Mathematics

Developing a strong grounding in number is essential so that all children develop the necessary building blocks to excel mathematically. Children should be able to count confidently, develop a deep understanding of the numbers to 10, the relationships between them and the patterns within those numbers. By providing frequent and varied opportunities to build and apply this understanding - such as using manipulatives, including small pebbles and tens frames for organising counting - children will develop a secure base of knowledge and vocabulary from which mastery of mathematics is built.

In addition, it is important that the curriculum includes rich opportunities for children to develop their spatial reasoning skills across all areas of mathematics including shape, space and measures. It is important that children develop positive attitudes and interests in mathematics, look for patterns and relationships, spot connections, ‘have a go’, talk to adults and peers about what they notice and not be afraid to make mistakes.

Mathematics

ELG: Number

Children at the expected level of development will:

- 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) and some number bonds to 10, including double facts.

ELG: Numerical Patterns

Children at the expected level of development will:

- Verbally count beyond 20, recognising the pattern of the counting system.

- Compare quantities up to 10 in different contexts, recognising when one quantity is greater than, less than or the same as the other quantity.

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

Term 5

Retrieval : Number Bonds up to 10 and one less

Please practise this over half term, ready for our final assessment of the Early learning Goals.

https://www.youtube.com/watch?v=GyK8iEO5-GI

Our number of the week was 9.

We dressed as pop stars....because we love maths!

We completed a maths challenge sheet. They are in your planners. Some children got a challenge sticker for getting all their numbers correct.

Practise wriitng your numbers duirng the holidays.

Numbers to 20 and beyond - more , less, greater and fewer.

The children played bingo to identify numbers up to 20 and some could find numbers beyond too! Then, we revised one more and one less using our bingo card. The children have mastered a new Kagan activity known as Quiz, Quiz, Trade. They worked together to pair up and answer questions. This method provides an excellent way to practice retrieval, helping them remember numbers one less and one more. Our Number of the Week was 8.

Numbers to 20 - One more/greater and one less/ fewer.

The children used a number line and fans to find the number that was one more or greater than. We watched a clip and they worked with their kagan partners to see who was the quickest to find the number.

https://www.youtube.com/watch?v=Du6JHupzwVo (one more)

Bing Videos (one less)

Numbers to 20 - Ordering/patterns and counting on.

The children sang 'One, Two Buckle my Shoe', to order the numbers. They worked hard to order the numbers 1-20 on our problem solving grid. Then we looked at how we could use cubes to make the numbers 11-20. We decided that counting on from ten was the quickest way.

"I ned to make 19 so i am getting 10. Then I get another 10 and take one off because they will make nine. Ten and nine more is 19!" - Oscar

Securing Subtraction: Star Words - whole, part, part, is equal to.

To explore subtraction as partitioning and exploring take away

The children used cubes and the part, part, whole model to subtract. They used the star words: subtract, minus ,part, whole and equal to; to explain and

reason the equation. Our Number of the Week was 6. The children used their knowledge to show different ways of making six.

"I have six cubes. That is the whole.

I take away five. That is one part.

There is one cube in the other part.

Six subtract five is equal to one."

Securing Addition: Star Words- add, part, part whole, is equal to

To combine two quantities to find the total

We had fun singing 'Down at the station'.The children are now using the star words to make their own equations.

To explore addition by adding on

Some children can now start on the greatest number and count on to add two numbers quicker.

The children use the sentences starters and star words to explain and reason the equation when adding to parts.

There are three children in one part of the train and three children in the other part.

There are six children altogether. The whole number is 6.

(Oliver is showing the plus sign in the middle)

Three plus three is equal to six.

Do we need to add the first part or can we just count on from three?

We know there are already three so we can count on.... 3, 4, 5, 6!

Then, they work with their Kagan partner to count the people on their trains.

Try using toys to add two groups at home.

We use different resources - pictures, counters, number lines, ten frames and the part, part whole model to show the method of adding two groups and counting on.

Number of the Week was 5.

The children showed their deeper understanding of 5 by making their own sheet. Try this at home. Ask your child to show them what they know about a number between 1-10.

