The Maths Curriculum for Parents: Year 1

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develop their use of formal mathematical knowledge to interpret and solve problems, including in financial contexts solve problems involving direct and inverse proportion, including graphical and algebraic representations solve 2 simultaneous equations in 2 variables (linear/linear {or linear/quadratic}) algebraically; find approximate solutions using a graph

Pupils round answers to a specified degree of accuracy, for example, to the nearest 10, 20, 50, etc, but not to a specified number of significant figures. 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 divide numbers up to 4 digits by a one-digit number using the formal written method of short division and interpret remainders appropriately for the context Pupils practise and extend their use of the formal written methods of short multiplication and short division (see Mathematics appendix 1 (PDF, 248KB)). They apply all the multiplication tables and related division facts frequently, commit them to memory and use them confidently to make larger calculations. round numbers and measures to an appropriate degree of accuracy [for example, to a number of decimal places or significant figures]Pupils connect conversion (for example, from kilometres to miles) to a graphical representation as preparation for understanding linear/proportional graphs.

can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions Multiplication and Division. Solving one-step problems involving multiplication and division by using concrete objects and pictorial representations.use standard units of mass, length, time, money and other measures, including with decimal quantities Pupils extend their understanding of the language of addition and subtraction to include sum and difference. infer properties of populations or distributions from a sample, whilst knowing the limitations of sampling draw and measure line segments and angles in geometric figures, including interpreting scale drawings

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. apply addition and subtraction of vectors, multiplication of vectors by a scalar, and diagrammatic and column representations of vectors; {use vectors to construct geometric arguments and proofs} The topic areas are all supported by curriculum aims. In the following sections, we look in more detail into each of these areas and aims included in the national curriculum for year 1 maths. add and subtract numbers with up to 3 digits, using formal written methods of columnar addition and subtractionPupils begin to relate the graphical representation of data to recording change over time. Upper key stage 2 - years 5 and 6 solve simple problems in a practical context involving addition and subtraction of money of the same unit, including giving change

Pupils should read and spell mathematical vocabulary correctly and confidently, using their growing word-reading knowledge and their knowledge of spelling. Year 3 programme of study Number - number and place value divide numbers up to 4 digits by a two-digit whole number using the formal written method of long division, and interpret remainders as whole number remainders, fractions, or by rounding, as appropriate for the context make and test conjectures about the generalisations that underlie patterns and relationships; look for proofs or counter-examples; begin to use algebra to support and construct arguments {and proofs} They practise adding and subtracting decimals, including a mix of whole numbers and decimals, decimals with different numbers of decimal places, and complements of 1 (for example, 0.83 + 0.17 = 1).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 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 You can use this guidance to help plan teaching the statutory mathematics curriculum in primary schools in England. This guidance: solve linear inequalities in 1 {or 2} variable {s}, {and quadratic inequalities in 1 variable}; represent the solution set on a number line, {using set notation and on a graph}