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White Rose Maths Year 1: What Students Learn And The Resources To Support Them

Emma Johnson

Here we look at the White Rose Maths Year 1 scheme of learning , the topics it covers across the year and provide lots of sample questions and White Rose Maths resources for those following White Rose in Year 1.  

About White Rose Maths 

Year 1 autumn term, year 1 spring term, year 1 summer term, recommended white rose maths year 1 resources, place value year 1.

  • Place value(within 10) Year 1

Addition and subtraction Year 1

Addition and subtraction (within 10) year 1, shape year 1, place value within 20 year 1, addition and subtraction (within 20) year 1, place value (within 50) year 1, length and height year 1, mass and volume year 1, multiplication and division year 1, fractions year 1, position and direction year 1, place value (within 100) year 1, money year 1, time year 1.

Fluent in Five Years 1-6 (Weeks 1-6)

Fluent in Five Years 1-6 (Weeks 1-6)

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The White Rose Maths scheme of learning follows the national curriculum with a mastery approach to maths with a range of fluency, reasoning and problem solving elements. They also encourage concrete, pictorial and abstract representations to develop deep understanding of mathematical concepts. 

Read more: White Rose Maths

It is thought that approximately 70% of schools in the UK follow the White Rose Maths scheme of work and this is reflected in the thousands of students Third Space Learning tutors every week. Our tutors are highly skilled maths and pedagogy experts, well trained in the language, representations and approach used by White Rose. They are therefore able to deliver a one to one lesson that feels familiar to students who are also used to White Rose. 

Throughout this article you’ll see example lesson slides and example questions from Third Space Learning’s Year 1 maths curriculum that exemplify best practice teaching to the White Rose Maths Year 1 scheme. 

We’ve also provided lots of links to White Rose Maths Year 1 and key stage 1 learning resources that are suitable for use for each topic. In addition to the links provided, Third Space Learning also offers libraries for White Rose Maths Year 2 , White Rose Maths Year 3 , White Rose Maths Year 4, White Rose Maths Year 5 and White Rose Maths Year 6 .

About the White Rose Maths Year 1 scheme of learning

The primary school White Rose Maths scheme of learning has gone through several iterations and versions up to the current version 3. The scheme of learning SOL is designed as guidance and it is not necessarily intended for each small step to take one lesson. As with all teaching, it is important that teachers adapt this SOL for their class/ pupils. 

Topics covered in Year 1 White Rose Maths scheme of learning work

The White Rose Maths Year 1 SOL outlines which topics are taught, and when, throughout the autumn, spring and summer terms of Year 1. 

The breakdown for Version 3 of the scheme of learning is as follows 

  • Place value (within 10)
  • Addition and subtraction (within 10)
  • Place value (within 20)
  • Addition and subtraction (within 20)
  • Place value (within 50)
  • Length and height
  • Mass and volume
  • Multiplication and division
  • Position and direction
  • Place value (within 100)

year 1 white rose scheme of learning

​​Third Space Learning has created several collections of White Rose Maths aligned resources for all primary year groups from early years through to Year 6. These resources can provide a different perspective on a topic and so help pupils spend the time needed to fully embed a concept.

Here is a summary of the different collections available for schools following Year 1 White Rose Maths, many of them free to download from our maths hub. Links to the topic specific versions are provided within each termly breakdown below:

Ready to go lesson slides

These ready-to-go lesson slides come in the form of editable powerpoints with related worksheets that are designed for everyday teaching. The slides cover both version 2 of the White Rose scheme of learning (in blue) and version 3 of the SOL. They also include support slides that can be used to support pupils who need a little extra  pre/ post teaching to support their understanding.

Year 1 ready-to-go lesson slides

Pre and Post Diagnostic Questions 

These tests can be used before starting the place value block to assess gaps, and after teaching the place value block to identify progress. 

Diagnostic Assessments Year 1

Worked examples

Pupils check over completed questions to identify errors (or identify correct answers). Pupils are encouraged to explain the errors they find, not just ‘mark’ work. These worked examples help to solidify understanding by getting the pupil to discuss errors and how to avoid them. 

