Curriculum (United Kingdom)

Year 1 Maths

Year 1 maths according to the national curriculum in England: counting to 100, one more and one less, number bonds within 20, adding and subtracting to 20, halves and quarters, comparing lengths and masses, coins and notes, and telling the time to the half hour. Every topic comes with ready-made task templates for printable worksheets.

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What does a child learn in Year 1 maths?

In Year 1 a child counts to and across 100, forwards and backwards, and counts in twos, fives and tens. Addition and subtraction start with number bonds within 20 and simple one-step problems, including missing number problems. The child finds a half and a quarter of a shape or a quantity, compares and measures lengths, masses and capacities, recognises coins and notes, and tells the time to the hour and half past.

About the national curriculum: the programmes of study for mathematics set out what pupils should be taught in each year of key stages 1 and 2, so every skill below sits in the year the curriculum itself names. The full list of statutory requirements for this year, quoted word for word, is in the section below.

Curriculum scope

Y1.NPV (our numbering) · Teaching content · checked against the act

Number – number and place value

National Curriculum in England (2013), mathematics, Year 1, Number – number and place value
Y1.NPV.1 (our numbering) · Teaching content · checked against the act

count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number

National Curriculum in England (2013), mathematics, Year 1, Number – number and place value, statutory requirement Y1.NPV.1
Y1.NPV.2 (our numbering) · Teaching content · checked against the act

count, read and write numbers to 100 in numerals; count in multiples of twos, fives and tens

National Curriculum in England (2013), mathematics, Year 1, Number – number and place value, statutory requirement Y1.NPV.2
Y1.NPV.3 (our numbering) · Teaching content · checked against the act

given a number, identify one more and one less

National Curriculum in England (2013), mathematics, Year 1, Number – number and place value, statutory requirement Y1.NPV.3
Y1.NPV.4 (our numbering) · Teaching content · checked against the act

identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least

National Curriculum in England (2013), mathematics, Year 1, Number – number and place value, statutory requirement Y1.NPV.4
Y1.NPV.5 (our numbering) · Teaching content · checked against the act

read and write numbers from 1 to 20 in numerals and words.

National Curriculum in England (2013), mathematics, Year 1, Number – number and place value, statutory requirement Y1.NPV.5
Y1.AS (our numbering) · Teaching content · checked against the act

Number – addition and subtraction

National Curriculum in England (2013), mathematics, Year 1, Number – addition and subtraction
Y1.AS.1 (our numbering) · Teaching content · checked against the act

read, write and interpret mathematical statements involving addition (+), subtraction (–) and equals (=) signs

National Curriculum in England (2013), mathematics, Year 1, Number – addition and subtraction, statutory requirement Y1.AS.1
Y1.AS.2 (our numbering) · Teaching content · checked against the act

represent and use number bonds and related subtraction facts within 20

National Curriculum in England (2013), mathematics, Year 1, Number – addition and subtraction, statutory requirement Y1.AS.2
Y1.AS.3 (our numbering) · Teaching content · checked against the act

add and subtract one-digit and two-digit numbers to 20, including zero

National Curriculum in England (2013), mathematics, Year 1, Number – addition and subtraction, statutory requirement Y1.AS.3
Y1.AS.4 (our numbering) · Teaching content

solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7 = □ – 9.

our summary of the point · National Curriculum in England (2013), mathematics, Year 1, Number – addition and subtraction, statutory requirement Y1.AS.4
Y1.MD (our numbering) · Teaching content · checked against the act

Number – multiplication and division

National Curriculum in England (2013), mathematics, Year 1, Number – multiplication and division
Y1.MD.1 (our numbering) · Teaching content · checked against the act

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.

National Curriculum in England (2013), mathematics, Year 1, Number – multiplication and division, statutory requirement Y1.MD.1
Y1.F (our numbering) · Teaching content · checked against the act

Number – fractions

National Curriculum in England (2013), mathematics, Year 1, Number – fractions
Y1.F.1 (our numbering) · Teaching content · checked against the act

recognise, find and name a half as one of two equal parts of an object, shape or quantity

National Curriculum in England (2013), mathematics, Year 1, Number – fractions, statutory requirement Y1.F.1
Y1.F.2 (our numbering) · Teaching content · checked against the act

recognise, find and name a quarter as one of four equal parts of an object, shape or quantity.

National Curriculum in England (2013), mathematics, Year 1, Number – fractions, statutory requirement Y1.F.2
Y1.M (our numbering) · Teaching content · checked against the act

Measurement

National Curriculum in England (2013), mathematics, Year 1, Measurement
Y1.M.1 (our numbering) · Teaching content · checked against the act

compare, describe and solve practical problems for:

National Curriculum in England (2013), mathematics, Year 1, Measurement, statutory requirement Y1.M.1
Y1.M.2 (our numbering) · Teaching content · checked against the act

measure and begin to record the following:

National Curriculum in England (2013), mathematics, Year 1, Measurement, statutory requirement Y1.M.2
Y1.M.3 (our numbering) · Teaching content · checked against the act

recognise and know the value of different denominations of coins and notes

National Curriculum in England (2013), mathematics, Year 1, Measurement, statutory requirement Y1.M.3
Y1.M.4 (our numbering) · Teaching content · checked against the act

sequence events in chronological order using language [for example, before and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening]

National Curriculum in England (2013), mathematics, Year 1, Measurement, statutory requirement Y1.M.4
Y1.M.5 (our numbering) · Teaching content · checked against the act

recognise and use language relating to dates, including days of the week, weeks, months and years

National Curriculum in England (2013), mathematics, Year 1, Measurement, statutory requirement Y1.M.5
Y1.M.6 (our numbering) · Teaching content · checked against the act

tell the time to the hour and half past the hour and draw the hands on a clock face to show these times.

