# Maths Year 1 Autumn Shape and Data

Each unit has everything you need to teach a set of related skills and concepts.

First time using Hamilton Maths?

The PowerPoint incorporates step-by-step teaching, key questions, an in-depth mastery investigation, problem-solving and reasoning questions - in short, everything you need to get started.

All the other resources are there to support as-and-when required. Explore at your leisure - and remember that we are always here to answer your questions.

## Unit 1 Explore shapes and line symmetry (suggested as 2 days)

### Objectives

Explore shapes; begin to understand symmetry
Unit 1: ID# 1213

National Curriculum
PofS (i)
Y2 PofS (i)

Hamilton Objectives
26. Recognise line symmetry and create symmetrical patterns. Needed for Y2, recommended in Y1.
24. Begin to understand 2-D shapes.

### Planning and Activities

Although symmetry is not specified for Year 1 in the National Curriculum, Hamilton believe that teaching symmetry in Year 1 maintains continuity with its introduction in the Foundation Stage. The National Curriculum Guidance specifies that teachers can teach areas of study in different year groups than those mentioned in the Curriculum, so long as they are taught within the same Key Stage. You can choose to teach this symmetry content in Year 1 or in Year 2.

Day 1 Teaching
Show a picture of a butterfly. Explore the pattern and discuss the fact that the pattern is the same on both sides of a line. Draw out the notion of symmetry and explore other symmetrical patterns.
Group Activities
Use the 'Flip and Flop’ in-depth problem-solving investigation below as today’s group activity.
Or, use these activities:
-- Paint a pattern on one side of a butterfly and then fold. Open to reveal the symmetrical pattern.
-- Predicting the other side of a symmetrical pattern.

Day 2 Teaching
Ask children if they can remember what the word symmetry means. Remind them that it means the pattern is the same on both sides. Show children different pictures and shapes and identify the lines of symmetry.
Group Activities
-- Make symmetrical patterns from painted string.
-- Sort play dough shapes into symmetrical or not symmetrical.

### You Will Need

• Butterfly pictures & template (see resources)
• Mirrors, felt-tips, string and paint
• Paper labelled symmetrical & not symmetrical
• Play dough & cookie cutters
• 2-D shapes

### Mental/Oral Maths Starters

Suggested for Day 1
Estimating lengths (simmering skills)

Suggested for Day 2
Number bonds to 5 (simmering skills)

### Worksheets

Day 1
Find which bugs have a symmetrical and non-symmetrical pattern.

Day 2
Circle the symmetrical shapes and draw a line of symmetry.

### Mastery: Reasoning and Problem-Solving

• Draw a symmetrical pattern by colouring squares on squared paper. You may only colour 24 squares in all – NO more!
• Draw a line of symmetry on each of these shapes (see download).
• Draw a symmetrical shape with 2 straight lines and 1 curved line.

In-depth Investigation: Flip and Flop
Children cut shapes from a shape and create symmetrical patterns.

### Extra Support

This unit has no separate Extra Support activities.

## Unit 2 Understand/identify 2-D shapes (suggested as 3 days)

### Objectives

Understanding and identifying 2-D shapes
Unit 2: ID# 1223

National Curriculum
PofS (i)

Hamilton Objectives
24. Name and describe common 2-D shapes; recognise the difference between 2-D and 3-D shapes.

### Planning and Activities

Day 1 Teaching
Put a collection of shapes in the centre of circle. Describe a shape to children: numbers of sides, vertices, curved or straight sides. Children work in pairs to pick up a shape like this. Draw it on the flipchart and write its name by the side. Repeat.
Group Activities
-- Make gummed shape pictures and describe the properties of the shapes they have used.

Day 2 Teaching
Have a shape in a feely bag. Children describe it using vocab such as ‘pointy’, ‘round’, ‘skinny’ or ‘fat’. Prompt children to think about whether the sides are straight or curved, how many sides and vertices there are. Identify the shape. Describe properties. Repeat for other shapes.
Group Activities
Use the 'Shape Wheels’ in-depth problem-solving investigation below as today’s group activity.
Or, use these activities:
-- Describe shapes to a partner then draw it on their whiteboards.
-- Follow a repeating pattern of shapes using instruments.

Day 3 Teaching
Draw squares, triangles and rectangles of different proportions/orientations on IWB. Children drag shapes into different sets: squares, triangles, etc. They identify properties of each type of shape.
Group Activities
-- Make shapes using the geoboards and describe what they have made.
-- Hunt for shapes in the sand tray and describe their properties.

### You Will Need

• 2-D shapes & sand tray
• Gummed shapes (or printing blocks).
• Plastic shapes
• Camera
• ‘Guess my shape’ sheet (see resources)
• Wood blocks, drums & triangles
• Geoboards & bands
• Thick paint brushes/tweezers

### Mental/Oral Maths Starters

Suggested Day 1
Pairs to 10 (simmering skills)

Day 2
Pattern (pre-requisite skills)

Day 3
2-D shapes (pre-requisite skills)

### Worksheets

Day 1
Describe the shapes, children cut out the shapes and write sentences/words to describe them.

Day 2
Continue repeating patterns of shapes.

Day 3
Match the shapes to the correct sets, e.g. circle, triangles, squares and rectangles.

