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# Year 1

Chopwell Primary School Mathematics Curriculum

Year 1 Yearly Teaching Programme

Understanding and investigating with numbers

Place value, ordering and rounding

• Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number.
• Practise counting as reciting numbers and enumerating objects and to identify order (1st, 2nd, 3rd...).
• Read and write numbers from 1 to 20 in numerals and words.
• Count, read and write numbers to 100 in numerals.
• Identify and represent numbers using objects and pictorial representations including the number line.
• Given a number, identify one more and one less.
• Use the language of: equal to, more than, less than (fewer), most, least to compare and order numbers and quantities.
• Begin to recognise place value in numbers up to and beyond 20 by reading, writing, counting and comparing numbers up to 100, supported by objects and pictorial representations e.g. know that adding a one digit number to ten makes a teen number and subtracting units from a teen number leaves ten.
• Solve problems involving counting objects.

Properties of numbers and number sequences

• Count in multiples of twos, fives and tens from different multiples to develop recognition of patterns e.g. odd and even numbers.
• Recognise and create repeating patterns with objects and with shapes.
• Describe simple patterns and relationships involving numbers, decide if examples satisfy a given condition.

Fractions

• Experience half and quarter as ‘fractions of’ discrete (e.g. countables) and continuous (e.g. liquid) quantities by solving problems using shapes, objects and quantities. For example, recognise and find half a length, quantity, set of objects or shape.
• 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
• Recognize, find and name a half as one of two equal parts of an object, shape or quantity.
• Recognize, find and name a quarter as one of four equal parts of an object, shape or quantity.

Developing and applying calculation

• Represent and use number bonds and related subtraction facts within 20 using concrete objects and pictorial representations to support understanding.
• Memorise and reason with number bonds to 10 and 20 in several forms (for example, 9 + 7 = 16; 16 – 7 = 9; 7 = 16 – 9). This establishes addition and subtraction as related operations
• Make connections e.g. between 7 + 2= 9 and 17 + 2 = 19.
• Add and subtract one-digit and two-digit numbers to 20, including zero.
• Realise the effect of adding or subtracting zero.
• Read, write and interpret mathematical statements involving addition (+), subtraction (-) and equals (=) signs.
• Combine and increase numbers, counting forwards and backwards.
• Solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7 = * - 9.
• Discuss and solve problems in familiar practical contexts, including using quantities. Problems should include the terms: put together, add, altogether, total, take away, distance between, 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

• 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.
• Through grouping and sharing small quantities, pupils begin to understand: multiplication and division; doubling numbers and quantities; and make connections with finding simple fractions of objects, numbers and quantities.
• Count in multiples of twos, fives and tens.
• Make connections between arrays, number patterns, and counting in twos, fives and tens.
• Recall doubles of numbers to 10 and corresponding halves.

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