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Teaching programmes
Strand
Calculations
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Framework for teaching mathematics
Year 1
Yearly teaching programmes, shown below, are taken from the relevant section of the Framework for teaching mathematics: Reception to Year 6. The numbers, in brackets, are page references to the relevant supplement of examples in the Framework which you can download by clicking on an icon in the 'Downloads' box on the left of this page.
Understanding addition and subtraction (p.24-29)
- Understand the operation of addition, and of subtraction (as 'take away', 'difference', and 'how many more to make'), and use the related vocabulary.
Begin to recognise that addition can be done in any order.
Begin to use the +, - and = signs to record mental calculations in a number sentence, and to recognise the use of symbols to stand for an unknown number. (p.24,28)
- Begin to recognise that more than two numbers can be added together. (p.26)
Rapid recall of addition and subtraction facts (p.30-31)
- Know by heart:
all pairs of numbers with a total of 10 (e.g. 3 + 7);
addition facts for all pairs of numbers with a total up to at least 5, and the corresponding subtraction facts;
addition doubles of all numbers to at least 5 (e.g. 4 + 4).
Begin to know:
addition facts for all pairs of numbers with a total up to at least 10, and the corresponding subtraction facts. (p.30)
Mental calculation strategies (+ and -) (p.32-41)
- Use knowledge that addition can be done in any order to do mental calculations more efficiently. For example:
put the larger number first and count on in ones, including beyond 10 (e.g. 7 + 5);
begin to partition into '5 and a bit' when adding 6, 7, 8 or 9, then recombine (e.g. 6 + 8 = 5 + 1 + 5 + 3 = 10 + 4 = 14). (p.32)
- Identify near doubles, using doubles already known
(e.g. 6 + 5). (p.32)
- Add 9 to single-digit numbers by adding 10 then subtracting 1. (p.34)
- Use patterns of similar calculations
(e.g. 10 - 0 = 10, 10 - 1 = 9, 10 - 2 = 8). (p.34)
- Use known number facts and place value to add or subtract a pair of numbers mentally within the range 0 to at least 10, then 0 to at least 20. (p.36,38)
- Begin to bridge through 10, and later 20, when adding a single-digit number. (p.40)
NOTE
Key objectives are highlighted in bold type.
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