National Curriculum in England (2013), mathematics, Year 1, Measurement, statutory requirement Y1.M.6
Y1.M.1.a (our numbering) · Teaching content · checked against the act

lengths and heights [for example, long/short, longer/shorter, tall/short, double/half]

National Curriculum in England (2013), mathematics, Year 1, Measurement, statutory requirement Y1.M.1.a
Y1.M.2.a (our numbering) · Teaching content · checked against the act

lengths and heights

National Curriculum in England (2013), mathematics, Year 1, Measurement, statutory requirement Y1.M.2.a
Y1.M.1.b (our numbering) · Teaching content · checked against the act

mass/weight [for example, heavy/light, heavier than, lighter than]

National Curriculum in England (2013), mathematics, Year 1, Measurement, statutory requirement Y1.M.1.b
Y1.M.2.b (our numbering) · Teaching content · checked against the act

mass/weight

National Curriculum in England (2013), mathematics, Year 1, Measurement, statutory requirement Y1.M.2.b
Y1.M.1.c (our numbering) · Teaching content · checked against the act

capacity and volume [for example, full/empty, more than, less than, half, half full, quarter]

National Curriculum in England (2013), mathematics, Year 1, Measurement, statutory requirement Y1.M.1.c
Y1.M.2.c (our numbering) · Teaching content · checked against the act

capacity and volume

National Curriculum in England (2013), mathematics, Year 1, Measurement, statutory requirement Y1.M.2.c
Y1.M.1.d (our numbering) · Teaching content · checked against the act

time [for example, quicker, slower, earlier, later]

National Curriculum in England (2013), mathematics, Year 1, Measurement, statutory requirement Y1.M.1.d
Y1.M.2.d (our numbering) · Teaching content · checked against the act

time (hours, minutes, seconds)

National Curriculum in England (2013), mathematics, Year 1, Measurement, statutory requirement Y1.M.2.d
Y1.GPS (our numbering) · Teaching content · checked against the act

Geometry – properties of shapes

National Curriculum in England (2013), mathematics, Year 1, Geometry – properties of shapes
Y1.GPS.1 (our numbering) · Teaching content · checked against the act

recognise and name common 2-D and 3-D shapes, including:

National Curriculum in England (2013), mathematics, Year 1, Geometry – properties of shapes, statutory requirement Y1.GPS.1
Y1.GPS.1.a (our numbering) · Teaching content · checked against the act

2-D shapes [for example, rectangles (including squares), circles and triangles]

National Curriculum in England (2013), mathematics, Year 1, Geometry – properties of shapes, statutory requirement Y1.GPS.1.a
Y1.GPS.1.b (our numbering) · Teaching content · checked against the act

3-D shapes [for example, cuboids (including cubes), pyramids and spheres].

National Curriculum in England (2013), mathematics, Year 1, Geometry – properties of shapes, statutory requirement Y1.GPS.1.b
Y1.GPD (our numbering) · Teaching content · checked against the act

Geometry – position and direction

National Curriculum in England (2013), mathematics, Year 1, Geometry – position and direction
Y1.GPD.1 (our numbering) · Teaching content · checked against the act

describe position, direction and movement, including whole, half, quarter and three-quarter turns.

National Curriculum in England (2013), mathematics, Year 1, Geometry – position and direction, statutory requirement Y1.GPD.1

Task templates to print

Every task type, grouped by skill. Clicking one opens the worksheet generator with it already selected.

