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Please - point me in the right direction for details of the year 1 maths curriculum!

(4 Posts)
chattysue Fri 15-Jul-11 20:21:05

Can someone please help! Despite looking on different sites I can't find any information about what a Year 1 child should be able to do at the end of the summer term. Many thanks! S

NotJustKangaskhan Fri 15-Jul-11 20:47:31

I'm not sure how correct this is, but it says that it covers the material that would be 'expected to have completed by the end of Year 1' and my Y! child is going through it with relative easy until the hardest levels.

cdn.themathsfactor.com/public/summerschoolpdf/Hedgehog_Summer_School.pdf

mrz Fri 15-Jul-11 20:56:42

A: Counting, partitioning and calculating
• Describe ways of solving puzzles and problems, explaining choices and decisions orally or using pictures
• Compare and order numbers, using the related vocabulary; use the equals (=) sign
• Read and write numerals from 0 to 20, then beyond; use knowledge of place value to position these numbers on a number track and number line
• Say the number that is 1 more or less than any given number, and 10 more or less for multiples of 10
• Relate addition to counting on; recognise that addition can be done in any order; use practical and informal written methods to support the addition of a one-digit number or a multiple of 10 to a one-digit or two-digit number
• Understand subtraction as ‘take away’ and find a ‘difference’ by counting up; use practical and informal written methods to support the subtraction of a one-digit number from a one-digit or two-digit number and a multiple of 10 from a two-digit number
• Use the vocabulary related to addition and subtraction and symbols to describe and record addition and subtraction number sentences
• Count reliably at least 20 objects, recognising that when rearranged the number of objects stays the same; estimate a number of objects that can be checked by counting • Solve problems involving counting, adding, subtracting, doubling or halving in the context of numbers, measures or money, for example to ‘pay’ and ‘give change’
• Count reliably at least 20 objects, recognising that when rearranged the number of objects stays the same; estimate a number of objects that can be checked by counting • Solve problems involving counting, adding, subtracting, doubling or halving in the context of numbers, measures or money, for example to ‘pay’ and ‘give change’

B: Securing number facts,
understanding shape • Describe simple patterns and relationships involving numbers or shapes; decide whether examples satisfy given conditions
• Solve problems involving counting, adding, subtracting, doubling or halving in the context of numbers, measures or money, for example to ‘pay’ and ‘give change’
• Derive and recall all pairs of numbers with a total of 10 and addition facts for totals to at least 5; work out the corresponding subtraction facts
• Visualise and name common 2-D shapes and 3-D solids and describe their features; use them to make patterns, pictures and models
• Count reliably at least 20 objects, recognising that when rearranged the number of objects stays the same; estimate a number of objects that can be checked by counting
• Read and write numerals from 0 to 20, then beyond; use knowledge of place value to position these numbers on a number track and number line
• Say the number that is 1 more or less than any given number, and 10 more or less for multiples of 10 • Say the number that is 1 more or less than any given number, and 10 more or less for multiples of 10
• Recall the doubles of all numbers to at least 10 • Recall the doubles of all numbers to at least 10
• Relate addition to counting on; recognise that addition can be done in any order; use practical and informal written methods to support the addition of a one-digit number or a multiple of 10 to a one-digit or two-digit number
• Understand subtraction as ‘take away’ and find a ‘difference’ by counting up; use practical and informal written methods to support the subtraction of a one-digit number from a one-digit or two-digit number and a multiple of 10 from a two-digit number
• Use the vocabulary related to addition and subtraction and symbols to describe and record addition and subtraction number sentences
• Use diagrams to sort objects into groups according to a given criterion; suggest a different criterion for grouping the same objects

C: Handling data and
measures • Answer a question by selecting and using suitable equipment, and sorting information, shapes or objects; display results using tables and pictures
• Describe ways of solving puzzles and problems, explaining choices and decisions orally or using pictures
• Answer a question by recording information in lists and tables; present outcomes using practical resources, pictures, block graphs or pictograms
• Use diagrams to sort objects into groups according to a given criterion; suggest a different criterion for grouping the same objects
• Estimate, measure, weigh and compare objects, choosing and using suitable uniform non-standard or standard units and measuring instruments (e.g. a lever balance, metre stick or measuring jug)

D: Calculating, measuring and understanding shape • Solve problems involving counting, adding, subtracting, doubling or halving in the context of numbers, measures or money, for example to ‘pay’ and ‘give change’
• Visualise and use everyday language to describe the position of objects and direction and distance when moving them, for example when placing or moving objects on a game board
• Estimate, measure, weigh and compare objects, choosing and using suitable uniform non-standard or standard units and measuring instruments (e.g. a lever balance, metre stick or measuring jug)
• Use vocabulary related to time; order days of the week and months; read the time to the hour and half hour
• Count reliably at least 20 objects, recognising that when rearranged the number of objects stays the same; estimate a number of objects that can be checked by counting • Relate addition to counting on; recognise that addition can be done in any order; use practical and informal written methods to support the addition of a one-digit number or a multiple of 10 to a one-digit or two-digit number
• Understand subtraction as ‘take away’ and find a ‘difference’ by counting up; use practical and informal written methods to support the subtraction of a one-digit number from a one-digit or two-digit number and a multiple of 10 from a two-digit number
• Identify objects that turn about a point (e.g. scissors) or about a line (e.g. a door); recognise and make whole, half and quarter turns • Relate addition to counting on; recognise that addition can be done in any order; use practical and informal written methods to support the addition of a one-digit number or a multiple of 10 to a one-digit or two-digit number
• Understand subtraction as ‘take away’ and find a ‘difference’ by counting up; use practical and informal written methods to support the subtraction of a one-digit number from a one-digit or two-digit number and a multiple of 10 from a two-digit number
• Identify objects that turn about a point (e.g. scissors) or about a line (e.g. a door); recognise and make whole, half and quarter turns

E: Securing number facts, calculations and relationships • Describe a puzzle or problem using numbers, practical materials and diagrams; use these to solve the problem and set the solution in the original context
• Count on or back in ones, twos, fives and tens and use this knowledge to derive the multiples of 2, 5 and 10 to the tenth multiple
• Recall the doubles of all numbers to at least 10
• Use the vocabulary of halves and quarters in context
• Use the vocabulary related to addition and subtraction and symbols to describe and record addition and subtraction number sentences • Solve problems involving counting, adding, subtracting, doubling or halving in the context of numbers, measures or money, for example to ‘pay’ and ‘give change’
• Use the vocabulary related to addition and subtraction and symbols to describe and record addition and subtraction number sentences
• Solve practical problems that involve combining groups of 2, 5 or 10, or sharing into equal groups • Describe simple patterns and relationships involving numbers or shapes; decide whether examples satisfy given conditions
• Solve practical problems that involve combining groups of 2, 5 or 10, or sharing into equal groups

chattysue Fri 15-Jul-11 22:03:10

Thank you, thank you, thank you - I just can't thank you enough!

I really appreciate that you have taken the time to help me - I was pulling my hair out wondering why my DS who has SEN was struggling.

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