Coverage of National Curriculum MATHS Reception and Year 1

Coverage of National Curriculum MATHS – Reception and Year 1

Number: Pink = Taught and well covered; Yellow = In teaching, partially covered; Blue = mentioned and covered in activities but not in teaching

Reception Numbers
Number and Place Value / Year 1 Number
Number and Place Value
Nat Curriculum Objective / Recognise somenumerals of personal significance / Recognises numerals 1 to 5 / Counts up to three or four objects by saying one number name for each item / Counts actions or objects which cannot be moved / Counts objects to 10, and beginning to count beyond 10 / Counts out up to six objects from a larger group / Selects the correct numeral to represent 1 to 5, then 1 to 10 objects. / Counts an irregular arrangement of up to ten objects. / Estimates how many objects they can see and checks by counting them. / Uses the language of more and fewer to compare two sets of objects / Children count reliably with numbers from one to 20, place them in order and say which number is one more or one less than a given number. / Count to and across 100, forwards & backwards, beginning with 0 or 1, or from any given number / Count, read and write numbers to 100 in numerals; count in multiples of twos, fives and tens / Given a number, identify one more and one less / Identify & represent numbers using objects and pictorial representations including the number line, and use language of: equal to, more than, less than (fewer), most, least / Read and write numbers from 1 to 20 in numerals and words
AUTUMN
Week 1 / Look for evidence of this in children's independent learning, and in incidental opportunities/discussion / Days 1, 3-5 / Day 1 / Days 1, 3 and 5
Up to 10 / Days 1 and 3 / Day 3 / Day 2 / Days 2, 3 & 5 / Day 4Order 1-10 / Days 1-3 Count read, order and estimate to 20 / Days 1-3 Count read, order and estimate to 20 / Days 1-5 Number line and make teens / Days 1-3 Count read, order and estimate to 20
Week 2 / Day 1 / Day 1 / Day 1 Dice spots / Day 1
Up to 10 / Day 1
Week 6 / Day 3 Actions / Days 1 & 2 Up to 10 / Day 1 / Day 2 Compare nos to 20 / Day 3 Count in 10s / Days 1 & 2 umber line and compare nos
Week 7 / Day 1
To 20 / Day 1 Count and order to 20 / Day 3 Count in 2s
Week 9 / Day 3 / Days 1-4
Week 11 / Days 1, 4 & 5
Order nos to 20, begin to recite to 100 / Day 1 Count to 100 / Day 1 Count to 100 / Day 2 / Day 3 Ordinal nos
SPRING
Week 1 / Look for evidence of this inchildren's independent learning, and in incidental opportunities/discussion / Days 3 & 5 Up to 20 / Days 1-5 / Days 3 & 4 Count in 10s / Days 1 & 2
Week 2 / Days 2 & 3
Actions / Days 1 & 4
Ordinal nos & order nos to 20
Week 5 / Days 1, 3 & 5 / Day 5 / Days 3-5 / Days 1, 2, 3 & 5 Count to 20
Week 6 / Days 1 & 2 Write nos / Days 1- 5 Line, PV and compare
Week 7 / Days 4 & 5
SUMMER
Week 1 / Look for evidence of this in children's independent learning, and in incidental opportunities/discussion / Day 2 / Days 1 & 3 Counting to 100 / Days 1 & 2 Compare nos, find a number in between
Week 5 / Days 1 & 2
Count in 2s, 5s and 10s
Week 9 / Days 1-5

Number: Pink = Taught and well covered; Yellow = In teaching, partially covered; Blue = mentioned and covered in activities but not in teaching

