Teaching Mathematics in P1

As this is the foundational year, the children are expected to absorb a lot of new vocabulary. As you
go ahead to teach, you need to be mindful of this. New words need to be explained clearly

Number
Pupils revise the counting skills they learned in nursery, up to 20. They extend their knowledge of 2-
digit numbers up to 99, gradually familiarising themselves with larger and larger numbers. They look
at what these numbers mean, their symbols and names. If they haven’t already, they are introduced
to place value at this stage.

As children are introduced to larger and larger numbers, they should be taught that God is bigger
than they can imagine! They learn that He is so big and powerful but also loves us very much so we
can rest in him. They compare with their own experiences with their parents.

As the children are introduced to the place value system, they should also consider how God has
created order and logic and patterns in the world. We have the number system as evidence of this
but they could also consider seasons, lifecycles as predictable patterns in the world. Key verse:
Ecclesiastes 3:2 “There is a time to plant and a time to pull up plants.”

Key vocabulary introduced: place value, tens, ones, symbols, each number name

Sets
Pupils revise their knowledge of sets from Nursery and apply them to particular situations. They also
learn to compare them. The pupils consider how God has created all the things and given them a
brain to compare them (Revelation 4:11).

Key vocabulary introduced: set, compare, bigger, smaller, more, fewer, member

Addition/Subtraction
Pupils revise their knowledge of adding and subtracting within 20. They extend this to gradually
larger and larger numbers. Children are introduced to the concept of commutativity, initially in the
concrete phase only and later in an abstract way.

Children should consider in a very concrete way how God is continually adding things to them, such
as meals. (James 1:17)

Key vocabulary introduced: add, subtract, column, (commutativity)

Multiplication
Children recap the repeated addition patterns they learned in nursery. They are introduced to
counting in different multiples, these lead into rote learning the 2, 3 and 10 times tables.

As the children explore the concept of multiplication, they should consider the use of the word
“multiplication” in Jude 1:3 (make sure to use a translation with this word in it). They should consider
how much bigger 7 x 10 is than 7 + 10 (this can be illustrated with base 10 if needed) and how much
more mercy, peace and love God wants us to have than just it being added. The repeated nature of
multiplication implies that He wants to keep giving us peace, love and mercy in our lives.

Key vocabulary introduced: repeated addition, multiple, times, multiply, times tables, odd, even
Fractions
Children are introduced to the basic concept of fractions, covering halves, quarters and wholes. They
should be able to identify them and also recognise equivalence.

Links with division should be reinforced through the concept of sharing. They should think about
things they can share with their friends (Hebrews 13:16).

Key vocabulary introduced: fraction, part, split, share, whole, half, quarter, equivalent

Data
Children are introduced to drawing and interpreting pictographs in different contexts. They should
consider how this can glorify God, for example, through finding out people’s preferences so that we
can serve them better.

Key vocabulary introduced: mainly context specific.

Measure
Children revise their knowledge of time and money from Nursery. They apply their money skills to a
shop role-play game and estimating transport fares. Their understanding of time is extended by
measuring shadows at different times of the day and looking at the number of days in a month.

Children are introduced to the concept of measuring length and capacity using non-standard units.
They learn how to use the vocabulary of near and far appropriately.

As children role play buying things, they should think about how God would want them to use their
money. Eg. 1 Corinthians 16:2, Philippians 4:12

Key vocabulary introduced: coin, note, shillings, estimate, measure, day, month, length, capacity,
near, far

Geometry
Children revise their knowledge of shapes from nursery and apply these practically in the
environment. As they are looking at shapes in the environment, they should consider whether the
shapes they can see are part of people’s designs or God’s.

Key vocabulary introduced:

Algebra
At the end of the year, pupils are introduced to basic addition and subtraction missing number
problems. They should reflect on how God has given them a brain that can understand things so well
that they can even work them backwards.

Key vocabulary introduced: missing, (revision from addition and subtraction).

 Theme 1 Theme 2 Theme 3 Theme 4 Theme 5 Theme 6 Theme 7 Theme 8 Theme 9

Number Count 0- Count Recite Recite Recite Recite Recite Recite Recite
5 objects objects numbers numbers numbers numbers numbers numbers numbers
and 1-20 1-40 1-50 up to 60 61-70 71-80 1-90
recite
numbers
1-10
Recite Read/ Write Write Write Write Write Write Write
numbers write number number number number number number number
1-5 number symbols symbols symbols symbols symbols symbols symbols
symbols 1-9 1-20 1-30 up to 40 41-50 61-70 81-90
1-5

1-5 Fill in Read and Read and Write Write Write

pictorial missing write write number number number
and numbers number number names names names
concrete names 1- names 6- 11-20 26-30 31-40
matching 5 10

Missing Place Match Match Match

numbers value: symbols symbols number
1-5 tens and and and symbols
ones numbers names to names
16-20 (1-40)

Sets Sort Form sets Sort Form sets Match Sort Sort Sort and Classifyin
using group g means
pictures of
of parts transport
of the
body
Compare Compare Sequence Compare Sort Match Forming
(bigger/s sets by sets of
maller number family
etc.) of members
objects
Match Sort Match Match Sequence
objects
Sort into Form sets Form sets
sets
Sequenci Recognis
ng e empty
sets and
"0"
Additio Adding 1 Add Add Add Add Add Add Add Add
n/ more within 5, within 20 within 10 within 20 within 40 within 50 within 60 within 70
subtrac concrete/ orally on a vertically vertically vertically vertically vertically
tion oral number - no - no - no - no - no
 line carrying carrying carrying carrying carrying
Commut Recogoni Add Subtract Add Subtract Subtract
atvity se + and within 10 within 10 using a within 30 within 40
(concrete = horizonta - number - no - no
) symbols lly and concrete line borrowin borrowin
vertically g g
Add Add Recognis
within 10 within 20 e the "-"
oral/conc symbol
rete
Add
within 5
on a
number
line
Multipli Counting 2 times Count in Multiply Multiply
cation / in 2s table 10s up to by 3 as by 3 as
Division 70 repeated repeated
addition addition
Multply Recognis Multiply
by 2 as e "x" as by 10 as
repeated multiply repeated
addition addition

Fraction Identify Identify

s that 2 quarters
halves making a
make a whole
whole and half.
Data Distance Compare
pictograp transport
hs in terms
of
capacity
speed
and fare

Measur Measure Measure Measure Measure Tell the Tell the

e height capacity using distance time for number
with non- of non- with non- meals of days in
standard container standard standard a month
units s measures measures

Days of Months Recognis

the week and e coins
seasons
 Telling Long/
the time short
of day near/far
with to
natural estimate
indicator distance
s. Vocab
of
morning,
evening
etc.
Estimate
transport
fare
Measure
shadows
at
different
times of
the day
Geomet Draw Draw Draw and Shapes of
ry circles triangles measure food
and and rectanglu container
squares rectangle ar s
s objects

Compare
shapes
Algebra

Theme 1 Theme 2 Theme 3 Theme 4 Theme 5 Theme 6 Theme 7 Theme 8 Theme 9