The Maths Curriculum for Parents: Year 1

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solve simple problems in a practical context involving addition and subtraction of money of the same unit, including giving change 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

consolidate their numerical and mathematical capability from key stage 3 and extend their understanding of the number system to include powers, roots {and fractional indices} Learning how to measure lengths, heights, weight, time, volume and capacity is a great aspect of maths education. Year 1 children will take their first steps into solving practical problems and recording different measurements. divide numbers up to 4 digits by a two-digit number using the formal written method of short division where appropriate, interpreting remainders according to the context Count in multiples of twos, fives and tens. Also, be able to read, write and count numbers up to 100 in numerals.Pupils should use a variety of images to support their understanding of multiplication with fractions. This follows earlier work about fractions as operators (fractions of), as numbers, and as equal parts of objects, for example as parts of a rectangle. They practise counting as reciting numbers and counting as enumerating objects, and counting in 2s, 5s and 10s from different multiples to develop their recognition of patterns in the number system (for example, odd and even numbers), including varied and frequent practice through increasingly complex questions. Pupils practise adding and subtracting fractions with the same denominator through a variety of increasingly complex problems to improve fluency. Measurement explore what can and cannot be inferred in statistical and probabilistic settings, and begin to express their arguments formally

add and subtract numbers using concrete objects, pictorial representations, and mentally, including: derive and use the standard ruler and compass constructions (perpendicular bisector of a line segment, constructing a perpendicular to a given line from/at a given point, bisecting a given angle); recognise and use the perpendicular distance from a point to a line as the shortest distance to the linePupils should practise, use and understand the addition and subtraction of fractions with different denominators by identifying equivalent fractions with the same denominator. They should start with fractions where the denominator of one fraction is a multiple of the other (for example, derive and apply formulae to calculate and solve problems involving: perimeter and area of triangles, parallelograms, trapezia, volume of cuboids (including cubes) and other prisms (including cylinders) Pupils use standard units of measurement with increasing accuracy, using their knowledge of the number system. They use the appropriate language and record using standard abbreviations. calculate or estimate gradients of graphs and areas under graphs (including quadratic and other non-linear graphs), and interpret results in cases such as distance-time graphs, velocity-time graphs and graphs in financial contexts}

At first, they will use non-standard units of measurement such as pencils, cubes, cups and similar objects before learning about metric and imperial units in the following school years.Describe, compare and solve practical problems for mass/weight, lengths, heights, capacity, volume and time. They practise calculations with simple fractions and decimal fraction equivalents to aid fluency, including listing equivalent fractions to identify fractions with common denominators. Use concrete objects and pictorial representations to solve one-step addition and subtraction problems and missing number problems.

interpret, analyse and compare the distributions of data sets from univariate empirical distributions through: The national curriculum for maths aims to ensure children around England can get the same essential knowledge in maths to support their development. All primary and secondary schools follow these programmes of study, which are set out year-by-year. They continue to recognise fractions in the context of parts of a whole, numbers, measurements, a shape, and unit fractions as a division of a quantity. Separate versions containing just the primary (key stages 1 to 2) and secondary (key stages 3 to 4) curriculums are also available.

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identify, name and write equivalent fractions of a given fraction, represented visually, including tenths and hundredths use approximation through rounding to estimate answers and calculate possible resulting errors expressed using inequality notation a