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 buttons 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.
SNAP!
Making a set
Matching socks
Sorting
Let's talk about measures
We have explored and compared different measures. We have focused on full sentence answers to compare using sentence stems.
DM - Mathematics - Make comparisons between objects relating to size, length, weight and capacity.
Comparing size - Does it fit?
"The _______ is bigger than the ______"
"The _______ is smaller than the ______"
Comparing mass - Which is heavier? Which is lighter?
"The _______ is heavier than the ______"
"The _______ is lighter than the ______"
Comparing capacity - Which one will hold more?
"The _______ will hold a _______ object"
Patterns
We have recognised patterns all around us - spotty, zigzag, striped, checked and more! We copied and continued simple patterns and then created our own patterns.
DM - Mathematics - Reception - Talk about and identifies the patterns around them. For example: stripes on clothes, designs on rugs and wallpaper. Use informal language like ‘pointy’, ‘spotty’, ‘blobs’ etc. • Extend and create ABAB patterns – stick, leaf, stick, leaf. • Notice and correct an error in a repeating pattern.
Making autumnal patterns.
Spotting patterns around the classroom.
"I have a stripy tie"
Find, subitise and represent 1, 2, 3
We developed our fast recall of 1, 2, 3 through sorting different representations of 1, 2, 3 and link them to the numerals. When we subitise we are able to say how many there are without the need to count.
DM - Mathematics - Reception - Subitise. - Link the number symbol (numeral) with its cardinal number value
Module 2
1 more and 1 less
We explored the concept of finding (then recalling) 1 more and 1 less than a given number. We used the 5 frame to represent a given amount, then add or remove 1 conker to find 1 more and 1 less. Some of us were able to recall these facts without the use of the 5 frame. We do need to remember to listen carefully to the words 'more' and 'less'.
DM - Maths - Rec - Understand the ‘one more than/one less than’ relationship between consecutive numbers.
Compositon of 1, 2 & 3
We have explored the composition of numbers 1, 2 and 3. The composition of number is the different ways we can make each number. We used cubes to help us explore this concept.
DM - Maths - Rec - Subitise. Count objects. Explore the composition of numbers to 10.
"I have 2 here and 0 here, 2 and 0 makes 2!"
"I have 1 and 1. 1 and 1 makes 2!"
"1 and 2 makes 3!"
"0 and 3 makes 3!"
Circles and Triangles
We have identified and compared triangles and circles in the environment. We sorted and described the shapes and used the ipads to photograph the circles and triangles we found in the classroom and outside area. We also used the shapes to create pictures.
DM - Maths - Compose and decompose shapes so that children recognise a shape can have other shapes within it, just as numbers can.
Positional Language
We have followed and used language to describe position. We used words such as 'over, under, next to, behind, in front, in, on' when describing the position of our toys.
The duck is in the bucket.
The duck is behind the bucket.
The duck is next to the bucket.
1 minute maths
To support our work on subitising (recognising amounts 1-5 without the need to count them), we have used the 1 minute maths app for White Rose in class. We have to quickly decide how many we can see, then touch the numeral to match. We can play this at home by downloading the app from Apple, Google Play or Amazon
DM - Maths - Subitise. Link the number symbol (numeral) with its cardinal number value.
Counting, subitising and representing 4 and 5
We have focused on the numbers 4 and 5. We are now able to recognise amounts to 5 without the need to count them. We looked at the different ways we can represent 4 and 5 using smaller amounts.
Using candles, we made birthday cakes to match the numeral on the card.
DM - Maths - Subitise. Link the number symbol (numeral) with its cardinal number value. • Explore the composition of numbers to 10
Numberblocks
We love the Numberblocks to support our maths learning. We loved the opportunity to create our own Numberblock pictures 1-5. We needed to count out the right number of squares to build each character.
Maths - Rec - Count objects, actions and sounds. • Subitise. Compare numbers.
Squares and Rectangles
We have explored more 2D shapes. We can identify, name and sort rectangles and squares and use them to create pictures. We have begun to describe these shapes using vocabulary such as ‘sides’, ‘straight’ and ‘corners’. We used the sentence stems such as This shape is a . ..... This shape is the same/different because… This shape has ..........sides/corners.
Development Matters − 3 and 4-year-olds − Talk about and explore 2D and 3D shapes (for example, circles, rectangles, triangles and cuboids) using informal and mathematical language.
Night and Day
We have begun to distinguish and talk about the difference between the key events in our daily routine. We can recognise what occurs during the day compared to at night. We used the language such as ‘first’, ‘then’, ‘after’, ‘before’, ‘day’, ‘night’, ‘morning’, ‘afternoon’, ‘today’ and ‘tomorrow’ to describe different events
Development Matters − 3 and 4-year-olds − Begin to describe a sequence of events, real or fictional, using words such as ‘first’, ‘then...’
Outdoor Maths
We have enjoyed our new maths resources for our outside area. We explored the number tiles and the dice. We devised a game where we worked in pairs to roll the dice, subitise the amount before telling our partner how many jumps they need to do. As we moved up the number line, we read the numerals we landed on.
Maths - Reception - • Count objects, actions and sounds. • Subitise. Count beyond ten. • Compare numbers. • Understand the ‘one more than/one l
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.
Ordinal Numbers
Through our storytelling session of The Enormous Turnip, we explored the concept of ordinal numbers and used these to sequence the story characters. Maths - Reception - •Compare numbers
Super Subitisers!
We have really developed our subitising skills - we can recognise different representations of numbers without the need to count (within 5).
