Mathematics

We deliver maths using a 'mastery' approach and we follow the scheme developed by White Rose Hub. The focus for each half term can be found below.

Numbers (inc. Shape Space and Measure)

Autumn 1 Activities:

Allowing number to become natural throughout the day, e.g. counting pencils back into the pot, checking all the scissors have been put away.

Comparison of quantity, mass, capacity and weight using relevant vocabulary through stories, games and exploration.

Manipulating fingers when counting.

Building towers and counting bricks. Adding more bricks/taking bricks off to make tower taller/smaller.

Sorting activities. Following sorting rules and creating their own sorting rules.

Introduce days of the week through songs and visual daily timetable to show time progressing.

Explore timers through games and speed challenges.

Number

30-50 months •Uses some number names and number language spontaneously. •Uses some number names accurately in play. •Shows curiosity about numbers by offering comments or asking questions. •Compares two groups of objects.. •Shows an interest in numerals in the environment. •Realises not only objects, but anything can be counted, including steps, claps or jumps.

40-60 months Recognise some numerals of personal significance. •Uses the language of ‘more’ and ‘fewer’ to compare two sets of objects. •Begins to identify own mathematical problems based on own interests and fascinations.

Early Learning Goal Children count reliably with numbers, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer.

SSM

30-50 months

  • Shows an interest in shape and space by playing with shapes or making arrangements with objects. •Shows awareness of similarities of shapes in the environment. •Uses positional language. •Shows interest in shape by sustained construction activity or by talking about shapes or arrangements. •Shows interest in shapes in the environment. •Uses shapes appropriately for tasks. •Beginning to talk about the shapes of everyday objects, e.g. ‘round’ and ‘tall’.
  • 40-60 months •Beginning to use mathematical names for ‘solid’ 3D shapes and ‘flat’ 2D shapes, and mathematical terms to describe shapes. •Selects a particular named shape. •Can describe their relative position such as ‘behind’ or ‘next to’. •Orders two or three items by length or height. •Orders two items by weight or capacity. •Uses familiar objects and common shapes to create and recreate patterns and build models. •Uses everyday language related to time. •Beginning to use everyday language related to money. •Orders and sequences familiar events. •Measures short periods of time in simple ways.

Early Learning Goal Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them.

Autumn 2

  • Representing 1, ,2, 3 in a variety of ways using a range of resources.
  • Representing numbers to 5 in their own way through mark making.
  • Counting carefully by touching each item as they count. Objects will be in different arrangements.
  • Counting sounds and movements, e.g. claps, stamps, rings etc.
  • Exploring stories such as the 3 Little Pigs, 3 Billy Goats Gruff-counting to 3.
  • Introducing the idea to children that all numbers are made up of smaller numbers-explore and notice the different ways 2, 3, 4, 5 can be composed.
  • Sharing items into 2 sets, e.g. 3 horses into 2 fields-can we share in different ways?
  • Explore one more/less.
  • Explore circles and triangles, squares and rectangles through printing, arranging sticks outside, playdough.
  • Combining shapes to make new shapes.
  • Positional language-where are objects in relation to another object-through going on a bear hunt, creating obstacle courses, going on a treasure hunt etc.
  • Sequencing/passing of time.

Number

  • 30-50 months •Uses some number names and number language spontaneously. •Uses some number names accurately in play. •Knows that numbers identify how many objects are in a set. •Beginning to represent numbers using fingers, marks on paper or pictures. •Sometimes matches numeral and quantity correctly. •Shows curiosity about numbers by offering comments or asking questions. •Compares two groups of objects, saying when they have the same number. •Shows an interest in number problems. •Separates a group of three or four objects in different ways, beginning to recognise that the total is still the same. •Shows an interest in numerals in the environment. •Shows an interest in representing numbers. •Realises not only objects, but anything can be counted, including steps, claps or jumps.

40-60 months Recognise some numerals of personal significance. •Recognises numerals 1 to 5. •Counts up to three or four objects by saying one number name for each item. •Counts actions or objects which cannot be moved. •Elects the correct numeral to represent 1 to 5. •Estimates how many objects they can see and checks by counting them. •Uses the language of ‘more’ and ‘fewer’ to compare two sets of objects. •Finds the total number of items in two groups by counting all of them. •Says the number that is one more than a given number. •Finds one more or one less from a group of up to five objects. • In practical activities and discussion, beginning to use the vocabulary involved in adding and subtracting. •Begins to identify own mathematical problems based on own interests and fascinations.

Early Learning Goal Children count reliably with numbers, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer.

SSM

30-50 months Shows an interest in shape and space by playing with shapes or making arrangements with objects. •Shows awareness of similarities of shapes in the environment. •Uses positional language. •Shows interest in shape by sustained construction activity or by talking about shapes or arrangements. •Shows interest in shapes in the environment. •Uses shapes appropriately for tasks. •Beginning to talk about the shapes of everyday objects, e.g. ‘round’ and ‘tall’.

40-60 months •Beginning to use mathematical names for ‘solid’ 3D shapes and ‘flat’ 2D shapes, and mathematical terms to describe shapes. •Selects a particular named shape. •Can describe their relative position such as ‘behind’ or ‘next to’. •Orders two or three items by length or height. •Orders two items by weight or capacity. •Uses familiar objects and common shapes to create and recreate patterns and build models. •Uses everyday language related to time. •Beginning to use everyday language related to money. •Orders and sequences familiar events. •Measures short periods of time in simple ways.

Early Learning Goal Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them.

Spring 1

  • xxx

Spring 2

Number

  • 30-50 months Reception Knows that numbers identify how many objects are in a set.
  • 30-50 months Reception Sometimes matches numeral and quantity correctly.
  • 40-60+ months Reception Recognises numerals 1 to 5.
  • 40-60+ months Reception Counts objects to 10, and beginning to count beyond 10.
  • ELG skills Reception Count reliably with numbers 1–20.
  • ELG skills Reception Use quantities and objects to add two single-digit numbers.
  • Exceeding ELG Reception Estimate a number of objects and check quantities by counting up to 20.

Shape, space, measure

  • 30-50 months Reception Shows an interest in shape and space by playing with shapes or making arrangements with objects.
  • 40-60+ months Reception Selects a particular named shape.
  • ELG skills Reception Describe shapes using mathematical language.
  • Exceeding ELG Reception Estimate, measure, weigh and compare and order objects and talk about properties, position and time.

Summer 1

  • 30-50 months Reception Knows that numbers identify how many objects are in a set.
  • 30-50 months Reception Realises not only objects, but anything can be counted, including steps, claps or jumps.
  • 40-60+ months Reception In practical activities and discussion, beginning to use the vocabulary involved in adding and subtracting.
  • 40-60+ months Reception Counts objects to 10, and beginning to count beyond 10.
  • 40-60+ months Reception Uses the language of ‘more’ and ‘fewer’ to compare two sets of objects.
  • E. L. Goal Number Children count reliably with numbers from one to twenty, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing.
  • Exceeding ELG Reception Estimate a number of objects and check quantities by counting up to 20.
  • ELG skills Reception Count reliably with numbers 1–20.
  • ELG skills Reception Use quantities and objects to subtract two single-digit numbers.
  • 40-60+ months Reception Beginning to use everyday language related to money.
  • E. L. Goal Shape, space and measures Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them.
  • ELG skills Reception Use everyday language to talk about money.

Summer 2

  • xxx