ReceptionNumbers
Calculation / Year 1 Number
Addition and Subtraction / Year 1 Number
Multiplication and Division / Year 1 Number
Fractions
Nat Curriculum Objective / Finds the total number of items in two groups by counting all of them / Says the number that is one more than a given number. / Finds one more or one less from a group of up to five objects, then ten objects / In practical activities and discussion, beginning to use the vocabulary involved in adding and subtracting / Records, using marks that they can interpret and explain / Begins to identify own mathematical problems based on own interests and fascinations. / Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. / They solve problems, including doubling, halving and sharing / Read, write and interpret mathematical statements involving addition (+), subtraction (–) equals (=) signs / Represent and use number bonds and related subtraction facts within 20 / Add and subtract 1-digit & 2-digit numbers to 20, including zero / Solve one-step problems that involve addition and subtraction, using concrete objects & pictorial representations and missing problems / Solve one-step problems involving multiplication and division, calculating the answer using concrete objects, pictorial
representations & arrays with teacher support / Recognise, find and name a half as 1 of 2 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
AUTUMN
Week 2 / Days 3-5 / Day 2
Numbers / Look for evidence of this in children's independent learning, and in incidental opportunities/discussion / Days 1-5 Addition / Day 1 Pairs to 5 / Days 1-5 Addition / Days 2 & 4 Number stories
Week 3 / Day 2 Totals of pairs of coins
Week 5 / Days 1-5 Partition 5 & 6 / Days 1-5 Addition / Days 1-5
+ and − / Days 1-5
+ and − / Days 1 & 5 Number stories
Week 6 / Day 3 Begin to take 1 away / Day 4 Shape / Day 5 Shape
Week 7 / Day 2 / Days 2 & 3 Addition / Day 3 Doubling / Day 1 Doubles to 5 / Day 2 Sharing
Day 3 Odd and even numbers
Week 9 / Day 5 Pairs to 10
Week 10 / Days 1 to 5
Pairs to 5, 6 & 10 / Days 1 to 5
Pairs to 5, 6 & 10 / Days 1-5
+ and − / Days 1-3 Pairs to 6, 7 & 10, + and − / Days 4 & 5 Addition
Week 11 / Day 2 Before and after / Days 4 & 5
Numbers / Days 4 & 5 Pairs to 10
SPRING
Week 1 / Days 2 & 3 (numbers) / Look for evidence of this in children's independent learning, and in incidental opportunities/discussion / Day 5 10 more/less
Week 2 / Day 5 / Days 1-5 / Days 1-3 Pairs to 8 and 9, doubles to double 6 / Days 4 & 5 Add 3 1-digit nos / Day 1 Missing number
Week 3 / Day 4 Money / Days 4 & 5 / Days 1-5 adding coins, then 10 more/less / Day 3 Solve a problem
Week 6 / Days 1-3 / Days 4 & 5 Count on to add
Week 7 / Days 1 & 2 Count on to add / Days 3-5
Find a difference
Week 9 / Days 1-5 Partition 5, 6 and 10, + and - / Days 1-5 Partition 5, 6 and 10, + and - / Days 1 & 2 / Day 1 & 2 Pairs to 8 and 9 + and − / Days 3-5 Near doubles, +/- 10s
Week 10 / Days 1, 2 Pairs to 10 / Day 1 Pairs to 10 / Days 2 to 5 Addition
Week 11 / Days 2 & 3 + money / Days 1-5
Money / Days 1-5 Money
SUMMER
Week 1 / Look for evidence of this in children's independent learning, and in incidental opportunities/discussion / Days 4 & 5
Halving / Day 3
10 more/less / Days 4 & 5 / Days 4 & 5
Week 2 / Day 1 / Days 2-5 Count on to + / Days 1-5
+/-10s
+/-11
Week 3 / Days 1 to 5
Pairs to 5, 6 & 10 / Days 1 to 5
Pairs to 5, 6 & 10 / Days 1-5
+ to the next 10
Bridge 10 for + & -
Week 5 / Days 1-3 Count in 2 / Days 1-5
Week 6 / Days 1, 2 and 4
Using facts for money problems / Days 1-5
+/- money / Days 1-5 Money
Week 7 / Days 1 to 5
Pairs to 5, 6, 7 & 10 / Days 1 to 5
Pairs to 5, 6, 7 & 10 / Days 1-5 Using facts / Days 1-5
Addition / Days 1 & 2
Missing number problems
Week 9 / Days 1, 3-5 / Day 2
Halving / Days 1, 3-5
Week 10 / Days 1-5 Count on and back, money totals / Days 1-5 Using facts / Days 1-5

Measurement: Pink = Taught and well covered; Yellow = In teaching, partially covered; Blue = mentioned and covered in activities but not in teaching

