1. Year 1 Maths Overview Number: Number and Place Value
Number: Addition and Subtraction
Number: Multiplication and Division
Number: Fractions
Measurement
Geometry: Properties of Shapes
Geometry: Position and Direction

2. Number: Number and Place Value
By the end of Year 1, all pupils should be able to…
Count to and across 100, forwards and backwards, from any number.
Count, read and write from in numerals.
Count in multiples of 2’s, 5’s and 10’s.
Identify one more and one less than a number.
Represent numbers using objects and pictorial representations.
Use language of equal to, more than, less than, most, least.
Read and write numbers from 1-20 in words.
These should be practical and can be part of day to day routines such as counting steps, cars, toys etc.

3. Number: Addition and Subtraction
By the end of Year 1, all pupils should be able to…
Read, write and interpret using +, - and =
2 = 1+ 1
2 + 3 = 4 + 1
3 = 3
= 4 + 2
(The = should be all over the place, so it is not just seen as being the answer).
Use number bonds and related subtraction facts to 20.
Add and subtract 1 and 2 digit numbers to 20 (including 0).
This is modelled using a number line and jumps.

4. Understand subtraction as taking away
Understand subtraction as taking away. Find the difference by counting up;
‘I have saved 5p. The socks that I want to buy cost 11p. How much more do I need in order to buy the socks?’
Solve one step problems that involve addition and subtraction using objects and pictorial representations and missing number problems
3 +  = =  – 3 = 󠄋󠄋󠄋
 + 4 = = 3 +  = 󠄋󠄋 - 3

5. Number: Multiplication and Division
By the end of Year 1, all pupils should be able to…
solve problems involving multiplication and division, by finding the answer using objects, pictures and arrays.
Multiplication is related to doubling and counting groups of the same size.
Counting in 2’s…socks, shoes, animals legs
Counting in 5’s…fingers, fingers in gloves
Counting in 10’s…fingers, toes
Using pictures and marks.
Link to real life…Jodie has 12 lego wheels, how many cars can she make?

6. Number: Fractions
By the end of Year 1, all pupils should be able to…
recognise, find and name a half as one of two 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.
Link it to real life using food, objects etc.

7. Measurement
By the end of Year 1, all pupils should be able to compare, describe and solve practical problems for…
Lengths and heights [for example, long/short, longer/shorter, tall/short, double/half]
Mass/weight [for example, heavy/ light, heavier than, lighter than]
Capacity and volume [for example, full/empty, more than, less than, half, half full, quarter]
Time [for example, quicker, slower, earlier, later]
Using language referring to this in day to day routines will help to reinforce it.
Eg – This drink is heavier than this sandwich.
- I am taller than the chair.

8. By the end of Year 1, all pupils should be able to measure and begin to record…
Lengths and heights
Mass/weight
Capacity and volume
Time (hours, minutes, seconds)
Recognise and know the value of different coins and notes
Sequence events in chronological order using language [for example, before and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening]
Recognise and use language relating to dates, including days of the week, weeks, months and years
Tell the time to the hour and half past the hour and draw the hands on a clock face to show these times.

9. Geometry: Properties of Shapes
By the end of Year 1, all pupils should be able to recognise and name…
2-D shapes [for example, rectangles (including squares), circles and triangles]
3-D shapes [for example, cuboids (including cubes), pyramids and spheres]
Using language referring to this in day to day routines will help to reinforce it.
Eg – The window is shaped like a rectangle.
- The football is the shape of a sphere.

10. Geometry: Position and Direction
By the end of Year 1, all pupils should be able to…
Describe position, direction and movement, including whole, half, quarter and three-quarter turns.
Using language referring to this in day to day routines will help to reinforce it.
Eg – Can you turn half way around?