Year 1 Worked Examples

White Rose Maths Year 1 autumn term

In the autumn term, Year 1 focuses on place value (within 10), addition and subtraction (within 10) and shape.

Place value is taught as four separate blocks across the year, in year 1; with children working within 10 in the Autumn term, within 20 and within 50 in the spring term and within 100 in the summer term.

Place value (within 10) Year 1

This first place value block is the longest of the four place value blocks, spanning five weeks. At this stage, pupils learn to sort, count and represent objects; recognise numbers as words; count on and backwards within 10 and find 1 more /1 less. Children also learn to compare and order numbers and to use a number line

place value to 10

Example year 1 place value (within 10) questions

1. How many apples are there?

(Can you put a tens frame here, with 7 apples?)

white rose reasoning and problem solving year 1

Answer: 7 apples

2. Circle 7 ladybirds.

white rose reasoning and problem solving year 1

Answer: 7 ladybirds circled

Addition and subtraction is another topic, which is split across several blocks. Children learn to add and subtract within 10 in the autumn term and progress to adding and subtracting within 20 in the spring term.

In this first addition and subtraction block, pupils use part-whole models to investigate parts and wholes. Children learn to write number sentences; identify fact families and to calculate number bonds to 10. They use a range of concrete resources and pictorial representations to support them when adding and subtracting.

counter addition

Example year 1 addition and subtraction questions

1. How many counters are there altogether?

10 frame showing 8

Answer: 8 counters

2. Ben had 10 sweets. He gave 4 to his sister. How many did he have left?

pictorial 10

Answer: 6 sweets.

Pupils begin this block by recognising, naming and sorting 3D shapes. They move on to investigating 2D shapes and learn to make patterns using both 2D and 3D shapes.

year 1 shape slide

Example year 1 shape questions

1. Match the shape name to the shape.

shapes and names

Answer: Shapes labelled 

2. 2 shapes were used to make a pattern. 

a) Can you draw the rest of the pattern?

b) Can you name the 2 shapes in the pattern?

shape pattern

White Rose Maths Year 1 spring term

In the spring term, Year 1 focuses on place value (within 20), addition and subtraction (within 20), place value (within 50), length & height and mass & volume.

This second place value block is a shorter block than in the autumn term. Pupils count within 20 and continue to build on their understanding of 1 more and 1 less. They use a number line to 20 and learn to compare and order numbers to 20. 

counting to 20 slide

Example year 1 place value within 20 questions

1. Write down the number shown in the tens frame.

base 10s showing 14

2. What number is represented here?

deines showing 17

In this second addition and subtraction block, pupils memorise and reason with number bonds to 20. They also investigate doubles and near doubles and learn to subtract using number bonds; counting back and finding the difference. Children also explore related facts and missing number problems. 

10s frame to 20 addition

Example year 1 addition and subtraction (within 20) questions

1. Use the tens frame to work out 8 + 7

10s frame to 20 showing 15

2. What is 17 – 5?

number line to 20

In this third place value block, pupils count from 20 to 50, in ones and by making groups of ten. Children learn to partition numbers into tens and ones; estimate on a number line to 50 and continue to build on their understanding of one more and one less.

place value within 50 slide

Example year 1 place value (within 50) questions

1. 64 = ____ tens and ____ ones

Answer: 6 tens and 4 ones

2. Fill in the missing numbers:

25, ___, 27, 28, ____, 30, ____

Answer: 25, 26, 27, 28, 29, 30, 31

This is a short block, in which pupils learn to compare lengths and height. Children  measure length using objects and are introduced to using rulers to measure length in centimetres.

length and height slide

Example year 1 length and height questions

1. Which pencil is longer?

length question

Answer: Pencil B is longer

2. Complete the sentence, so it is correct:

Line ____ is the shortest line.

length and measure

Answer: Line B is the shortest line

In this block, pupils investigate the concepts of heavier / lighter and full / empty. Children also learn to measure and compare mass, volume and capacity. 

year 1 mass slide

Example year 1 mass and volume questions

1. Which is heavier?

mass question

Answer: The train is heavier

2. Which container has less water?

volume question

Answer: Container B has less water

White Rose Maths Year 1 summer term

In the summer term, Year 1 focuses on multiplication & division, fractions, position & direction, place value (within 100), money and time.

