Year 1 Maths: What to Teach (England)

Non-statutory Notes and guidance – schools don't have to teach this

• Pupils practise counting (1, 2, 3…), ordering (for example, first, second, third…), and to indicate a quantity (for example, 3 apples, 2 centimetres), including solving simple concrete problems, until they are fluent.
• Pupils begin to recognise place value in numbers beyond 20 by reading, writing, counting and comparing numbers up to 100, supported by objects and pictorial representations.
• 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.
• They recognise and create repeating patterns with objects and with shapes.

Non-statutory Notes and guidance – schools don't have to teach this

• Pupils memorise and reason with number bonds to 10 and 20 in several forms (for example, 9 + 7 = 16; 16 − 7 = 9; 7 = 16 − 9). They should realise the effect of adding or subtracting 0. This establishes addition and subtraction as related operations.
• Pupils combine and increase numbers, counting forwards and backwards.
• They discuss and solve problems in familiar practical contexts, including using quantities. Problems should include the terms: put together, add, altogether, total, take away, distance between, difference between, more than and less than, so that pupils develop the concept of addition and subtraction and are enabled to use these operations flexibly.

Non-statutory Notes and guidance – schools don't have to teach this

• Through grouping and sharing small quantities, pupils begin to understand:
  • multiplication and division
  • doubling numbers and quantities
  • finding simple fractions of objects, numbers and quantities
• They make connections between arrays, number patterns, and counting in 2s, 5s and 10s.

Non-statutory Notes and guidance – schools don't have to teach this

• Pupils are taught half and quarter as ‘fractions of’ discrete and continuous quantities by solving problems using shapes, objects and quantities. For example, they could recognise and find half a length, quantity, set of objects or shape. Pupils connect halves and quarters to the equal sharing and grouping of sets of objects and to measures, as well as recognising and combining halves and quarters as parts of a whole.

Non-statutory Notes and guidance – schools don't have to teach this

• The pairs of terms: mass and weight, volume and capacity, are used interchangeably at this stage.
• Pupils move from using and comparing different types of quantities and measures using non-standard units, including discrete (for example, counting) and continuous (for example, liquid) measurement, to using manageable common standard units.
• In order to become familiar with standard measures, pupils begin to use measuring tools such as a ruler, weighing scales and containers.
• Pupils use the language of time, including telling the time throughout the day, first using o’clock and then half past.

Non-statutory Notes and guidance – schools don't have to teach this

• Pupils handle common 2-D and 3-D shapes, naming these and related everyday objects fluently. They recognise these shapes in different orientations and sizes, and know that rectangles, triangles, cuboids and pyramids are not always similar to each other.

Non-statutory Notes and guidance – schools don't have to teach this

• Pupils use the language of position, direction and motion, including: left and right, top, middle and bottom, on top of, in front of, above, between, around, near, close and far, up and down, forwards and backwards, inside and outside.
• Pupils make whole, half, quarter and three-quarter turns in both directions and connect turning clockwise with movement on a clock face.