Other task types

Subtract within 10: how many are left?
Jumping back on the hundred grid (Year 2–3)
Subtraction within 100 (Year 2–3)
Subtraction step by step (Year 2–3)
Subtraction within 100: choose the correct result (Year 2–3)
How many there were at the start (subtraction within 100) (Year 3)
Some left, some arrived — what remains (within 100) (Year 2–3)
Subtraction within 100: correct someone else's result (Year 2–3)
Two subtractions in a row (within 100) (Year 2–3)
Check the subtraction and find the mistake (within 100) (Year 3)
Subtraction with one number too many (within 100) (Year 3)
Addition within 20
Count the two frames
How many are missing to make ten
Correct the mistake in adding to 20
Adding within 20: choose the correct answer
Adding within 20: three numbers
Adding within 20: true or false
Insert the sign: <, > or =
Comparing numbers within 100
Which group collected the least
Compute, then insert the sign (Year 2–3)
How much is missing to one hundred (Year 2–3)
Order five numbers (Year 2–3)
Order the numbers from greatest (Year 2–3)
An even number between two numbers (Year 3)
How many digits fit in the box (Year 3)
List the digits that fit (Year 3)
Missing addend (box equation) (Year 3)
Put the sign between the sum and the number (Year 2–4)
A balanced scale: how much does the hidden block weigh (Year 2–3)
A box in subtraction: what number was it taken from? (Year 2–3)
How many more to make the sides equal (Year 2–4)
Which number hides in the box (Year 2–3)
A box in a sum of three numbers (Year 3)
Fill in both boxes in turn (Year 2–3)
Part of a whole (halves and quarters) (Year 3)
A fraction of a set: fix the mistake (Year 3)
Choose how many the fraction of the set is (Year 3)
Fraction of a set: how many is one part (Year 3)
How many altogether if one part is… (Year 3)
How many parts left unshaded: true or false (Year 3)
Invent sets that split into equal parts (Year 3)
How much do several items cost (Year 2–3)
How much is still missing (Year 2–3)
Is there enough money (Year 2–3)
Change: choose the right amount (Year 3)
Change: fix the mistake (Year 3)
Shopping and change (Year 3)
Which coins to pay with (Year 2–4)
Which coins to pay with (cents) (Year 2)
Reading a clock: true or false (Year 2–3)
Reading a clock: which time is on the dial (Year 2–3)
Reading the clock (Year 3)
Correct the mistake in reading the clock (Year 2–3)
How many minutes to the full hour (Year 3)
Which clock shows the earlier time (Year 3)
Convert hours into minutes (Year 2–3)
The day plan: put the times in order (Year 3)
Hours to minutes: choose the correct answer (Year 2–3)
Hours to minutes: true or false (Year 2–3)
How many minutes have passed? (Year 3)
Time duration (how long?) (Year 3)
What time did it start? (Year 3)
How much longer one lasted than the other (Year 3–4)
Checking addition by subtraction (Year 2–3)
Check a subtraction by adding (Year 2–3)
Correct the mistake in checking a subtraction (Year 2–3)
How many were there before sharing (Year 2–3)
Is the check of the subtraction right? (Year 2–3)
What number was it subtracted from? Choose (Year 2–3)
What was it multiplied by (Year 2–3)
Sum of the successor and the predecessor (Year 2–3)
Successor plus predecessor: choose the correct answer (Year 2–3)
Successor plus predecessor: true or false (Year 2–3)
Which number is 1 greater (Year 2–3)
Which number is 1 smaller (Year 2–3)
Write the number in digits (Year 2–3)
Choose the correct way of writing it in digits (Year 2–3)
Is this way of writing the number correct (Year 2–3)
Read the number in words (Year 2–3)
Correct the mistake in writing the number (Year 2–3)
Zero in the middle: fix how the number is written (Year 2–3)
Counting in steps: choose the next number
Keep counting by the same step
Count backwards in equal steps
Counting in steps: correct the wrong number (Year 2–3)
How many times you must count on to get there (Year 2–4)
Simple word problem — how many are left
A word problem with an extra number — how many are left
Choose the correct result (Year 2–3)
Which operation solves the problem (Year 2–3)
Which operation solves the problem (altogether) (Year 2–3)
How many were there at the start (Year 2–3)
How many days between dates (Year 2–3)
How many days between the marked dates (Year 2–3)
Correct the mistake in counting days (Year 2–3)
How many days pass: choose the correct answer (Year 2–3)
How many days pass: true or false (Year 2–3)
What day was it some days ago? (Year 2–3)
Which day of the week will it be (Year 2–3)
Which day of the week will it be? Choose (Year 2–3)
How many triangles are in the picture
Correct the name of the drawn figure
Is it this figure? True or false
What is the drawn figure called
What is this figure called? Choose
What is this turned figure called?
How much longer is the ribbon
Put them in order from lightest
Which one is the longest
How much longer: choose the correct answer
How much longer: true or false
Converting kilograms to dekagrams (Year 2–3)
How much is missing to a full kilogram (Year 2–3)
Kilograms to decagrams: choose the correct answer (Year 2–3)
Kilograms to decagrams: true or false (Year 2–3)
How many portions the package makes (Year 3–4)
Capacity: choose the correct number of bottles (Year 2–3)
Capacity: true or false (Year 2–3)
How many bottles will the juice fill (Year 2–3)
How many litres from that many half-litre bottles (Year 2–3)
How many more to fill it (Year 2–3)
How much more one container holds than the other (Year 3–4)
Read the length from the ruler
Converting centimetres and millimetres to millimetres (Year 2–3)
Converting metres and centimetres to centimetres (Year 2–3)
Centimetres to millimetres: choose the correct answer (Year 2–3)
Centimetres to millimetres: true or false (Year 2–3)
Metres and centimetres: fix the mistake (Year 2–3)
What is this solid called (Year 2–4)
Correct the name of the solid (Year 2–4)
Find an object shaped like the solid (Year 2–4)
Which solid is it? Choose (Year 2–4)
Which solid is it? True or false (Year 2–4)
Count the counters in the frames

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