Pupils begin to understand times tables, multiplication and division, through grouping and sharing small quantities. They learn to  count in 2s, 5s and 10s, followed by recognising and adding equal groups, and making arrays and  doubles.

Example year 1 multiplication and division questions

3 times tables

3 + 3 + 3 = 9

2. Share between 4

grouping question

In year 1, pupils are taught half and quarter as fractions, by solving problems using shapes, objects and quantities. Children use a range of practical resources and visual representations to help them understand the concept of fractions. 

Example year 1 fractions questions

1.Shade in \frac{1}{4} of this shape

fractions question

2. Put a ring round half the circles

fractions grouping question

Answer: Ring round 5 circles

This is a short unit in year 1. Pupils use the language of position, direction and motion. They learn to describe turns and position, using left, right, forwards, backwards, above and below. Pupils also learn to make whole, half, quarter and three-quarter turns in both directions.

Example year 1 position and direction questions

  • Move the triangle down then left

direction

In this final place value block of year 1, pupils count from 50 to 100 and use a number line to 100. They continue to build on their understanding of partitioning into tens and ones; finding one more and one less and their understanding of comparing numbers.

Example year 1 place value questions

1. What number is represented here?

dienes showing 76

Answer: 76 

2, How many tens and how many ones in the number 52?

Answer: 5 tens and 2 ones

Money is a short unit in year 1. At this stage,  pupils learn to recognise and know the value of different denominations of notes and coins. 

Example year 1 money questions

1. How much money is shown?

3p cions

 b) 8p

2. Circle the group with the most money.

5 x 10p coins

Answer: A has more money

In year 1, pupils use the language of time. They learn the days of the week; months of the year; hours, minutes and seconds. Children are introduced to telling the time to the hour and to the half hour.

Example year 1 time questions

1. What time is each clock showing?

clocks question

Answer:  a) 4 o’clock and  b) Half past 9

2. Draw the hands on each clock, to show the time.

blank clocks

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Complete Year 1 Resource Pack for White Rose Maths

Resource Collection White Rose

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This great value resource pack covers the entire Year 1 White Rose scheme of work. Created by maths experts and professionally designed, there are separate maths worksheets for every small step across the Autumn, Spring and Summer terms. Each worksheet mixes fluency questions with reasoning and problem solving, giving children the chance to practice key mathematical concepts and develop their maths mastery skills.

Ideal for use in the classroom, or to set as homework activities it will save countless hours of planning and preparation time.

You can find free sample units here.

The 101 resources cover all of the following:

Autumn term

Number: Place Value (within 10) Number: Addition & Subtraction (within 10) Geometry: Shape Number: Place Value (within 20) Spring term

Number: Addition and Subtraction (within 20) Number: Place Value (within 50) Measurement: Length & Height Measurement: Weight & Volume Summer term

Number: Multiplication & Division Number: Fractions Geometry: Position & Direction Number: Place Value (within 100) Measurement: Money Measurement: Time

This resource is part of the Created to support White Rose Maths collection. View more from this collection

  • 101 worksheets with teacher notes

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White rose maths: year 1 summer term – block 4: counting to 100 maths worksheets, white rose maths: year 1 summer term – block 6: before and after maths worksheets, white rose maths: year 1 spring term – block 3: compare lengths and heights maths..., white rose maths: year 1 spring term – block 4: compare capacity maths worksheets, white rose maths: year 1 summer term – block 2: find a half (1) maths worksheets, white rose maths: year 1 autumn term – block 4: numbers from 11 to 20 maths worksheets, white rose maths: year 1 spring term – block 1: find & make number bonds maths..., white rose maths: year 1 spring term – block 2: tens and ones maths worksheets, browse by year group, upgrade now.

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white rose reasoning and problem solving year 1

Year One White Rose Supporting Resources

Supporting white rose maths hub.

Welcome to our Supporting White Rose Maths hub! Discover fun, engaging and teacher-approved resources that perfectly align with the White Rose Maths framework and the maths mastery approach.

