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.
Maths - Rec - Count objects, actions and sounds. • Subitise. Compare numbers. Subitise. Link the number symbol (numeral) with its cardinal number value.
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