The Maths Curriculum for Parents: Year 1

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identify, name and write equivalent fractions of a given fraction, represented visually, including tenths and hundredths Geometry - Position and Direction:Children will make their first steps in describing position, movement and direction. Pupils use all 4 operations in problems involving time and money, including conversions (for example, days to weeks, expressing the answer as weeks and days). Geometry - properties of shapes use common factors to simplify fractions; use common multiples to express fractions in the same denomination

They continue to recognise fractions in the context of parts of a whole, numbers, measurements, a shape, and unit fractions as a division of a quantity.

Curriculum

The majority of this national curriculum was introduced in September 2014, with English and maths coming into force for all year groups from September 2016. calculate and compare the area of rectangles (including squares), including using standard units, square centimetres (cm²) and square metres (m²), and estimate the area of irregular shapes

Pupils practise adding and subtracting fractions with the same denominator through a variety of increasingly complex problems to improve fluency. MeasurementPupils 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. Measurement At first, they will use non-standard units of measurement such as pencils, cubes, cups and similar objects before learning about metric and imperial units in the following school years. Recording addition and subtraction in columns supports place value and prepares for formal written methods with larger numbers. Number - multiplication and division count up and down in tenths; recognise that tenths arise from dividing an object into 10 equal parts and in dividing one-digit numbers or quantities by 10 model situations mathematically and express the results using a range of formal mathematical representations, reflecting on how their solutions may have been affected by any modelling assumptions

write and calculate mathematical statements for multiplication and division using the multiplication tables that they know, including for two-digit numbers times one-digit numbers, using mental and progressing to formal written methods Pupils should make connections between percentages, fractions and decimals (for example, 100% represents a whole quantity and 1% is Using materials and a range of representations, pupils practise counting, reading, writing and comparing numbers to at least 100 and solving a variety of related problems to develop fluency. They count in multiples of 3 to support their later understanding of a third. describe, interpret and compare observed distributions of a single variable through: appropriate graphical representation involving discrete, continuous and grouped data; and appropriate measures of central tendency (mean, mode, median) and spread (range, consideration of outliers)

They practise calculations with simple fractions and decimal fraction equivalents to aid fluency, including listing equivalent fractions to identify fractions with common denominators. describe simple mathematical relationships between 2 variables (bivariate data) in observational and experimental contexts and illustrate using scatter graphs identify and interpret roots, intercepts and turning points of quadratic functions graphically; deduce roots algebraically {and turning points by completing the square} model situations or procedures by translating them into algebraic expressions or formulae and by using graphs add and subtract fractions with the same denominator, and denominators that are multiples of the same number

use the properties of faces, surfaces, edges and vertices of cubes, cuboids, prisms, cylinders, pyramids, cones and spheres to solve problems in 3-D 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 use a calculator and other technologies to calculate results accurately and then interpret them appropriately reduce a given linear equation in 2 variables to the standard form y = mx + c; calculate and interpret gradients and intercepts of graphs of such linear equations numerically, graphically and algebraically Pupils continue to develop their understanding of fractions as numbers, measures and operators by finding fractions of numbers and quantities.Fractions: Recognising a half as one of two equal parts and a quarter as one of four equal parts. In the following years, they'll go into more detail and learn to write other fractions as well. And what a better way to teach these shapes than with everyday examples? Our properties of shape resources are specifically designed to aid learning on the topic. Geometry - Position and Direction draw 2-D shapes and make 3-D shapes using modelling materials; recognise 3-D shapes in different orientations and describe them recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables, including recognising odd and even numbers Mathematics is a creative and highly interconnected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject. Aims