Ever since White Rose Maths set out on their mission to help every child master maths, the organisation has taken the world of primary education by storm. Through resources, Schemes of Learning and yearly frameworks detailing small steps to progression, White Rose Maths has been helping teachers and parents turn children into confident young mathematicians. At the heart of White Rose Maths is  maths mastery , an approach that’s sparked a positive,  growth mindset  towards mathematics in teachers, parents and pupils.

Here at Master the Curriculum, we’re thrilled to see so many primary school teachers and parents using White Rose Maths to enhance their lessons and get children engaged and excited about maths. Whether you’re using White Rose Maths resources, following the Schemes of Learning and the small steps to progression and/or taking a mastery approach to mathematics, White Rose Maths can transform children’s learning experience and attitude towards numeracy.

That’s why we offer resources aligned with the White Rose Maths framework and the National Curriculum. Each of our resources is designed to help children work towards maths mastery and have fun while doing so — because enjoyment can make a world of difference to children’s engagement with education.

white rose reasoning and problem solving year 1

Year 1 Version 3.0 White Rose Maths Resources

Year 1 version 2.0 white rose maths resources, using white rose maths to help children master maths.

The White Rose Maths mastery approach has seen tremendous success in schools all over the UK, helping children learn with a can-do attitude and embrace maths challenges with a smile. Lessons and resources influenced by White Rose focus on three concepts that help children work towards mastery.

Problem Solving

Through problem-solving lessons and activities, children are encouraged to use their mathematical skills and understanding to solve problems unfamiliar to them.

Maths reasoning tasks get children thinking about number problems logically so they can reach conclusions, find solutions and decide which methods to use and why.

Fluency tasks help children strengthen their foundational knowledge. They practise applying their skills and understanding to different number problems with varying contexts and levels of complexity, while independently choosing the method they use to tackle number problems successfully. Fluency brings together problem-solving and reasoning.

Discover Resources That Follow the White Rose Maths Small Steps to Progression

Maths mastery is a journey and to help youngsters on their way, so White Rose Maths has created “Small Steps to Progression”. These small steps break down which learning objectives children need to master, and in what order, to gain a deep understanding of maths topics, and gradually develop their reasoning and problem-solving skills.

There are small steps for each year group, sorted into blocks of weeks. For example, block one for Year 1 covers what children should learn between weeks one to three of the Autumn term. By following these steps, you can make sure children gain all of the foundational skills and knowledge they need to progress onto more complex and challenging lessons.

To help you work through the small steps with your class or with your child, we offer weekly resources that align with them. When you browse our maths resources by year group, you’ll find weekly packs of worksheets, teaching slides and lesson plans. These packs make it easy for you to follow the White Rose steps, save time on lesson planning and find resources that perfectly match your lessons and where children are in terms of progress.

Why Use Our White Rose Style Resources?

Designed with Mastery in Mind — We offer a huge range of primary maths resources that combine fluency, reasoning and problem-solving activities to help children on their journey to maths mastery.

Follow Clear Learning Objectives  — Each one of our resources is designed to help children meet learning objectives that align with the White Rose Small Steps. You’ll have peace of mind knowing our resources suit your lessons perfectly and will help children build on their maths skills and understanding.

Assess Children’s Progress — We offer assessments and mini-assessments to help you check children have a firm understanding of the steps you’ve already covered. This way, you can make sure your class is ready to move on to more advance lessons.

white rose reasoning and problem solving year 1

Fun and Engaging Resources  — Fun is at the heart of our White Rose style resources. Our learning materials engage children in maths and get them excited about learning with fun visual imagery, creative contexts and imaginative maths problems.

Explore Topics in Depth with Differentiated Resources  — Our resources are differentiated by complexity so children can explore topics in-depth and improve their fluency.

Free and Premium Membership Options  — We want to make sure everyone has access to high-quality, White Rose style resources. So we offer hundreds of free resources you can download instantly with a free membership. Or if you’d rather have unlimited access to all of our resources, you can sign up for a premium membership.

The Benefits of White Rose Maths for Schools: Transforming Lessons with a Mastery Approach

Help all children master maths at a similar pace.

