The Maths Curriculum for Parents: Year 1

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know the difference between an equation and an identity; argue mathematically to show algebraic expressions are equivalent, and use algebra to support and construct arguments {and proofs} write and calculate mathematical statements for multiplication and division using the multiplication tables that they know, including for two-digit numbers times one-digit numbers, using mental and progressing to formal written methods solve problems involving increasingly harder fractions to calculate quantities, and fractions to divide quantities, including non-unit fractions where the answer is a whole number 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

derive and apply formulae to calculate and solve problems involving: perimeter and area of triangles, parallelograms, trapezia, volume of cuboids (including cubes) and other prisms (including cylinders) As multiplication and division are a bit more complex than the other maths operations, children will slowly start building upon their knowledge of these calculations.Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. The programme of study for key stage 3 is organised into apparently distinct domains, but pupils should build on key stage 2 and connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They should also apply their mathematical knowledge in science, geography, computing and other subjects. Measurement. Solving practical problems that involve lengths and heights, capacity and volume and mass or weight. They'll also learn how to tell the time to the hour and half past the hour.

calculate mathematical statements for multiplication and division within the multiplication tables and write them using the multiplication (×), division (÷) and equals (=) signs draw 2-D shapes and make 3-D shapes using modelling materials; recognise 3-D shapes in different orientations and describe them

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generate theoretical sample spaces for single and combined events with equally likely, mutually exclusive outcomes and use these to calculate theoretical probabilities

The comparison of measures includes simple scaling by integers (for example, a given quantity or measure is twice as long or 5 times as high) and this connects to multiplication. appropriate graphical representation involving discrete, continuous and grouped data, {including box plots} apply the property that the probabilities of an exhaustive set of mutually exclusive events sum to 1Count in multiples of twos, fives and tens. Also, be able to read, write and count numbers up to 100 in numerals. The national curriculum for maths aims to ensure children around England can get the same essential knowledge in maths to support their development. All primary and secondary schools follow these programmes of study, which are set out year-by-year. The National Centre for Excellence in the Teaching of Mathematics has produced a range of resources to support teachers using this guidance. This includes: identify multiples and factors, including finding all factor pairs of a number, and common factors of 2 numbers calculate exactly with fractions, {surds} and multiples of π {simplify surd expressions involving squares [for example √12 = √(4 × 3) = √4 × √3 = 2√3] and rationalise denominators}