Year 1 Mathematics Skill Progression |
Year 1 Non-Negotiables IF A CHILD HAS NOT GOT ALL THE OBJECTIVES BELOW THEY CANNOT MEET THE STANDARD, EVEN WITH 75% OR MORE - Count forwards within 100 and represent e.g. using objects, pictures, 100 square, number line, number tracks
- Read, write, order numbers to 20, using number lines, objects, and pictures. (Shows an understanding of tens and ones)
- Compare numbers to 20 using the greater than and less than signs,<,>, = sign, number lines and language of comparison e.g., more/less/fewer /greater than/ least/
- Understand the = sign within addition and subtraction as a number family and the = sign in different positions. e.g. 9+ 1= 10, 1+ 9 = 10, 10 = 9+1, 10 – 9= 1
- Represent and use number bonds and related subtraction facts within 10. (Use of number families, use manipulatives)
- Add and subtract one-digit and two-digit numbers to 20, including zero using manipulatives
- Count forwards and backwards in multiples of 2, 5 and 10 and solve simple picture problems.
- Doubling numbers to 10 and halving even numbers to 20 using manipulatives
- Recognise, find, and name a half as one of two equal parts of an object and a shape.
- Doubling numbers to 10 and halving even numbers to 20 using manipulatives. (also, in x and division)
- Recognise and name some properties of common 2D and 3D shapes.
- Recognise and know the value of different denominations of coins and notes. e.g., simple shopping
- Tell the time on the hour
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Time | Skill | Reasoning | Problem Solving |
TERM 1 | |
Place Value to 10 2 week | - Count to 10, forwards and backwards, beginning with 0 or 1, or from any given number.
- Count, read and write numbers to 10 in numerals and words
- Given a number, identify one more within 10.
- Given a number identify one less within 10.
- 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
| Place Value What’s the same/different? | Find all the possibilities |
+- within 10 2 weeks Augmentation and reduction methods First/then/now (using tens frames) | - Read, write and interpret mathematical statements involving addition (+), subtraction (-) and equals (=) signs.
- Add and subtract one digit numbers to 10, including zero.
- Solve one step problems that involve addition and subtraction, using concrete objects and pictorial representations and missing number problems. Problem solving can be in the context of measures and statistics
- Represent and use number bonds and related subtraction facts within 10
| Add and Sub Spot the mistake/which is correct? |
Place Value to 20 3 weeks | - Count to 20, forwards and backwards, beginning with 0 or 1, or from any given number.
- Count, read and write numbers to 20 in numerals and words
- Given a number, identify one more within 20.
- Given a number identify one less within 20.
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 | Place Value What’s the same/different? |
TERM 2 | |
Shape 1 week | - Recognise and name common 2-D shapes, including: (for example, rectangles (including squares), circles and triangles)
- Recognise and name common 3-D shapes, including: (for example, cuboids (including cubes), pyramids and spheres.) different orientations and sizes
| Shape - Continue the pattern
- Odd one out
| Find all the possibilities |
+- within 20 3 weeks Aggregation and Partitioning methods Part whole model | - Add and subtract one-digit numbers within 20
- Add and subtract two-digit numbers within 20, including zero.
- Read, write and interpret mathematical statements involving addition (+), subtraction (-) and equals (=) signs.
- Solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations (including arrays), and missing number problems (7=___ - 9)
| Add and Sub - Make up an example to prove it.
- Spot the mistake/which is correct?
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Measure 2 weeks | - Compare, describe and solve practical problems for: lengths and heights (for example, long/short, longer/shorter, tall/short, double/half)
- Compare, describe and solve practical problems for: mass/weight [for example, heavy/light, heavier than, lighter than]
| Measure What’s the same/different? |
TERM 3 |
Place Value to 50 3 weeks | - Count to 50, forwards and backwards, beginning with 0 or 1, from any given number.
- Count, read and write numbers to 50 in numerals. Practise writing numbers to 20 in words (recap).
- Given a number, identify one more or one less within 50.
- 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.
- (money, measure)
- Count in multiples of twos, fives and tens could be using coins, number lines, tally charts, pictograms
- Recognise and know the value of different denominations of coins and notes
| Place Value - What’s the same/different?
- True/false
| Looking for patterns |
Multiplication and division 3 weeks | - 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. ( 2x,5x, x10)
| Multiplication and division The answer is… what’s the question? |
TERM 4 |
Place Value to 100 3 weeks | - Count to 100 forwards and backwards, beginning with 0 or 1, or from any number
- Count, read and write numbers to 100 in numerals.
- Identify and represent numbers using objects and pictorial representations including the number line.
- Recognise and know the value of different denominations of coins.
(starters) Count in multiples of twos, fives and tens could be using coins, number lines, tally charts, pictograms | Place Value to 100 - Spot the mistake/which is correct?
- What’s the same/different?
| Looking for patterns |
Fractions 2 weeks | - Recognise, find and name a half as one of two equal parts of an object, shape or quantity.
Recognise, find and name a quarter as one of four equal parts of an object, shape or quantity. | Fractions |
Position and direction 1 week | - Describe position, direction and movement, including whole, half, quarter and three quarter turns
| Position and Direction |
TERM 5 |
Time 2 weeks | - Recognise and use language relating to dates, including days of the week, weeks, months and years.
- Sequence events in chronological order using language [for example, before and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening.
- Tell the time to the hour and half past the hour.
- Draw the hands on a clock face to show the hour and half past.
- Compare, describe and solve practical problems for time (quicker, slower, earlier, later)
Measure and begin to record time. | Time | Working systematically |
Number bonds 3 weeks | - Represent and use number bonds within 20 (16+ 4=20, 4+16=20, 20-4=16, 20-16=4) RECAP NUMBER BONDS TO 10 IF NEEDED.
- Represent and use related subtraction facts within 20 e.g. 9 + 7 = 16; 16 – 7 = 9; 7 = 16 – 9
| Addition /Subtraction Missing numbers |
Place value to 100 1 Week | - Count, read and write numbers to 100 in numerals
- 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, most, least
| Place Value - The answer is…what’s the question
- Unpicking (I’m thinking of a number...)
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TERM 6 | |
Measure 1 week | - Compare, describe and solve practical problems for capacity and volume [for example, full/empty, more than, less than, half, half full, quarter
| Measure - What’s the same/different?
| Looking for patterns Find all the possibilities Working Systematically |
Money 1 week | - recognise and know the value of different denominations of coins and notes (shops)
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Consolidation Place value and calculation | | |