11. Year 2 Maths Overview Number: Number and Place Value
Number: Addition and Subtraction
Number: Multiplication and Division
Number: Algebra
Number: Fractions (including decimals and percentages)
Measurement
Statistics
Geometry: Properties of Shapes
Geometry: Position and Direction

12. Number: Number and Place Value
By the end of Year 2, all pupils should be able to…
Count in steps of 1, 2, 3, and 5 from 0, and in tens from any two-digit number, forward or backward
Compare and order numbers from 0 up to 100; use <, > and = signs
Identify, represent and estimate numbers using different representations, including the number line
Read and write numbers to at least 100 in numerals and in words
Recognise the place value of each digit in a two-digit number (tens, ones)
Round any number to the nearest 10
Use place value and number facts to solve problems

13. Number: Addition and Subtraction
By the end of Year 2, all pupils should be able to…
Number Bonds- recall and use addition and subtraction facts to 20 fluently, and derive and use related facts up to 100
Mental Calculation-add and subtract numbers using concrete objects, pictorial representations, and mentally, including:
a two-digit number and ones
a two-digit number and tens
Say the number that is one or ten more/less than a 2-digit number
two two-digit numbers
adding three one-digit number
Written methods-
Inverse operations for checking.
Use + – = signs to record mental calculations in a number sentence
Inverse operation, estimating and checking answers- recognise and use the inverse relationship between addition and subtraction and use this to check calculations and solve missing number problems
Problem Solving- solve problems with addition and subtraction:
Using concrete objects and pictorial representations, including those involving numbers, quantities and measures
Applying their increasing knowledge of mental and written methods

14. Addition Methods Partition into tens and ones and recombine= =
= 35
Count on in tens and ones = =
Partitioning and bridging through 10.
The steps in addition often bridge through a multiple of 10
e.g.
Children should be able to partition the 7 to relate adding the 2 and then the 5.
8 + 7 = 15
Add 9 or 11 by adding 10 and adjusting by 1
Add 9 by adding 10 and adjusting by 1 =
pencil and paper procedures
= 125
either or
1. Vertical expansion Horizontal expansion
+ _
= 125 1 

15. Subtraction Methods - = signs and missing numbers
Continue using a range of equations as in Year 1 but with appropriate numbers.
Extend to = 20 - 
Find a small difference by counting up
42 – 39 = 3
 Subtract 9 or 11. Begin to add/subtract 19 or 21
35 – 9 = 26
 Use known number facts and place value to subtract (partition second number only)
37 – 12 = 37 – 10 – 2
= 27 – 2
= 25
Bridge through 10 where necessary

16. Number: Multiplication and Division
By the end of Year 2, all pupils should be able to…
Multiplication and division facts- count in steps of 2, 3, and 5 from 0, and in tens from any number, forward or backward
(copied from Number and Place Value)
Recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables, including recognising odd and even numbers
Understand the term ‘multiple’
Understand multiplication as repeated addition. Use the related vocabulary.
Use known facts to carry out simple multiplication.
Add and multiply mentally to solve simple word problems.
Know and use halving as the inverse of doubling.
Understand division as grouping or sharing. Read the related vocabulary.
Mental Calculation-
Show that multiplication of two numbers can be done in any order (commutative) and division of one number by another cannot
Use known number facts and place value to divide mentally.
Written Calculation-
Calculate mathematical statements for multiplication and division within the multiplication tables and write them using the multiplication (×), division (÷) and equals (=) signs
Problem Solving-
solve problems involving multiplication and division, using materials, arrays, repeated addition, mental methods, and multiplication and division facts, including problems in contexts

17. Multiplication Methods
x = signs and missing numbers
7 x 2 =   = 2 x 7
7 x  = =  x 7
 x 2 = = 2 x 
 x Ñ = =  x Ñ
Arrays and repeated addition
● ● ● ● x 2 or 4 + 4
● ● ● ●
2 x 4 or
 Doubling multiples of 5 up to 50
15 x 2 = 30
Partition
Children need to be secure with partitioning numbers into 10s and 1s and partitioning in different ways: 6 = so
e.g. Double 6 is the same as double five add double one.
AND double 15 OR x 10 5 2 20
= 30

18. ÷ = signs and missing numbers
Division Methods
 ÷ = signs and missing numbers
6 ÷ 2 =   = 6 ÷ 2
6 ÷  = = 6 ÷ 
 ÷ 2 = =  ÷ 2
 ÷ Ñ = =  ÷ Ñ
Grouping
Link to counting and understanding number strand
Count up to 100 objects by grouping them and counting in tens, fives or twos;…
Find one half, one quarter and three quarters of shapes and sets of objects
6 ¸ 2 can be modelled as:
There are 6 strawberries.
How many people can have 2 each? How many 2s make 6?
In the context of money count forwards and backwards using 2p, 5p and 10p coins
Practical grouping e.g. in PE
12 children get into teams of 4 to play a game. How many teams are there?

