Mathematics – Number

In preschool children begin to develop fast recognition of up to 3 objects, without having to count them individually (‘subitising’) and start to recite numbers past 5. They will learn to say one number for each item in order (1,2,3,4,5) and know that the last number reached when counting a small set of objects tells you how many there are in total (‘cardinal principle’). They will start to show ‘finger numbers’ up to 5 and link numerals and amounts: for example, showing the right number of objects to match the numeral, up to 5. In terms 1 and 2 we will build and these skills and support children to:

• Develop the key skills of counting objects including saying the numbers in order and matching one number name to each item.

• Estimate and guess how many there might be before counting.

• Joins in and sings counting songs and number rhymes.

• Listen to and enjoy stories that involve counting.

Mathematics – Numerical Patterns

 In preschool children will begin to experiment with their own symbols and marks as well as numerals, solve real world mathematical problems with numbers up to 5 and compare quantities using language: ‘more than’, ‘fewer than’. They will start to talk about and identify the patterns around them, extend and create ABAB patterns (e.g stick, leaf, stick, leaf) and notice and correct an error in a repeating pattern. They will begin to describe a sequence of events, real or fictional, using words such as ‘first’ and ‘then’. In terms 1 and 2 we will build on these skills and support children to:

• Use vocabulary ‘more than’, ‘less than’, ‘fewer’, ‘the same as’, ‘equal to’. and start to notice patterns within them.

• Distribute items evenly from a group.

Mathematics – Shape and Space

 In preschool children will begin to talk about and explore 2D and 3D shapes (for example, circles, rectangles, triangles and cuboids) using informal and mathematical language: ‘sides’, ‘corners’; ‘straight’, ‘flat’, ‘round’. They will start to understand position through words alone with no pointing and select shapes appropriately: flat surfaces for building, a triangular prism for a roof, etc. They will begin to combine shapes to make new ones – an arch, a bigger triangle, etc. In terms 1 and 2 we will build on these skills and support children to:

• Select, rotate and manipulate shapes in order to develop spatial reasoning skills.

Adult Directed Learning

We will have daily maths lessons following our Power Maths Scheme. In addition to this we will sing number songs and rhymes and read number stories/books.

Child Initiated Play

Maths resources are available throughout our continuous provision such as numicon, math link cubes, 2D shapes, 3D shapes, magnetic shapes, counting books, number stones and games such as dominoes. During child initiated play, adults in the room will continue developing and enhancing mathematics learning and the use of mathematical vocabulary.

Power Maths

We follow the Power Maths Scheme in Hippo Class which supports our progression of skills in mathematics. Below are the units of learning we will cover in terms 1 and 2:

Unit 1 - Numbers to 5

This unit focuses on children’s ability to recognise, represent and manipulate numbers to 5. Children begin by counting groups of objects up to 3, then 4, before looking at 5. Children will learn to recognise and count different representations of numbers up to 5 and use a five frame to help structure the counting and reasoning. 

Unit 2 -  Comparing groups within 5

This unit focuses on comparing two groups of objects and correctly identifying which has more, fewer or whether they have the same amount, using matching, representing and subitising strategies. 

Unit 3 - Shape (3D and 2D)

This unit focuses on exploring 3D and 2D shapes. Children will discover the characteristics and attributes of shapes through play. When discovering common properties, shapes can then be sorted in ways to make connections (for example. number of sides, shapes that stack, shapes that roll). Children will also begin to recognise shapes in the real world. 

Unit 4 - Change within 5

This unit focuses on finding one more and one less than a number within 5. It lays the foundation for addition and subtraction although, at this stage, children should not be expected to use the addition or subtraction signs. It is important to introduce this concept in a real life context and allow children to practise through play. 

Unit 5 - Number bonds within 5

This unit focuses on number bonds to 5 in the context of a part-whole model. This is the first time children have been introduced to the part-whole model and the idea that there are a limited number of bonds to a given number (5 in this case) and that if 2 and 3, for example, make 5, then so must 3 and 2. This is the basis of understanding addition and subtraction. 

Unit 6 -  Space

This unit focuses on introducing and reinforcing positional language. Not only is this a maths skill, but it is a life skill. Spatial awareness supports all aspects of maths. Children will increase their vocabulary to allow them to begin reasoning by being able to describe and explain how and where.