﻿ St. Dunstan's Curriculum - English
 Welcome to St. Dunstan's Catholic School Website Home Children's Learning Year 1 Topic Rationale Year 1 Curriculum Overview Calculation Policy Printable copy Year 1 Maths Expectations English in Year 1 Mathematics at St. Dunstan's
Maths in Year 1

End of Year Expectations for Maths in Year 1
Autumn 1st half term objectives highlighted

Objectives previously taught are highlighted

Please note that in line with the progress children make this list is subject to change and the objectives
are not necessarily taught in the order listed below.

 The National Curriculum for mathematics aims to ensure that all pupils: become fluent in the fundmentals of mathematics, so that pupils have conceptual understanding and can recall and apply their knowledge rapidly and accurately to problems. reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument or proof using mathematical language. can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solution. Learning Objectives Additional Information Number and Place Value Count to ten, forwards and backwards, beginning with 0 or 1, or from any given number. Count, read and write numbers to 10 in numerals and words. 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. Given a number, identify one more or one less. Count in multiples of twos. Recognise and understand ordinal numbers Count to 20, forwards and backwards, beginning with 0 or 1, or from any given number. Count, read and write numbers to 20 in numerals and words. Count to 40 forwards and backwards, beginning with 0 or 1, or from any number. Count, read and write numbers from 1-40 in numerals and words. Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number Count, read and write numbers from 1-100 in numerals and words. Identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than, most, least. The position a digit is placed in a number determines its value. The language used to name numbers does not always expose the place value, for example the word ‘twelve’ does not make it transparent that the value of this number is ten and two. It is important that children develop secure understanding of the value of each digit. Place value is based on unitising: treating a group of things as one ‘unit’. In mathematics, units can be any size, for example units of 1, 2, 5 and 10 are used in money. In place value units of 1, 10 and 100 are used. Calculation policy page: 6 Addition and Subtraction Represent and use number bonds and related subtraction facts (within 10) Add and subtract one digit numbers (to 10), including zero. Read, write and interpret mathematical statements involving addition (+), subtraction (-) and equals (=) signs. Solve one step problems that involve addition and subtraction, using concrete objects and pictorial representations and missing number problems. Represent and use number bonds and related subtraction facts within 20. Add and subtract one digit and two digit numbers to 20, including zero. Read, write and interpret mathematical statements involving addition (+), subtraction (-) and equals (=) signs. Solve one step problems that involve addition and subtraction, using concrete objects and pictorial representations and missing number problems. Relating numbers to 5 and 10 helps develop knowledge of the number bonds within 20.   For example, given 8 + 7, thinking of 7 as 2 + 5 and adding the 2 to 8 to make 10 and then the 5 to total 15. Thinking of part whole relationships is helpful in linking addition and subtraction.  For example, where the whole is 6, and 4 and 2 are parts.  This means that 4 and 2 together form the whole, which is 6 and 6 subtract 4 leaves the 2 and 6 subtract 2 leaves the 4.   Calculation policy page: 6 Multiplication and Division Count in multiples of twos, fives and tens. Solve one step problems involving multiplication and division, by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher. Counting in steps of equal sizes is based on the big idea of ‘unitising’ ; treating a group of, say, five objects as one unit of five. Working with arrays helps pupils to become aware of the commutative property of multiplication, that 2 × 5 is equivalent to 5 × 2. Calculation policy page: 7 Fractions Recognise, find and name a half as one of two equal parts of an object, shape or quantity. Recognise, find and name a quarter as one of four equal parts of an object, shape or quantity. Fractions express a relationship between a whole and equal parts of the whole.  Ensure children express this relationship when talking about fractions. For example, ‘If the circle (where the circle is divided into four equal parts with one part shaded) is the whole, one part is one quarter of the whole circle.’  Halving involves partitioning an object, shape or quantity into two equal parts. The two parts need to be equivalent in, for example, area, mass or quantity. Measurement Tell the time to the hour and half past the hour and draw the hands on a clock face to show these times. Recognise and use language relating to dates, including days of the week, weeks, months and years. Compare, describe and solve practical problems for time [for example, quicker, slower, earlier, later] and measure and begin to record time (hours, minutes, seconds) Sequence events in chronological order using language [for example, before and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening. Read, write and interpret mathematical statements involving addition (+), subtraction (-) and equals (=) signs. Solve one step problems that involve addition and subtraction, using concrete objects and pictorial representations and missing number problems. Recognise and know the value of different denominations of coins and notes. Compare, describe and solve practical problems for mass/weight [for example, heavy/light, heavier than, lighter than]; capacity and volume [for example, full/empty, more than, less than, half, half full, quarter] Measure and begin to record mass/weight, capacity and volume. Compare, describe and solve practical problems for: lengths and heights for example, long/short, longer/shorter, tall/short, double/half. Measure and begin to record lengths and heights. Measurement is about comparison, for example measuring to find out which rope is the longest. Measurement is about equivalence, for example how many cubes are equivalent to the length of the table or the mass of the teddy? Standard units can initially be introduced through using a unit that is greater than the things being compared, for example comparing the capacity of a cup and a carton by filling each and pouring into matching bottles to compare the two. Measuring is a practical activity and the activities below should be conducted in practical contexts, using real materials. Geometry Recognise and name common 2D and 3D shapes, including rectangles, squares, circles and triangles, cuboids, pyramids and spheres. Describe position, direction and movement, including whole, half, quarter and three quarter turns. It is important for children to be familiar with a range of 2-D and 3-D shapes and not just recognise them in specific orientations, e.g. thinking that this  is a triangle but this or are not. It is preferable to introduce 3-D shapes before 2-D shapes, since 2-D shapes only exist in the real world as faces of 3-D shapes. An emphasis should be placed upon identifying and describing the properties of shapes.  It is important that pupils develop the correct mathematical language to do so. The development of precise language to describe position and movement is important.
 St. Dunstan's Catholic Primary School, Onslow Crescent, Woking, Surrey. GU22 7AX  Tel: 01483 715190  email: office@stdunstans.surrey.sch.uk