Maths Skills taught in Year 1 & 2

The New National Curriculum
The New National Curriculum for Mathematics Key Stage One
(Milestone 1 )
The new curriculum started from September 2014 and brings with it higher expectations
for what children know and can do mathematically by the end of Key Stage 1.
The new curriculum will start in year 1 this year and in year 2 from September 2015,
although we will start working towards the new expectations this year.
These summaries give an outline of what will be expected from the majority of children in
the year group. Some children will exceed these expectations and move into the next
phase of the curriculum.
Some children will not achieve these expectations, but will still make good progress from
their starting point.
Skills in Year 1
NUMBER, PLACE VALUE AND ROUNDING
• Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number.
• Count, read and write numbers to 100 in numerals;
• Given a number, say what is one more and one less.
• Identify, represent and estimate numbers using objects and different representations, including the
number line.
• Count, read and write numbers initially from 1 to 20 in and then to at least 100 in numerals and in words.
• Use the language of equal to, more than, less than (fewer), most and least.
• Begin to recognise the place value of each digit in a two-digit number (tens, ones).
ADDITION AND SUBTRACTION
• Read, write andinterpret mathematical statementsinvolving addition (+), subtraction (–) and equals (=)
signs.
• Represent and use number bonds andrelated subtraction
facts within 20.
• Add and subtractone-digit and twodigit numbers to 20, including zero.
• Solve one-step problems that involve addition and subtraction,using objects and pictorialrepresentations,
and missing numberproblems such as7 =? – 9.
The New National Curriculum
MULTIPLICATION & DIVISION
• There is an awareness of the operations multiplication and division, the signs x, ÷, = and what they
represent.
• With the support of a teacher and concrete objects and pictorial representations, repeated addition is
used to solve multiplication problems and repeated subtraction is used to solve division problems.
FRACTIONS
•Recognise,find andname ahalf as one of twoequalparts of an
object, shape or quantity.
• Recognise,find andname a quarter asone of four equal parts of anobject,shape orquantity
SHAPE, POSITION, DIRECTION AND MOVEMENT
• Recognise and name common 2D and 3Dshapes and describe them (e.g square, triangle, circle, cube,
sphere, corners, sides)
• Describe position, direction and movement, including whole, half, quarter
and threequarter turns.
•Children understand and can use language such as behind, under, on top of, next to, forwards, backwards,
turn.
MEASURES
• With help, a range of practical objects are measured in a variety of ways:
- Lengths are compared and put into an order.
- With the support of a teacher and practical measuring apparatus objects that are shorter/longer than 1m,
heavier/lighter than 500g, hold more/less that 1 litre can be found.
• The signs <, > and = are understood and used to order lengths, mass and volume/capacity.
• Put events in order, using language such as first, second, last, etc.
• Know the days of the week and months of the year
•Learn to tell the time to the hour and half hour.
•Recognise and use pounds and pence
Maths Skills in Year 2
NUMBER, PLACE VALUE AND ROUNDING
• Count in steps of 2, 3, and 5 from 0, and in tens from any number, forward and backward.
• Recognise the place value of each digit in a two-digit number. (tens, ones)
• Identify, represent and estimate numbers using different representations, including the number line.
• Compare and order numbers from 0 up to 100; use <, > and = signs.
• Read and write numbers to at least 100 in numerals and in words.
• Use place value and number facts to solve problems.
• Recognise the % symbol and understand that per cent relates to ‘number of parts per 100’.
ADDITION AND SUBTRACTION
• Remember and use addition and subtraction facts to 20 off by heart and use them to work out related
facts up to 100. (e.g. 3+2 = 5 so 30+20 =50)
• Add and subtract numbers using concrete objects, pictorial representations, and mentally, including:
A two-digit number and ones. (e.g. 24+7; 36 – 5)
The New National Curriculum
A two-digit number and tens. (e.g.24 +20; 56 – 30))
Two two-digit numbers.(e.g.24+35; 66 – 34))
Adding three one-digit numbers.(e.g. 3+7+9)
• Show that addition of two numbers can be done in any order (commutative) and subtraction of one
number from another cannot. (3+4 is the same as 4+3, but 7-3 is not the same as 3-7)
• Recognise and use the inverse relationship between addition and subtraction and use this to check
calculations and solve missing numbers problems. (8-6 = 2; check by using 2+6 = 8; Find + 3 = 7
MULTIPLICATION & DIVISION
• Know by heart the multiplication and division facts for the 2, 5 and 10 multiplication tables
• Recognise odd and even numbers.
• use doubling and halving as a way of multiplying or dividing by 2.
• Carry out calculations for multiplication and division, using repeated addition or subtraction, within the
multiplication tables and write them using the multiplication (×), division (÷) and equals (=) signs. (e.g. 10
X5, 8 X 2, 50 ÷ 5)
• Show that multiplication of two numbers can be done in any order (commutative) and division of one
number by another cannot.(e.g. 6 X 2 is the same as 2 X 6 but 6 ÷ 2 is not the same as 2 ÷ 6)
• Be able to use multiplication and division to work out problems in context. (e.g. There are six pencils in
each box and there are 5 boxes – so how many pencils are there altogether?)
FRACTIONS
• Recognise, find, name and write fractions 1/2, 1/4, 2/4 and 3/4 of a length, shape, and set of objects or
quantity.
• Write simple fractions for example, ½ of 6 = 3 and recognise that 2/4 and 1/2 are equivalent.
SHAPE, POSITION, DIRECTION AND MOVEMENT (Geometry)
•Identify and describe the properties of 2-D shapes, including the number of sides and line symmetry in a
vertical line.
• Identify and describe the properties of 3-D shapes, including the number of edges, vertices and faces.
• Identify 2-D shapes on the surface of 3-D shapes.
• Compare and sort common 2-D and 3-D shapes and everyday objects.
• Describe position, direction and movement, including whole, half, quarter and three-quarter turns, left,
right, clockwise and anti-clockwise
• Order and arrange combinations of mathematical objects in patterns and sequences.
The New National Curriculum
MEASURES
• Compare and order intervals of time, use language such as first, second, last. ,
• Know language relating to dates, including days of the week, weeks, months, years and decades
• Know the number of minutes in an hour and the number of hours in a day
• Be able to tell the time to the hour, half past the hour, quarter to and quarter past the hour and to five
minutes and be able to draw the hands on a clock face to show the time on the hour and half past.
•By using measuring apparatus, such as rulers, scales, thermometers and measuring vessels, the following
can be measure to the nearest appropriate unit: - - length/height in mm/cm/m; - mass in kg/g; temperature in °C, - capacity in ml/l.
• Be able to read, scales to the nearest labelled division.
• Know the value of different f coins and notes and use the symbols £ (pounds) and p (pence).
• Know that there are 100p in £1 and this knowledge can be used to convert pence into pounds and pence.
• Find different combinations of coins that equal the same amounts of money.
STATISTICS
• Interpret and construct simple pictograms, tally charts, block diagrams and simple tables.
• Ask and answer simple questions by counting the number of objects in each category and sorting the
categories by quantity.
• Ask and answer questions about totalling and comparing categorical data.
ALGEBRA
• Solve missing number problems e.g.  + 8 = 15; 23 -  = 14; find all the pairs of numbers that add up to
20)