White Rose inspired lessons meet the needs of all children and focus on helping them keep up, not catch up. The small steps for progression make sure all pupils master the same learning objectives and progress at a similar pace. No children should fall behind, and none should speed through content ahead of their classmates. Instead, children of all levels of attainment get the support they need to grasp topics and explore concepts in depth. Only once the whole class has a good understanding of one learning objective do teachers move onto more advanced lessons.

Build Children’s Confidence and Competence in Maths

Every teacher wants to see their class excel in all subjects and White Rose Maths resources and frameworks can help whole classes work towards maths mastery. A big part of the mastery approach is teaching children to adopt a growth mindset. Maths lessons should show pupils that anyone can become a master of maths if they put in the effort and get the support they need to succeed.

When children stop believing that they can’t do maths and adopt a more positive, proactive attitude to this subject, that’s when they can reach their full mathematical potential. They’re likely to feel more confident and engaged in lessons, and the more they embrace maths challenges, the easier it will be for them to develop skills and understanding.

Streamline Lesson Preparation

White Rose Maths takes a weight off your shoulders when it comes to lesson planning. With Schemes of Learning, yearly frameworks and detailed small steps to progression, you won’t have to worry about planning what to cover in lessons each day, week, month and term.

The clear learning objectives outlined in the small steps to progression also make it easy for you to find resources to complement lessons and help children progress.

Enhance Your Maths Lessons with White Rose Maths Resources

Explore our primary maths resources by year group and discover a wide range of resources that support White Rose learning and the small steps to progression. Enhance your lessons, make learning fun and teach for mastery with maths worksheets, teaching slides, lesson plans, reasoning booklets and more.

White Rose Maths for Parents: Get Children Engaged in Learning at Home

The White Rose approach isn’t just for teachers to use in the classroom. You can also use  White Rose Maths in your home learning  to help your little one improve their confidence in mathematics. Practice makes perfect, and if your children are learning at home as well as at school, they’ll have a chance to delve deep into maths topics and develop a firmer understanding of the lessons covered in school. This knowledge and understanding can pave the way for more advanced maths.

White Rose Maths also makes it easier for you to support your child with their home learning tasks. As a busy parent, you don’t want to spend time trying to figure out exactly what children are learning at school, and you don’t have the time to learn topics for yourself so you can guide your child through it. You can use the White Rose Maths  small steps  as a schedule for your home learning sessions and you can find endless White Rose resources right here on the Master the Curriculum website. As homework will often be fluency or consolidation tasks, you won’t have to guide your child through number problems.

Help Little Ones Master Maths with Our White Rose Maths Resources

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Opinion How to create a coherent American community

The past told us how the United States tried to keep people out. But how can we bring new arrivals in?

Regarding Eduardo Porter’s May 23 Thursday Opinion essay, “ How America tried and failed to stay White ”:

Mr. Porter nicely summarized a century of immigration laws, recalled Donald Trump’s statements opposing immigration and concluded that a “deep-seated fear that immigrants will reshape [America’s] ethnic makeup, its identity and the balance of political power” besets White people in the United States.

I would contend that Mr. Porter spends too much time in this analysis looking back at what transpired and devotes too little ink to how we go forward as a nation. The White population of the United States has hardly changed in half a century: 178 million Americans identified as White in the 1970 Census, compared with 204 million in 2020 , a change of 26 million. Over the same years, the country’s total population rose by about 128 million people.

White folks in my circle do not fear some new identity; everyone knows the complexion of the country has changed. What I hear White friends speak of isn’t fear. It is something else: puzzlement. Where do we go from here?

Mr. Porter winds up his analysis saying the proper way forward “focuses on constructing a new shared American identity that fits everyone.” Well that’s the thing, isn’t it? Explain this shared identity and what it means and how we get to it.

Our country’s intellectual leaders, and I would include Mr. Porter here, are not really defining how we might unify as a cohesive society, even though a good number of scholars insist this unity matters. Harvard University political scientist Robert Putnam pointed out Americans’ social bonds began to decline in the 1970s, triggering the drop in voter-participation rates. Columbia University historian Mark Lilla argued the propensity for identity politics led the Democrats into a cul-de-sac from which it is impossible to govern. Notre Dame political scientist Patrick Deneen contended that people ought to ask what is good for our society as opposed to asking what is good for the individual.

