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Skills available for Wales year 1 maths curriculum

Objectives are in black and IXL maths skills are in dark green. Hold your mouse over the name of a skill to view a sample question. Click on the name of a skill to practise that skill.

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Curriculum for Wales: Progression step 2, Year 1 Curriculum for Wales: Progression step 2, Year 1
National Curriculum: Foundation Phase Year 1 National Curriculum: Foundation Phase Year 1

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Mathematical Development

A Foundation Phase pedagogy
- A.1 a developmentally appropriate curriculum where the seven (six in Welsh-medium settings/schools) Areas of Learning complement each other and work together
- A.2 continuous and enhanced provision and focused activities in the indoor and outdoor learning environments
- A.3 different types of play and a range of planned activities, including those that are child-initiated
- A.4 experiences that allow them to adopt a variety of roles, including leadership within a small group, paired learning or working within a team
- A.5 different resources, including ICT
- A.6 active learning opportunities that build on prior experiences and support them to become independent thinkers and learners
- A.7 activities that allow them to use their senses, be creative and imaginative
- A.8 tasks and challenges that encourage problem solving and discussion.
B Range of experiences
- B.1 experience a mathematically-rich environment that allows them to explore and develop mathematical concepts and language
- B.2 develop practical mathematical skills in a range of contexts
- B.3 communicate in a range of mathematical contexts for a variety of purposes and audiences
- B.4 practise, develop and refine their mathematical skills within all aspects of provision, including continuous provision, and through all Areas of Learning
- B.5 experience and use a range of media and stimuli including emerging technologies
- B.6 understand and use a range of measures and recognise and use shapes within play and structured activities.
1 Developing numerical reasoning
- 1.1 Identifying processes and connections
  - 1.1.1 transfer mathematical skills to play and classroom activities
  - 1.1.2 identify steps to complete the task or reach a solution
  - 1.1.3 select appropriate mathematics and techniques to use
  - 1.1.4 select and use relevant number facts and mental strategies
  - 1.1.5 select appropriate equipment and resources
  - 1.1.6 use knowledge and practical experience to inform estimations
- 1.2 Represent and communicate
  - 1.2.1 use everyday and mathematical language to talk about their own ideas and choices
  - 1.2.2 present work orally, pictorially and in written form, and use a variety of ways to represent collected data
  - 1.2.3 devise and refine informal, personal methods of recording, moving to using words and symbols in number sentences
- 1.3 Review
  - 1.3.1 use checking strategies to decide if answers are reasonable
  - 1.3.2 interpret answers within the context of the problem and consider whether answers are sensible
  - 1.3.3 interpret information presented in charts and diagrams and draw appropriate conclusions
    - Count shapes in a Venn diagram (1-H.8)
    - Interpret tally charts (2-V.2)
2 Using number skills
- 2.1 Use number facts and relationships
  - 2.1.1 count reliably up to 20 objects
  - 2.1.2 recite numbers up to 100, forwards and backwards and from different starting points
  - 2.1.3 read and write numbers to at least 20 forming and orientating them correctly
  - 2.1.4 compare and order numbers to at least 20
  - 2.1.5 demonstrate an understanding of place value, e.g. one 10 and four units equal 14, up to at least 20
    - Count tens and ones - up to 20 (1-D.16)
  - 2.1.6 use number facts within 10, i.e.:
    - 2.1.6.a doubling and halving, e.g. 4 + 4
    - 2.1.6.b bonds of 10, e.g. 6 + 4
      - Count to fill a ten frame (1-C.18)
