## Mathematics – United Kingdom – National Curriculum

• ##### KS1.Y1.N.NPV – Number - number and place value
• Pupils should be taught to:

• KS1.Y1.N.NPV.1 – Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number

• 9 learning outcomes – click to view

Samples: Number line. Counting to ten on the number line. Counting to 30 on a number line. Counting backwards.

• #### Number Line - Printable

• Activities: 0 course, 1 extra
• #### Counting to 10 using a number line

• Activities: 5 course, 2 extra
• #### Counting to 30 on a number line

• Activities: 5 course, 4 extra
• #### Counting backwards from 30

• Activities: 3 course, 4 extra
• #### Counting backwards on a number line

• Activities: 4 course, 2 extra
• #### Hundreds chart 1-30

• Activities: 4 course, 2 extra
• #### Counting ones

• Activities: 1 course, 0 extra
• #### Counting: 1-30 (Skill 1)

• Activities: 11 course, 13 extra
• #### Counting to 100 (Skill 3)

• Activities: 6 course, 5 extra
• KS1.Y1.N.NPV.2 – Count, read and write numbers to 100 in numerals; count in multiples of 2s, 5s and 10s

• 8 learning outcomes – click to view

Samples: Counting on the farm. Counting to 100. Ordinal numbers. Counting on number line (by 2's).

• #### Counting to 10

• Activities: 9 course, 7 extra
• #### Hundreds chart 1-30

• Activities: 4 course, 2 extra
• #### Ordinal numbers

• Activities: 4 course, 2 extra
• #### Counting on number line (by 2's)

• Activities: 7 course, 5 extra
• #### Counting on number line (by 5's)

• Activities: 6 course, 3 extra
• #### Counting on number line (by 10's)

• Activities: 6 course, 5 extra
• #### Write numbers to 100

• Activities: 1 course, 0 extra
• #### Numbers to 30 (Skill 2)

• Activities: 5 course, 5 extra
• KS1.Y1.N.NPV.3 – Given a number, identify 1 more and 1 less

• 5 learning outcomes – click to view

Samples: Counting ones. Ordinal numbers. One and two more than. One and two less than. One and two more than. Ordinal numbers.

• #### Counting ones

• Activities: 1 course, 0 extra
• #### Ordinal numbers

• Activities: 4 course, 2 extra
• #### One more than

• Activities: 5 course, 3 extra
• #### One Less Than

• Activities: 3 course, 1 extra
• #### Adding 1 more - numbers to 10 (Skill 4)

• Activities: 6 course, 7 extra
• KS1.Y1.N.NPV.4 – Identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least

• 4 learning outcomes – click to view

Samples: Subitising - ten frame. Subatising - fingers. Subitising - Matching quantities. Comparing groups (least).

• #### Subitising - ten frame

• Activities: 2 course, 2 extra
• #### Subitising - objects

• Activities: 4 course, 3 extra
• #### Subitising - Matching quantities

• Activities: 2 course, 1 extra
• #### Comparing groups and numbers

• Activities: 4 course, 0 extra
• KS1.Y1.N.NPV.5 – Read and write numbers from 1 to 20 in numerals and words

• 3 learning outcomes – click to view

Samples: Comparing groups (least). Counting to 20. Counting from 10 to 20 on a number line. Comparing groups (most).

• #### Comparing groups and numbers

• Activities: 4 course, 0 extra
• #### Counting to 20

• Activities: 4 course, 7 extra
• #### Counting to 20 on a number Line

• Activities: 4 course, 2 extra
• ##### KS1.Y1.N.AS – Number - addition and subtraction
• Pupils should be taught to:

• KS1.Y1.N.AS.1 – Read, write and interpret mathematical statements involving addition (+), subtraction (-) and equals (=) signs

• 10 learning outcomes – click to view

Samples: Adding by counting (to 10). Adding on to 10 by counting. Two less than. Subtracting 2. 'Adding on' to subtract.

• #### Adding by counting (to 10)

• Activities: 3 course, 3 extra
• #### Adding on to 10 by counting

• Activities: 2 course, 3 extra
• #### Two Less Than

• Activities: 2 course, 3 extra
• #### Subtracting 2

• Activities: 2 course, 0 extra
• #### 'Adding on' to subtract

• Activities: 1 course, 0 extra
• #### One more than

• Activities: 5 course, 3 extra
• #### One Less Than

• Activities: 3 course, 1 extra
• #### Balancing equations - Equivalent number sentences

• Activities: 2 course, 0 extra
• #### Make 10.