All three men make profound points. I would be curious to learn more about how Mr. Porter believes we should weigh the merits of these points rather than simply concluding that White rubes fear the future. Mr. Trump does not speak for the nation. He speaks for himself and a narrow slice of people. My friends might vote for him. But I doubt they will do so out of fear. What they talk of is how long the country can prosper if it has no common idea about what it means to be an American. What they are talking about is citizenship.

Ted Evanoff , Hernando, Miss.

Repeated renewal by immigration is what makes the United States the exceptional nation. The ones who come are self-selected for gumption, nerve and willingness to leave the familiar behind to strike out in a new land. Rather than staying home and making do, these are the people with the audacity to risk migrating, often in the knowledge that there is no going back and that they are forever leaving behind their friends and families and everything they know.

Thus, the best immigrants are not the ones with high skills who can step into success here and know it. Our reinvigoration comes from those with nothing but their courage and their confidence that they can build a new life here. These are the brave ones, the ones who will proudly call themselves “American.”

The United States has remade itself again and again with our O’Malleys, Alberghinis, Huangs, Gottschalks, Cohens, Kowalskis, Singhs, Garcias and all the others who came here in desperate waves, bringing only their initiative and boldness. All these suffered a generation or more of being seen as too different, too dirty and too foreign by the original English settlers, who themselves embodied the same spirit when they left England in their own day. It is from this varied stock that we have built an exceptional nation, and those now coming across our southern border are just the latest version.

We cannot welcome everyone, but the daring to travel far through many dangers is a recommendation in itself. It speaks to the essence of what made the United States and what is our unique national characteristic. Our new arrivals should be celebrated.

William S. Kessler , Seattle

Eduardo Porter’s recent column does a good job of confronting the consistently racist approach to immigration in the United States. But that narrow focus on immigration as the way Americans attempted to consolidate and defend a White identity ignores the fact that there have always been millions of non-Whites in the country. Native Americans were systematically slaughtered and penned up on tiny reservations. Black people outnumbered Whites in some areas of the South (and still do). Spaniards and Mexicans suddenly found themselves to be residents of a new country after the United States seized half of Mexico. These new Americans couldn’t be kept outside the borders, but they could be oppressed and denied education, housing, jobs and opportunity. These efforts sadly continue in many parts of our country. Honesty and decency require us to right all of these wrongs.

Tim Goncharoff , Fairfield, Calif.

Fixing DEI statements

Regarding the May 20 editorial, “ What universities can learn from MIT’s DEI experiment ”:

There is widespread agreement that the first step in solving a problem is recognizing that there is one. The recent Post editorial about MIT’s decision to stop requiring diversity, equity and inclusion statements from job candidates took the first step in that direction. It then proceeded to address an ancillary issue, thus evading the real problem altogether.

A simpler — and more accurate — headline for the editorial might have been “The problem with diversity statements is: diversity statements.” The Post paints a chilling picture of just how much these statements narrow the pool of candidates for teaching positions at elite universities.

At its most basic level, the purpose of a university is to instill in its students knowledge and critical thinking; the primary vehicle for this is faculty instruction. Anything that detracts from this broad, primary goal is a grave threat to it. Failing to select faculty applicants who are the most competent and reliable at raising students to their potential in knowledge, reasoning ability and contribution to their fields is a shameful disservice.

When, as their first priority, university hiring systems focus on group categories and on adherence to shallow philosophical statements, intellectual depth is abandoned. By definition, DEI is largely a collection of social and emotional concepts. Professional merit, however, is primarily a function of knowledge and intellectual performance. These two concepts do not coexist well.

Rid the educational system of DEI and channel efforts instead into the myriad problems that impact students’ educational and intellectual attainment. When this is accomplished, the diversity statement problem will have solved itself.

Carl Thomason , Fredericksburg

An alternative way for universities such as MIT to change the course of arguments about diversity, equity and inclusion and actually to have a dramatic impact on higher education might be for them to share $1 billion of their endowments with a historically Black college or university.

