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National Curriculum: Number and Place Value - Year 1 - Activities


Created on 11 October 2013 by ncetm_administrator
Updated on 03 February 2014 by ncetm_administrator
 

Activities

Programme of Study statements Activities
A B C D E F G
count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number bullet bullet     bullet    
count, read and write numbers to 100 in numerals; count in multiples of twos, fives and tens bullet bullet bullet   bullet    
given a number, identify one more and one less   bullet   bullet   bullet bullet

identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least

  bullet   bullet bullet bullet  
read and write numbers from 1 to 20 in numerals and words   bullet   bullet bullet bullet  

Activity A - Skipping: Counting and timing actions

See how many skips, catches, goals, circuits you can do without stopping. Can you beat yesterday’s score? How many seconds does it take you to get dressed/undressed, do a circuit, 20 skips? Can you do it quicker than last time? Time with a timer and record on a number line.

Activity B - Constant function

On a calculator one child keys in 80 + 1, then keeps pressing =. (or press -1===). Their friend has to predict the next number before = is pressed. Use this function to find how to write numbers crossing tens boundaries or to go over 100. Write numbers on an empty number line or fill in a 100 to 200 number square. Press + 2 = = to count in 2s.

calculator

Activity C - Fingers and hands

Count fingers on lots of hands by counting in 5s or 10s. Can the children challenge themselves to find out the number of fingers and/or hands on each alien?

Activity D - Incy Wincy (pdf)

Playing number games, including board games like Snakes and Ladders, has been proven by research to increase children’s understanding of relative number size as well as counting. This ‘Incy Wincy’ document from Nrich is full of ideas and questions for the classroom.

Activity E1 - Tidying (pdf)

Children count resources indoors and outdoors to check none have got lost. They can make labels for containers to show how many there should be, using numerals and words.

Activity E2 - Collecting (pdf)

Children can make collections of everyday objects, count them in different ways, sort them and label them

Activity F - Number Rhymes (pdf)

Number rhymes encourage children to predict the result of taking one away, or more unusually of adding one, as with 10 currant buns. In year 1, number rhymes can be linked to staircase images and number lines to help children to see the ‘successor function’ (one more / less than) pattern.

Activity G - Pounds in the pig

Put 8 coins in a piggy bank so they cannot be seen –check the child knows how many there are, then take one out and ask how many there are. Children can play this in pairs. (You can obviously use plastic coins or any objects and any container, box, cloth or screen.) This activity allows you to see if children can apply their knowledge of one more or less to a practical problem.

Useful Resources

  • Colour rods: eg Cuisenaire, Stern
  • Interlocking cubes, with numerals to match and sticks of ten of the same colour: eg unifix, multilink
  • Numicon, including number lines
  • Bead strings, coloured in 5s or 10s
  • Dice, dominoes
  • Games: collecting objects or track games
  • Calculators
  • Props for number rhymes, including numerals
  • Washing lines with numerals and bead strings for different numbers
  • Jars filled with objects eg cotton reels, matchsticks
  • Outdoor score boards and timers for PE activities
  • Counters or matchsticks and pieces of card
  • Place value cards (arrow cards)
 

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Comments

 


13 July 2015 09:22
This is in line with the Curriculum as the calculator is being used to explore the concept of number and place value and not to replace mental and written calculation skills
12 July 2015 10:10
Please clarify the issue about the use of calculators in activity B.
By JLPearson
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