# Montrose School

## Maths Year 1

 Year 1 programme of study (statutory requirements) Notes and Guidance (non-statutory) Number and place value Pupils should be taught to: count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number count, read and write numbers to 100 in numerals, count in different multiples including ones, twos, fives and tens given a number, identify one more and one less identify and represent numbers using concrete objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least read and write numbers from 1 to 20 in digits and words. Number and place value Pupils should practise counting (1, 2, 3), ordering (e.g. first, second, third), or to indicate a quantity (e.g. 3 apples, 2 centimetres), including solving simple concrete problems, until they are fluent. They should practice counting as reciting numbers and counting as enumerating objects, and counting in ones, twos, fives and tens from different multiples to develop their recognition of patterns in the number system (e.g. odd and even numbers). They connect these patterns with objects and with shapes, including through varied and frequent practice of increasingly complex questions. Pupils begin to recognise place value in numbers beyond 20 by reading, writing, counting and comparing numbers up to 100, supported by concrete objects and pictorial representations. Addition and subtraction Pupils should be taught to: read, write and interpret mathematical statements involving addition (+), subtraction (-) and equals (=) signs represent and use number bonds and related subtraction facts within 20 add and subtract one-digit and two-digit numbers to 20 (9 + 9, 18 - 9), including zero solve simple one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems. Addition and subtraction Pupils should memorise and reason with number bonds to 10 and 20 in several forms (e.g. 9 + 7 = 16; 16 – 7 = 9; 7 = 16 - 9). They should realise the effect of adding or subtracting zero. Pupils should combine and increase numbers, counting forwards and backwards. They should discuss and solve problems in familiar practical contexts, including using quantities. Problems should include the terms put together, add, altogether, total, take away, difference between, more than and less than so that pupils develop the concept of addition and subtraction and are enabled to use these operations flexibly. Multiplication and division Pupils should be taught to: solve simple one-step problems involving multiplication and division, calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher. Multiplication and division Through grouping and sharing small quantities, pupils should begin to understand multiplication and division; doubling numbers and quantities, and finding simple fractions of objects, numbers and quantities. They should make connections between arrays, number patterns, and counting in twos, fives and tens. Fractions Pupils should be taught to: 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 Pupils should be taught 1/2 and 1/4 as operators on discrete and continuous quantities by solving problems using shapes, objects and quantities. For example, they could recognise and find half a length, quantity, set of objects or shape. Pupils connect halves and quarters to the equal sharing and grouping of sets of objects and to measures, as well as recognising and combining halves and quarters as parts of a whole. Measures Pupils should be taught to: - compare, describe and solve practical problems for: lengths and heights (e.g. long/short, longer/shorter, tall/short, double/half) mass or weight (e.g. heavy/light, heavier than, lighter than) capacity/volume (full/empty, more than, less than, quarter) time (quicker, slower, earlier, later) - measure and begin to record the following: lengths and heights, mass/weight, capacity and volume, time (hours, minutes, seconds) - recognise and know the value of different denominations of coins and notes - sequence events in chronological order using language such as: before and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening - recognise and use language relating to dates, including days of the week, weeks, months and years - tell the time to the hour and half past the hour and draw the hands on a clock face to show these times. Measures The terms mass and weight, volume and capacity are used interchangeably at this stage Pupils should move from using and comparing different types of quantities and measures using non-standard units, including discrete (e.g. counting) and continuous (e.g. liquid) measures, to using manageable common standard units. They should understand the difference between non-standard and standard In order to become familiar with standard measures, pupils begin to use measuring tools such as a ruler, weighing scales and containers. Pupils should use the language of time, including telling the time throughout the day, first using o’clock and then half past. Geometry: properties of shapes Pupils should be taught to recognise and name common 2-D and 3-D shapes, including: 2-D shapes (e.g. rectangles (including squares), circles and triangles) 3-D shapes (e.g. cuboids (including cubes), pyramids and spheres). Geometry: position, direction, motion Pupils should be taught to: order and arrange combinations of objects and shapes in patterns describe position, directions and movements, including half, quarter and three-quarter turns. Geometry: properties of shapes Pupils should handle common 2-D and 3-D shapes, naming these and related everyday objects fluently. They should recognise these shapes in different orientations and sizes, and know that rectangles, triangles, cuboids and pyramids can be different shapes. Geometry: position, direction, motion Pupils should create, copy, describe and reorganise patterns. They should use the language of position, direction and motion, including: left and right, top, middle and bottom, on top of, in front of, above, between, around, near, close and far, up and down, forwards and backwards, inside and outside. Pupils should make turns to show they understand half, quarter and three-quarter turns and routinely make these turns in a clockwise direction.

Wigston Lane, Leicester, Leicestershire

0116 2832328

office@montrose.leicester.sch.uk