National Curriculum Overview in Mathematics – Year 1          

Number – number and place value Number – addition and subtraction Number – multiplication and division
·          Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number

·          Count in multiples of twos, fives and tens

·          Read and write numbers to 100 in numerals

·          Read and write numbers from 1 to 20 in numerals and words

·          Begin to recognise the place value of numbers beyond 20 (tens and ones)

·          Identify and represent numbers using objects and pictorial representations including the number line

·          Use the language of: equal to, more than, less than (fewer), most, least

·          Given a number, identify one more and one less

·          Recognise and create repeating patterns with numbers, objects and shapes

·          Identify odd and even numbers linked to counting in twos from 0 and 1

·          Solve problems and practical problems involving all of the above

·          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, including zero (using concrete objects and pictorial representations)

·          Solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7 = £ – 9

·   Recall and use doubles of all numbers to 10 and corresponding halves

·   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


·  Measure and begin to record:

·  – lengths and heights, using non-standard and then manageable standard units (m/cm) – mass/weight, using non-standard and then manageable standard    units (kg/g)

·  – capacity and volume using non-standard and then manageable standard units (litres/ml)

–   time (hours/minutes/seconds)

·  within children’s range of counting competence

·  Compare, describe and solve practical problems for:

·  – lengths and heights (for example, long/short, longer/shorter,    tall/short, double/half)

–   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)

–   time (for example, quicker, slower, earlier, later)

·  Recognise and use language relating to dates, including days of the week, weeks, months and years

·  Sequence events in chronological order using language (for example,  before and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening

·  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 know the value of different denominations of coins and notes

Number – fractions Geometry – properties of shapes
·   Understand that a fraction can describe part of a whole

·   Understand that a unit fraction represents one equal part of a whole

·   Recognise, find and name a half as one of two equal parts of an object shape or quantity (including measure)

·   Recognise, find and name a quarter as one of four equal parts of an object, shape or quantity (including measure)

·   Recognise and name common 2-D shapes, including rectangles (including squares), circles and triangles

·   Recognise and name common 3-D shapes, including cuboids (including cubes), pyramids and spheres


Geometry – position and direction
·   Describe movement, including whole, half, quarter and three-quarter turns

·   Recognise and create repeating patterns with objects and shapes

·   Describe position and direction

·   Sort objects, numbers and shapes to a given criterion and their own

·   Present and interpret data in block diagrams using practical equipment

·   Ask and answer simple questions by counting the number of objects in each category

·   Ask and answer questions by comparing categorical data

Statutory Requirements / Non-statutory guidance

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