Year 1 Maths NSW Syllabus 2026: Parent Guide

Year 1 is an important stage in a child’s mathematical development. Students move beyond early counting and begin building stronger foundations in number sense, place value, addition, subtraction, patterns, equal groups, fractions, measurement, time, shapes, position, data and chance.

The Year 1 Maths NSW syllabus in 2026 comes from the current NSW Mathematics K–10 Syllabus. Year 1 forms the first half of Stage 1, which includes both Year 1 and Year 2.

Because the syllabus is organised by stage rather than as a rigid Year 1 checklist, children may encounter topics at different times. One school may introduce quarter-hour time or three-digit numbers during Year 1, while another may place greater emphasis on these concepts in Year 2.

The goal is not for every child to complete the same worksheet at the same time. The goal is to develop secure mathematical understanding and steady progress across Stage 1. The current K–2 syllabus has been taught in all NSW primary schools since 2023 and emphasises numeracy, reasoning, problem-solving and communicating mathematical ideas. (NSW Education)

Quick parent summary: Most Year 1 students work extensively with numbers to 100, number bonds to 10 and 20, addition and subtraction strategies, equal groups, sharing, halves and quarters, informal measurement, o’clock and half-past time, common shapes, simple data displays and everyday chance language.

How this Year 1 parent guide was prepared

This guide was developed using:

• the current NSW Mathematics K–10 Syllabus

• the NSW Department of Education’s sample Stage 1 Mathematics scope and sequence

• NESA’s Parent and Carer Guide to Mathematics Years 1–2

• the attached Year 1 scope and sequence documents

• supporting Pascal Press Year 1 student and teaching resources

• practical observations from tutoring primary students.

The official syllabus remains the main authority. Commercial workbooks can provide useful practice, but they should not be treated as a replacement for the NSW syllabus or a child’s school program.

What is Stage 1 Mathematics in NSW?

Stage 1 covers Year 1 and Year 2.

The syllabus is organised into three broad areas:

1. Number and algebra

2. Measurement and space

3. Statistics and probability

A fourth area, Working mathematically, is integrated throughout every topic.

Working mathematically means that students learn to:

• understand mathematical concepts

• build fluency

• solve problems

• reason about their answers

• explain their strategies

• make connections between mathematical ideas.

The NSW Department of Education’s Stage 1 Mathematics scope and sequence integrates these skills through broader ideas such as collections of ten, equality, patterns, equal groups, measurement and data.

The Department describes its scope and sequences as flexible examples rather than mandatory term plans. Schools can change their order and emphasis to meet the needs of their students. (NSW Education)

Year 1 Maths NSW outcomes at a glance

The following are Stage 1 outcomes relevant to Year 1 and Year 2. They should not be interpreted as a requirement for every child to master every outcome completely by the end of Year 1.

These outcome descriptions are based on the official NSW Mathematics K–10 Syllabus. (NSW Curriculum)

Year 1 Maths topics by term

The following term overview is a parent-friendly example based on the attached Year 1 program and the NSW Stage 1 scope and sequence.

It is not a compulsory teaching order.

Number sense, mental calculation and problem-solving should continue throughout all four terms rather than being taught only once.

1. Working mathematically in Year 1

Working mathematically is not a separate chapter that children complete and then leave behind. It is the way students learn to think during every maths lesson.

A Year 1 student should gradually become more able to:

• explain how an answer was found

• use counters, drawings and number lines

• recognise patterns

• choose a suitable strategy

• ask mathematical questions

• check whether an answer is reasonable

• describe similarities and differences

• try another method when the first method does not work.

For example, instead of only writing:

8 + 5 = 13

a child may explain:

“I moved 2 from the 5 to the 8. That made 10, and then I added the remaining 3.”

This explanation demonstrates understanding of bridging to 10, not merely an answer.

Questions parents can ask

• How did you work that out?

• Can you show me with counters?

• Can you draw your thinking?

• Is there another way?

• How do you know the answer is reasonable?

• What pattern can you see?

Tutor insight: A child who calculates slowly but explains a sensible strategy may have stronger mathematical understanding than a child who produces a quick answer without knowing why it works.