      - Complete the addition sentence - make 10 (1-M.12)
  - 2.1.7 recall doubles and near doubles up to 10
  - 2.1.8 recognise and understand odd and even numbers up to 20
    - Even or odd (2-A.11)
  - 2.1.9 count in 2s, 10s and 5s to 100
  - 2.1.10 use ordinal numbers to 20 in practical situations
    - Ordinal numbers (2-A.20)
  - 2.1.11 read and write number words to 10
- 2.2 Fractions, decimals, percentages and ratio
  - 2.2.1 find halves in practical situations
  - 2.2.2 recall halves up to 10
- 2.3 Calculate using mental and written methods
  - 2.3.1 mentally recall 'one more' of a number within 20
  - 2.3.2 mentally recall 'one less' of a number within 20
  - 2.3.3 use 'counting on' strategies to add two collections, starting with the larger number, e.g. 8 + 5
    - Add with pictures - sums up to 10 (1-M.5)
    - Add with pictures - sums up to 20 (1-N.1)
  - 2.3.4 add and subtract numbers involving up to 10 objects
  - 2.3.5 use a range of strategies to mentally solve problems within 10
  - 2.3.6 solve one-step problems that involve addition and subtraction, including missing number problems, e.g. 7 + ¨ = 9, using concrete objects and pictorial representations
  - 2.3.7 use known facts to solve simple problems within 10, e.g. doubling and halving, number bonds
    - Make a number using addition - sums up to 10 (2-E.2)
    - Make a number using subtraction - numbers up to 10 (2-I.4)
  - 2.3.8 use known number facts when adding three single digit numbers and realise addition can be done in any order
    - Add three numbers (2-F.10)
  - 2.3.9 understand and use the mathematical symbols for addition, subtraction and equals
  - 2.3.10 understand and use the different mathematical terms for addition and subtraction, e.g. add, combine, find the difference
    - Sum and difference (1-AA.1)
- 2.4 Estimate and check
  - 2.4.1 make a sensible estimate of a number of objects that can be checked by counting
  - 2.4.2 make a sensible estimate of measurement in length, height, weight and capacity that can be checked using non-standard measures
- 2.5 Manage money
  - 2.5.1 use different combinations of money to pay for items up to 20p
  - 2.5.2 find totals and give change from 10p
3 Using measuring skills
- 3.1 Length, weight/mass, capacity
  - 3.1.1 use non-standard units to measure:
    - 3.1.1.a length, height and distance
      - Measure using objects (1-W.7)
    - 3.1.1.b weight/mass
    - 3.1.1.c capacity
- 3.2 Time
  - 3.2.1 use the concept of time in terms of their daily and weekly activities and the seasons of the year
  - 3.2.2 understand and order the days of the week, the months and seasons of the year in meaningful contexts
  - 3.2.3 use standard units of time to read 'o'clock' using both analogue and 12-hour digital clocks
- 3.3 Temperature
  - 3.3.1 use descriptive words for a range of temperatures, e.g. cooler/warmer
- 3.4 Area and volume Angle and position
  - 3.4.1 make whole turns and half turns
  - 3.4.2 describe position, direction and movement
4 Using geometry skills
- 4.1 Shape
  - 4.1.1 recognise and name common 2D shapes (square, triangle, rectangle, circle and semi-circle) and 3D shapes (cube, cuboid, cone and sphere) in order to begin to compare and sort
  - 4.1.2 use 2D and 3D shapes and describe how they fit together
    - Identify shapes traced from solids (1-Z.9)
- 4.2 Movement
  - 4.2.1 recognise and complete a symmetrical picture or simple shape
    - Introduction to symmetry (1-Y.10)
    - Identify pictures with symmetry (1-Y.11)
5 Using data skills
- 5.1 Collect and record data Present and analyse data Interpret results
  - 5.1.1 sort and classify objects using more than one criterion
  - 5.1.2 collect information by voting or sorting and represent it in pictures, objects or drawings
    - Sort shapes into a Venn diagram (1-H.9)
    - Which picture graph is correct? (1-U.1)
  - 5.1.3 make lists and tables based on data collected
- 5.2 Pattern
  - 5.2.1 demonstrate an understanding of repeating patterns, including shape and number, by describing, reproducing and extending.