• Activities: 5 course, 4 extra
• #### Adding 1 more - numbers to 20 (Skill 5)

• Activities: 5 course, 7 extra
• KS1.Y1.N.AS.2 – Represent and use number bonds and related subtraction facts within 20

• 4 learning outcomes – click to view

Samples: Subtracting from 10. Subtracting single digit numbers. Subtracting single digit numbers.

• #### Subtracting from 10

• Activities: 5 course, 2 extra
• #### Subtracting single digit numbers (pictures)

• Activities: 4 course, 0 extra
• #### Subtracting single digit numbers

• Activities: 5 course, 12 extra
• #### Single Digit Subtraction Match

• Activities: 1 course, 0 extra
• KS1.Y1.N.AS.3 – Add and subtract one-digit and two-digit numbers to 20, including 0

• 9 learning outcomes – click to view

• Activities: 1 course, 1 extra
• #### Adding by counting (to 10)

• Activities: 3 course, 3 extra

• Activities: 1 course, 1 extra
• #### Adding single digit numbers

• Activities: 5 course, 18 extra
• #### Adding three numbers (small numbers)

• Activities: 3 course, 11 extra
• #### Subtracting single digit numbers

• Activities: 5 course, 12 extra
• #### One Less Than

• Activities: 3 course, 1 extra
• #### Take away 1 (numbers under 10)

• Activities: 2 course, 0 extra
• #### Mentals 1

• Activities: 1 course, 0 extra
• KS1.Y1.N.AS.4 – Solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7 = ? - 9

• 7 learning outcomes – click to view

Samples: Adding by counting (problem solving). Adding single digit numbers (problem solving). Make 10 (problem solving).

• Activities: 1 course, 2 extra
• #### Adding single digit numbers (problem solving)

• Activities: 2 course, 8 extra
• #### Make 10 (problem solving)

• Activities: 2 course, 2 extra
• #### Single digit addition (missing number)

• Activities: 3 course, 10 extra
• #### Subtracting single digit numbers (problem solving)

• Activities: 4 course, 3 extra
• #### Subtracting single digits from up to 20 (problem solving)

• Activities: 2 course, 7 extra
• #### Single digit subtraction (missing number)

• Activities: 3 course, 7 extra
• ##### KS1.Y1.N.MD – Number - multiplication and division
• Pupils should be taught to:

• KS1.Y1.N.MD.1 – Solve one-step problems involving multiplication and division, by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher

• 7 learning outcomes – click to view

Samples: Sharing between 2. Dividing by 2 (problem solving). Groups of 2. Groups of 5. Number of tens. Groups of 10. Arrays.

• #### Sharing between 2

• Activities: 1 course, 5 extra
• #### Dividing by 2 (problem solving)

• Activities: 2 course, 3 extra
• #### Number patterns and groups (of 2)

• Activities: 4 course, 7 extra
• #### Number patterns and groups (of 5)

• Activities: 5 course, 14 extra
• #### Number of tens

• Activities: 1 course, 0 extra
• #### Number patterns and groups (of 10)

• Activities: 4 course, 6 extra
• #### Arrays

• Activities: 1 course, 0 extra
• ##### KS1.Y1.N.F – Number - Fractions
• Pupils should be taught to:

• KS1.Y1.N.F.1 – Recognise, find and name a half as 1 of 2 equal parts of an object, shape or quantity

• 2 learning outcomes – click to view

Samples: A half. Halving groups. A half. Halving groups. Recognizing halves. Halves - identifying an equal share.

• #### A half

• Activities: 4 course, 4 extra
• #### Halving groups

• Activities: 3 course, 1 extra
• KS1.Y1.N.F.2 – Recognise, find and name a quarter as 1 of 4 equal parts of an object, shape or quantity

• 2 learning outcomes – click to view

Samples: Quarters. Fractions of groups. Eighths. Dividing groups into halves and quarters. Halves and Quarters.

• #### Quarters and eighths

• Activities: 6 course, 9 extra
• #### Dividing groups into halves and quarters

• Activities: 3 course, 5 extra
• ##### KS1.Y1.M – Measurement
• Pupils should be taught to:

• KS1.Y1.M.1 – Compare, describe and solve practical problems for:

• KS1.Y1.M.1.a: lengths and heights [for example, long/short, longer/shorter, tall/short, double/half]

• 4 learning outcomes – click to view

Samples: Directly compare length - (longer, shorter). Compare the length of 3 things.

• #### Directly compare length

• Activities: 1 course, 6 extra
• #### Compare the length of 3 things

• Activities: 1 course, 0 extra
• #### Measure length using informal units - blocks

• Activities: 1 course, 0 extra
• #### Measure length using informal units.