2. Whole numbers and place value

Number sense is one of the most important parts of the Year 1 Maths NSW syllabus.

Many Year 1 programs begin with numbers to 20 or 50 and then extend towards 100. Some students may work with larger numbers when ready because the Stage 1 outcomes eventually extend to three-digit numbers.

Students learn to:

• count forwards and backwards

• recognise quantities

• read and write numerals

• match number words to numerals

• order numbers

• identify numbers before, after and between

• compare larger and smaller numbers

• represent numbers with objects

• understand tens and ones

• partition numbers

• use number lines

• continue number patterns

• count in groups.

Understanding tens and ones

A child should understand that:

34 means 3 tens and 4 ones.

It can be represented as:

30 + 4

or with three groups of ten and four individual objects.

This is more valuable than only being able to copy the number 34.

Flexible partitioning

As understanding develops, a student may also see 34 as:

• 3 tens and 4 ones

• 2 tens and 14 ones

• 1 ten and 24 ones

• 34 individual ones.

Flexible partitioning supports later addition and subtraction.

Number-line understanding

A number line helps students:

• see the order of numbers

• count forwards and backwards

• find missing numbers

• compare distances between numbers

• add and subtract through jumps.

Practical home activity

Choose a number such as 47 and ask your child to:

1. read it aloud

2. write it in words

3. identify its tens and ones

4. build it using objects

5. find one more and one less

6. find ten more and ten less

7. place it on a number line.

Tutor insight: Many children can recite numbers to 100 but still have difficulty identifying the number before 60 or explaining why 52 is greater than 49. Counting fluency and place-value understanding are related, but they are not the same skill.

3. Addition in Year 1

Year 1 addition begins with combining quantities and gradually develops into more efficient mental strategies.

Students may practise:

• adding objects

• counting on

• using number lines

• making 10

• doubles

• near doubles

• number bonds

• part-part-whole relationships

• adding zero

• finding missing numbers

• solving word problems.

Counting on

To solve:

7 + 4

a child may begin at 7 and count:

8, 9, 10, 11.

This is more efficient than recounting all 11 objects from one.

Making 10

To calculate:

8 + 5

split 5 into 2 and 3:

8 + 2 = 10
10 + 3 = 13

This is known as bridging to 10.

Doubles and near doubles

Students may use a known double:

6 + 6 = 12

to solve:

6 + 7 = 13.

They recognise that 7 is one more than 6, so the answer is one more than 12.

Number bonds

Important number bonds include:

7 + 3 = 10
6 + 4 = 10
8 + 2 = 10
9 + 1 = 10.

Secure number bonds make later calculations easier.

Example word problem

Aria has 8 pencils. Her teacher gives her 5 more. How many pencils does Aria have now?

A child might use:

• counters

• a drawing

• counting on

• making 10

• a number line.

The child should also be able to explain why addition is appropriate.

4. Subtraction in Year 1

Subtraction can represent several different situations:

• taking away

• finding what remains

• finding the difference

• finding a missing part

• counting back

• counting up to find the gap.

Students may practise:

• crossing out objects

• counting backwards

• using a number line

• subtracting from 10 or 20

• using known number bonds

• connecting subtraction to addition

• solving practical word problems.

Taking away

12 − 4

A child may begin with 12 counters, remove 4 and count the remaining 8.

Finding the difference

What is the difference between 9 and 6?

A child may match two groups or count from 6 to 9:

7, 8, 9 — a difference of 3.

Using addition to solve subtraction

To calculate:

13 − 8

a child may ask:

“What must I add to 8 to make 13?”

Because:

8 + 5 = 13

then:

13 − 8 = 5.

This builds the connection between addition and subtraction required by the Stage 1 outcome. (NSW Curriculum)

Tutor insight: Children often find subtraction harder than addition because subtraction problems can involve taking away, comparing or finding a missing amount. Using objects and discussing the story behind the calculation is important.

5. Equality and missing numbers

The equals sign does not mean “write the answer next.” It means that both sides have the same value.

For example:

7 + 3 = 6 + 4

Both sides equal 10.