19. Number: Algebra Equations- Sequences-
By the end of Year 2, all pupils should be able to…
Equations-
Recognise and use the inverse relationship between addition and subtraction and use this to check calculations and missing number problems.
(copied from Addition and Subtraction)
2. Recall and use addition and subtraction facts to 20 fluently, and derive and use related facts up to 100
3. Use x and = signs, and to stand for unknown number.
4. Use * or * to stand for an unknown number.
Sequences-
Compare and sequence intervals of time
(copied from Measurement)
2. Describe and extend number sequences.
3. Order and arrange combinations of mathematical objects in patterns
(copied from Geometry: position and direction)

20. Number: Fractions (including decimals and percentages)
By the end of Year 2, all pupils should be able to…
Counting in Fractional Steps-
Pupils should count in fractions up to 10, starting from any number and using the 1/2 and 2/4 equivalence on the number line (Non Statutory Guidance)
Recognising Fractions-
Recognise, find, name and write fractions 1/3, 1/4, 2/4 and 3/4 of a length, shape, set of objects or quantity
MUST: Begin to recognise and find one half of shapes and small numbers of objects.
SHOULD: Begin to recognise and find one quarter of shapes and small numbers of objects.
Equivalence- write simple fractions e.g.
1/2 of 6 = 3 and recognise the equivalence of 2/4 and 1/2.
MUST: Recognise that two halves make one whole.
SHOULD: Recognise that four quarters make one whole.
COULD: Begin to recognise that two quarters and one half are equivalent

21. Measurement By the end of Year 2, all pupils should be able to…
Comparing and Estimating –
Compare and order lengths, mass, volume/capacity and record the results using >, < and =
Compare and sequence intervals of time-
Measuring and Calculating-
Choose and use appropriate standard units to estimate and measure length/height in any direction (m/cm);
Mass (kg/g);
Temperature (°C);
Capacity (litres/ml) to the nearest appropriate unit, using rulers, scales, thermometers and measuring vessels
Recognise and use symbols for pounds (£) and pence (p); combine amounts to make a particular value
Find different combinations of coins that equal the same amounts of money
Solve simple problems in a practical context involving addition and subtraction of money of the same unit, including giving change
Telling the time-
Tell and write the time to five minutes, including quarter past/to the hour and draw the hands on a clock face to show these times.
Know the number of minutes in an hour and the number of hours in a day.
(appears also in Converting)
Converting-
(appears also in Telling the Time)

22. Statistics By the end of Year 2, all pupils should be able to…
Interpreting, constructing and presenting data-
Interpret and construct simple pictograms, tally charts, block diagrams and simple tables
Ask and answer simple questions by counting the number of objects in each category and sorting the categories by quantity
Ask and answer questions about totalling and comparing categorical data
SolvingProblems-
Solve one-step problems using information presented in bar charts, pictograms and tables eg. ‘How many more children liked chocolate than vanilla?’
Solve a problem by sorting, classifying and organising information in a list or simple table, pictogram or block graph. Discuss and explain results.

23. Geometry: Properties of Shapes
By the end of Year 2, all pupils should be able to…
Identifying Shapes and their Properties-
Identify and describe the properties of 2-D shapes, including the number of sides and line symmetry in a vertical line
Identify and describe the properties of 3-D shapes, including the number of edges, vertices and faces
Identify 2-D shapes on the surface of 3-D shapes, [for example, a circle on a cylinder and a triangle on a pyramid]
Drawing and Constructing-
Draw 2-D shapes and begin to make 3-D shapes using modelling materials;
Make and describe shapes, patterns or pictures using solid shapes and templates.
Make and describe shapes using pin-boards, elastic boards, squared paper, and programmable toy.
Begin to recognise line symmetry.
Comparing and classifying
Compare and sort common 2-D and 3-D shapes and everyday objects
Angles
Describe position, direction and movement, including whole, half, quarter and three-quarter turns clockwise and anti-clockwise
Recognise right angles.

24. Geometry: Position and Direction
By the end of Year 2, all pupils should be able to…
Position, direction and movement-
Use mathematical vocabulary to describe position, direction and movement including movement in a straight line and distinguishing between rotation as a turn and in terms of right angles for quarter, half and three-quarter turns (clockwise and anti-clockwise) Give instructions to move along a route.
Visualise objects in given positions.
Use N, S, E, W to track a pathway or route (mapwork)
Pattern-
Order and arrange combinations of mathematical objects in patterns and sequences