Maths Key Stage 1
During Key Stage 1 pupils develop their knowledge and understanding of mathematics through practical activity, exploration and discussion. They learn to count, read, write and order numbers to 100 and beyond. They develop a range of mental calculation skills and use these confidently in different settings. They learn about shape and space through practical activity which builds on their understanding of their immediate environment. They begin to grasp mathematical language, using it to talk about their methods and explain their reasoning when solving problems.
At St Mark’s we use a range of resources including ICT to teach maths and take our learning objectives straight from the National Curriculum.
Here are the programmes of study for each area of maths for Years 1 and 2. Children spend one or two weeks focusing on each of the areas every term. Their level of understanding is then assessed and continued from that point when the topic is revisited.
Year 1 
Year 2 
Number number and place value 

Pupils should be taught to:

Pupils should be taught to:

Number addition and subtraction 

Pupils should be taught to: read, write and interpret mathematical statements involving addition (+), subtraction (–) and equals (=) signs represent and use number bonds and related subtraction facts within 20 add and subtract onedigit and twodigit numbers to 20, including zero solve onestep problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7 = – 9. 
Pupils should be taught to: solve problems with addition and subtraction: using concrete objects and pictorial representations, including those involving numbers, quantities and measures applying their increasing knowledge of mental and written methods recall and use addition and subtraction facts to 20 fluently, and derive and use related facts up to 100 add and subtract numbers using concrete objects, pictorial representations, and mentally, including: a twodigit number and ones a twodigit number and tens two twodigit numbers adding three onedigit numbers show that addition of two numbers can be done in any order (commutative) and subtraction of one number from another cannot recognise and use the inverse relationship between addition and subtraction and use this to check calculations and solve missing number problems. 
Number multiplication and division 

Pupils should be taught to: solve onestep problems involving multiplication and division, by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher. 
Pupils should be taught to: recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables, including recognising odd and even numbers calculate mathematical statements for multiplication and division within the multiplication tables and write them using the multiplication (×), division (÷) and equals (=) signs show that multiplication of two numbers can be done in any order (commutative) and division of one number by another cannot solve problems involving multiplication and division, using materials, arrays, repeated addition, mental methods, and multiplication and division facts, including problems in contexts. 
Number fractions 

Pupils should be taught to: recognise, find and name a half as one of two equal parts of an object, shape or quantity recognise, find and name a quarter as one of four equal parts of an object, shape or quantity. 
Pupils should be taught to: X recognise, find, name and write fractions ¼, ½ and ¾ of a length, shape, set of objects or quantity X write simple fractions for example, ½ of 6 = 3 and recognise the equivalence of 2/4 and ½. 
Measurement 

Pupils should be taught to: compare, describe and solve practical problems for: lengths and heights [for example, long/short, longer/shorter, tall/short, double/half] mass/weight [for example, heavy/light, heavier than, lighter than] capacity and volume [for example, full/empty, more than, less than, half, half full, quarter] time [for example, quicker, slower, earlier, later] measure and begin to record the following: lengths and heights mass/weight capacity and volume time (hours, minutes, seconds) recognise and know the value of different denominations of coins and notes sequence events in chronological order using language [for example, before and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening] recognise and use language relating to dates, including days of the week, weeks, months and years tell the time to the hour and half past the hour and draw the hands on a clock face to show these times. 
Pupils should be taught to: choose and use appropriate standard units to estimate and measure length/height in any direction (m/cm); mass (kg/g); temperature (°C); capacity (litres/ml) to the nearest appropriate unit, using rulers, scales, thermometers and measuring vessels compare and order lengths, mass, volume/capacity and record the results using >, < and = recognise and use symbols for pounds (£) and pence (p); combine amounts to make a particular value find different combinations of coins that equal the same amounts of money solve simple problems in a practical context involving addition and subtraction of money of the same unit, including giving change (We teach money as part of number) compare and sequence intervals of time tell and write the time to five minutes, including quarter past/to the hour and draw the hands on a clock face to show these times know the number of minutes in an hour and the number of hours in a day.

Geometryproperties of shapes 

Pupils should be taught to: recognise and name common 2D and 3D shapes, including: 2D shapes [for example, rectangles (including squares), circles and triangles] 3D shapes [for example, cuboids (including cubes), pyramids and spheres]. 
Pupils should be taught to: identify and describe the properties of 2D shapes, including the number of sides and line symmetry in a vertical line identify and describe the properties of 3D shapes, including the number of edges, vertices and faces identify 2D shapes on the surface of 3D shapes, [for example, a circle on a cylinder and a triangle on a pyramid] compare and sort common 2D and 3D shapes and everyday objects. 
Geometry position and direction 

Pupils should be taught to: describe position, direction and movement, including whole, half, quarter and threequarter turns. 
Pupils should be taught to: order and arrange combinations of mathematical objects in patterns and sequences use mathematical vocabulary to describe position, direction and movement, including movement in a straight line and distinguishing between rotation as a turn and in terms of right angles for quarter, half and threequarter turns (clockwise and anticlockwise). 
Statistics 


Pupils should be taught to: 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. 