Students may solve number sentences such as:

6 + □ = 10

□ + 5 = 12

14 − □ = 9

8 + 4 = □ + 5

These questions help children reason about number relationships instead of treating calculations as isolated facts.

A useful home activity is to use a balance-scale drawing:

5 + 4 = 6 + 3

Ask your child why the two sides are balanced.

6. Equal groups, multiplication and sharing

Year 1 multiplication does not need to begin with memorising long multiplication tables.

Students first learn that multiplication describes equal groups.

For example:

3 groups of 4

can be shown as:

4 + 4 + 4 = 12.

It can also be represented with:

• counters

• drawings

• rows and columns

• equal jumps on a number line

• groups of everyday objects.

Repeated addition

Four pairs of socks can be represented as:

2 + 2 + 2 + 2 = 8.

This helps children understand what multiplication means.

Skip counting

Year 1 students may build familiarity with counting in:

• 2s

• 5s

• 10s.

Skip counting is useful, but a child should also understand what each number in the pattern represents.

Sharing

Division begins through practical sharing.

For example:

Share 12 strawberries equally between 3 children.

Each child receives 4 strawberries.

Grouping

A different question is:

How many groups of 3 can be made from 12?

The answer is 4 groups.

The Stage 1 outcome focuses on solving multiplication through equal groups and division through sharing or grouping. (NSW Curriculum)

Tutor insight: A child who can recite “2, 4, 6, 8, 10” may not yet understand that 5 groups of 2 contains 10 objects. Always connect skip counting to physical groups or drawings.

7. Fractions in Year 1

Year 1 fractions are taught visually and practically.

Students commonly explore:

• one whole

• one half

• one quarter

• equal parts

• halves of objects

• halves of collections

• halves and quarters of lengths

• doubling and halving.

An important principle is:

Fractional parts must be equal.

If a sandwich is divided into two differently sized pieces, the pieces are not halves.

Half of an object

Fold a piece of paper so that both parts match exactly.

Half of a collection

Half of 10 counters is 5 counters.

Quarter of a collection

One quarter of 8 counters is 2 counters.

Fractions of length

A paper strip can be:

• folded in half

• folded into quarters

• repeatedly halved to explore eighths.

The official Stage 1 outcome extends to halves, quarters and eighths as parts of a whole length, but Year 1 students will often spend more time developing secure understanding of halves and quarters first. (NSW Curriculum)

Helpful activities

Use:

• sandwiches

• fruit

• paper strips

• playdough

• groups of counters

• building blocks

• egg cartons.

Always ask:

“How do you know the parts are equal?”

8. Length and distance

Year 1 students learn to compare, estimate and measure length.

They may use informal units such as:

• blocks

• paper clips

• counters

• hands

• footsteps

• pop sticks.

Students should understand that the units must:

• be the same size

• be placed end-to-end

• have no gaps

• have no overlaps.

For example, a pencil may be:

8 connecting cubes long.

Students may also begin using:

• centimetres

• metres

• rulers

• metre rulers.

Appropriate units

Ask:

• Would you measure a pencil in centimetres or metres?

• Would you measure a classroom in blocks or metres?

• Why might two people get different answers when measuring with handspans?

The Stage 1 syllabus includes uniform informal units as well as metres and centimetres, with the complexity developing across Years 1 and 2. (NSW Curriculum)

9. Area

Area describes how much surface a shape covers.

Year 1 students may:

• cover a shape with tiles

• compare which book cover is larger

• count squares on simple grids

• compare areas using equal units

• arrange units in rows.

For example:

A rectangle covered by 3 rows of 4 tiles has an area of 12 tile units.

The emphasis should be on covering and comparing surfaces, not memorising the formula for the area of a rectangle.

Students should learn that the units used must be the same size. A surface covered with large tiles cannot be compared fairly with one covered using tiny tiles unless the different unit sizes are considered.

10. Mass

Mass activities in Year 1 are practical.

Students use language such as:

• heavier

• lighter

• equal mass

• balance

• estimate.

They may compare objects using an equal-arm balance.

For example:

• Is an apple heavier or lighter than a pencil?

• How many blocks balance one toy?

• Can a large object be lighter than a small object?

