Describe simple patterns and relationships involving numbers or shapes; decide whether

examples satisfy given conditions

(Objective repeated in Block B Units 1, 2 & 3 and Block E Unit 3)
Seat the children in a circle. Tell the children they are going to help you to make some patterns.

Ask the first two to stand up and the next two to sit down and so on until a pattern is forming.

Ask the children to predict what will happen next:

Q. What will the next person do, stand up or sit down?

Q. What will the last person in the circle do?

Repeat with other patterns.

For example: Cross arms, stretch legs etc.

Paired activity:

Demonstrate paired activity for the class.

Use a magnetic board or OHP to display 11 counters. Invite a child to come and play with you. Explain that two players take turns to remove 1 or 2
counters. The player that removes the last counter wins.

Allow the children to play several games keeping track of who wins.

After a short time stop and ask:

Q. Who has won a lot of games?

Q. Does anyone have a special way to win, a strategy?
Q. Is it better to go first or second?

Allow children to play several more games, trying out some of the ideas.

After 5 minutes stop and ask:

Q. What did you try?
Q. What happens if you both try that?
Q. What else could you try?

Extend by changing the number of counters to 13, 15 etc.

Show the children that you are holding a set of number cards 1 – 10. Shuffle the cards and ask a child to pick a card for you and give it to you
without looking at it.

Ask the children to take turns to ask questions about the number you are holding to try and identify it. When they have guessed correctly show the
children the number on the card.

As the activity proceeds ask the children:

Q. How did that question help you?

Q. What have you found out so far?

Once you have shown them the number ask:

Q. What would have been a good question to ask?

Repeat the game a number of times and tell the children you are looking for questions that give us a good clue as to what the number is.

Next extend the number of cards you use to 1 -20. This time give the children a clue to help them find the number.
For example:
Teacher says: My number is a single digit number more than 6. What could it be?

Children can record the possibilities on a whiteboard.

Discuss the suitability of the possibilities with the children.

Finally show the children the number.

Repeat this activity, extend the whole class and individuals by calling on the children to have a go
Seat the children in a circle. Place a sorting hoop in the middle of the circle.

Give each child a number card from 1 – 20 and beyond if necessary.

Tell the children that they have to guess your rule.

Decide on a rule in your head.

For example:
Numbers less than 10.

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Invite the children to try and put their number in the circle. You then reject or accept their number depending on your rule. Once all the children
have had a turn invite the children to guess your rule.

Repeat the activity and pose questions to the children as the activity progressed.

Q. What could the rule be?

Q. Does everybody agree with this?
Q. Can you think of another number we could put in the circle?

This activity could be repeated using different apparatus such as shapes.

Count as a whole class in 2s from zero to 10. Mark the jumps on the number line (marked 0–20).

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Q If we continued counting in twos, which would be the last number we would land on on this line? Why do you think that?
Agree that if you continued to count in 2s the last number on this line would be 20.

Ring the numbers said when counting in 2s.

Q Which numbers have we ringed?

Agree that the even numbers have been ringed.

Q What can you tell me about the numbers that haven’t been ringed?
Agree that every other number has not been ringed and that these are the odd numbers.

Give children a 0–50 number line. Ask them to ring the even numbers in one colour and the odd numbers in a different colour up to 20.

Refer to a 0–50 line and ask ‘What if…?’ questions.

Q What if I had 27 shoes, would I have an odd or an even number of shoes?

When children respond, ask them to show that the number is odd or even by jumping in twos on the number line from 20.

Invite other children to ask ‘ What if…?’ questions and another child to respond and show on the number line that the number is odd or even.

Ask children to work in pairs to ask ‘What if…?’ questions, answer them and use the number line to show if the numbers are odd or even.
Show the OHT of Activity sheet Y1 10 and point out the butterfly outline. Discuss what they know about butterflies, eliciting the symmetrical
properties. Show children the special spots (OHP counters) that have fallen off the Special Spotted Butterfly.

Tell children that Special Spotted Butterflies never have more than 20 spots, but they always have the same number of spots on each wing.

Demonstrate how to put 6 spots on the butterfly, 3 on each wing, and how to record this on the OHT of Activity sheet Y1 10. Then show how to
put 9 spots on the butterfly, 4 on each wing and 1 left over.

Q Can a Special Spotted Butterfly have 6 spots? 9 spots?

Draw out that it can have 6 spots as these can be shared equally between its wings but not 9 spots as there is one left over.

Give out Activity sheet Y1 10 and counters and ask the children to find out which numbers will give the same number of spots on both wings and
which won’t.