Maths - Subitise.
Conceptual Subitising
We have focused on thinking about the 'parts' and the 'whole' number when subitising. We are cementing in our knowledge of numebr facts to 5.
What do you see? How do you see it?
Maths - Subitise.
'I see three at the back and one at the front. That is 4!"
"I see 2 and a 1. That makes 3 altogether!"
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.
"8 is 5 and 3 more" "6 is 5 and 1 more"
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 2nd February the school took part in the NSPCC Number Day. We did 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.
Composition of 6, 7, 8
We have used ladybirds to help us to explore the composition of 6, 7, 8.
"4 and 4 is 8" "3 and 5 is 8" "0 and 8 is 8"
Maths • Explore the composition of numbers to 10
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
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.
"I have 5 and 5. That makes 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.
"My parts are 4 and 2. My whole is 6"
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.
"I can see 4 and 3 and 1. The whole is 8"
"I can see 4 and 4. The whole is 8"
"I can see 3 and 2 and 2. The whole is 7"
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.
Beebots
We enjoyed using the Beebots this week, we used our positional language to help to program them to move where we wanted them to go.
Building 9 and 10
We have found 9 and 10 in different representations including fingers, 10 frames, Numicon, cubes and more. We have represented and compared numbers 9 and 10. We have also developed our conceptual understanding of the numbers - what do you see and how do you see it?
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.
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.
Doubles, doubles, I can add doubles.
We consolidated our knowledge of doubles through songs and practical resources. We are fantastic at recalling finger doubles to 5+5.
Maths - Explore the composition of numbers to 10.
Odd and Even numbers
We consolidated our knowledge of odd and even numbers within 10 and some beyond. We know that a number is 'odd' if it can't find pairs. We looked at the odd and even aliens, explaining what we saw and determine if it is an odd or even number. Maths - Explore the composition of numbers to 10.
Module 5
3D shapes
We explored 3D shape. We are able to name many of the shapes and talk about their properties such as flat faces and curved surfaces. We then used the different shapes to build models and structures in class.
DM - Maths - Select, rotate and manipulate shapes to develop spatial reasoning skills. • Compose and decompose shapes so that children recognise a shape can have other shapes within it, just as numbers can.
Patterns
We have explored repeating patterns. We were able to copy and continue repeating patterns and we found some in our environments.
DM - Maths - Talk about and identifies the patterns around them. For example: stripes on clothes, designs on rugs and wallpaper. Use informal language like ‘pointy’, ‘spotty’, ‘blobs’ etc. • Extend and create ABAB patterns – stick, leaf, stick, leaf. • Notice and correct an error in a repeating pattern.
Exploring teen numbers
This week we continued our counting skills, recognising the patterns beyond 10 and 20.
We explored teen numbers and how they are made up of '10 and ..... more'
We represented the teen numbers using a 10 frame train using 2 ten frames. We needed to read the number and make it using the counters.
Maths - ELG - • Verbally count beyond 20, recognising the pattern of the counting system.
Adding on
This week we continued our counting skills, we have explored adding on more.
We explored addition within 10. We have used the langauge:
"First we had ... Then we added ... more. Now we have ..."
We have represented this using a 10's frame.
Maths - ELG - • Have a deep understanding of numbers to 10, including the composition of each number. Subitise up to 5. Automatic recall of number bonds to 5 and some number bonds to 10, including double facts.
Taking away
This week we continued our counting skills, we have explored taking amounts away.
We explored subtraction within 10. We have used the langauge:
"First we had ... Then we took away ... Now we have ..."
We have represented this using a 10's frame.
Maths - ELG - • Have a deep understanding of numbers to 10, including the composition of each number. Subitise up to 5. Automatic recall of number bonds to 5 and some number bonds to 10, including double facts.
Sharing equally
Exploring Sharing and Grouping.
We explored the concept of sharing into equal groups. We are able to identify if an amount has been shared equally or unequally.
Maths ELG - Explore and represent patterns within numbers up to 10, including evens and odds, double facts and how quantities can be distributed equally.
Groups of 3
Groups of 3
Module 6
Manipulate, compose and decompose
We have further explored the properties of shapes and spatial relations. We understand that a shapes can be rotated, but they stay the same. e.g. a square rotated sideways is still a square and not a diamond. We have explored the attributes of shapes and selected shapes for a particular purpose, explaining why we chose a particular shape and why other shapes would not be suitable. We explored this using pattern block shapes to fill templates or make our own pictures.
Maths - • Select, rotate and manipulate shapes to develop spatial reasoning skills. • Compose and decompose shapes so that children recognise a shape can have other shapes within it, just as numbers can.
Consolidating our bonds to 5.
We have have consolidated our rapid recall of bonds to 5 using songs and rhymes. We are now able to recall the bonds quickly.
Maths - Have a deep understanding of number to 10, including the composition of each number. • Subitise (recognise quantities without counting) up to 5. • Automatically recall (without reference to rhymes, counting or other aids) number bonds up to 5 (including subtraction facts)
Consolidating our bonds to 10.
We have have consolidated our rapid recall of bonds to 10.
Maths - Have a deep understanding of number to 10, including the composition of each number. • Automatically recall (without reference to rhymes, counting or other aids) number bonds up to 5 (including subtraction facts) and some bonds to 10.
Positional Language
We have focused on our use of language to describe something or someone's position
under
over
next to
between
behind
in front of
We used this language when talking about journeys and maps.
Page updated
Report abuse