• Activities: 3 course, 7 extra
• KS1.Y1.M.1.b: mass/weight [for example, heavy/light, heavier than, lighter than]

• 3 learning outcomes – click to view

Samples: Light or Heavy. Light and heavy. Compare mass using a balance scale. Comparing mass directly - lighter.

• #### Light or Heavy

• Activities: 1 course, 0 extra
• #### Lighter and heavier

• Activities: 5 course, 3 extra
• #### Compare mass using a balance scale

• Activities: 4 course, 2 extra
• KS1.Y1.M.1.c: capacity and volume [for example, full/empty, more than, less than, half, half full, quarter]

• 2 learning outcomes – click to view

Samples: Comparing volume (empty to full). Direct comparison - volume. Full to empty.

• #### Full to empty

• Activities: 3 course, 1 extra
• #### Direct comparison - volume

• Activities: 2 course, 4 extra
• KS1.Y1.M.1.d: time [for example, quicker, slower, earlier, later]

• KS1.Y1.M.2 – Measure and begin to record the following:

• KS1.Y1.M.2.a: lengths and heights

• 2 learning outcomes – click to view

Samples: Measure length using informal units - blocks. Measuring length (informal units).

• #### Measure length using informal units - blocks

• Activities: 1 course, 0 extra
• #### Measure length using informal units.

• Activities: 3 course, 7 extra
• KS1.Y1.M.2.b: mass/weight

• 1 learning outcomes – click to view

Samples: Measuring mass using informal units. Measure mass using a balance scale - informal units.

• #### Measure mass with informal units using a balance scale

• Activities: 4 course, 7 extra
• KS1.Y1.M.2.c: capacity and volume

• 1 learning outcomes – click to view

Samples: Objects using cubes. Objects using cubes. Objects using cubes. Compare the volume of two stacks.

• #### Objects using cubes

• Activities: 3 course, 5 extra
• KS1.Y1.M.2.d: time (hours, minutes, seconds)

• 1 learning outcomes – click to view

Samples: Reading the time on a clock. Telling the time on an analog clock - o'clock. Reading An Analog Clock.

• #### Telling the time on an analog clock - o'clock

• Activities: 3 course, 7 extra
• KS1.Y1.M.2.e: recognise and know the value of different denominations of coins and notes

• 1 learning outcomes – click to view

Samples: Ordering coins. Counting the total value of a set of coins. Comparing the value of coins.

• #### Ordering coins

• Activities: 1 course, 2 extra
• KS1.Y1.M.2.f: sequence events in chronological order using language [for example, before and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening]

• KS1.Y1.M.3 – Recognise and use language relating to dates, including days of the week, weeks, months and years

• 2 learning outcomes – click to view

Samples: Months of the Year. Reading a Calendar. Time. Reading a Calendar. Time. Reading a Calendar. Months of the year.

• #### Months of the Year

• Activities: 1 course, 3 extra

• Activities: 2 course, 5 extra
• KS1.Y1.M.4 – Tell the time to the hour and half past the hour and draw the hands on a clock face to show these times

• 1 learning outcomes – click to view

Samples: Telling the time - half past. Telling the time on an analog clock - half past. Reading A Clock Half Past.

• #### Telling the time on an analog clock - half past

• Activities: 3 course, 7 extra
• ##### KS1.Y1.G.PS – Geometry - properties of shapes
• Pupils should be taught to:

• KS1.Y1.G.PS.1 – Recognise and name common 2-D and 3-D shapes, including:

• KS1.Y1.G.PS.1.a: 2-D shapes [for example, rectangles (including squares), circles and triangles]

• 2 learning outcomes – click to view

Samples: Naming shapes - objects. Shapes Match 1. Drawing shapes. Identifying shapes.

• #### Naming shapes - objects

• Activities: 1 course, 6 extra
• #### Shapes Match

• Activities: 1 course, 0 extra
• KS1.Y1.G.PS.1.b: 3-D shapes [for example, cuboids (including cubes), pyramids and spheres]

• 1 learning outcomes – click to view

Samples: Environmental objects. Environmental objects. Three dimensional shapes in the environment.

• #### Identify and describe three-dimensional objects in the environment

• Activities: 3 course, 2 extra
• ##### KS1.Y1.G.PD – Geometry - position and direction
• Pupils should be taught to:

• KS1.Y1.G.PD.1 – Describe position, direction and movement, including whole, half, quarter and three-quarter turns

• 3 learning outcomes – click to view

Samples: Position using everyday language: Activity 1. Describe movement using everyday language. Follow simple directions.

• #### Describe position by using everyday language.

• Activities: 2 course, 3 extra
• #### Describe movement using everyday language

• Activities: 1 course, 1 extra