St Thomas More RC Primary School - Helping your child in Year
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St Thomas More RC
Primary School
Helping your child in
Year 1Supporting Your Child at Home in Their Learning
Year 1
Evidence has shown that parental support is key to a
child’s progress in learning.
To help parents in their role we have produced a
pamphlet showing the methods your child will be taught
to support their learning in Addition, Subtraction,
Multiplication and Division as well as the different
sentence types your child needs to be able to write.
Should you require any further support please do not
hesitate to contact the class teacher.Year 1 – Sentence types to be taught
•Short Descriptive Sentences
•Conjunction sentences (and, but, or, so, when, because, if, after)
•Connective sentences
•Imperative sentences
•Question sentences
Sentence Type and definition Examples Genre use
Short Descriptive The waves crashed onto the shore. Narrative
sentences The young boy walked home. Recount
A simple sentence with: The boy nervously walked home. Instructions
a powerful verb The vicious dog snapped angrily Persuasion
at Tom. Discussion
an adjective
an adverb
all of the above.
A simple sentence has one
verb and a subject.
Conjunction sentences (but, Compound sentences Narrative, play
or, yet, so, since, when, if, It was late, but she wasn’t tired. script, explanation,
after, because, that, which, The front door was locked, so Jim persuasion, non-
until, where) rang the door bell. chronological
Two simple sentences that I ate my breakfast while my sister report, discussion,
are joined by a balanced watched TV. instructions, recount
conjunction to form a
compound sentence. A Complex sentences
compound sentence is Although I was scared, I carefully
created when two simple crossed the bridge.
sentences are joined together The children lined up quickly, when
with and, but, or and so. the bell rang.
Each clause makes sense on
its own.
However, when conjunctions
such as: although, after, if,
while, since, though, when,
which, until, because, than,
that, unless, are used in
sentences they produce
complex sentences. A
complex sentence is created
when a main clause and a
subordinate clause are joined
by a conjunction. The main
clause makes complete
sense on its own. The
subordinate clause does notmake complete sense on its
own.
Connective sentences Later that day, the wolf blew down Narrative, play
Time(when sentence), the house of sticks. script, explanation,
additional, opposite, causal, Whilst her back was turned, the persuasion, non-
explanation. dog ran away. chronological
Sentences that begin with a Furthermore, children should be report, discussion,
connective. allowed to stay up until 10 o’clock instructions, recount
on a Friday because it is not a
school night.
However, some people think that
children should be in bed by 8
o’clock every night.
Consequently, children are too
tired to work during the school day.
For instance, the children who
regularly achieve high marks in
tests have at least 9 hours sleep
each night.
Imperative sentences Place the lid on the tank. Instructions
Sentences that begin with a Crack the eggs in to the bowl.
verb.
Question sentences Are you happy with the state of the Narrative, play
A question that the writer can local park? script, explanation,
use to ‘grab the reader’s Did you know . . .? persuasion, non-
attention.’ What is wind energy? chronological
Should ...? report, discussion
Have you ever ...?CALCULATION POLICY – ADDITION AND SUBTRACTION
Addition Subtraction
Relate addition to combining two groups and Relate subtraction to taking away by counting back
Year 1
counting on and record in a number sentence using and as counting on and record in a number sentence
Aim by end of
+ and = signs. using the – and = signs.
year:
Record addition by: Record simple subtraction in a number sentence using
-All can add two
- showing jumps on prepared number lines the – and = signs e.g.
1 digit numbers
- drawing own number line There were 8 cakes on a plate. Mary ate 3 of them.
-Some can add a
e.g. 6 + 5 = 11 How many were left?
1 digit number to
a 2 digit number
Showing method
6 7 8 9 10 11 8–3=5
used.
-All can count Using the empty number line to add 10 to a single Use objects to develop idea that the number of
back on a number digit number. objects started with and those taken away can be
line to subtract e.g. 8 + 10 = 18 represented by a subtraction calculation.
1 digit numbers +10
Use a marked or empty number line to count back
from a 1 or 2 (take away) or to count on (find the difference) e.g.
digit number. 8 18 12 – 7 (counting back) - marked line
-Some can count
on when the Use a number line to add a pair of single digit
difference is numbers to bridge through 10 e.g.
1 2 3 4 5 6 7 8 9 10 11 12
small. 8 + 5 = 13
Model this
strategy. What is the difference between 5 and 12? (counting
2 3 on) – marked line
+2 +3
8 10 13 1 2 3 4 5 6 7 8 9 10 11 12
(see Framework – section 5 p.40)
What is the difference between 5 and 12? (counting
Represent number line calculations in a number on) – empty line
sentence
e.g. +1 +5
5 12
9 10 15 Shows 9 + 1 + 5 = 15
Children need to begin to understand when it is
or 9 + 6 = 15
sensible to count back e.g. 18 – 5
Bridge through a multiple of 10 e.g. add a single
digit to a teen’s number bridging through 20.
18 + 5 = 23
2 3 Or record as:
18 + 5 = 18 + 2 + 3 13 14 15 16 17 18
= 20 + 3 And when it is sensible to count on e.g. 18 – 13
+2 +3
= 23
18 20 23
13 14 15 16 17 18
Say the number that is 1 less than any given number
or 10 less than a multiple of 10.
Say the number that is one more than any given Find the difference between two numbers by
number and ten more than a multiple of ten. comparing them using apparatus or on number lines
Add 9 by adding 10 and subtracting 1. e.g. What is the difference between 4 and 7?
How many
17 + 9 + 10 With cubes:
more?
17 26 27
-1Partition numbers using place value cards or on two number lines:
1 7 10 7 4
17 = 10 + 7 7
And use calculator to confirm that numbers such or on one number line:
as 57 are made up of 50 and 7 to develop their
understanding of place value. 4 7
Be able to complete number sentences where a Be able to complete number sentences where a
missing number is shown by a symbol e.g. missing number is shown by a symbol e.g.
5+2= ∆ ∆ =5+2 6 -2= ∆ ∆ =6-2
5+∆=7 7=∆+2 6-∆=4 4=∆-2
∆ + 2 =7 7=2 +∆ etc. ∆ -2=4 4=О-∆ etc.
Generate equivalent calculations for given
numbers and record e.g. 6 =2 + 4 = 1 + 5 = 3 + 3
Derive and recall pairs of numbers with a total of Solve simple problems involving subtraction in the
10 and addition facts for totals to at least 5. context of measure or money explaining reasoning
orally or in pictures
e.g. This bottle holds 5 cups of water but this bottle
holds 7 cups. How much more is in the bigger bottle?CALCULATION POLICY – MULTIPLICATION AND DIVISION
Multiplication Division
Solve practical problems that involve combining Understand sharing as giving everyone the same
Year 1
groups of 2, 5 and 10 e.g. amount e.g.
Aim by end of year:
-All can count in How many fingers are there on 4 hands (draw round 6 grapes are shared equally between 2 people.
twos, fives and tens own hands and numbers underneath) How many grapes does each one get?
and can derive You have 12 wheels, how many cars can you
multiples of 2,5 and make? (draw a car to go with each group of 4
10. wheels until 12 wheels have been used)
-All can solve real
problems involving
Count in 2s, 5s and 10s to derive the multiples of
combining groups.
-All understand 2,5 and 10.
sharing as giving
everyone the same Link to arrays.
amount and solve Model number sentences in context.
problems by sharing
objects into equal
groups.You can also read
