Teachers should use every relevant subject to develop pupils’ mathematical fluency. Confidence in numeracy and other mathematical skills is a precondition of success across the national curriculum.
Teachers should develop pupils’ numeracy and mathematical reasoning in all subjects so that they understand and appreciate the importance of mathematics.
(National Curriculum in England Framework Document, September 2013, p10)
Connections within Mathematics
Making connections to other topics within this year group
Number and Place Value
Pupils should be taught to:
count in steps of 2, 3, and 5 from 0, and in tens from any number, forward and backward
recognise the place value of each digit in a two-digit number (tens, ones)
identify, represent and estimate numbers using different representations, including the number line
compare and order numbers from 0 up to 100; use <, > and = signs
read and write numbers to at least 100 in numerals and in words
use place value and number facts to solve problems
Making connections to this topic in adjacent year groups
Note : There is no Programme of Study for Statistics at Year 1
interpret and present data using bar charts, pictograms and tables
solve one-step and two-step questions such as ‘How many more?’ and ‘How many fewer?’ using information presented in scaled bar charts and pictograms and tables.
Pupils understand and use simple scales (for example, 2, 5, 10 units per cm) in pictograms and bar charts with increasing accuracy.
They continue to interpret data presented in many contexts.
Cross-curricular and real life connections
There are many opportunities to use skills developed through work on statistics and data, across other curriculum areas.
In Science ;
Living things and their habitats
Non-statutory guidance: Pupils might work scientifically by: sorting and classifying things according to whether they are living, dead or were never alive, and recording their findings using charts.
Non-statutory guidance: Pupils might work scientifically by: observing and recording, with some accuracy, the growth of a variety of plants as they change over time from a seed or bulb, or observing similar plants at different stages of growth; setting up a comparative test to show that plants need light and water to stay healthy.
Uses of everyday materials
Non-statutory guidance Pupils might work scientifically by: comparing different sound sources and looking for patterns; carrying out tests to find the best places to locate fire bells in school.
Non-statutory guidance Pupils should be encouraged to think about unusual and creative uses for everyday materials. They could ask questions about the movement of objects such as toy cars on different surfaces; comparing them, by measuring how far they go; ordering their findings and recording their observations and measurements, for example by constructing tables and charts, and drawing on their results to answer their questions.
Real life connections.
Link with activities that go on in school to give statistics work some relevance and purpose.
Ask children to plan for how they might find out;
How many children walk to school?
What type of library books are borrowed the most often?
Discuss any graphs or tables that connect to other subjects or in papers or on the internet that the children would find interesting. Atlases are a great source of different types of graphs to discuss.