Q How will you make sure that you have checked all the numbers to 20?
If necessary, demonstrate ticking off a list of numbers 1–20.

Q Which numbers do you have in the ‘same number of spots’ box?

Ask children to volunteer to demonstrate that they checked all the numbers to 20.

Q What do you notice about the numbers in the ‘same number of spots each side’ box?
Q What do you know about numbers you can share equally into two?
Draw out that these are the even numbers,

Pretend to catch a Very Special Spotted Butterfly. Explain that this is a Very Special Spotted Butterfly, and has more than 20 spots.

Q How many spots do you think it might have?

Q How did you decide that it could have that many spots? Could it have 21 spots? Why not?
Draw out that it must have an even number of spots as even numbers of spots can be shared equally between the two wings.
Ring the number 5 on the 1–100 square.

Show dice marked with only 5s and 10s. Throw the dice, moving along the number rolled and then ring the number you land on.

Q I’m on 10 and I need to count on 5, where should I go?

Ensure the children know where to move to when they get to the end of the row.

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Ask children to repeat this activity on Activity sheet Y1 11.

After the children have ringed numbers on several rows, stop them and discuss what they have found. Draw out that they only land on numbers
ending 5 or 0. Say that numbers ending in 5 are multiples of 5 and numbers ending in 0 are multiples of 10.

Q Do you think you might land on 27? Why not? Which numbers close to 27 might you land on?
Ask the children to continue and check that they only land on numbers that are multiples of 5 or 10.

When the children have got at least half way down the square, stop them and discuss what they have found.

Q What do you notice about the ringed numbers? What would the grids look like if we only had 10 on the dice? And if we only had 5 on the
dice?
Reinforce the last digits in multiples of 5 and multiples of 10.

Show the children the purse containing six 5p coins.

Q If I took three coins from my purse, how much money would that be?
Agree that this would be 15p and count the coins saying 5p, 10p, 15p.

Q If I took five coins from my purse how much would that be?
Agree that this would be 25p and count the coins to check, saying 5p, 10p, 15p, 20p, 25p.

Ask the children to work in pairs to find all the amounts of money it is possible to make using up to six 5p coins. Remind them that counting in 5s
will help.

Q How many coins might it be best to start with?

Agree that it is helpful to start with one coin, then two and so on, to make sure all answers are found.
Ask the children how many 2p coins they can hold in their hands Calculate how much money they hold in their hands by counting in 2s, showing
this on a number line.

Tell the children that you will be setting them a challenge to find out what different totals you can make by using up to ten 2p coins.

Take three 2p coins from a purse, total them and tell the children that you have found out that it is possible to make 6p.
Record 2p + 2p + 2p = 6p

Repeat with five 2p coins.

Q How will I know when I have found all the different totals?
Now work in a more systematic way, taking one coin and recording 2p, then two 2p coins, and three 2p coins.

Show how to use a number line to help to calculate the total by counting in 2s.

Q What were the differences between the two methods I used to find the totals? Which was better?
Draw out that the strategy with one coin, then two… was better because you are less likely to miss out possible totals.

Ask the children to find all the different totals they can make just using up to ten 2p coins and recording them in their books as they do so.

Q What did you notice about all the totals?

Draw out that they are all even numbers.

Explain that this time the purse has three 2p coins and two 10p coins. Ask the children to find all the possible totals using one or more of these
coins.

Q What will be the smallest total? The largest?

Agree that the smallest total will be 2p i.e. one of the coins, and that the largest will be 26p using all the coins.
• Show the children a 3p stamp (Resource sheet Y1 12). Explain that the Post Office only had 3p stamps left and that you bought ten of them.

Q How much did I spend on the stamps?

Count in threes touching each stamp to keep count.

• Show the children an envelope and explain that it will cost 12p to post it.

Q How many 3p stamps do I need to stick on my letter?

Encourage children to count in threes until they reach 12, model on a number line by holding up a finger on each count: 3, 6, 9, 12. Count the 4
fingers and agree they represent the 4 stamps.

• Show a postcard to the children and say that this will cost 6p to send.

Q How many stamps do I need to stick on my postcard?

Model holding up a finger for each count: 3, 6; say ‘I need two stamps’.

• Put ten stamps in a box; ask for a volunteer to pull out some stamps.

Q Ali has five stamps. How much would these stamps cost him?
Q How can we find out?

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Establish the amount by counting the stamps, saying 3p, 6p, 9p, 12p and 15p.

Q If I took four stamps from the box, how much would they cost me?
Establish the amount by counting the stamps saying 3p, 6p, 9p, 12p.

