# Year 1 Mathematics

The long term plan below shows the order in which units are taught and approximately how many weeks are spent on each unit.

These are broken down further into the small steps for each unit of work. All small steps involve an element of reasoning and problem solving and link to the National Curriculum.

## Autumn

## Place Value (within 10)

Step 1 Sort objects

Step 2 Count objects

Step 3 Count objects from a larger group

Step 4 Represent objects

Step 5 Recognise numbers as words

Step 6 Count on from any number

Step 7 1 more

Step 8 Count backwards within 10

Step 9 1 less

Step 10 Compare groups by matching

Step 11 Fewer, more, same

Step 12 Less than, greater than, equal to

Step 13 Compare numbers

Step 14 Order objects and numbers

Step 15 The number line

National Curriculum Links

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 multiples of twos, fives and tens

given a number, identify one more and one less

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

read and write numbers from 1 to 20 in numerals and words.

## Addition and Subtraction (within 10)

Step 1 Introduce parts and wholes

Step 2 Part-whole model

Step 3 Write number sentences

Step 4 Fact families – addition facts

Step 5 Number bonds within 10

Step 6 Systematic number bonds within 10

Step 7 Number bonds to 10

Step 8 Addition – add together

Step 9 Addition – add more

Step 10 Addition problems

Step 11 Find a part

Step 12 Subtraction – find a part

Step 13 Fact families – the eight facts

Step 14 Subtraction – take away/cross out (How many left?)

Step 15 Take away (How many left?)

Step 16 Subtraction on a number line

Step 17 Add or subtract 1 or 2

National Curriculum Links:

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, including 0

solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7 = ? − 9

## Shape

Step 1 Recognise and name 3-D shapes

Step 2 Sort 3-D shapes

Step 3 Recognise and name 2-D shapes

Step 4 Sort 2-D shapes

Step 5 Patterns with 2-D and 3-D shapes

National Curriculum Links:

Pupils should be taught to:

recognise and name common 2-D and 3-D shapes, including:

2-D shapes [for example, rectangles (including squares), circles and triangles]

3-D shapes [for example, cuboids (including cubes), pyramids and spheres]

## Spring

## Place Value (within 20)

Step 1 Count within 20

Step 2 Understand 10

Step 3 Understand 11, 12 and 13

Step 4 Understand 14, 15 and 16

Step 5 Understand 17, 18 and 19

Step 6 Understand 20

Step 7 1 more and 1 less

Step 8 The number line to 20

Step 9 Use a number line to 20

Step 10 Estimate on a number line to 20

Step 11 Compare numbers to 20

Step 12 Order numbers to 20

National Curriculum Links

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 multiples of twos, fives and tens

given a number, identify one more and one less

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

read and write numbers from 1 to 20 in numerals and words.

## Addition and subtraction (within 20)

Step 1 Add by counting on within 20

Step 2 Add ones using number bonds

Step 3 Find and make number bonds to 20

Step 4 Doubles

Step 5 Near doubles

Step 6 Subtract ones using number bonds

Step 7 Subtraction – counting back

Step 8 Subtraction – finding the difference

Step 9 Related facts

Step 10 Missing number problems

National Curriculum Links:

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, including 0

solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7 = ? − 9

## Place value (within 50)

Step 1 Count from 20 to 50

Step 2 20, 30, 40 and 50

Step 3 Count by making groups of tens

Step 4 Groups of tens and ones

Step 5 Partition into tens and ones

Step 6 The number line to 50

Step 7 Estimate on a number line to 50

Step 8 1 more, 1 less

National Curriculum Links

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 multiples of twos, fives and tens

given a number, identify one more and one less

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

read and write numbers from 1 to 20 in numerals and words.

## Length and height

Step 1 Compare lengths and heights

Step 2 Measure length using objects

Step 3 Measure length in centimetres

National Curriculum Links

Pupils should be taught to:

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 the following:

lengths and heights

## Mass and volume

Step 1 Heavier and lighter

Step 2 Measure mass

Step 3 Compare mass

Step 4 Full and empty

Step 5 Compare volume

Step 6 Measure capacity

Step 7 Compare capacity

National Curriculum Links

Pupils should be taught to:

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 the following:

mass/weight

capacity and volume

## Summer

## Multiplication and division

Step 1 Count in 2s

Step 2 Count in 10s

Step 3 Count in 5s

Step 4 Recognise equal groups

Step 5 Add equal groups

Step 6 Make arrays

Step 7 Make doubles

Step 8 Make equal groups – grouping

Step 9 Make equal groups – sharing

National Curriculum Links:

Pupils should be taught to:

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

## Fractions

Step 1 Recognise a half of an object or a shape

Step 2 Find a half of an object or a shape

Step 3 Recognise a half of a quantity

Step 4 Find a half of a quantity

Step 5 Recognise a quarter of an object or a shape

Step 6 Find a quarter of an object or a shape

Step 7 Recognise a quarter of a quantity

Step 8 Find a quarter of a quantity

National Curriculum Links

Pupils should be taught to:

recognise, find and name a half as 1 of 2 equal parts of an object, shape or quantity

recognise, find and name a quarter as 1 of 4 equal parts of an object, shape or quantity

## Geometry: Position and Direction

Step 1 Describe turns

Step 2 Describe position – left and right

Step 3 Describe position – forwards and backwards

Step 4 Describe position – above and below

Step 5 Ordinal numbers

National Curriculum Links

Pupils should be taught to:

describe position, direction and movement, including whole, half, quarter and three-quarter turns

## Place value (within 100)

Step 1 Count from 50 to 100

Step 2 Tens to 100

Step 3 Partition into tens and ones

Step 4 The number line to 100

Step 5 1 more, 1 less

Step 6 Compare numbers with the same number of tens

Step 7 Compare any two numbers

National Curriculum Links

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 multiples of twos, fives and tens

given a number, identify one more and one less

read and write numbers from 1 to 20 in numerals and words.

## Money

Step 1 Unitising

Step 2 Recognise coins

Step 3 Recognise notes

Step 4 Count in coins

National Curriculum Links:

Pupils should be taught to:

measure and begin to record the following:

recognise and know the value of different denominations of coins and notes

## Time

Step 1 Before and after

Step 2 Days of the week

Step 3 Months of the year

Step 4 Hours, minutes and seconds

Step 5 Tell the time to the hour

Step 6 Tell the time to the half hour

National Curriculum Links

Pupils should be taught to:

compare, describe and solve practical problems for:

time [for example, quicker, slower, earlier, later]

measure and begin to record the following:

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]

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