The Maths Curriculum for Parents: Year 1

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We have published non-statutory guidance on teaching mathematics in primary schools and at key stage 3. This guidance identifies the core concepts that pupils need to progress, and can help teachers adapt and prioritise their curriculum. A huge focus of year 1 maths lessons is to ensure children develop fluency in working with whole numbers, counting and recognising the place value of each digit in a number. This is an important step in developing pupils’ number sense and building the foundations for working with larger numbers in the following school years.

In the first year of key stage 1, there are seven fundamental areas of study included in the maths curriculum. These are: identify right angles, recognise that 2 right angles make a half-turn, 3 make three-quarters of a turn and 4 a complete turn; identify whether angles are greater than or less than a right angle The National Centre for Excellence in the Teaching of Mathematics has produced a range of resources to support teachers using this guidance. This includes: find the effect of dividing a one- or two-digit number by 10 and 100, identifying the value of the digits in the answer as ones, tenths and hundredths

Pupils use and explain the equals sign to indicate equivalence, including in missing number problems (for example 13 + 24 = 12 + 25; 33 = 5 x ?). Number - fractions (including decimals and percentages)

translate simple situations or procedures into algebraic expressions or formulae; derive an equation (or 2 simultaneous equations), solve the equation(s) and interpret the solution apply angle facts, triangle congruence, similarity and properties of quadrilaterals to derive results about angles and sides, including Pythagoras’ Theorem, and use known results to obtain simple proofs calculate exactly with fractions, {surds} and multiples of π {simplify surd expressions involving squares [for example √12 = √(4 × 3) = √4 × √3 = 2√3] and rationalise denominators}Pupils continue to develop their understanding of fractions as numbers, measures and operators by finding fractions of numbers and quantities. interpret, analyse and compare the distributions of data sets from univariate empirical distributions through: know the difference between an equation and an identity; argue mathematically to show algebraic expressions are equivalent, and use algebra to support and construct arguments {and proofs} add and subtract fractions with different denominators and mixed numbers, using the concept of equivalent fractions The programmes of study for mathematics are set out year-by-year for key stages 1 and 2. Schools are, however, only required to teach the relevant programme of study by the end of the key stage. Within each key stage, schools therefore have the flexibility to introduce content earlier or later than set out in the programme of study. In addition, schools can introduce key stage content during an earlier key stage, if appropriate. All schools are also required to set out their school curriculum for mathematics on a year-by-year basis and make this information available online. Attainment targets

calculate the probability of independent and dependent combined events, including using tree diagrams and other representations, and know the underlying assumptions use linear and quadratic graphs to estimate values of y for given values of x and vice versa and to find approximate solutions of simultaneous linear equations Pupils are taught throughout that decimals and fractions are different ways of expressing numbers and proportions. using concrete objects and pictorial representations, including those involving numbers, quantities and measures illustrate and name parts of circles, including radius, diameter and circumference and know that the diameter is twice the radiusdevelop their use of formal mathematical knowledge to interpret and solve problems, including in financial contexts By the end of year 2, pupils should know the number bonds to 20 and be precise in using and understanding place value. An emphasis on practice at this early stage will aid fluency. Pupils could be introduced to compound units for speed, such as miles per hour, and apply their knowledge in science or other subjects as appropriate. Geometry - properties of shapes Pupils’ understanding of the number system and decimal place value is extended at this stage to tenths and then hundredths. This includes relating the decimal notation to division of whole number by 10 and later 100.