Mathematics – Number

In terms 3 and 4 we will be building on the skills the children have already developed and supporting them to:

• Look at small quantities in familiar patterns – for example a dice – and random arrangements, saying how many they can see.

• Use 5 frames and 10 frames to become familiar with the tens structure of the number system.

• Talk about how many spaces are filled or unfilled.

• Link the number symbol (numeral) with its cardinal number value.

Mathematics – Numerical Patterns

In terms 3 and 4 we will be building on the skills the children have already developed and supporting them to:

• Understand the ‘one more than/one less than’ relationship between consecutive numbers.

• Count beyond 10, noticing patterns within the structure of counting.

Mathematics – Shape and Space

In terms 3 and 4 we will be building on the skills the children have already developed and supporting them to:

• Compare length, weight and capacity.

• Continue, copy and create repeating patterns.

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/shape stories/books.

Child Initiated Play

Learning for maths will continue in the continuous provision. Resources will be available and set up for purposeful play. Interactions within child-initiated time will enhance and extend mathematical learning with the support of resources such as part whole models and math link cubes, peg boards to create repeating patterns and 10 frames and counters. These concrete resources will be available in both adult directed learning and child-initiated learning.

Power Maths

Unit 7 Numbers to 10 

This unit focuses on children’s ability to recognise, represent and manipulate numbers to 10. Children begin by counting groups of objects up to 6, 7 and 8, before moving on to 9 and 10. Children will learn to recognise and count different representations of numbers up to 10 and use a ten frame to help structure their counting and reasoning. The concept of cardinality is reinforced throughout and children are encouraged to subitise and to see number bonds beyond 5 as an efficient counting strategy. 

Unit 8 Comparing numbers within 10

This unit focuses on practising the skill of comparing groups of objects up to 10, using the key mathematical vocabulary of more, fewer, more than and less than. Children are exposed to various misconceptions throughout the unit, including comparing groups where objects within each group are different sizes, shapes and colours. Towards the end of the unit, children are asked to represent ‘more’ or ‘fewer’ than a given number, leading into a discussion about ‘finding the difference’ between two numbers up to 10. 

Unit 9 Addition to 10

This unit brings together the key skills of one more and one less from Unit 4 and the introduction to the part-whole model from Unit 5, to ensure confident mastery of the skill of combining two groups to find a whole up to 10. With addition of two groups, or parts, at its core, this unit brings together fundamental early learning concepts to provide a strong, structured basis from which to master addition to 10. 

Unit 10 Measure (Length, Height, Distance and Weight)

This unit focuses on developing children’s understanding of the different elements that can be measured. Children will learn the difference between measuring weight and measuring size through investigation. They will apply their skills of counting to measure objects using non-standard units. It is important that children are exposed to a variety of opportunities to physically measure by lining up objects with a starting point then comparing by observation and by using non-standard units. This forms the basis for formal measuring they will meet in later years. 

Unit 11 Number bonds to 10

This unit explores the vital building block for understanding number, the bonds to 10. These are represented in a ten frame and in part-whole models and using counters. The learning in this unit forms the basis for understanding addition (including the commutative law), which can then be applied to larger numbers. Key language related to both addition and subtraction is used throughout. 

Unit 12 Subtraction 

This unit builds on the concept of number bonds to 10, this time focusing on subtraction number bonds. Children will work with part-whole models to ‘break apart’ 10 and identify the different bonds created. Children will be introduced to the ‘finding a missing part’ structure of subtraction from 10. This unit gives children the opportunity to see the inverse relationship between addition and subtraction. Children should use their knowledge of addition number bonds to 10 to help them. 

Unit 13 Exploring Patterns 

This unit focuses on looking at patterns. Understanding pattern is one of the main foundations of all mathematics learning. When children are investigating patterns and their representations, they are forming valuable understanding that will enable them to make links in more complex mathematical concepts, such as the understanding of how numbers work and algebra.