White Rose Maths Hub scheme of work

Year 1
Year 1
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Year 3
Year 4
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Year 6
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Numbers up to 40 or 50

  • Year group: Year 1
  • Term: Spring
  • Topic: Number and place value
  • Duration: 3 weeks
  • Keystage: KS1
  • Age Range: 5 to 6 yrs
  • Unit can be taught out of sequence: N
  • Week Range: 5 - 7

In this chapter, pupils extend their representational work to include numbers up to 40 or 50. This helps to reinforce the place value of each digit in a two-digit number (ie, in tens and ones).

Pupils have opportunities to identify and represent numbers using objects, such as counters on a ten frame, cubes, Dienes and pictorial representations, including the number line and part-whole diagrams.

They continue to use “equal to”, “more than”, “less than”, “fewer”, “most” and “least” when talking about number. They count forwards and backwards to 40, beginning with 0 or 1, or from any given number. They can also identify “one more” and “one less” than a given number.

This chapter builds on the essential foundations of place value, in preparation for working with numbers to 100.

 Download all number and place value chapters as a PDF 

Resources for this topic

White Rose Maths

Reasoning - Problem Solving - Number (KS1) and weight problems (KS2) - March 24th

There are two problems for KS1 and two for KS2.

In KS1 children have to work out the missing values on a number line and then find the difference. They then have to work out the values of each shape in a square grid.

At KS2 children have two problems they have to solve involving weight of objects.

Every day in March the White Rose Maths Hub is aiming to put out a question of the day. Not long to go to get your solutions in.

Tweet us @WRMathsHub a picture of your children's answers for a chance to win a prize.
By WRMaths

Reasoning - Problem Solving - Money Problems (KS1/2) - March 8th

Today's problems are ones that involve reasoning and problem solving with the numbers. There are two problems for KS1 and two for KS2.

In KS1 problem children have to use a number line to work out the size of the interval and then locate a particular number. Children then have to work out the highest and lowest numbers you can make given three digit cards. Version 2 of the Y2 problems has a slightly less demanding problem Q1 that might be good as a warm up.

At KS2 children also need to find intervals on a number line, but the problem is a little more involved.. The second problem should be tacked systematically.

Every day in March the White Rose Maths Hub is aiming to put out a question of the day.

Tweet us @WRMathsHub a picture of your children's answers for a chance to win a prize.
By WRMaths

Mathematics Mastery

Numbers up to 40 or 50

Mathematical discussion is a key element of the Mathematics Mastery programme.

Talk Tasks are a brilliant way of enabling pupils to develop their mathematical language, thinking, understanding and confidence.

This activity explores the concept of numbers up to 40 or 50

• Talk tasks are best completed in mixed attainment pairs, with pupils taking turns to listen and construct arguments
• Emphasis is on discussion rather than the solution, encouraging pupils to use key language and talk in full sentences
• Ask pupils to prove their answers in a variety of ways, using the CPA approach to support mathematical understanding and number sense

Like what you see?

Mathematics Mastery is a professional development programme for teachers with a mission to transform mathematics education in the UK.

This task is just a taster of the complete classroom resources we offer. We also provide in-depth development training, online CPD, specialist support and assessment tools.

We believe all elements of our programme are vital in creating lasting change – enabling every child to enjoy and succeed in mathematics.

Want to find out more? Check out our free resources and blogs or join an information session.
By Mathematics Mastery

Numbers up to 40 or 50

Mathematical discussion is a key element of the Mathematics Mastery programme.

Talk Tasks are a brilliant way of enabling pupils to develop their mathematical language, thinking, understanding and confidence.

This activity explores the concept of numbers up to 40 or 50

• Talk tasks are best completed in mixed attainment pairs, with pupils taking turns to listen and construct arguments
• Emphasis is on discussion rather than the solution, encouraging pupils to use key language and talk in full sentences
• Ask pupils to prove their answers in a variety of ways, using the CPA approach to support mathematical understanding and number sense

Like what you see?

Mathematics Mastery is a professional development programme for teachers with a mission to transform mathematics education in the UK.

This task is just a taster of the complete classroom resources we offer. We also provide in-depth development training, online CPD, specialist support and assessment tools.

We believe all elements of our programme are vital in creating lasting change – enabling every child to enjoy and succeed in mathematics.

Want to find out more? Check out our free resources and blogs or join an information session.
By Mathematics Mastery

Resources shared by teachers

Year 1 - Spring - Week 5 - Place Value

This is pack 1 of 3 on Year 1 place value for the spring term and covers the small steps:

- Numbers to 50
- Tens and Ones
- Represent Numbers to 50

The resources aim to help children gain a deeper understanding of the concepts covered in the first week. Numbers are represented in a variety of ways and lend themselves well for use alongside concrete manipulatives such as place value counters and Base 10.

The resources include pictorial and abstract representations as well as reasoning and problem solving activities and more open ended problems to support and extend your whole class.

I hope you find them useful.
By MKConnolly

Year 1 - Spring - Week 6 - Place Value

This is pack 2 of 3 on Year 1 place value for the spring term and covers the small steps:

- Represent Numbers to 50
- One More One Less
- Compare Objects within 50
- Compare Numbers within 50

The resources aim to help children gain a deeper understanding of the concepts covered in the first week. Numbers are represented in a variety of ways and lend themselves well for use alongside concrete manipulatives such as place value counters and Base 10.

The resources include pictorial and abstract representations as well as reasoning and problem solving activities and more open ended problems to support and extend your whole class.

I hope you find them useful.
By MKConnolly

Year 1 - Spring - Week 7 - Place Value

This is pack 3 of 3 on Year 1 place value for the spring term and covers the small steps:

- Order Numbers within 50
- Count in 2s
- Count in 5s

The resources aim to help children gain a deeper understanding of the concepts covered in the first week. Numbers are represented in a variety of ways and lend themselves well for use alongside concrete manipulatives such as place value counters and Base 10.

The resources include pictorial and abstract representations as well as reasoning and problem solving activities and more open ended problems to support and extend your whole class.

I hope you find them useful.

By MKConnolly

Year 1 - Spring - Weeks 5-7 - Place Value

Three weeks worth of resources on spring addition and subtraction.

This bundle contains all three packs on Year 1 Place Value for the spring term and covers all small steps within this topic. The resources aim to help children gain a deeper understanding of the concepts covered in the topic.

The resources include pictorial and abstract representations as well as reasoning and problem solving activities and more open ended problems to support and extend your whole class.

I hope you find them useful
By MKConnolly

Place Value Dienes Worksheet

Simple worksheet to bridge the gap between couting in tens and ones, and place value. Children are given the opportunity to count in tens and ones, giving the value. Then children are given the number and asked to draw in the tens and one dienes frames, giving children the initial understanding of place value and how numbers are categorised in tens and ones etc. LI: We are learning how numbers are split into tens and ones. SC: I can identify how many given tens and ones are in a give number.
By KristopherC

Year 1 Maths Number: Identifying and representing numbers

A set of 15 powerpoints to help children identify and represent numbers with objects and pictures , use a numberline and use language such as equal to, more than etc.
By highwaystar

More than/ Less than

The worksheet can be adapted to individual needs. The 50 square cards can aid those children playing the game, as sometimes a 100 square is too confusing.
By EJT357