The syllabus initially emphasises comparison and informal units. Formal calculations involving kilograms and grams should not replace hands-on measurement experiences at this stage. (NSW Curriculum)

11. Volume and capacity

Capacity describes how much a container can hold. Volume describes the amount of space occupied.

Year 1 students may compare containers by:

• filling them with cups of water

• packing them with equal cubes

• estimating which container holds more

• ordering containers from smallest to largest capacity

• counting the number of units required.

Useful questions include:

• Which container holds more?

• How can we check?

• Did we use the same-sized cup each time?

• Why must the units be equal?

• Can a tall container hold less than a short, wide container?

Although children may see litres and millilitres on drink containers, the Stage 1 outcome mainly develops understanding through uniform informal units before more formal calculations. (NSW Curriculum)

12. Time in Year 1

Time can be challenging because children must understand both the position of clock hands and the language used to describe time.

Year 1 students commonly learn:

• days of the week

• months of the year

• morning, afternoon and night

• sequencing daily events

• o’clock

• half past

• comparing durations

• using calendars

• recognising that an hour contains 60 minutes.

As students progress through Stage 1, they also work towards quarter-past and quarter-to times.

Examples include:

4:00 = four o’clock

4:30 = half past four

4:15 = quarter past four

4:45 = quarter to five

Helpful time activity

Use an analogue clock with movable hands and ask your child to show:

• breakfast time

• school starting time

• bedtime

• half an hour after 3 o’clock

• an activity that takes longer than one hour

• an activity that takes less than one minute.

The Stage 1 time outcome includes describing and comparing durations and reading half-hour and quarter-hour times. (NSW Curriculum)

13. Two-dimensional shapes

Year 1 students learn to recognise, make, sort and describe common 2D shapes.

These may include:

• circles

• triangles

• squares

• rectangles

• pentagons

• hexagons

• rhombuses

• trapeziums.

Students should progress beyond recognising a shape by appearance.

They may describe:

• number of sides

• number of corners

• straight or curved boundaries

• equal sides

• similarities and differences.

For example:

“A square has four straight sides. All four sides are equal.”

Students may also:

• join shapes

• split shapes

• make pictures

• explore symmetry

• slide shapes

• reflect shapes

• make quarter turns.

A square remains a square when it is turned. Its name does not depend on its orientation.

14. Three-dimensional objects

Students investigate familiar 3D objects such as:

• cubes

• rectangular prisms

• cylinders

• cones

• spheres

• pyramids.

They may sort objects according to whether they:

• roll

• slide

• stack

• have flat surfaces

• have curved surfaces

• have corners or edges.

Children should handle real objects rather than relying only on flat pictures.

Useful household examples include:

• cereal boxes

• cans

• balls

• dice

• party hats

• tissue boxes.

The current outcome focuses on recognising, describing and representing familiar 3D objects. Technical vocabulary should support understanding rather than become a memorisation exercise. (NSW Curriculum)

15. Position and direction

Year 1 students use positional language such as:

• left and right

• above and below

• beside

• between

• inside and outside

• near and far

• forwards and backwards

• quarter turn

• half turn.

They may:

• follow directions

• describe the position of an object

• move through a simple obstacle course

• interpret a familiar map

• draw a path

• give directions to a location.

For example:

“Move two steps forward, turn right and stop beside the table.”

Position activities can be incorporated into games, treasure hunts and everyday journeys.

16. Number and shape patterns

Students learn to recognise, continue, describe and create patterns.

Number patterns

Examples include:

2, 4, 6, 8, __

5, 10, 15, 20, __

30, 29, 28, 27, __

Students should explain the pattern rule:

“The numbers increase by 2.”

Repeating patterns

Examples include:

red, blue, red, blue

triangle, circle, square, triangle, circle, square

Students should identify the repeating unit rather than only guessing the next item.

Growing patterns

A pattern may increase by adding one more block at each step.

Ask:

• What stays the same?

• What changes?

• What is the repeating part?

• What will come next?

• How do you know?

17. Data

Year 1 students learn that data can help answer questions.

A class might investigate:

“What is our favourite fruit?”

Students may:

1. ask a question

2. collect responses

3. sort the information

4. represent the data

5. interpret the results.