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Mathematical Development

A Foundation Phase pedagogy

A.1 a developmentally appropriate curriculum where the seven (six in Welsh-medium settings/schools) Areas of Learning complement each other and work together

A.2 continuous and enhanced provision and focused activities in the indoor and outdoor learning environments

A.3 different types of play and a range of planned activities, including those that are child-initiated

A.4 experiences that allow them to adopt a variety of roles, including leadership within a small group, paired learning or working within a team

A.5 different resources, including ICT

A.6 active learning opportunities that build on prior experiences and support them to become independent thinkers and learners

A.7 activities that allow them to use their senses, be creative and imaginative

A.8 tasks and challenges that encourage problem solving and discussion.

B Range of experiences

B.1 experience a mathematically-rich environment that allows them to explore and develop mathematical concepts and language

B.2 develop practical mathematical skills in a range of contexts

B.3 communicate in a range of mathematical contexts for a variety of purposes and audiences

B.4 practise, develop and refine their mathematical skills within all aspects of provision, including continuous provision, and through all Areas of Learning

B.5 experience and use a range of media and stimuli including emerging technologies

B.6 understand and use a range of measures and recognise and use shapes within play and structured activities.

1 Developing numerical reasoning

1.1 Identifying processes and connections

1.1.1 transfer mathematical skills to play and classroom activities

1.1.2 identify steps to complete the task or reach a solution

1.1.3 select appropriate mathematics and techniques to use

1.1.4 select and use relevant number facts and mental strategies

1.1.5 select appropriate equipment and resources

1.1.6 use knowledge and practical experience to inform estimations

1.2 Represent and communicate

1.2.1 use everyday and mathematical language to talk about their own ideas and choices

1.2.2 present work orally, pictorially and in written form, and use a variety of ways to represent collected data

1.2.3 devise and refine informal, personal methods of recording, moving to using words and symbols in number sentences

1.3 Review

1.3.1 use checking strategies to decide if answers are reasonable

1.3.2 interpret answers within the context of the problem and consider whether answers are sensible

1.3.3 interpret information presented in charts and diagrams and draw appropriate conclusions

2 Using number skills

2.1 Use number facts and relationships

2.1.1 count reliably up to 20 objects

2.1.2 recite numbers up to 100, forwards and backwards and from different starting points

2.1.3 read and write numbers to at least 20 forming and orientating them correctly

2.1.4 compare and order numbers to at least 20

2.1.5 demonstrate an understanding of place value, e.g. one 10 and four units equal 14, up to at least 20

2.1.6 use number facts within 10, i.e.:

2.1.6.a doubling and halving, e.g. 4 + 4

2.1.6.b bonds of 10, e.g. 6 + 4

2.1.7 recall doubles and near doubles up to 10

2.1.8 recognise and understand odd and even numbers up to 20

2.1.9 count in 2s, 10s and 5s to 100

2.1.10 use ordinal numbers to 20 in practical situations

2.1.11 read and write number words to 10

2.2 Fractions, decimals, percentages and ratio

2.2.1 find halves in practical situations

2.2.2 recall halves up to 10

2.3 Calculate using mental and written methods

2.3.1 mentally recall 'one more' of a number within 20

2.3.2 mentally recall 'one less' of a number within 20

2.3.3 use 'counting on' strategies to add two collections, starting with the larger number, e.g. 8 + 5

2.3.4 add and subtract numbers involving up to 10 objects

2.3.5 use a range of strategies to mentally solve problems within 10

2.3.6 solve one-step problems that involve addition and subtraction, including missing number problems, e.g. 7 + ¨ = 9, using concrete objects and pictorial representations

2.3.7 use known facts to solve simple problems within 10, e.g. doubling and halving, number bonds

2.3.8 use known number facts when adding three single digit numbers and realise addition can be done in any order

2.3.9 understand and use the mathematical symbols for addition, subtraction and equals

2.3.10 understand and use the different mathematical terms for addition and subtraction, e.g. add, combine, find the difference

2.4 Estimate and check

2.4.1 make a sensible estimate of a number of objects that can be checked by counting

2.4.2 make a sensible estimate of measurement in length, height, weight and capacity that can be checked using non-standard measures

2.5 Manage money

2.5.1 use different combinations of money to pay for items up to 20p

2.5.2 find totals and give change from 10p

3 Using measuring skills

3.1 Length, weight/mass, capacity

3.1.1 use non-standard units to measure:

3.1.1.a length, height and distance

3.1.1.b weight/mass

3.1.1.c capacity

3.2 Time

3.2.1 use the concept of time in terms of their daily and weekly activities and the seasons of the year

3.2.2 understand and order the days of the week, the months and seasons of the year in meaningful contexts