Embedded Files
Module 1
Exploring the maths resources in class.
We have been exploring our maths areas and using the range of maths resources to demonstrate what we already know!
DM - Recite numbers past 5. Link numerals for amounts. Talk about and explore 2D and 3D shapes. Count objects. Select, rotate and manipulate shapes to develop spatial reasoning skills.
Matching Pictures and Objects
We have developed our spacial awareness matching pictures and objects, communicating clearly how we know something is the same or different. We applied these skills in games of snap and practical matching of socks on the washing line!
DM - Mathematics - Reception - Select, rotate and manipulate shapes to develop spatial reasoning skills.
Sorting
We have been looking at sorting and how we can sort everything. We have sorted a variety of shells, stickers and other objects using different criteria - size, shape, number of holes and colour.
DM- (3-4) Talk about and explore 2D and 3D shapes (for example, circles, rectangles, triangles and cuboids) using informal and mathematical language.
Exploring size, mass and capacity
We have continued to use our comparison skills to compare object by size using the language of bigger and smaller.
We used balance scales to compare the mass of objects using the word than to make comparisons - "The dinosaur is heavier than the unicorn".
We compared capacity, thinking about how an object will or will not fit in a given box or container.
DM- Mathematics - Compare length, weight and capacity.
Repeating patterns
We enjoyed exploring patterns and repeating patterns. We are able to continue, copy and create our own repeating patterns.
DM- Mathematics - Continue, copy and create repeating patterns.
It's me - 1, 2, 3
We learnt what subitising means - when we recognise an amount without the need to count. We focused on finding 1, 2, 3 in different arrangements using different objects from toys, fruits, counters and cubes. We were also introduced to Numicon pieces 1, 2, 3 and what they look like - this will be useful as we learn more!
https://www.bbc.co.uk/bitesize/articles/z43dqfr - Follow the link to consolidate your skills.
DM- Mathematics - Count objects, actions and sounds. • Subitise. • Link the number symbol (numeral) with its cardinal number value.
Module 2
It's me - 1, 2, 3
We continued with our subitising skills. We explored the different compositions of 1, 2 and 3 using our subitising skills - I can see 2 there and 1 there - I can see 3! We focused on recognising amounts rather than relying on counting them. Part of this was being able to recall 1 more and 1 less than the number 1, 2, 3. We enjoyed creating the Numberblock characters to match.
DM- Mathematics - Count objects, actions and sounds. • Subitise. • Link the number symbol (numeral) with its cardinal number value.
Circles and Triangles.
We focused on identifying, naming and describing circles and triangles in different orientations and positions. We were able to sort the shapes by referring to their properties. Circles are round and triangles have 3 corners and 3 sides. We used the shapes to create pictures.
DM- Mathematics - Compose and decompose shapes so that children recognise a shape can have other shapes within it, just as numbers can. Select, rotate and manipulate shapes to develop spatial reasoning skills
Position and Direction
We followed and used different words for position and direction - next to, under, on, between, behind, over, above, along, in, behind. We used this for small group work but also really enjoyed using the language to follow and create our own obstacle courses.
DM- Mathematics - To understand and use language of position and direction.
Sorting representations of 4 and 5.
1, 2, 3, 4, 5
We continued our exploration of number, focusing on numbers 4 and 5. We can recognise and sort different representations of 4 and 5. We have begun to subitise 4 and 5 with increased accuracy. We have developed our rapid recall of 1 more and 1 less than 1-5. The 1 minute maths app can be downloaded to play at home too.
DM- Mathematics - Count objects, actions and sounds. • Subitise. • Link the number symbol (numeral) with its cardinal number value. Understand the ‘one more than/one less than’ relationship between consecutive numbers. • Explore the composition of numbers to 10
Playing the 1 minute maths app on the iPads and interactive whiteboard - we are improving our subitising skills.
Exploring 1 less using the 5 currant buns song.
I can see 2 and 2. That makes 4 altogether.
Composition of 4 and 5
We explored the different compositions of 4 and 5 using the 'I can see....' sentence stem.
We are beginning to be able to recall bonds to 5 and within 5.
DM- Mathematics - • Explore the composition of numbers to 10
Automatically recall number bonds for numbers 0-5 a
I can see 3 and 1. That makes 4 altogether.
Shapes with 4 sides.
We explored squares and rectangles, naming, sorting and describing them by their properties. We really enjoyed a shape hunt outside - we needed to find and sort the shapes we found. We sorted by name and by properties e.g. 4 sides and not 4 sides. We also used the iPads to take pictures of different shapes we have found in our outside areas.
Using lollipop sticks and shapes, we created different pictures and shapes.
DM- Mathematics - Compose and decompose shapes so that children recognise a shape can have other shapes within it, just as numbers can. Select, rotate and manipulate shapes to develop spatial reasoning skills
Finding and naming shapes
Matching and sorting
Describing them by number of sides.
Day and Night & Sequencing events
We explored the different activities we do in the day and in the night. We then focused on our communication skills to sequence familiar events using words such as 'first', 'then', 'next' and 'last' amongst others. We used picture cards to order and share our langauge.
DM- Mathematics -Begin to describe a sequence of events, real or fictional, using words such as ‘first’, ‘then...’
Module 3
Exploring Zero
We have been looking at the concept of zero and recognising it is the omission of something - that there isn't anything!
Maths - Rec - Count objects, actions and sounds. • Subitise. Compare numbers. Subitise. Link the number symbol (numeral) with its cardinal number value.