Reception Measures
Orders two or three items by length or height / Orders two items by weight or capacity / Uses everyday language related to time / Beginning to use everyday language related to money / Orders and sequences familiar events / Measures short periods of time in simple ways / Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems.
AUTUMN
Week 3 / Days 4 & 5 / Days 1-3 / Day 5 / Day 1 Compare prices
Week 4 / Days 1-3
Week 7 / Days 4 & 5
Days of the week / Days 4 & 5
Days of the week
Week 9 / Days 1-5
SPRING
Week 3 / Days 1-5 / Day 4 Money
Week 4 / Days 1-3 / Days 4 & 5
Key times, o’clock / Days 1-5 Weight and time
Week 10 / Day 3
Week 11 / Days 4 & 5 Months / Days 1-3 / Days 2 & 3 Money
SUMMER
Week 4 / Days 1-5 / Days 1-5 Capacity
Week 6 / Days 1-5 / Days 4 & 5 Money
Week 8 / Days 1 & 2 / Days 1 & 2
Week 10 / Days 4 & 5 / Days 4 & 5 Money
Week 11 / Days 1-5 / Day 2 / Day 4

Measurement: Pink = Taught and well covered; Yellow = In teaching, partially covered; Blue = mentioned and covered in activities but not in teaching

Year 1 Measurement
Compare, describe and solve practical problems for lengths and heights / Compare, describe and solve practical problems for mass/weight / Compare, describe and solve practical problems for capacity and volume / Compare, describe and solve practical problems for time / Measure and begin to record the following: lengths and heights / Measure and begin to record the following: mass/weight / Measure and begin to record the following: capacity and volume / Measure and begin to record the following: time (hours, minutes, seconds) / Recognise and know the value of different denominations of coins and notes / Sequence events in chronological order using language, e.g. morning, afternoon... / Recognise & use language relating to dates, incl. days of the week, weeks, months/
years / Tell the time to the hour/ half past and draw hands on a clock face to show these times
AUTUMN
Week 3 / Day 5 / Days 1-3 1-10p coins / Day 5 / Days 4 & 5 Time to the hour
Week 4 / Days 1-3 / Days 1-3
Week 7 / Days 4 & 5 days and months
SPRING
Week 3 / Days 1-3
Week 4 / Days 1-3 / Day 3 / Days 4 & 5 / Days 4 & 5 Time to the ½ hr
Week 7 / Days 3-5 Find a difference / Days 1-5
Week 8 / Day 4 / Days 4 & 5 Time to the ½ hr
Week 11 / Day 1
SUMMER
Week 4 / Days 1-5 / Days 2 & 3 / Day 2
Week 8 / Day 3 / Day 1
Days and months / Days 2 & 3 Time to the ½ hr
Week 11 / Day 3 / Day 1
Hours, mins and seconds / Day 2 / Days 3-5
Months / Day 2

Shape: Pink = Taught and well covered; Yellow = In teaching, partially covered; Blue = mentioned and covered in activities but not in teaching

Reception Shape and space / Year 1 Geometry: Properties of Shape / Year 1 Geometry: Position and Direction
Beginning to use mathematical names for ‘solid’ 3D shapes and ‘flat’ 2-D shapes, and mathematical terms to describeshapes. / Selects a particular named shape / Can describe their relative position such as ‘behind’ or ‘next to’. / Uses familiar objects and common shapes to create and recreate patterns and build models. / They
recognise, create and describe patterns / They explore characteristics
of everyday objects
and shapes and use mathematical language to describe them / Recognise and name common 2-D and 3-D shapes, including 2-D shapes (E.g. circles, rectangles, triangles) / Recognise and name common 2-D and 3-D shapes, including 3-D shapes (E.g. spheres, cuboids, pyramids) / Describe position, direction and movement, including whole, half, quarter and three-quarter turns.
AUTUMN
Week 4 / Days 4 & 5
Symmetry / Days 4 and 5 are on symmetry
Week 6 / Days 4 & 5 / Days 4 & 5
Week 8 / Days 1-5 / Day 3 / Day 1 / Days 2, 4 & 5 / Days 1-3, 5
SPRING
Week 8 / Days 1-5 / Day 3 / Days 4 & 5 / Days 1-3
Week 10 / Days 4 & 5
SUMMER
Week 5 / Days 4 & 5 / Days 4 & 5
Week 8 / Days 3-5
3D / Days 3-5
3D / Day 5 / Days 4 & 5 / Days 4 & 5