Year 1 Block A

1 A1 I can talk about how I solve problems using counting. I can talk about adding/subtracting. I can record additions/subtractions. I can ask and answer questions about counting, adding and taking away. I can use objects to take away a small number from any number up to 20. I can count to 100 forwards and backwards, beginning with 0 or 1, or from any given number. e.g. 19, 18, 17, 16 I can count, read and write numbers to 100 in numerals, count in multiples of twos and tens. e.g. 2,4,6,8,10,12 I can identify one more and one less I can use language of ordering e.g. first, second, third I can 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 I can add one-digit numbers to 20 I can read and write numbers from 1 to 20 in numerals

1 A2 I can talk about how I solve problems using counting. I can talk about adding/subtracting. I can record additions/subtractions. I can ask and answer questions about counting, adding and taking away. I can use objects to take away a small number from any number up to 20. I can count to 100 forwards and backwards, beginning with 0 or 1, or from any given number. e.g. 19, 18, 17, 16 I can count, read and write numbers to 100 in numerals, count in multiples of twos, fives and tens. e.g. 2,4,6,8,10,12 I can identify one more and one less I can use language of ordering e.g. first, second, third I can recognise place value in numbers beyond 20 by reading, writing, counting and comparing numbers. I can begin to order numbers to 100 (different tens) e.g. order 36, 29, 63, 51 I can 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 I can subtract one-digit numbers to 20 I can read and write numbers from 1 to 20 in numerals and words

1 A I can talk about how I solve problems using counting. I can talk about adding/subtracting. I can record additions/subtractions. I can ask and answer questions about counting, adding and taking away. I can use objects to take away a small number from any number up to 20. I can count to 100 forwards and backwards, beginning with 0 or 1, or from any given number. e.g. 19, 18, 17, 16 I can count, read and write numbers to 100 in numerals, count in multiples of twos, fives and tens. e.g. 2,4,6,8,10,12 I can identify one more and one less I can use language of ordering e.g. first, second, third I can recognise place value in numbers beyond 20 by reading, writing, counting and comparing numbers. I can begin to order numbers to 100 (different tens) e.g. order 36, 29, 63, 51 I can 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. I can add and subtract one-digit numbers to 20 I can read and write numbers from 1 to 20 in numerals and words I can recognise odd and even numbers

Year 1 Block B

1B1 I can sort 2-D shapes. I can explain the properties of these 2-D shapes that make them what they are. I can describe position, directions and movements including half turns. I can use the language of position, direction and motion including; left and right, middle and bottom, close and far, up and down, forwards and backwards, inside and outside. I can count the number of sides a shape has accurately. I can use the language first, second & third to describe my position. I can recognise and name common 2-D and 3-D shapes including (2D rectangles (including squares), circles, and triangles). (3D shapes, e.g. cuboids, (including cubes), pyramids and spheres I know that these shapes can be different sizes.

1B2 I can sort 3-D shapes. I can explain the properties of these 2-D shapes that make them what they are. Describe position, directions and movements, including half and quarter turns, in a clockwise direction I can use the language of position, direction and motion including; left and right, middle and bottom, close and far, up and down, forwards and backwards, inside and outside. I can count the number of sides a shape has accurately. I can use the language first, second & third to describe my position. I can recognise and name common 2-D and 3-D shapes in different orientations and sizes including (2D rectangles (including squares), circles, and triangles). (3D shapes, e.g. cuboids, (including cubes), pyramids and spheres I know that rectangles, triangles and pyramids can be different sizes

1B3 I can sort 2D and 3D shapes. I can explain my thinking. I can explain the properties of these 2-D shapes that make them what they are. Describe position, directions and movements, including half, quarter and three-quarter turns, in a clockwise direction I can use the language of position, direction and motion including; left and right, middle and bottom, close and far, up and down, forwards and backwards, inside and outside. I know the numbers up to 100 and can compare them using the language most and least. I can recognise up to 4 sides on 2-D shapes without counting. I can recognise and name common 2-D and 3-D shapes including (e.g. rectangles (including squares), circles, triangle, cuboids (including cubes), pyramids and spheres). I know that these shapes can be different sizes I can recognise these shapes in different orientations.