• Ask the children to work in pairs to find all the amounts of money it is possible to spend by buying up to six stamps.

Q What is the smallest amount you could spend?

Q How can you make sure that you find all the possible answers?
Agree that it will be useful to start by counting one stamp, then two, then three, and so on. Demonstrate using pictures to record, sketching a
rectangle for each stamp and writing the total at the side.
Write on the board the sequence 3, 6, 9, 12.

Q What is the difference between the neighbouring numbers in the sequence?

Q Can anyone describe this sequence of numbers? What is the rule?
Q What would the next two numbers be?
Write on the board the sequence 2, 4, 6, 8.

Q Can anyone describe this sequence of numbers? What is the rule?

Q What would the next three numbers be?
Ask the children to write the next three numbers on their whiteboards. Encourage the children to use the term even numbers to describe the
numbers in this sequence.

Q Would 18 be in this sequence? How do you know?

Agree that it is an even number and so will be in this sequence.

Write on the board the sequence 1, 3, 5, 7.

Q Can anyone describe this sequence of numbers? What is the rule?

Q What would the next three numbers be?
Ask the children to write the next three numbers on their whiteboards. Encourage the children to use the term odd numbers to describe the
numbers in this sequence.

Q Would 19 be in this sequence? How do you know?

Write on the board the sequence 2, 5, 8, 11.

Q What is the rule in this sequence?

Encourage the children to find the difference between the numbers in the sequence by counting on from the previous number to the next.

Q What would be the next two numbers?

Ask the children to write the next two numbers on their whiteboards.

Give the children similar examples to do in pairs.

Write on the board: When I add 10 to a number the ones digit stays the same.

Explain that we are going to find examples to find out if this statement is true.

Write on the board 2 + 10.

Q What is the answer to 2 + 10?

Q How can we show this on the hundred square?
Model using the hundred square to count on 10 from 2.

Q Did the ones digit stay the same?

Agree that it did. Record 2 + 10 = 12 then write on the board 12 + 10.

Q What is the ones digit in 12? Will it stay the same if we add 10?
Ask the children to find 12 + 10. Collect responses and discuss strategies. Look at the hundred square and add on 10 from 12.

Record on the board 12 + 10 = 22

Q Is there a short cut that we can use on the hundred square?

Remind the children that when we count on 10 squares we land on the number below.

Use the bead string to add 10 onto 12. Draw attention to the pattern of the beads.

Q Did the ones digit stay the same?

Agree that it did.

Write on the board 13 + 10 and ask the children to work out the calculation. Collect answers and strategies. Establish that the ones digit stayed
the same. Repeat for other examples, using the hundred square and bead string to show the pattern.

Q Do you think that this will always be true?

Establish that it would take a long time to test every number but that as a class we could test a lot of numbers. Say that you will share out the
number cards 0–90 to the children in the class and that you would like them to work in pairs to test the numbers they are given. They should add

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10 to their numbers, record the number sentences in their books and see if the units digit does stay the same.

Write on the board: I can make four different two-digit numbers with two different digits.

Explain that you are going to find examples to establish if this statement is true. Ask a child to give you a digit from 1 to 9. Write it on the board.
Ask a second child for a different digit from 0 to 9. Write it on the board.

Q Look at our digits 3 and 4. Can we make four different two-digit numbers using these digits?
Collect responses.

Q How do I know that I have all possible numbers?

Model a systematic approach:
– I can use the 3 twice to make 33
– I can use the 4 twice to make 44
– I can put the 3 in the tens place and the 4 in the ones place to make 34
– I can put the 4 in the tens place and the 3 in the ones place to make 43.

Q Are there any other numbers we can make using 3 and 4?

Agree that you have all possibilities and that there are four different two-digit numbers we can make.

Write the two digits 5 and 6 on the board.

Q What number can we make if we use the 5 twice?

Q What number can we make if we use the 6 twice?
Q What number can we make if we put 5 in the tens place?
Q What number can we make if we put the 6 in the tens place?
Q How many numbers have we made?
Agree that four different numbers have been made using the two digits 5 and 6.
Repeat process for two more digits, ensuring the children can recognise repeats.

Place digit cards 1–9 on tables. Ask the children to pick two cards and list the different numbers they can make, check for repeats, and record
them in their books.

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 ACTIVITY SHEET Y1 10

Same Not the Same

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ACTIVITY SHEET Y1 11

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 RESOURCE SHEET Y1 12

3p 3p 3p

3p 3p 3p

3p 3p 3p

3p

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