England · ages 5–6
Year 1 Mathematics worksheets
These are the the National Curriculum expectations for year 1 mathematics (typically ages 5–6). Edstronaut writes practice questions against them — around your child's own name, interests and the people in their life — and every answer sheet cites the standard it covers.
Make one for your child, free
Their name, their interests, this exact curriculum. Takes about fifteen seconds and needs no account.
What year 1 mathematics covers
75 published expectations from the National Curriculum, showing the first 40. Every question Edstronaut writes cites one of these.
KS1-4 (as published)
- become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately
- reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
- can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions
- count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number
- count, read and write numbers to 100 in numerals; count in multiples of 2s, 5s and 10s
- given a number, identify 1 more and 1 less
- 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
- read and write numbers from 1 to 20 in numerals and words
- read, write and interpret mathematical statements involving addition (+), subtraction (−) and equals (=) signs
- represent and use number bonds and related subtraction facts within 20
- add and subtract one-digit and two-digit numbers to 20, including 0
- solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7 = ? − 9
- 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
- recognise, find and name a half as 1 of 2 equal parts of an object, shape or quantity
- recognise, find and name a quarter as 1 of 4 equal parts of an object, shape or quantity
- compare, describe and solve practical problems for: lengths and heights [for example, long/short, longer/shorter, tall/short, double/half]; mass/weight [for example, heavy/light, heavier than, lighter than]; capacity and volume [for example, full/empty, more than, less than, half, half full, quarter]; time [for example, quicker, slower, earlier, later]
- measure and begin to record the following: lengths and heights; mass/weight; capacity and volume; time (hours, minutes, seconds); recognise and know the value of different denominations of coins and notes; sequence events in chronological order using language [for example, before and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening]
- recognise and use language relating to dates, including days of the week, weeks, months and years
- tell the time to the hour and half past the hour and draw the hands on a clock face to show these times
- recognise and name common 2-D and 3-D shapes, including: 2-D shapes [for example, rectangles (including squares), circles and triangles]; 3-D shapes [for example, cuboids (including cubes), pyramids and spheres]
- describe position, direction and movement, including whole, half, quarter and three-quarter turns
KS1 test framework
- Paper 1: arithmetic – a pencil; ruler; rubber (optional)
- Paper 2: mathematical reasoning – a pencil; a sharp, dark pencil for mathematical drawing; ruler (showing centimetres and millimetres); mirror; rubber (optional)
- year – 1
- strand – Number and place value
- substrand – 1
- multiple choice, where pupils are required to select their response from the options given
- matching, where pupils are expected to indicate which options match correctly
- true / false or yes / no questions, where pupils are expected to choose one response for each statement
- constrained questions, where pupils are required to provide a single or best answer; these might involve giving the answer to a calculation, completing a chart or table, or drawing a shape (for questions worth more than one mark, partial credit will be available)
- less constrained questions, where pupils are required to communicate their approach to solving a problem
- count in multiples of 2, 5 and 10, to 100, forwards and backwards [N1]
- count forwards in multiples of 3 to 30 [N1]
- count in steps of 10, to 100, forward and backward (for example, 97, 87, 77, 67, …) [N1]
- read and write numbers to at least 100 in numerals, and make recognisable attempts to write numbers to 100 in words [N2]
- use place value in whole numbers up to 100 to compare and order numbers, using less than (<), equals (=) and greater than (>) signs correctly [N2]
- identify, represent and estimate numbers within a structured environment (for example, estimate 33 on a number line labelled in multiples of ten) [N4]
- use place value and number facts to solve problems (for example, 60 – ▢ = 20) [N6]
- use addition and subtraction facts [C1]
- add and subtract numbers using pictorial representations, including: a two-digit number and ones (for example, 65 + 8, 79 – 6); a two-digit number and tens (for example, 62 + 30, 74 – 20); 2 two-digit numbers (for example, 36 + 41, 56 – 22); 3 one-digit numbers (for example, 9 + 6 + 8) [C2]