# 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. ## 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

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 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

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

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]

## Place Value (within 20)

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)

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)

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

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

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

## Multiplication and division

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

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

Pupils should be taught to:

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

## Place value (within 100)

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.

## Money

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

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