Add and subtract one-digit and two-digit numbers to 20, including zero Pupils combine and increase numbers, counting forwards and backwards. They discuss and solve problems in familiar practical contexts, including Solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7 = 9. using quantities. Problems should include the terms: put together, add, – altogether, total, take away, distance between, difference between, more than and less than, so that pupils develop the concept of addition and subtraction and are enabled to use these operations flexibly. Number multiplication and division – Children will learn Guidance Solve one-step problems involving multiplication and division, by calculating the answer Through grouping and sharing small quantities, pupils begin to using concrete objects, pictorial representations and arrays with the support of the understand: multiplication and division; doubling numbers and quantities; teacher. and finding simple fractions of objects, numbers and quantities. They make connections between arrays, number patterns, and counting in twos, fives and tens. Number –fractions Children will learn Guidance Recognise, find and name a half as one of two equal parts of an object, shape or Pupils are taught half and quarter as of’ discrete and continuous ‘fractions quantity quantities by solving problems shapes, objects and quantities. For example, they could recognise and find half a length, quantity, set of Recognise, find and name a quarter as one of four equal parts of an object, shape or objects or shape. Pupils connect halves and quarters to the equal sharing quantity. and grouping of sets of objects and to measures, as well as recognising and combining halves and quarters as parts of a whole.
Add and subtract one-digit and two-digit numbers to 20, including zero Solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7 = – 9. Pupils combine and increase numbers, counting forwards and backwards. They discuss and solve problems in familiar practical contexts, including using quantities. Problems should include the terms: put together, add, altogether, total, take away, distance between, difference between, more than and less than, so that pupils develop the concept of addition and subtraction and are enabled to use these operations flexibly. Number – multiplication and division Children will learn Guidance 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. Through grouping and sharing small quantities, pupils begin to understand: multiplication and division; doubling numbers and quantities; and finding simple fractions of objects, numbers and quantities. They make connections between arrays, number patterns, and counting in twos, fives and tens. Number –fractions Children will learn Guidance 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. Pupils are taught half and quarter as ‘fractions of’ discrete and continuous quantities by solving problems shapes, objects and quantities. For example, they could recognise and find half a length, quantity, set of objects or shape. Pupils connect halves and quarters to the equal sharing and grouping of sets of objects and to measures, as well as recognising and combining halves and quarters as parts of a whole.
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