Harvard has an endowment worth $50.7 billion, Yale has $40.7 billion , and Princeton has $34.1 billion socked away. In fiscal 2023, MIT’s endowment stood at $23.5 billion. By contrast, Morehouse College’s endowment stood at just $275 million at the start of the school’s most recent capital campaign, despite its 157 years of excellence. Howard University has the largest endowment of all the HBCUs with $865.3 million , followed by Spelman College, which reported an endowment of $570.8 million in 2021, and earlier this year received a $100 million donation , the largest gift ever to an HBCU.

A number of these historically Black schools are in the middle of fundraising efforts aimed at growing their endowments to $1 billion. If the Ivy League schools want to level the playing field, perhaps they could start by sharing their wealth to help these colleges and universities not simply reach that goal but surpass it.

Carolyn Wilson , Chevy Chase

Louis Armstrong reportedly said about jazz, “If you have to define it, you’ll never understand it.” If leaders of elite universities have to require teaching candidates to submit statements advancing the principles of diversity, equity and inclusion, they’ll never understand what those principles really mean.

Elite universities sit atop a pyramidal structure; not everyone gets access to the pinnacle. These schools exist to advance the levels of preparation and achievement for the students who are determined to be the best and the brightest society has to offer. But waiting to use DEI principles until students reach those elite institutions is a mistake that risks undermining one of the foundational reasons for the existence of these schools: to identify and reward merit.

Applying DEI principles to the schools that serve as feeder systems for elite universities will ensure that more talented students have access to those schools in the first place. Add in transparent admissions policies at elite universities, and the result will be a sustainable system that marries fairness with achievement.

William R. Ayers , Bethesda

About letters to the editor

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Reasoning and Problem Solving Questions Collection - KS1 and KS2

Reasoning and Problem Solving Questions Collection - KS1 and KS2

Subject: Mathematics

Age range: 5-7

Resource type: Worksheet/Activity

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Last updated

10 March 2023

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white rose reasoning and problem solving year 1

These booklets each contain over 40 reasoning and problem solving questions suitable for KS1, KS2 and KS3 classes. These are the questions that we have been putting out each day in March 2016 on Twitter in the run up to SATS.

The answers are provided with some simple notes at the back of the booklet and for some problems supplementary questions and variation has been provided.

As always we welcome any feedback on the work we are doing and the materials that we are releasing. Thank you for taking an interest in our work. The White Rose Maths Hub Team

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TES Resource Team

We are pleased to let you know that your resource Reasoning and Problem Solving Questions Collection - KS1 and KS2, has been hand-picked by the Tes resources content team to be featured in https://www.tes.com/teaching-resources/blog/fluency-reasoning-and-problem-solving-primary-maths in April 2024 on https://www.tes.com/teaching-resources/blog. Congratulations on your resource being chosen and thank you for your ongoing contributions to the Tes Resources marketplace.

Empty reply does not make any sense for the end user

graceamfo18

A very good and engaging way to teach mastery of maths. Thank you for sharing

thank you for sharing, this is really good

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  2. PDF Summer Block 1

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    Paper 2: reasoning and problem solving First name Middle name Last name Date of birth Day Month Year Teacher This progress check has been designed by White Rose Maths. For more information, please visit whiterosemaths.com Spring progress check Year 1 9 781804 780190 ISBN 978-1-80478-019-

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    Resource type: Worksheet/Activity. File previews. docx, 18.55 KB. docx, 18.42 KB. docx, 20.02 KB. docx, 22.13 KB. notebook, 9 KB. Some more simple grids for white rose. I have added a reasoning challenge for one more and less as well as a notebook file.

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    Paper 2: reasoning and problem solving First name Middle name Last name Date of birth Day Month Year Teacher Year 1 Summer Progress check These assessments have been designed by White Rose Maths. For more information, please visit www.whiterosemaths.com. Page 2 of 16 [BLANK PAGE]

  24. Reasoning and Problem Solving Questions Collection

    pptx, 2.35 MB. pdf, 3.51 MB. These booklets each contain over 40 reasoning and problem solving questions suitable for KS1, KS2 and KS3 classes. These are the questions that we have been putting out each day in March 2016 on Twitter in the run up to SATS. The answers are provided with some simple notes at the back of the booklet and for some ...