1. The new maths curriculum Years 1 and 2

2. Focussing on what ‘equals’ means
Addition in Year 1
Focussing on what ‘equals’ means
2 = 2 =
3 =

3. Represent and use number bonds to 20

5. Add one digit and two digit numbers – use objects, number lines, counting on

7. Solve problems using concrete objects and representations
Identify ‘one more’
How many different ways can you make 5?
My plant measures 16cm.
Tomorrow it will be 5cm taller.
How tall will it be tomorrow?
Show me how you know your
answer is correct.

8. Addition in Year 2
Add numbers using objects, pictorial representations and mentally
2 digit number and ones
2 digit number and tens
2 two digit numbers

9. =

10. 24 + 13 = 20 + 10 = 30 4 + 3 = 7 30 + 7 = Partitioning
Introduction to columns
Re-partitioning numbers

11. I know that = 10. So
makes 30. To check
this, I can partition 27 into
20 and 7 .
= 20+10= 30
Recall and use addition and subtraction facts to 20 and derive and use related facts to 100
Demonstrate the
commutative law of
addition
Commutative =
? + 25 = + = +

12. Subtraction Year 1 Subtract one digit and two digit numbers to 20
Represent and use number bonds to 20
Solve problems using objects and pictorial representations

13. What is the difference between 4 and 6? 6 - 4 = 4 + 2 =
6 - 4 = =
6 – 2 = =
6 - ? = ? + 4 = 6
6 – ? = ? + 2 = 6
In my head I have two odd
numbers with a difference
of 2. What could they be?
Convince me.

15. Subtraction Year 2
Add and subtract numbers using concrete objects, pictorial representations and mentally
Use jottings to support informal methods
Written recordings

16. Number lines
Is it quicker to go backwards or forwards?

17. Informal methods to support written calculations
35-22

18. Hundred Square
54—32 = 22

19. Moving to more formal written methods
37 – 12 = 37 – 10 = – 2 = 25

20. Multiplication Y1
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.

21. Concrete and pictorial representations
Four groups of 2p
2p + 2p + 2p + 2p

22. Make links between different times tables
Count in multiples of twos, fives and tens with equipment, songs & rhythms, and including by rote.
Make links between different times tables
I know that the
multiples of
2/5/10 are
always/never ….

23. Multiplication Year 2 Mental calculations
Recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables,
• Recognise odd and even numbers
• Show that multiplication of two numbers can be done in any order (commutative)
• Apply doubling of numbers up to ten to doubling larger numbers

24. Written calculations
Calculate mathematical statements for multiplication and division within the multiplication tables and write them using the multiplication (×), division (÷) and equals (=) signs

25. What arrays can you make with 20 counters?
Concrete and pictorial representations
What arrays can you make with 20 counters?

26. Division Year 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.
(Pupils) make connections between arrays, number patterns, and counting in twos, fives and tens.

27. Sharing and grouping How can we share 6 cakes between three people?
Relating multiplication to division
How many twos are there in 8?

28. Division Year 2 Mental calculation
Recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables, including recognising odd and even numbers
• Calculate mathematical statements for multiplication and division within the multiplication tables and write them using the multiplication (×), division (÷) and equals (=) signs

29. Written Calculation
Show that multiplication of two numbers can be done in any order (commutative) and division of one number by another cannot
• Solve problems involving multiplication and division, using materials, arrays, repeated addition, mental methods, and multiplication and division facts, including problems in contexts.

30. “If 40 ÷ 10 = 4 and 30 ÷ 10 = 3,
what do you think 70 ÷ 10 would be? Why?”
“How many groups
of 5 minutes have
passed when the
minute hand
reaches twenty
past?”
2 x 7 = 14
14 ÷ 7 = 2
7 x 2 = 14
14 ÷ 2 = 7