Term 4

Easter Equations

The properties of 2D & 3D Shape and Patterns

We looked at different shapes on the Mary, Mary Quite Contrary picture. Then, we identified the names of the 2D shapes and sorted them into hoops by saying which had straight flat sides and which shapes had curved sides.

We looked at the solid 3D shapes and named them. We counted the vertices and found real objects around our classroom that looked similar to the 3D shapes. We had fun playing guess the shape...

My 3D shape has two flat sides that look like circles and one curved side. It looks like a tin of beans or a glue stick. Can you name the shape?

My 3D shape has one flat side that looks like a circle and one curved side. It has one vertex which is also known as the apex. This shape makes me think of ice cream. What shape am I describing?

Find 2D and 3D shapes around your house and play this game at home.

Number of the Week: 20

Number of the Week: 19

Ordering the Days of the Week

Number of the Week ..18

Doubling & Halving

Star Words- double, half, equal, count, how many.

Pattern & Shape

Number Patterns Within 15

First, we counted to fifteen using our fingers and then we looked at the big picture to find fifteen objects. The children used cubes to show they could count fifteen. Some children are now confident ordering the numbers too. Then, we moved on to learning one more and one less (within 15). Our number of the week was 17.

"If you have 15 but need 17, you need 2 more." - Noah

Which two numbers are missing?

Play these games at home.

Subtraction within Ten

First we looked at the new star words and used cubes to show we could take -away. Then, we used funny word problems about sheep to draw the equation. Some children can now write the equation too! Then, it was the children's turn to make up their own word problem and use a number line to show the method and final answer.

"Four children are playing together and two run off. That is four take away two is equal to one." - Eleanor & Teo

Our number of the week was 16.

Our challenge this week was to complete the sheet to show adding with correct number formation.

Term 3

To apply knowledge of numbers to add (Star Words-first, next, then - plus, add, is equal to)This week some children could write their own equation.

Number of the week =15

Can your child count 15 toys at home?

To apply knowledge of numbers to add (Star Words-first, next, then - plus, add, is equal to)

Number of the week =14

To apply knowledge of numbers to ten to solve mathematical problems

Star words - fewer,more, altogether, zero-ten.

How many bean bags are there in the blue hoop?

How many are there in the yellow hoop?

How many altogether?

Seasons - Can your child name all four seasons?

Months of the Year - Can your child name all twelve months?

Our Number of the Week was 13.

Number within ten - To be able to place numbers in order - first, second, third etc

We had a fish flapping race to see which fish would be first. Then, we queued up at a bus stop to see which order the children would get on the bus.

Can your child use these star words when making a line of their toys?

Star words - 1st, 2nd, 3rd etc up to 10th, first, before, after in-between, next and last.

Finally, they had to put the children in order and answer a stretch question.

Can you count 13 toys?

Can you show thirteen using your fingers with your partner?

Number within ten - To be able to place numbers in order - order, name numbers up to ten, greater, greatest, more, less, fewer, increasing and decreasing.

Numbers Within Ten - One more & one fewer/less

Numbers Within Ten

We had fun counting to ten and representing ten in many different ways. Our number of the week was 10.

We played count the spots to see if our cards were the same or different.

Then, we looked at a sheet and had to match the number of objects to the correct number card. Some children could even write the number!

Count ten objects and see if your child can say one greater or more than starting from zero up to ten.

Ordering numbers on penguins.

Counting snowflakes.

Term 2

Positional Language

We had fun meeting our buddies for a Christmas disco and playing musical positional language - instead of musical statues. The children worked with their buddies to show they understood the star words - on, under, above, below, in, side, in front, behind and in between.

What fun!

3D Shapes

Key Learning:

To describe and sort 3-D shapes

Key vocabulary:

vertex, vertices, face, edge

The children looked at the 3D shapes and used the star words to count the faces, edges, vertices, and vertex.

We looked around the room to find objects that looked the same shape.

Using Everyday Language to talk about weight.

The children chose two objects from around the room and estimated which objects would be the heaviest or the lightest. We compared and explored the weight of everyday objects. We even found two objects that weighted the same because the weighing scales balanced.

Star words help the children to speak in full sentences.

The chocolate is heavier than the play-dogh.

Using Everyday Language to talk about Volume and Capacity

The children used coloured water to show they understood the star words - full, empty and half full.

