# Year 1 Maths Expectations

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1 Times Tables I can count in 2 s, 5 s and 10 s from zero. Year 1 Maths Expectations Addition I know my number facts to 20. I can add in tens and ones using a structured number line. Subtraction I know all the subtraction facts to 20. I can add in ones using a structured number line. I can subtract in tens and I can subtract in tens and ones using an unstructured ones using a structured number line. number line. Multiplication I can multiply using concrete objects, pictorial representations and arrays with the support of the teacher. I can subtract in ones using a structured number line. I can add in ones using practical resources. I can subtract in ones using practical resources. Division I can divide using concrete objects, pictorial representations and arrays with the support of the teacher. Fractions I can recognise, find and name a quarter of an object, shape or quantity. I can recognise, find and name a half of an object, shape or quantity. Properties of Measures Time I can solve practical problems in the context of measure e.g. length, weight, capacity and time. I recognise and know the value of different denominations of coins and notes. I can read and write the time on an analogue clock for o clock and half past. I can solve multiplication and division 1 step word problems using concrete apparatus (2, 5 and 10 x tables only). I can compare, describe, measure and record weight and mass. I can compare, describe, measure and record time (hours, minutes, seconds) and use the language quicker, slower, earlier, later. I can compare, describe, measure and record capacity and volume. I can recognise and use language relating to dates including days of the week, months and the term year. I can solve addition and subtraction 1 step word problems using concrete apparatus. I can compare, describe, measure and record length and height. I can sequence events in chronological order using before, after, today, tomorrow etc. Statistics Shape I can recognise and name common 3D shapes (cuboid, cube, pyramid, sphere) I can recognise and name common 2D shapes (rectangle, circle, square, triangle). Position and I can describe position, direction and movement including whole, ½, ¼ and ¾.

2 Direction I can continue simple number sequences and shape patterns. I can identify odd and even numbers up to 20. I can identify one more/one less from a given number. I can read and write numbers from 1 to 100 in numerals. I can read and write numbers from 1 to 20 in numerals and words.

4 Statistics Shape Position and Direction I can answer questions by comparing information in simple bar charts e.g. Which has the most? How much altogether? I can compare and sort common 2D and 3D shapes and everyday objects. I can interpret and construct simple pictograms and block diagrams. I can distinguish between rotation as a turn and in terms of right angles for quarter, half and three quarter turns. I can count in tens from any number including crossing boundaries into hundreds. I can interpret and construct simple tally charts and tables. I can identify 2D shapes on the surface of 3D shapes, e.g. a circle on a cylinder. I can answer simple questions about quantities from looking at pictograms and block charts (scale of 1 or 2). I can identify, describe and sort 3D shapes by talking about the number of faces, edges and vertices. I can use mathematical vocabulary to describe position, direction and movement including movement in a straight line. I can compare and order numbers from 0 up to 100 using >, < and = signs. I can answer simple question about quantities from looking at tally charts and simple tables. I can identify, describe and sort 2D shapes by naming them, talking about the number of sides and showing a vertical line of symmetry. I can order and arrange combinations of mathematical objects in patterns and sequences. I can understand the value of each digit in a 2 digit number.

6 Time Statistics Shape Position and Direction whole units of measure e.g. 5m = 500cm. I can read the time on a 24 hour digital clock. I can read the time on a digital clock (12 hours) and compare to an analogue clock. simple problems of scale e.g. twice as high. I can calculate and compare time durations. I can measure the perimeter of simple 2D shapes. I can solve 2 step problems using the information presented in charts and graphs e.g. how many more/fewer? I can recognise a 3D shape in different orientations. I can make 3D shapes using modelling materials and name and describe their properties. I can count in tens and hundreds and can add or subtract 10 or 100 from any given number up to change, using both and p in practical contexts. I can read and write the time to the nearest minute on an analogue clock. I can solve one step problems using the information presented in charts and graphs. I can draw 2D shapes and describe them using my knowledge of sides and angles. I can compare and order numbers up to I can record time in seconds, minutes and hours and can compare lengths of time (e.g. which is longer). I can present data in charts and graphs including using a scale of 2, 5 and 10. I can recognise right angles in 2D shapes and say if an angle is greater or less than a right angle. I can read and write numbers up to 1000 in numerals and words. I understand and use vocabulary such as o clock, am, pm, noon and midnight. I can identify right angles and describe how right angles can make up ¼, ½, ¾ and a whole turn. accuracy. I can use the vocabulary of time and know the number of seconds in a minute, days in each month, year and leap year. I can present data in charts and graphs including reading a scale of 2, 5 and 10. I can identify horizontal and vertical lines and pairs of perpendicular and parallel lines. I can understand the value of each digit in a 3 digit number.

