# Maths Year 1 Programme of Study. Fractions Measurement Geometry properties of shape. Number Place Value and Rounding. Statistics

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1 Maths Year 1 Programme of Study Value count to across 100, forwards backwards, beginning with 0 or 1, or from any given count, read write s to 100 in numerals; count in multiples of 2s, 5s 10s given a, identify 1 more 1 less identify represent s using objects pictorial representations the line, use the language of: equal to, more than, less than (fewer), most, least read write s from 1 to 20 in numerals words Addition read, write interpret statements involving addition (+), subtraction ( ) equals (=) signs represent use bonds related subtraction facts within 20 add subtract one-digit twodigit s to 20, 0 solve one-step problems that involve addition subtraction, using concrete objects pictorial representations, missing problems such as 7 =? 9 Multiplication solve one-step problems involving multiplication division, by calculating the answer using concrete objects, pictorial representations arrays with the support of the teacher Fractions Measurement Geometry properties of shape recognise, find name a half as 1 of 2 equal parts of an object, shape or quantity recognise, find name a quarter as 1 of 4 equal parts of an object, shape or quantity compare, describe solve practical problems for: o lengths heights [for example, long/short, longer/shorter, tall/short, double/half] o mass/weight [for example, heavy/light, heavier than, lighter than] o capacity volume [for example, full/empty, more than, less than, half, half full, quarter] o time [for example, quicker, slower, earlier, later] measure begin to record the following: o lengths heights o mass/weight o capacity volume o time (hours, minutes, seconds) o recognise know the value of denominations of coins notes o sequence events in chronological order using language [for example, before after, next, first, today, yesterday, tomorrow, morning, afternoon evening] recognise use language relating to dates, days of the week, weeks, months years tell the time to the hour half past the hour draw the hs on a clock face to show these times recognise name common 2-D 3-D shapes, : o 2-D shapes [for example, rectangles ( squares), circles triangles] o 3-D shapes [for example, cuboids ( cubes), pyramids spheres] describe position,, whole, half, quarter threequarter turns N/A

6 multiply divide whole s those involving decimals by 10, 100 1,000 recognise use square s cube s, the notation for squared (²) cubed (³) involving multiplication division, using their knowledge of factors multiples, squares cubes involving addition, subtraction, multiplication division a combination of these, understing the meaning of the equals sign involving multiplication division, scaling by fractions problems involving rates fractions [for example, 0.71 = ] recognise use thousths relate them to tenths, hundredths decimal equivalents round decimals with 2 decimal places to the nearest whole to 1 decimal place read, write, order compare s with up to 3 decimal places solve problems involving up to 3 decimal places recognise the per cent symbol (%) underst that per cent relates to of parts per 100, write percentages as a fraction with denominator 100, as a decimal fraction solve problems which require knowing percentage decimal equivalents of,,,, those fractions with a denominator of a multiple of 10 or 25 involving converting between units of time use all four operations to solve problems involving measure [for example, length, mass, volume, money] using decimal notation, scaling about equal sides angles

7 Maths Year 6 Programme of Study Value read, write, order compare s up to 10,000,000 determine the value of each digit round any whole to a required degree of accuracy use negative s in context, calculate intervals across 0 solve practical problems that involve all of the above Addition Multiplication multiply multi-digit s up to 4 digits by a two-digit whole using the formal written method of long multiplication divide s up to 4 digits by a two-digit whole using the formal written method of long division, interpret remainders as whole remainders, fractions, or by rounding, as appropriate for the context divide s up to 4 digits by a two-digit using the formal written method of short division where appropriate, interpreting remainders according to the context perform mental calculations, with mixed operations large s identify common factors, common multiples prime s use their knowledge of the order of operations to carry out calculations involving the 4 operations solve addition subtraction multi-step problems in contexts, Fractions ( decimals, percentages ratio, proportion probability in years 4,5 6) use common factors to simplify fractions; use common multiples to express fractions in the same denomination compare order fractions, fractions >1 add subtract fractions with denominators mixed s, using the concept of equivalent fractions multiply pairs of proper fractions, writing the answer in its st form [for example, = ] divide proper fractions by whole s [for example, 2 = ] associate a fraction with division calculate decimal fraction equivalents [for example, 0.375] for a fraction [for example, ] identify the value of each digit in s given to 3 decimal places multiply Measurement Geometry properties of shape solve problems involving the calculation conversion of units of measure, using decimal notation up to 3 decimal places where appropriate use, read, write convert between stard units, converting measurements of length, mass, volume time from a smaller unit of measure to a larger unit, vice versa, using decimal notation to up to 3 decimal places draw 2-D shapes using given dimensions angles recognise, describe build 3-D shapes, making nets compare classify geometric shapes based on their properties sizes find unknown angles in any triangles, quadrilaterals, regular polygons illustrate name parts of circles, radius, diameter circumference know that the diameter is twice the radius recognise angles where they meet at a point, are on a straight line, or are vertically opposite, describe positions on the full coordinate grid (all 4 quadrants) draw translate shapes on the coordinate plane, reflect them in the axes interpret construct pie charts line graphs use these to solve problems calculate interpret the mean as an average Algebra use formulae generate describe linear sequences express missing problems algebraically find pairs of s that satisfy an equation with 2 unknowns enumerate possibilities of combinations of 2 variables

8 deciding which operations methods to use why involving addition, subtraction, multiplication division use estimation to check answers to calculations determine, in the context of a problem, an appropriate degree of accuracy divide s by 10, 100 1,000 giving answers up to 3 decimal places multiply one-digit s with up to 2 decimal places by whole s use written division methods in cases where the answer has up to 2 decimal places solve problems which require answers to be rounded to specified degrees of accuracy recall use equivalences between fractions, decimals percentages, in contexts Ratio Proportion involving the relative sizes of 2 quantities where missing values can be found by using integer multiplication division facts involving the calculation of percentages [for example, of measures such as 15% of 360] the use of percentages for comparison involving similar shapes where the scale factor is known or can be found involving unequal sharing grouping using knowledge of fractions multiples convert between miles kilometres recognise that shapes with the same areas can have perimeters vice versa recognise when it is possible to use formulae for area volume of shapes calculate the area of parallelograms triangles calculate, estimate compare volume of cubes cuboids using stard units, cubic centimetres (cm³) cubic metres (m³), extending to other units [for example, mm³ km³] find missing angles

9

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What the National Curriculum requires in reading at Y5 and Y6 Word reading apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), as listed in Appendix 1 of the