“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.” EYFS Statutory Framework, 2021.
INTENT: We want children in Nursery and Pre-school to have a clear understanding of number, particularly 1-5, and to notice number patterns within the environment and be able to look at a small number of objects and instantly recognise how many there are without needing to count. We will ensure children have a broad experience of a range of mathematical concepts as laid out in the Statutory Framework. During the Reception year, we want to guide the children towards achieving a passion for maths by mastering fluency skills.
IMPLEMENTATION: Children will be introduced to new concepts through small, adult-led focused groups and will be able to deepen their knowledge and understanding through the enabling environments and quality interactions with EYFS staff. During their Reception year, children will develop strong foundations in number and numerical patterns through whole class sessions, adult-directed activities, independent activities and play with a range of manipulatives. Teaching will be guided by Can Do Maths (approximately 4 sessions a week) and Mastering Number (approximately 4 sessions a week) as well as play opportunities.
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Adult led activities/Continuous Provision/linked stories (this will be added to as the year progresses)
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Nursery and Pre-School
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Reception
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Autumn 1
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- Counting / subitising
- Recognising a familiar number e.g. their age
- Recognising shape in the environment
- This will be introduced through adult led, small group activities and within the environment and through interactions: number rhymes, dice/dot pattern cards, 5 frames, dice games, number books, number cards. Children will have access to manipulatives, such as Numicon, to use in their play.
- Book suggestions: Ten Black Dots, one Gorilla, Ten Little Fingers & Ten Little Toes, Pete the Cat & his four groovy buttons, Ten Apples up on Top.
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- Numbers 1-5 (including Numberblocks and Numicon introduction)
- Subitising (1-3)
- Sorting based on rules
- Repeating patterns
- CanDoMaths counting to 10
- Maths through stories
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Autumn 2
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- Counting / Subitising
- Recognising shape in the environment
- This will be introduced through adult led, small group activities and within the environment and through interactions: shape pictures & hunts,
- Book suggestions: Matt Barnett Books – Circle, square, triangle. Actual Size (Steve Jenkins) Round is a mooncake (Rosanne Thong), How seeds in a pumpkin? (Margaret McNamara)
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- Mastering number
- Number bonds to 5/10- addition
- Number recognition and formation
- CanDoMaths counting to 10
- Maths through stories
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Spring
1
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- Counting / subitising
- Recognising shape in the environment
- This will be introduced through adult led, small group activities and within the environment and through interactions: discussions at snack time, number rhymes (exploring how many have been taken away),
- Book suggestions: The Doorbell Rang, The Shopping Basket, Ten Terrible Dinosaurs, Kipper’s Toybox, One is a Snail, ten is a Crab, How do dinosaurs count to 10?, Who eats first? (Ae-hae Yoon),
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- CanDoMaths- Composition of numbers.
- Mastering number
- Maths through stories
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Spring
2
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- Counting / subitising
- Recognising shape in the environment
- This will be introduced through adult led, small group activities and within the environment and through interactions: peg boards, shape patterns, routines, stopwatches, balance scales, cooking, creating repeating obstacle courses, patterns in the environment, on fabric, on wrapping paper etc.
- Book suggestions: How much does a ladybug weigh? How many legs? (Ked Gray), What’s the time Mr Wolf? Clocks and more Clocks (Pat Hutchins), Balancing ACT (Ellen Stoll Walsh), The Button Box (Margarette Reid)
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- Can Do Maths- Composition of numbers.
- Mastering number
- Continue to develop number bonds- ways to make...
- Continue to develop language of part and whole
- Continue to develop knowledge of bar model
- Maths through stories
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Summer 1
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- Counting / subitising
- Recognising shape in the environment
- This will be introduced through adult led, small group activities and within the environment and through interactions: daily counting on fingers and counting of objects, water play (measuring jugs, bottles, cups etc)
- Book suggestions: One to ten and back again. Feast for 10 (Cathryn Falwell)
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- Can do maths – equal groups and sharing
- Mastering number
- Maths through stories
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Summer 2
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- Counting / subitising
- Recognising shape in the environment
- We will revisit different concepts already taught, through adult led, small group activities and within the environment and through interactions.
- Book suggestions: Who sank the boat? (Pamela Allen), Anno’s Counting Book (Mitsumasa Anno), Abigail, Ten in the bed, How big is a million?, Splash! (Ann Jonas).
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- Can do maths – securing number
- Mastering number
- Maths through stories
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IMPACT: Children will be confident mathematicians, noticing number and patterns, being able to discuss what they see. We will monitor the impact to ensure children are ‘on track’ in the developmental age band 3 -4 years. During Reception, children will make links between the concepts they have learnt, to apply new learning and solve problems, building fluency skills through a mastery approach.
