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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. |
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Learning Objectives |
Additional Information |
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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.
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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 |
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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 |
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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 |
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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.
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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. |
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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. |
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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.
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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. |
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