Year 1 Place Value Consolidation Steps 4, 5, 6 and 7

Step 4-7: Year 1 Place Value Consolidation Steps 4-7

Grandad Terry continues to show Lily around his Toy Factory. Lily uses her knowledge of calculating one more and one less to work out how many toys he has. He then shows Lily where he makes his building blocks, and she compares the quantity of blocks in two towers. Finally, she discovers some potions, which Grandad Terry uses to bring his toys to life. Lily orders the potions from smallest to largest to bring her bear to life.

This Learning Video Clip has been designed as a consolidation tool for steps 4, 5, 6 and 7. It contains content relevant to all these steps and can be used in parts to recap a particular step on its own at the end of a teaching sequence for the included steps.

More resources for Spring Block 2.

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Discussion points for teachers

1. Help Lily count the robots on the conveyor belt.
Discuss how we count using 1:1 correspondence.
12 robots

2. What is one more than twelve?
Discuss how we calculate one more, and the meaning of the language of one more. Which digit changes when we add one more?
12 + 1 = 13 robots

3. What is one less than 15?
Discuss the vocabulary of one less. What strategies will we use to calculate one less than 15? Which digit changes when we calculate one less?
15 – 1 = 14 teddies

4. How many blocks high will the tower be now?
Discuss how one more and one more again is a two-step process and that it is the same method repeated twice.
18 + 1 + 1 = 20 blocks

5. Complete the statement to help Lily compare the towers.
Discuss the digits we look at when comparing the two numbers. Discuss the symbol we use to represent more than, less than or equal to.
22 > 20

6. If the boxes are ordered by the total of blocks inside, how many could the middle box contain?
Discuss how the amount of blocks would be greater than 28 but less than 32. Discuss how there is more than one answer.
Various answers, for example: 29, 30 or 31 blocks.

7. Help Lily to put the potions in order from smallest to greatest.
Discuss how we order numbers within 50. What digit do we look at first?
24, 32, 48

National Curriculum Objectives

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

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: (1N2a) Count, read and write numbers to 100 in numerals

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