
Comments
People, ribbon, heavy and light
objects, large and small cups etc.
Written vocabulary.
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Framework
Codes
1Mt1
Learning Objective
Time
Begin to understand and use some
units of time, e.g. minutes,
hours, days, weeks, months and
years.
1Mt2
Read the time to the hour (o’clock)
and know key times of day to the
nearest hour.
1Mt3
Order the days of the week and
other familiar events.
1Pt1
1Pt2
V1 1Y07
Activities
Resources
Order the days of the week, months
of the year.
Know that 1 week = 7 days
1 day = 24 hours
Make estimates and check.
Sand timers
Comments
Order familiar events in a day, a
week or a story.
Problem solving
Choose appropriate strategies to
carry out calculations, explain
working out.
Explore number problems and
puzzles
Put in the context of a lesson using
measures.
What could we use? How could we
record it? How do we know? What
do you think? Will it always be the
same?
Mathematics Stage 1
Linking with a practical
lesson, the questions
will allow students to
develop their reasoning
and thinking skills.
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