Mathematics

INTENT: Children can count objects using 1:1 correspondence

IMPLEMENTATION: Children were given a selection of objects and practised counting carefully, moving them as they count

IMPACT: Children demonstrated an understanding of how to count correctly 

INTENT: Children are starting to form numbers.

IMPLEMENTATION: Children can hold a pen in  tripod grip and follow instructions to form a cursive letter. 

IMPACT: Children are starting to develope their handwriting. 

INTENT: Children will find 1 less than a given number.

IMPLEMENTATION: Children will have a number of beans and then be shown a number card. They will count out that beans but their Paw Patrol character is going to take 1 away. They will then count how many they have left . 

IMPACT: Children are developing a more secure knowledge of early subtraction problems. 

INTENT: Have a deep understanding of number to 10, including the composition of each number; 

IMPLEMENTATION: Children will use blocks to make a series of tower from low to high.  

IMPACT: Children know that numbers increase by one each time. 

INTENT: Have a deep understanding of number to 10, including the composition of each number;

IMPLEMENTATION: Children will use counters to make an array for a given number.

IMPACT: Children know that numbers can be represented by different arrays. They can identify number groups within an array. 

INTENT: Have a deep understanding of number to 10, including the composition of each number; 

IMPLEMENTATION: Children will use blocks to make a series of tower from low to high.  

IMPACT: Children know that numbers increase by one each time. 

INTENT: Have a deep understanding of number to 5, including the composition of each number; 

IMPLEMENTATION: Children will use frogs and a log to show number composition to 5. 

IMPACT: Children know which numbers go together to make 5. 

INTENT: Children can understand the ‘one more than/one less than’ relationship between consecutive numbers.

IMPLEMENTATION: Within this lesson the children learned all about the words, more and less. We then had a go at making a pattern with blocks to show one more and one less of numbers up to 10!

IMPACT: Children can explore the composition of numbers to 10 and understand the relationships between numbers. 

INTENT: Children can understand the ‘one more than/one less than’ relationship between consecutive numbers.

IMPLEMENTATION: Within this lesson the children learned all about the words, more and less. We then had a go at making a pattern with blocks to show one more and one less of numbers up to 10!

IMPACT: Children can explore the composition of numbers to 10 and understand the relationships between numbers. 

INTENT: Children can compare numbers.

IMPLEMENTATION: Within this lesson, the children had to put toppings on a pizza! They then closed their eyes whilst we took some away or added some. The children had to identify whether there were now more or fewer toppings!

IMPACT: The children can now compare numbers by using words like fewer or more. 

INTENT: The children will develop their knowledge of one more or one less.

IMPLEMENTATION: During this maths lesson, the children jumped up and down number lines to find one more or one less of a number!

IMPACT: The children are now beginning to understand number lines and one more and one less of a given number. 

INTENT: To learn the different ways of making 7.

IMPLEMENTATION: Within this lesson, the EYFS children explored how the number 7 can be split into different parts using a visual and hands-on approach.

IMPACT: The children are now beginning to understand different ways they can make 7 using manipulatives and part whole models. 

INTENT: Children to understand doubles.

IMPLEMENTATION: Within this lesson, the children used butterflies to understand doubles! We made sure that both sides of the wings had the same number of objects on it and could then say the numbers in a number sentence.

IMPACT: The children are now beginning to understand the concept of doubling. 

INTENT: Children to be able count numbers beyond 20.

IMPLEMENTATION: Children will count different numbers of objects and say the total. Children will then move around the table to try another amount.

IMPACT: Children will know how to say higher value numbers in sequence. 

INTENT: Children to be able to recognise different arrangements of objects to 6 without counting.

IMPLEMENTATION: Children will experiment with arranging counters in a variety of ways to show how the same number can be represented.

IMPACT: Children will be more confident in recognising the value of groups of objects without counting. 

INTENT: To find number bonds to 10 using rekenreks.

IMPLEMENTATION: During this lesson the children used the rekenreks to help them recall their number bonds to 10. The children then usen the information to write number sentences.

IMPACT: The children are now confidently recalling their number bonds.

INTENT: Children to be able to recognise, copy or continue a repeating pattern.

IMPLEMENTATION: Children to use two different types of cereal to create, copy or continue a pattern.

IMPACT: Children demonstrated they could make repeating AB patterns using objects. 

INTENT: Children can compose and decompose shapes so that they recognise a shape can have other shapes within it.

IMPLEMENTATION: Children to use the shapes provided to create a Christmas tree.

IMPACT: Children can name basic 2D shapes. 

INTENT: For children to compose and decompose shapes so they can recognise other shapes within them. 

IMPLEMENTATION: Children will look at examples of how shapes can be made up of other shapes and then explore creating their own.

IMPACT: Children will develop an understanding of the properties of shapes and how they can work together.

INTENT: Explore and represent patterns within numbers up to 10, including evens and odds and how quantities can be distributed equally.

IMPLEMENTATION: Children will use counters to share number into two groups to identify if a number is odd or even.  

IMPACT: Children can share counters and identify even numbers.