Number bonds to 10Number bonds to 20

Counting in 2s 5s 10s

http://www.amblesideprimary.com/ambleweb/mentalmaths/interactivenumbergrids.html

7 8 9 10 11 12

1 2 3 4 5 10

New CurriculumThe national curriculum for mathematics aims to ensurethat all pupils:

• become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupilsdevelop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately

• reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language

• can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.’

Year 1 end of year expectations

• Number, place value and calculation• Measurement• Geometry – properties of shape, position and direction.

Number, place value and calculation 1 1 I can count, read and write numbers to 100 in numerals

2 I can count in multiples of twos, fives and tens3 I can identify one more and one less from a given number (0-100)4 I can use the language of: equal to, more than, less than (fewer), most,

least (0-100)5 I can identify and represent numbers using objects and pictorial

representations including the number line6 I can read and write numbers from 1 to 20 in words7 I can read, write and interpret mathematical statements involving

addition (+), subtraction (–) and equals (=) signs8 I can represent and use number bonds and related subtraction facts

within 20

Number, place value and calculation 29 I can add and subtract one-digit and two-digit numbers to 20, including zero

10 I can solve one-step problems that involve addition, using concrete objects and pictorial representations, and missing number problems such as 7 = + 4.

11 I can solve one-step problems that involve subtraction, using concrete objects and pictorial representations, and missing number problems such as 7 = – 9.

12 I can solve one-step problems involving multiplication, by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher

Number, place value and calculation 313 I can solve one-step problems involving division, by calculating the answer

using concrete objects, pictorial representations and arrays with the support of the teacher

14 I can recognise, find and name a half as one of two equal parts of an object, shape or quantity

15 I can recognise, find and name a quarter as one of four equal parts of an object, shape or quantity

Measurement16 I can compare, describe and solve practical problems for lengths and heights [for example, long/short,

longer/shorter, tall/short, double/half]

17 I can measure and begin to record lengths and heights(non-standard)18 I can compare, describe and solve practical problems for mass/weight [for example, heavy/light, heavier than,

lighter than](non-standard)19 I can measure and begin to record mass/weight (non-standard)20 I can compare, describe and solve practical problems for capacity and volume [for example, full/empty, more

than, less than, half, half full, quarter]21 I can measure and begin to record capacity and volume22 I can recognise and know the value of different denominations of coins and notes23 I can begin to compare, describe and solve practical problems for time [for example, quicker, slower, earlier,

later]24 I can measure and begin to record time (hours, minutes, seconds).25

I can tell the time to the hour and half past the hour and draw the hands on a clock face to show these times

26 I can recognise and use language relating to dates, including days of the week, weeks, months and years27 I can sequence events in chronological order using correct language [for example, before and after, next, first,

today, yesterday, tomorrow, morning, afternoon and evening]

Geometry28

I can recognise and name common 2-D shapes [for example, rectangles (including squares), circles and triangles]

29

I can recognise and name common 3-D shapes[for example, cuboids (including cubes), pyramids and spheres]

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