### Mastery: Reasoning and Problem-Solving

• My shape has 4 vertices and 4 sides. Draw a shape that it might be.
• On squared paper draw 2 different squares and colour them in. Can you say why they are definitely both squares?
• Name a shape that has:
No straight sides.
3 sides, all straight.
4 sides where 2 are longer than the other 2.
• Cut out two triangles (see download), then put them together to make:
-- a rectangle
-- a triangle

In-depth Investigation: Shape Wheels
Children make a sequence of coloured shapes, changing one attribute at a time so that the sequence can end where it started, forming a circular sequence.

### Extra Support

Shape Snakes
Making repeating shape patterns

## Unit 3 Sort 2-D shapes according to properties (suggested as 2 days)

### Objectives

Sorting 2-D shapes with reference to their properties
Unit 3: ID# 1231

National Curriculum
PofS (i)
Y2 Stats (i) (ii)

Hamilton Objectives
23. Sort items into lists or tables.
24. Name and describe common 2-D shapes; recognise the difference between 2-D and 3-D shapes.

### Planning and Activities

Day 1 Teaching
Discuss straight and curved lines. Look at capital letters and show how we can sort these into a list according to whether they have straight or curved lines.
Group Activities
-- Write names in capitals and sort the letters into a table.
-- Sort plastic capital letters into a table. Can they now make a word with just curved lines?

Day 2 Teaching
Show a range of 2-D shapes. Discuss their properties and how we might sort them. Remind children of yesterday’s work on straight and curved lines. Draw a table and sort the 2-D shapes.
Group Activities
Use the in-depth problem-solving investigation ‘Sort the Street’ from NRICH as today’s group activity.
Or, use these activities:
-- Think of shapes that would fit the criteria of the table and sort 2-D shapes.
-- Pick a shape, talk about it and then decide which column it should go in.

### You Will Need

• Alphabet in capital letters
• Strips of paper
• Plastic letters (capitals)
• Shapes drawn on IWB
• Pre drawn table (see resources)
• 2-D shapes

### Mental/Oral Maths Starters

Day 1
2-D shapes (pre-requisite skills)

Day 2
Sorting coins (pre-requisite skills)

### Worksheets

Day 1
Sort the letters from children’s names into a table.

Day 2
Sort the shapes into shapes that have 4 or less sides and shapes that have more than 4 sides.

### Mastery: Reasoning and Problem-Solving

• Copy this table.
 All straight sides One or more curved sides

Identify 'flat' objects around the class, e.g. the clock face. Draw them on the table in the correct column.

In-depth Investigation: Sort the Street
Sort sets of house images in different ways, practising using lists and tables. Sort the Street from nrich.maths.org.

### Extra Support

Make a Track
Knowing the number before and after any number from 1 to 10

## Unit 4 Understand/identify 3-D shapes (suggested as 3 days)

### Objectives

Understanding and identifying 3-D shapes
Unit 4: ID# 1237

National Curriculum
PofS (ii)

Hamilton Objectives
24. Name and describe common 3-D shapes; recognise the difference between 2-D and 3-D shapes.

### Planning and Activities

Day 1 Teaching
Hold up cuboid and cube – name and pass around so children handle them. Ask for similarities/differences. Draw out flat faces, some faces are squares, some rectangles. Point to faces to understand how this word is used in maths. Repeat with cylinder, a sphere and a cone.
Group Activities
-- Printing 3-D shape faces onto paper and labelling the shapes.

Day 2 Teaching
Show children packages/objects in a range of shapes. Identify faces, flat and curved. Sort into roll/slide. Then look at pictures of 3-D shapes. Identify shapes by name. Draw out properties of each shape.
Group Activities
Use the 'Bears Moving Day’ in-depth problem-solving investigation below as today’s group activity.
Or, use these activities:
-- Make a display of 3-D shapes including packaging, objects around the classroom and pictures. Annotate with labels and description.
-- Sort 3-D shapes into those that roll and those that do not.

Day 3 Teaching
Put these shapes: cone, cylinder, sphere, cube and cuboid in the middle of the circle of children. Describe 1, with reference to its properties. Children must identify it by taking that shape from the middle. Repeat for other shapes.
Group Activities
-- Rotate activities - play guess my shape game and make 3-D models using construction kit.

### You Will Need

• 3-D shapes
• 2 hoops
• Sheet of labelled 3-D shapes (see resources)
• Photographs
• Does roll/does not roll sheet (see resources)
• Construction kit with 2-D shapes

### Mental/Oral Maths Starters

Suggested for Day 1
Using PV to subtract (simmering skills)

Suggested for Day 2
Adding to make bonds to 20 (simmering skills)

Suggested for Day 3
Bonds to 20 (simmering skills)

### Worksheets

Day 1
Name and describe 3-D shapes.

Day 2
Sort 3-D shapes discussing as everyday objects.

Day 3
Spot the 3-D shapes that have been used to make the models.

### Mastery: Reasoning and Problem-Solving

• You will need a pile of 3-D shapes.
Mystery shapes.
I have 6 square faces
If I am 1 way up, I slide. If you turn me over, I roll.
I am used in football!
I can only slide. Not all my faces are the same but they are all rectangles.
• True or false?
No shape has only curved faces.
2 shapes have 6 rectangle faces.
No shape can both roll and slide.
• Name 3 shapes which you can use dipping one side in paint to print a square.

In-depth Investigation: Bears' Moving Day
Children make an open cube in the context of a story.

### Extra Support

Behind the Wall
Describing 3-D shapes