One More One Less (to 100) Year 1 Place Value Resource Pack

One More One Less Year 1 Resources

Step 6: One More One Less Year 1 Summer Block 4 Resources

This Year 1 One More One Less Year 1 Resource Pack includes a teaching PowerPoint and differentiated varied fluency and reasoning and problem solving resources for Summer Block 4.

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What's included in the pack?

This pack includes:

  • One More One Less (to 100) Year 1 Teaching PowerPoint.
  • One More One Less (to 100) Year 1 Varied Fluency with answers.
  • One More One Less (to 100) Year 1 Reasoning and Problem Solving with answers.

 

National Curriculum Objectives

Mathematics Year 1: (1N1a) Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number

Mathematics Year 1: (1N2b) Given a number, identify one more and one less

Mathematics Year 1: (1N4) 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

Mathematics Year 1: (1N2c) Read and write numbers from 1 to 20 in numerals and words

Differentiation:

Varied Fluency
Developing Questions to support understanding one more and one less. Numbers within 50 which do not cross the tens column. Pictorial support is given.
Expected Questions to support understanding one more and one less. Numbers within 100 including crossing the tens column. Pictorial support is given.
Greater Depth Questions to support understanding one more and one less. Numbers within 100 including crossing the tens column. Numbers may be written in numerals and words. No pictorial support is given.

Reasoning and Problem Solving
Questions 1, 4 and 7 (Problem Solving)
Developing Creating 2-digit consecutive numbers from given digits. Numbers are within 50 and do not cross the tens column. Pictorial support is given.
Expected Creating 2-digit consecutive numbers from given digits. Numbers are within 100 and may cross the tens column. Pictorial support is given.
Greater Depth Creating consecutive numbers from given digits. Numbers are within 100 and may cross the tens column. Numbers may be written in numerals or words. No pictorial support is given.

Questions 2, 5 and 8 (Reasoning)
Developing Consider a visual representation of manipulatives and a related statement with a misconception. Identify the misconception and explain the reasoning. Errors are of addition or subtraction in ones. Numbers are within 50 and do not cross the tens column.
Expected Consider a visual representation of manipulatives and a related statement with a misconception. Identify the misconception and explain the reasoning. Errors include place value based mistakes. Numbers are within 100 and may cross the tens column.
Greater Depth Work out the mystery number using knowledge of one more and one less. Numbers are within 100 and may cross the tens column. Numbers may be written in numerals or words.

Questions 3, 6 and 9 (Problem Solving)
Developing Check a test and correct any mistakes found. Numbers are within 50 and do not cross the tens column.
Expected Check a test and correct any mistakes found. Numbers are within 100 and may cross the tens column.
Greater Depth Check a test and correct any mistakes found. Numbers are within 100 and may cross the tens column.

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