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The Maths Curriculum for Parents: Year 1

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Describe, compare and solve practical problems for mass/weight, lengths, heights, capacity, volume and time. Of course, we know how time-consuming planning your lessoncan be. And this on top of workload pressures and all your other responsibilities, you might find that your work/life balance is struggling as a result. But we want to help. The curriculum also aims to make sure children become fluent in the fundamental maths areas of study. This will be supported by consistent practice, so that pupils can develop their reasoning skills, too. begin to model situations mathematically and express the results using a range of formal mathematical representations

Pupils practise addition, subtraction, multiplication and division for larger numbers, using the formal written methods of columnar addition and subtraction, short and long multiplication, and short and long division (see Mathematics appendix 1 (PDF, 248KB)).

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write and calculate mathematical statements for multiplication and division using the multiplication tables that they know, including for two-digit numbers times one-digit numbers, using mental and progressing to formal written methods solve problems involving increasingly harder fractions to calculate quantities, and fractions to divide quantities, including non-unit fractions where the answer is a whole number BTW, we know how time-consuming it is to create or even find the resources to support your teaching. That’s why we’ve linked each of these aims to resources, specifically designed with each of these objectives in mind. We hope this makes your job a little bit easier! Pupils develop efficient mental methods, for example, using commutativity and associativity (for example, 4 × 12 × 5 = 4 × 5 × 12 = 20 × 12 = 240) and multiplication and division facts (for example, using 3 × 2 = 6, 6 ÷ 3 = 2 and 2 = 6 ÷ 3) to derive related facts (30 × 2 = 60, 60 ÷ 3 = 20 and 20 = 60 ÷ 3). Pupils should partition numbers in different ways (for example, 23 = 20 + 3 and 23 = 10 + 13) to support subtraction. They become fluent and apply their knowledge of numbers to reason with, discuss and solve problems that emphasise the value of each digit in two-digit numbers. They begin to understand 0 as a place holder. Number - addition and subtraction

draw 2-D shapes and make 3-D shapes using modelling materials; recognise 3-D shapes in different orientations and describe themPupils 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 Pupils connect conversion (for example, from kilometres to miles) to a graphical representation as preparation for understanding linear/proportional graphs.

solve quadratic equations {including those that require rearrangement} algebraically by factorising, {by completing the square and by using the quadratic formula}; find approximate solutions using a graph

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identify and construct congruent triangles, and construct similar shapes by enlargement, with and without coordinate grids 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. They understand the terms factor, multiple and prime, square and cube numbers and use them to construct equivalence statements (for example, 4 x 35 = 2 x 2 x 35; 3 x 270 = 3 x 3 x 9 x 10 = 9² x 10).

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