Year 1- Addition
Objectives and strategies
Read, write and interpret mathematical
statements involving addition (+) and
equals signs (=)
Concrete
Children need to be taught to interpret
and ‘make’ number sentences which
make use of the addition (+) and equals
(=) sign using appropriate concrete
apparatus:
This should be extended so that children
can create concrete number sentences
where the answer comes at the start of
the equation:
Represent and use number
bonds within 20.
Children should be taught to identify
and recognise combinations of
numbers which add up to make
numbers up to 20 using appropriate
concrete apparatus:
Pictorial
Children interpret and ‘make’ number
sentences which make use of the
addition (+) and equals (=) sign using
pictorials which support the concrete
apparatus used:
5
5
10
These pictorials should be extended so
that children understand number
sentences and missing number
sentences where the answer of the
equation comes first:
10
9
1
Children should be taught to identify
and recognise combinations of numbers
which add up to make numbers up to 20
using pictorials which support the
concrete apparatus which has been
used:
10
10
20
Abstract
Children need to understand the
concept of equality before using the ‘=’
sign. Calculations should be written
either side of the equality sign so that
the sign is not just interpreted as ‘the
answer’.
2 = 1+ 1
2+3=4+1
Missing numbers need to be placed in
all possible places.
3 + 4 = __
__ = 3 + 4
3 + __ = 7
7 = __ + 4
Children should be taught to recognise
combinations of numbers which add up
to make numbers up to 20.. Number
bonds to 10 and 20 should take
precedence but children should also be
able to read, write and interpret
number sentences which display
knowledge of bonds to 9, 13, 15, etc, for
example:
9 + 6 = 15
___ + 6 = 15
9 + ___ = 15
15 = ___ + ___
Year 1- Addition
Objectives and strategies
Add 1 and 2 digit numbers to twenty,
including zero.
Concrete
Children need to be given opportunity
to create and interpret concrete
number sentences which show the
addition of 1 and 2 digit numbers to
twenty, including zero., using
appropriate concrete apparatus:
Pictorial
Children’s concrete addition of 1 and 2
numbers up to twenty should be
reinforced by appropriate pictorials:
Abstract
Once concrete and pictorial addition of
1 and 2 digit numbers to twenty is
secure, children should be taught to
read, write and interpret addition
sentences without the use of concrete
apparatus or pictorials, for example:
13 + 6 = 19
14
5
19
Children’s learning should be extended
so that they can derive fact families
from addition number sentences e.g:
13 + 6 = 19
___ + 6 = 19
13 + ___ = 19
19 = ___ + ___
Year 1- Subtraction
Objectives and strategies
Read, write and interpret mathematical
statements involving subtraction (-)
and equals signs (=)
Concrete
Children need to be taught to interpret
and ‘make’ number sentences which
make use of the subtraction (-) and
equals (=) sign using appropriate
concrete apparatus:
Pictorial
Children’s concrete understanding of
number sentences involving the
subtraction (-) and equals (=) sign
should be built upon using appropriate
pictorials which support the concrete
apparatus children have been using:
Abstract
Once concrete and pictorial
understanding of number sentences
involving the subtraction (-) and equals
(=) sign is embedded, children can move
on to reading and writing number
sentences which make use of (-) and =
eg
13 – 9 = 4
10
3
7
Children’s learning can be extended so
that they can complete sentences with
missing numbers and rearrange
sentences which make use of (-) and (=)
e.g.:
___ - 9 = 4
13 - ___ = 4
Represent and use subtraction facts
within 20.
Subtract one and two digit numbers to
20, including zero.
Children need to develop quick fire
repetition skills of subtraction facts
within 20 using appropriate concrete
apparatus. Children also need to be able
to calculate subtraction of one and two
digit numbers up to zero using
appropriate concrete apparatus.
Children’s ability to recall subtraction
facts within 20 and calculate subtraction
of 1 and 2 digit numbers within twenty
should be cemented using appropriate
pictorials:
20
10
10
Once children’s ability to recall
subtraction facts within 20 and calculate
subtraction of 1 and 2 digit numbers
within twenty are secure, children
should be able to solve written
subtractions and their learning can be
extended by giving them the
opportunity to solve missing number
calculations eg:
20 – 10 = 10
__ - 10 = 10
20 - __ = 10.
Year 1- Multiplication
Objectives and strategies
Concrete
Pictorial
Abstract
Solve one-step problems involving
multiplication by calculating the
answer using concrete objects, pictorial
representations and arrays with the
support of the teacher.
Understand multiplication is related to
doubling and combing groups of the
same size (repeated addition)
Children need to understand that
multiplication is related to doubling and
combing groups of the same size
(repeated addition). This should be
taught through the use of appropriate
pictorial for example Numicon, washing
line, number line, bead strings etc.
Once concrete and pictorial
understanding of multiplication as
grouping and repeated addition is
secure, children should be taught to
solve multiplication problems, using the
methods taught. For example:
Concrete arrays can also be used to
reinforce multiplication as ‘groups of’
5
5
5
15
Pictorials of arrays can also be used to
reinforce multiplication as ‘groups of’
5x3=
5 + 5 + 5 = 15
Where possible, children’s learning
should be placed in context for example
‘John, Bill and Jim have 3 apples each.
How many apples do they have in
total?’
3x3=
3 + 3 + 3 = 9.
Year 1- Division
Objectives and strategies
Concrete
Pictorial
Abstract
Solve one-step problems involving
division by calculating the answer using
concrete objects, pictorial
representations and arrays with the
support of the teacher.
Children should be taught to group and
share quantities of numbers but need to
know the difference between the two.
Grouping and sharing can be taught
using appropriate concrete apparatus:
Children should be taught to group and
share quantities of numbers but need to
know the difference Grouping and
sharing can be taught using appropriate
pictorials:
Once concrete and pictorial
understanding of division as grouping
and sharing are secure, children should
be given opportunity to solver abstract
division problems. These may be simple
division facts, for example
Sharing:
Sharing
15 ÷ 3 = 5
Children should also be given the
opportunity to solve worded division
problems for example:
Grouping
Grouping:
Arrays can be used to represent division
as grouping:
Use of arrays as a pictorial
representation for division. 15 ÷ 3 = 5
There are 5 groups of 3.
15 ÷ 5 = 3 There are 3 groups of 5
‘Lisa has 15 pencil sharpeners and
shares them equally with her two
friends. How many pencil sharpeners
do each of them receive?’