Try this at home when they are in the bath. Can they show you a cup or container that is empty, half full and full?

Our number of the week was 8. Can your child:

Count out eight toys?

Write the number eight?

Tell you two numbers that equal eight?

Tell you one more or one less then eight?

Where eight sits on a number line?

Subtraction

Star words- subtraction, minus, whole, part and part.

"I have six elves. Three go to help Santa. How many are still here? - Miss Doohan

6-3=6

"Six subtract three is equal to six." - Luca

Modeling the equation.

Elf adding and subtracting word problems.

We used the beads to check that the children knew to add more beads when adding and move back beads when subtracting.

Adding -the Part, Part, Whole Model

This week, we we have been using the part, part , whole model to show how we can count two parts for simple addition. I modelled it using counters. The children used pictures to copy how many objects they needed to put in each part. The star words help the children to explain and reason.

" One part is _______.

The other part is _________.

There are _______________ altogether.

Try this at home!

Our number of the week was 5.

Combining Two Groups/Starting with Zero

This week, the children have been ordering number up to seven and exploring the concept of zero. Can they tell you the star words for zero? (nothing or none). We sand Lavender Blue and looked at a big picture. Then, we counted out how many people were sitting on the bench, how many roses we could see and how many cars. The task was counting the correct number of counters next to each number.

Our next lesson was about combining groups for simple adding. We used three hoops to count how many were in the first part and how many were in the other part. Then, we moved all the objects to put them altogether - in the whole hoop and said the equation.

"Four plus three is equal to seven." - Aiden -Joe

Our number of the week was 4.

Can your child count four toys?

Can your child tell you which two numbers make four?

Can they write the number 4?

Can they tell you how to make four using 1 pence or two pence?

One Fewer/One Less

This week, the children have been learning more star words. They have used frogs to count one more and one fewer. The children sang six little specked frogs and used cubes to show one fewer when counting back. Today, the frogs hopped all over my board so we had to use our ordering skills to order them from zero to six to put them back on the log. Some children completed a stretch too. They used numerals and ordered the numbers without counting the spots and practised their number formation.

Term 1

Counting Six Objects

This week, we have been learning to count up to six objects. The children had fun counting cup cakes, candles and using the different resources to show their super counting. Try using pasta, toys and the number sheet in your child's diary planner to count at home.

Then, our next lesson was learning how to count one more. Can you believe we had six frogs on six lily pads in our classroom? We had fun being frogs and counting one more. The children showed their understanding by answering...."What is one more than one, two, three, four, five and six?"

Counting Three Objects

This week, we have been learning to count three objects reliably.

I can count one, two three objects reliably.

First we counted up to three carefully. Then we counted objects by moving or pointing to them.

Our Number of the Week is one. Look at the sheet the children have brought home (unless it was so neat it is on my number working wall) , ask your child..."What do you know about the number one?"

"One, two, three cones." - Raffi

Faith can count three cubes.

We have been learning to count. Today we looked at the big picture and sang the song, 'Two little birds, sitting on a wall'. We counted the objects around the wall and used cubes to count two birds. The children were asked to find two objects around our classroom. Good counting everyone. Then the children went to the continuous provision and played snap and dominoes. Playing these games helps develop turn taking and a deeper understanding of matching and counting.

" I can see one ladybird." - Eleanor

" I can see two apples in the tree."- Raffaele

" I will put two bricks on the wall. " - Charlotte

Patterns

This week we have been learning all about patterns and counting.

Can you explain and reason your pattern?

We use star words to help the children to explain and reason their understanding.

pattern different small big colour

"I can follow the pattern. One red, one blue, one yellow, so the next one is red."- Katarina

One big bear, one small bear, one big bear, and another small bear." - Nova-Bree

Talk Task - " One big bear and a smaller bear" - Teo

We repeated the pattern and explained how to mkae it with cubes.

"One blue, one red, one blue , one red...." - Theodore

Fewer or More?

We used cubes to make a tower with our carpet partners. The children were asked to compare and order them according to height or length. Some children could count them to compare too. The children are learning to share resources and work together.

" I have more cubes." - Harriet

" I only have three cubes." Jenelia

"I have more cubes." - Aiden-Joe

"I have fewer." - Aidan