8 Properties of Measures Time Statistics Shape Position and Direction equally between 10 children or 3 starters, 3 mains, 3 dessert how many different meal options? ) eight times as high). I can use the = sign to write equality statements for addition, subtraction and multiplication. I can estimate, compare and calculate measures in a variety of contexts. I can convert hours to minutes, minutes to seconds, years to months or weeks to days. I can calculate the area of rectangles using multiplication, I can solve comparison, sum and difference problems using information presented in bar charts, pictograms, tables and other graphs. I can identify lines of symmetry in 2D shapes presented in different orientations. I can transcribe shapes on a grid and describe the movement using left/right, up/down. I can count backwards through zero to include negative numbers. which operations to use and when. I can convert between units of measure using multiplication and division and where appropriate record with decimal notation. I can recognise patterns across all the multiplication tables, which operations to use and when. in the context of a problem. I can convert between units of measure with the support of measuring instruments and where appropriate record with decimal notation. I can solve problems involving calculating lengths of time. I can find the area of rectangles by counting squares. I can present continuous data in the form of time (line) graphs recognising that it is recording a change over time. I can complete symmetrical shapes and patterns with respect to a specific line of symmetry. I can round any whole number to the nearest 10, 100 or I can complete polygons by giving a missing co-ordinate on a grid. I can name, describe and sort a variety of quadrilaterals and triangles based on their properties. I can say 1000 more or less than any given number. I can present discrete data using appropriate graphical methods. knowledge of place value and relationships between operations. I can recognise factor pairs of a number and multiples of single digit numbers. I can use both and p in context and recognise equivalence e.g. 306p = I can read, write and convert time between analogue and digital 12 and 24 hour clocks. I can calculate the perimeter of rectangles including squares. I can identify and name acute and obtuse angles. I can use co-ordinates to plot a shape on a grid (1 st quarter). I can compare and order numbers beyond I can represent numbers in different ways, e.g. words, numerals, base 10 etc. I can interpret data presented in a range of graphical representations with a greater range of scales. I can compare and order angles. I can describe position on a 2D grid. I can understand the value of each digit in a 4 digit number.

10 Measures notation. and find the term to term rule, e.g. add half. have quick recall of all the prime numbers up to 19. common factors of two numbers. I can understand and use approximate equivalences between metric units and common imperial units (inches, pounds, pints). I can estimate volume and capacity and explore these concepts using practical materials. I can use all 4 operations to solve problems involving length, mass, capacity and scaling. I can convert between different units of measure using my understanding of x and by 10, 100 and Time I can solve problems involving time including reading simple timetables. I can solve problems which involve converting between units of time e.g. Statistics Shape Position and Direction I can find unknown lengths on rectilinear shapes using my understanding of perimeter and area. I can decide which representations of data are most appropriate and explain why. I can find missing lengths and angles in rectangles using my knowledge of related facts. I can calculate and compare the area of rectangles using cm 2 and m 2 including from scale drawings. I can calculate missing angles on a straight line (180 ) or at a point (360 ) or within a right angle (90 ). I can identify, describe and draw the position of a shape on a grid after a translation. I can interpret negative numbers in context. I can estimate the area of irregular shapes. I can complete, read and interpret information presented in tables and other graphical representations. I can count forwards and backwards in steps of powers of 10 for any given number up to 1,000,000. I can identify regular and irregular shapes using my knowledge of length of sides and angles. expressing the answer as days and weeks. I can measure and calculate the area of shapes I can measure and calculate the perimeter of shapes that need to be divided into rectangles (composite rectilinear shapes) in cm and m. I can solve comparison, sum and difference problems using information presented in line graphs. I can draw and measure given angles in degrees. I can identify and compare acute, obtuse and reflex angles. I can identify, describe and draw the position of a shape on a grid after a reflection on a line parallel to the axis. I can round any number up to 1,000,000 to the nearest 10, 100, 1000, 10,000 and 100,000. I can read write order and compare numbers to (1 million) and determine the value of each digit.

12 Time Statistics Shape Position and Direction I can recognise when it is possible to use formulae to calculate area. I can calculate the mean as an average and understand when it is appropriate to find the mean of a set of data. I can recognise vertically opposite angles and use this to calculate missing angles. I can predict missing co-ordinates using the properties of shapes. I can use negative numbers in context and calculate intervals across zero. e.g. cm 2. I can illustrate and name parts of a circle including radius, diameter and circumference and know that diameter is twice the radius, I can calculate the area of parallelograms and triangles. I can solve problems using the data from line graphs (including conversion graphs) and pie charts including ones I have constructed myself. I can reflect simple shapes in the axes. decimal notation up to three decimal places. I can compare and classify geometric shapes based on their size and properties and can find unknown angle sin any triangle, quadrilateral or regular polygon. I can draw and translate simple shapes on a 4 quadrant grid. I can round any whole number to a required degree of accuracy. decimal places. I can investigate relationship between area and perimeter e.g. shapes with the same area can have different perimeters and vice versa. I can interpret a pie chart. I can construct a pie chart. I can recognise, describe and build simple 3D shapes including making nets. I can accurately draw 2D shapes using given angles and dimensions. I can label the axes of a grid in all 4 quadrants and describe a position on the grid. I can read, write order and compare numbers up to 10,000,000 and determine the value of each digit.

13 Year 6 and Beyond Maths Expectations Times Tables Addition Subtraction Multiplication Division Fractions I can multiply more complex parts of proper fractions e.g. 3 / 5 x 4 / 7. I can recognise and explore the relationship between multiplying by a whole Properties of Measures Time When using a calculator to solve problems, I can round the answer appropriately in context. I can solve more complex problems using a unitary method (i.e. scaling down to 1% and then up again). number and dividing by its reciprocal. I can recognise what degree of accuracy is appropriate when rounding decimals. I can solve more complex % problems in context such as % deduction. I can link % to calculating simple angles in a pie chart (e.g. recognise that 50% is 180 ). I can solve real life and financial problems e.g. comparing holiday packages or working out household bills. I can identify the region for solutions of square roots (not square numbers) and use this as a starting point for trial and improvement. I can understand compound units for speed and use them in context e.g. science experiments. I can calculate area and perimeter of compound shapes including parallelograms and triangles. I can identify square roots and cube roots which give integer solutions (whole number answers). Statistics I can calculate the probability of an independent event. I can read and interpret linear proportional graphs (e.g. speed). I can solve problems using my knowledge of circle properties. Shape Position and Direction I can express missing co-ordinates algebraically.

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