KS22.214.171.124.i explain their methods and reasoning when solving problems involving number and data.
KS1.2.2 Pupils should be taught to:
KS126.96.36.199.a count reliably up to 20 objects at first and recognise that if the objects are rearranged the number stays the same; be familiar with the numbers 11 to 20; gradually extend counting to 100 and beyond
KS188.8.131.52.b create and describe number patterns; explore and record patterns related to addition and subtraction, and then patterns of multiples of 2, 5 and 10 explaining the patterns and using them to make predictions; recognise sequences, including odd and even numbers to 30 then beyond; recognise the relationship between halving and doubling
KS184.108.40.206.c read and write numbers to 20 at first and then to 100 or beyond; understand and use the vocabulary of comparing and ordering these numbers; recognise that the position of a digit gives its value and know what each digit represents, including zero as a place-holder; order a set of one and two-digit numbers and position them on a number line and hundred-square; round any two-digit number to the nearest 10.
KS220.127.116.11 Number operations and the relationships between them
KS18.104.22.168.a understand addition and use related vocabulary; recognise that addition can be done in any order; understand subtraction as both 'take away' and 'difference' and use the related vocabulary; recognise that subtraction is the inverse of addition; give the subtraction corresponding to an addition and vice versa; use the symbol '=' to represent equality; solve simple missing number problems [for example, 6 = 2 + ?]
KS22.214.171.124.b understand multiplication as repeated addition; understand that halving is the inverse of doubling and find one half and one quarter of shapes and small numbers of objects; begin to understand division as grouping (repeated subtraction); use vocabulary associated with multiplication and division
KS126.96.36.199.c develop rapid recall of number facts: know addition and subtraction facts to 10 and use these to derive facts with totals to 20, know multiplication facts for the *2 and *10 multiplication tables and derive corresponding division facts, know doubles of numbers to 10 and halves of even numbers to 20
KS188.8.131.52.d develop a range of mental methods for finding, from known facts, those that they cannot recall, including adding 10 to any single-digit number, then adding and subtracting a multiple of 10 to or from a two-digit number; develop a variety of methods for adding and subtracting, including making use of the facts that addition can be done in any order and that subtraction is the inverse of addition
KS184.108.40.206.e carry out simple calculations of the form 40 + 30 = ?, 40 + ? = 100, 56 - ? = 10; record calculations in a number sentence, using the symbols +, -, *, division and = correctly [for example, 7 + 2 = 9].
KS1.3.2.b observe, handle and describe common 2-D and 3-D shapes; name and describe the mathematical features of common 2-D and 3-D shapes, including triangles of various kinds, rectangles including squares, circles, cubes, cuboids, then hexagons, pentagons, cylinders, pyramids, cones and spheres
KS1.3.3.b recognise movements in a straight line (translations) and rotations, and combine them in simple ways [for example, give instructions to get to the headteacher's office or for rotating a programmable toy]
KS1.3.3.c recognise right angles.
KS1.3.4 Pupils should be taught to:
KS1.3.4.a estimate the size of objects and order them by direct comparison using appropriate language; put familiar events in chronological order; compare and measure objects using uniform non-standard units [for example, a straw, wooden cubes] , then with a standard unit of length (cm, m), weight (kg), capacity (l) [for example, 'longer or shorter than a metre rule', 'three-and-a-bit litre jugs'] ; compare the durations of events using a standard unit of time