Number and Numerical Patterns:

Year 1 Key skills, knowledge and understanding:

Linked Early Learning Goals:

Number and Place Value

• 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

• 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 zero

Multiplication and Division

• Solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7 = – 9

• 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

• 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

Number

• Have a deep understanding of number to 10, including the composition of each number

• Subitise (recognise quantities without counting) up to 5 • Automatically recall (without reference to rhymes, counting or other aids) number bonds up to 5 (including subtraction facts) and some number bonds to 10, including double facts.

Numerical Patterns

• Verbally count beyond 20, recognising the pattern of the counting system

• Compare quantities up to 10 in different contexts, recognising when one quantity is greater than, less than or the same as the other quantity

• Explore and represent patterns within numbers up to 10, including evens and odds, double facts and how quantities can be distributed equally

Shape, Space, Measures and Pattern:

Year 1 Key skills, knowledge and understanding:

Suggested EYFS skills, knowledge and understanding:

Geometry – Properties of Shapes

• 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]

Geometry – Position and Direction

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

• Compare, describe and solve practical problems for: o lengths and heights [for example, long/short, longer/shorter, tall/short, double/half]

-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]

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

• Measure and begin to record the following:

-lengths and height, mass/weight, capacity and volume, time (hours, minutes, seconds)

• Recognise and know the value of different denominations of coins and notes

• 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

• Select and rotate shapes to fit into a given space

• Use positional vocabulary, including relative terms, to describe where things are in small-world play

• Show intentionality in selecting shapes for a purpose, such as cylinders to roll

• Make a range of constructions, including enclosures, and talk about the decisions they have made

• See shapes in different orientations and recognise that they are still that shape

• Recognise a range of triangles and say how they know what they are

• Find something that is longer, shorter, heavier, lighter (etc.) than a reference item

• Find an appropriate container for a specific item

• Describe the location of something using positional language

• Accurately use the relative terms ‘yesterday’ and ‘tomorrow’

• Order a short sequence of events

• Continue, copy and create an AB pattern

• Identify the pattern rule (unit of repeat) in an AB pattern

• Continue, copy and create ABB, ABBC (etc.) patterns

• Identify the pattern rule (unit of repeat) in ABB, ABBC (etc.) patterns

• Spot an error and ‘correct’ a pattern

• Explain whether a circular pattern is continuous or not