Page 6 - IPMaths_leaflet

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Maths 1 • Syllabus
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Maths 1
Learning Objectives
Numbers
• Recognise the 100 square as a tool for depicting numbers. • Estimate the number of objects (up to 50) in a set.
• Perceive the number line as a tool for ordering numbers. • Estimate the number of objects in a set using groups of ten.
• Count to 10 aloud. • Calculate halves of small numbers.
• Count to 20 aloud. • Memorise and write all number pairs to 10.
• Count forwards and backwards between 0 20. • Derive all four number facts given a number pair.
• Count forwards between 0 100. • Use number pairs to complete addition and subtraction facts.
• Write numbers up to 100. • Write all number pairs for each number from 1 to 10.
• Recognise numerals in a real-life context. • Add three single-digit numbers lexibly using number pairs to 10.
• Read and write the numbers up to 10 in numerals and in words. • Add two single-digit numbers between 0 20 using partitioning to
• Read and write the numbers up to 20 in numerals and in words. make number pairs to 10.
• Count the number of objects between 0 10 in a set of uniform • Memorise doubles up to double 5.
objects. • Add using the near doubles strategy.
• Identify zero as the numeral that shows no existence of items. • Identify multiples of 2 as jumps of 2 starting from zero.
• Count the number of objects between 10 20 in a set of uniform • Identify multiples of 10 as jumps of 10 starting from zero.
objects. • Perceive addition as the act of combining numbers to ind the
• Perceive that the number of objects remains the same even when total.
rearranged. • Perceive addition as the act of counting forwards.
• Count forwards and backwards in tens starting from any given • Perceive subtraction as the act of taking away.
number. • Perceive subtraction as the act of counting backwards.
• Count forwards and backwards in twos starting from any given • Respond to questions such as ‘how many more?’.
number. • Add a single-digit number by counting forwards.
• Recognise that even and odd numbers are every other number. • Subtract by counting backwards starting from the bigger number.
• Perceive teen numbers (11 19) as ten and some more. • Say and write the number that is 2 more/less than any given
• Write a teen number (11 19), given its tens and ones. number to 20 using a number line.
• Recognise the place value of each digit in two-digit numbers. • Find the number that is 10 more/less than any given number using
• Write a two-digit number as tens and ones and vice versa. the 100 square and by counting forwards or backwards.
• Find the number that is 1 more/less than any given number up to • Use the addition and equals signs (+, =) to denote addition in
100 using the 100 square. number sentences.
• Compare numbers using comparative vocabulary (more/less/ • Use the subtraction and equals signs (−, =) to denote subtraction in
fewer). number sentences.
• Compare numbers according to place value. • Recognise that addition can be done in any order and the outcome
• Find the number that lies between two given numbers on a will always be the same.
number line. • Add two numbers by counting forwards starting from the greatest
• Put numbers in order from the greatest to the smallest and vice addend.
versa. • Understand the use of a sign (e.g. ) in the place of the unknown
• Put numbers up to 20 in order on a number track. number in a number sentence.
• Read and write ordinal numbers as words. • Add a two-digit number and a single-digit number.
• Use appropriate notation for ordinals. • Calculate doubles of numbers between 0 10.
• Di ferentiate ordinals from numerals. • Conclude that inding the double of a number requires adding two
• Use the (=) sign to indicate equality. of the same numbers.

Geometry

• Distinguish between straight, curved and zig-zag lines. • Distinguish symmetrical from non-symmetrical images by folding.
• Name and recognise common 2D shapes. • Identify line symmetry.
• Identify the common 2D shapes that form a picture. • Match the symmetrical parts of a drawing.
• Describe common 2D shapes referring to the number of their sides • Recognise which shapes are divided into two equal parts, by
and whether they are straight or curved. folding.
• Sort 2D shapes according to their attributes. • Describe position using appropriate vocabulary: left, right, in front
• Name and recognise common 3D shapes. of, behind, on, under, next to, between.
• Identify the common 3D shapes that form a model. • Describe position changing the subject of reference.
• Distinguish between lat and curved faces. • Describe a simple route on a map.
• Give examples of objects in real life with curved and lat faces. • Follow and give simple directions (go forwards/backwards, turn
• Sort 3D shapes according to their attributes. left/right) to reach a destination.
• Explore the concept of line symmetry using folded paper.

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