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# Unit 1 learning overview

You can use this overview to inform your planning and help secure children's learning of the mathematics covered in the unit. It includes processing, presenting, and interpreting data, classifying objects and numbers and organising them into lists and simple tables, listening and responding to suggestions, and using standard units of measure while following an enquiry.

Children process, present and interpret data to answer questions and follow lines of enquiry. They use various contexts, including measurement, to generate data which will allow them to make comparisons and draw conclusions.

Children classify objects and numbers and organise them in lists and simple tables. For example, they make a list of all the multiples of 10 between 0 and 100 or all the odd numbers between 15 and 35.

They sort objects and numbers into groups according to one criterion. They sort 3-D shapes into groups that make good building blocks/do not make good building blocks. They sort a set of dominoes using has seven spots or more/does not have seven spots or more. They justify their choice of where to place a shape or number on a sorting diagram. They choose different criteria for sorting the same set of objects and explain their criteria to others.

has 7 spots or more does not have 7 spots or more
has a 'one spot' does not have a 'one spot'

Children discuss the meaning of 'not' and identify coloured shapes that are not red, not blue or not green. They find numbers that are not even, or not less than 20.

Children solve problems and respond to questions such as:

• 'Are names with five letters the most common?'
• 'How could we find out?'
• 'What information should we collect?'
• 'How shall we organise the information?'

They listen to others in the class and respond to their suggestions. Children collect data quickly – for example, by holding up a digit card corresponding to the number of letters in their first name – and follow instructions to make a simple table.

Three letters Four letters Five letters Six letters

Ann

Sam

Ali

Kate

Ajit

Tara

Mark

Halim

David

Jyoti

Pritam

Sophie

Children answer questions based on their table, such as:

• 'What is the most common number of letters in a name? How do you know?'
• 'How many names have exactly five letters?'
• 'How many names have more than five letters?'
• 'How many names have fewer than five letters?'
• 'How many children are there altogether in the class? How can you tell?'

Children use standard units of measure as they follow an enquiry. For example, they sort a set of containers according to whether they will hold a litre of water, less than a litre of water or more than a litre of water. They place the containers appropriately in a large diagram.

They carry out similar sorting activities to compare lengths against a metre rule, and weights of various objects against a kilogram, half-kilogram or another given measure.