Year 1 Block C

1C1 I can solve one-step practical problems that involve addition, using concrete objects and pictorial representations and missing number problems such as 7 = ∆ + 2. I know and can use number bonds to 10 in several forms e.g = 4; 4 -1 = 3; 1 = 4 – 3. I can double and halve numbers to 20. I can read, write and interpret mathematical statements involving addition (+), subtraction (-), and equals signs. I know the terms; put together, add, altogether, total and take away. I can make connections between arrays, number patterns and counting in twos. I can count to 20 forwards and backwards starting from any number. I can count in multiples of twos. Add and subtract one-digit and two-digit numbers to 20 (9 + 9, ), including zero

1C2 I can solve one-step practical problems that involve addition, using concrete objects and pictorial representations and missing number problems such as 7 = ∆ + 2. I know and can use number bonds to 10 in several forms e.g = 4; 4 -1 = 3; 1 = 4 – 3. I begin to know my doubles to 20 I can double and halve numbers to 20. I can read, write and interpret mathematical statements involving addition (+), subtraction (-), and equals signs. Problems should include vocabulary such as: put together, add, altogether, total, take away, distance between, more than, less than I can make connections between arrays, number patterns and counting in twos. I can count to 20 forwards and backwards starting from any number. I can count in multiples of twos. Add and subtract one-digit and two-digit numbers to 20 (9 + 9, ), including zero

1C3 I can solve one-step practical problems that involve addition, using concrete objects and pictorial representations and missing number problems such as 7 = ∆ + 2. 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 e.g. share 8 sweets between 2 children I can represent, memorise and use number bonds and related subtraction facts within 20, in several forms e.g = 16; 16 – 7 = 9; 7 = I can double and halve numbers to 20 I can read, write and interpret mathematical statements involving addition (+), subtraction (-), and equals signs. Problems should include vocabulary such as: put together, add, altogether, total, take away, distance between, more than, less than… I can make connections between arrays, number patterns and counting in twos. I can count to 20 forwards and backwards starting from any number. I can count in multiples of twos. Add and subtract one-digit and two-digit numbers to 20 (9 + 9, ), including zero

Year 1 Block D

1D1 I can solve problems involving halves in different contexts. I can recognise and combine halves as parts of a whole I can find a half of an object, length, shape or quantity. I can recognise and name a half as one of two equal parts of an object, length shape or quantity. I can group and share objects into two parts

1D2 I can solve problems involving quarters in different contexts. I can recognise and combine quarters as parts of a whole I can find a quarter of an object, length, shape or quantity. I recognise and name a quarter as one of four equal parts of an object, length shape or quantity. I can group and share objects into four parts

1D3 I can solve problems involving halves and quarters in different contexts. I can recognise and combine halves and quarters as parts of a whole I can find a half of an object, length, shape or quantity. I can find a quarter of an object, length, shape or quantity. I can recognise and name a half as one of two equal parts of an object, length shape or quantity. I recognise and name a quarter as one of four equal parts of an object, length shape or quantity. I can group and share objects into two parts I can group and share objects into four parts

Year 1 Block E

1E1 Recognise and use language relating to dates, including days of the week, weeks, months and years Use non standard measures to measure and begin to record the following: lengths and heights mass/weight capacity and volume Sequence events in chronological order using language such as: before and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening I can use the language first, second and third to describe their position. Compare, describe and solve practical problems for: - - lengths and heights (e.g. long/short, longer/shorter, tall/short, double/half) mass or weight (e.g. heavy/light, heavier than, lighter than) capacity/volume (full/empty, more than, less than) time (quicker, slower, earlier, later) Recognise and know the value of different denominations of coins Tell the time to the hour and draw the hands on a clock face to show these times.

1E2 Recognise and use language relating to dates, including days of the week, weeks, months and years Begin to use measuring tools (ruler, weighing scales, containers) to measure and begin to record the following: lengths and heights mass/weight capacity and volume time (hours, minutes) Sequence events in chronological order using language such as: before and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening I can use the language first, second and third to describe their position. Compare, describe and solve practical problems for: lengths and heights (e.g. long/short, longer/shorter, tall/short, double/half) mass or weight (e.g. heavy/light, heavier than, lighter than) capacity/volume (full/empty, more than, less than, quarter) time (quicker, slower, earlier, later) Recognise and know the value of different denominations of coins and notes Tell the time to the hour and half past the hour and draw the hands on a clock face to show these times

1E2 Recognise and use language relating to dates, including days of the week, weeks, months and years Begin to use standard measures (metres, cms, grams/kg, litres) tomeasure and begin to record the following: lengths and heights mass/weight capacity and volume time (hours, minutes, seconds) Sequence events in chronological order using language such as: before and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening I can use the language first, second and third to describe their position. Compare, describe and solve practical problems for: lengths and heights (e.g. long/short, longer/shorter, tall/short, double/half) mass or weight (e.g. heavy/light, heavier than, lighter than) capacity/volume (full/empty, more than, less than, quarter) time (quicker, slower, earlier, later) Recognise and know the value of different denominations of coins and notes Tell the time to the hour and half past the hour and draw the hands on a clock face to show these times