Recognising, subitising and sorting 0-5
We were able to sort different representations for amounts 0-5 into sets. We are getting better at subitising rather than counting amounts.
Maths - Reception - • Count objects, actions and sounds. • Subitise. • Link the number symbol (numeral) with its cardinal number value.
Super Subitisers!
We have really developed our subitising skills - we can recognise different representations of numbers without the need to count (within 5).
Conceptual Subitising
We have focused on thinking about the 'parts' and the 'whole' number when subitising. We are cementing in our knowledge of number facts to 5.
What do you see? How do you see it?
Maths - Subitise.
Comparing Mass
We used words such as heavier and lighter to compare mass when using balance scales. . We used different sentence stems to communicate our knowledge.
The _________ is heavier/lighter than the __________ .
I think the is heavier/lighter than the because...
The heavier/lighter object is _____________ on the balance scale.
Maths - • Compare length, weight and capacity.
Finding a balance
Using the scales, we counted how many cubes to make an object balance.
The scale is balanced because…
The mass of the ________ is __________ cubes.
Maths - • Compare length, weight and capacity.
Exploring capacity
We built on our understanding of ‘full’ and ‘empty’ to further investigate different capacities and how they relate to each other. We explored how non-standard units can be used to measure capacity.
The container holds more/less than _______________
The ___________ has the same capacity as cubes/pine cones/marbles.
Maths - • Compare length, weight and capacity.
Comparing Capacity
We were encouraged to make direct comparisons by pouring from one container to another. We then compared how much something can hold by using cups and spoonfuls.
The container holds cupfuls/spoonfuls of _____________ .
The _______________ holds more/the most.
The _________________ holds less/the least.
Maths - • Compare length, weight and capacity.
Identifying and representing 6, 7, 8
We explored 6, 7, 8 and talked about them being 5 and a bit. We represented the amounts using a 10 frame. We know they rule to fill up the top row first, then the bottom to help us with our bond knowledge.
We also sorted different representations of 6, 7, 8 into sets.
Maths - •Link the number symbol (numeral) with its cardinal number value. Explore the composition of numbers to 10. Count objects, actions and sounds. • Subitise
NSPCC Number Day
On Friday 7th February the school took part in the NSPCC Number Day. We took part in lots of different maths activities inside and outside. We also got to dress up in clothes with numbers on or fancy dress. We had a great time exploring shapes, numbers and measures.
Numbots Robot
Creating our board games.
Playing our board games!
Painting Number Blocks
Fabulous outfits!
Board games
Maths in Provision
We have used maths in our play inside and out!
Maths • Explore the composition of numbers to 10 , Count objects, actions and sounds. • Subitise. • Link the number symbol (numeral) with its cardinal number value. • Count beyond ten.
Writing numbers in Mandarin
Creating our own whole-part-part models with our partner.
Module 4
Making pairs - odd and even numbers.
We have built on our earlier work matching numerals to quantities by now finding and making pairs. We understand that a pair is two. We arranged quantities into pairs and to notice that some quantities will have an odd one left over with no partner. Using this we identified if numbers were odd or even.
Maths - Explore the composition of numbers to 10.
Key questions • How many do you have? • How many do we need to make a pair? • Is this a pair? How do you know? • Is this an odd number or an even number?
• I know this is a pair because… • is an odd/even number because… • I have groups of 2
Maths - Explore and represent patterns within numbers up to 10, including evens and odds, double facts and how quantities can be distributed equally.
Doubles
We were introduced to the concept of doubling and have learnt that it means 'twice as many'. We used lots of different visual representations of doubles using Numicon and dice. We are beginning to recall doubles facts too.
Maths - Explore the composition of numbers to 10.
Domino Composition
We explored the two 'parts' on a domino and identified the 'whole'. Some of us are recalling addition facts, some of us are counting to find the total.
Maths - Explore the composition of numbers to 10.
Conceptual Subitising
We used our subitising skills and number facts to identify the different amounts. What can you see? How do you see it? What are the parts? What is the whole?
Maths - Explore the composition of numbers to 10. Subitise to 5.
Exploring and comparing measures
We explored and compared different lengths using the vocabulary - long, short, longer, shorter, longest and shortest.
We explored and compared different heights using the vocabulary - tall, short, taller, shorter, tallest and shortest.
We compared these practically inside and outside, ordering them and beginning to use non-standard units to measure such as cubes or paperclips. Maths - Compare length
Days of the week
We continued to consolidate our knowledge of the days of the week. We talked about the different activities we do on each day of the week such as attend celebration assembly on a Friday. We also developed our understanding of yesterday, tomorrow and the weekend.
Comparing 9 and 10
We are able to compare and sort numbers 9 and 10. We sorted the dominoes into sets using the language of more / less. We shown our subitising skills and our number facts when finding the totals before sorting
Maths - • Subitise. • Link the number symbol (numeral) with its cardinal number value. • Compare numbers. • Understand the ‘one more than/one less than’ relationship between consecutive numbers. • Explore the composition of numbers to 10.
Writing numerals
Maths Outside
We have enjoyed using the maths resources outside. Sometimes the maths activities are set up for us, other times we make our own!
Maths - • Subitise. • Compare numbers.
Ordering number tiles to make a game.
Bonds to 10
We have worked on our understanding of '10' and which numbers are bonds to 10. We have explored this through counters, ten frames, objects and pictures. We are now able to recall many bonds to 10.
Maths - Automatically recall number bonds for numbers 0-5 and some to 10.
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