Data may be shown using:

• objects

• drawings

• tally marks

• lists

• simple tables

• picture graphs.

Students should answer questions such as:

• Which category has the most?

• Which has the least?

• How many selected apples?

• How many more selected apples than bananas?

• What conclusion can we make?

The Stage 1 outcomes include gathering and organising data and displaying it in lists, tables and picture graphs. (NSW Curriculum)

18. Chance

Chance is introduced through everyday language.

Students may describe events as:

• certain

• possible

• impossible

• likely

• unlikely

• may happen

• may not happen.

Examples include:

• The sun will rise tomorrow.

• A standard die will show a number greater than 6.

• It may rain tomorrow.

• A bag containing mostly red counters is likely to produce a red counter.

Students may investigate:

• coin tosses

• dice

• spinners

• coloured counters in a bag

• simple chance games.

Formal probability calculations are not required. The focus is on recognising uncertainty and describing possible outcomes.

Year 1 Maths checklist for parents

This checklist is a guide rather than a pass-or-fail assessment.

Remember that Stage 1 continues through Year 2. A child does not need complete mastery of every Stage 1 outcome at the end of Year 1.

Common signs a Year 1 child may need additional maths support

A child may benefit from additional support if they consistently:

• lose track when counting objects

• skip or repeat numbers

• cannot recognise small quantities without recounting

• confuse numerals such as 12 and 21

• struggle to identify tens and ones

• count every calculation from one

• have difficulty remembering number bonds

• cannot explain the meaning of addition or subtraction

• confuse the operation needed in a word problem

• struggle to compare lengths, masses or quantities

• cannot follow simple positional directions

• avoid maths or become distressed during practice

• forget previously taught concepts quickly.

A single difficulty does not necessarily indicate a major learning problem. Parents should consider the child’s progress over time and speak with the classroom teacher when concerned.

How parents can support Year 1 maths at home

Short and regular practice is usually more effective than a long worksheet session.

Use everyday situations

Include maths while:

• shopping

• cooking

• setting the table

• sorting clothes

• reading clocks

• sharing food

• building with blocks

• walking around the neighbourhood

• counting toys

• comparing containers.

Use objects before written symbols

Children often understand a concept more easily when they first see it with:

• counters

• buttons

• coins

• blocks

• cards

• paper strips

• clocks

• measuring cups.

Move gradually from:

objects → drawings → numbers and symbols.

Play maths games

Useful games include:

• dice games

• dominoes

• card games

• board games

• number bingo

• matching games

• treasure hunts

• pattern-building games.

Ask children to explain

Instead of only saying “correct” or “incorrect,” ask:

“Show me how you worked it out.”

This reveals whether the child understands the concept or has guessed.

Keep practice positive

When an answer is incorrect, try:

“Let’s find the step where it changed.”

Avoid creating pressure around speed. Fluency develops through understanding and repeated successful practice.

The NSW Department of Education provides free activities for supporting literacy and numeracy at home, including early-years activities involving counting, ten frames, addition, subtraction and patterns. (NSW Education)

Year 1 assessment in NSW

Year 1 students are assessed through regular classroom learning rather than one major statewide mathematics examination.

Teachers may use:

• observations

• classroom conversations

• practical activities

• work samples

• short quizzes

• problem-solving tasks

• number interviews

• pre-assessments

• post-assessments.

Assessment should help determine:

• what the child already understands

• which strategies the child uses

• where misconceptions are occurring

• what should be taught next.

Speed should not be the only measure of mathematical success. Reasoning, strategy selection and the ability to explain an answer are also important.

The NSW Department of Education provides optional Mathematics K–2 sample units to support syllabus implementation. (NSW Education)

Helpful official Year 1 Maths NSW resources

• NSW Mathematics K–10 Syllabus overview

• NSW Stage 1 Mathematics outcomes

• NSW Mathematics syllabus content

• NESA Mathematics Years 1–2 Parent and Carer Guide

• NSW Mathematics K–6 scope and sequences

• NSW Mathematics K–2 sample units

• Helping your child with literacy and numeracy at home

• Primary-school numeracy resources for parents

• Official NAPLAN information