• Hamilton's Flexible Maths Blocks Explained

Open our sample 'Year 5 Autumn Unit 1' to find out how the blocks of units work.

• Teacher support for Maths

Hamilton has a range of additional reference and advice materials for Maths.

• Free Maths Resources on Hamilton

Find out which Hamilton maths units you can access for free, including our new slide presentations.

# Maths Reception Autumn Comparison and Measures

Each week-long unit has everything you need to teach a set of related skills and concepts. ‘Maths Out Loud’ provides essential whole-class practice of counting and repetitive chants, rhymes and songs, along with a linked story to enjoy together.

The three remaining sections provide a choice of activities to target the key characteristics of effective early learning. Through ‘Exploring and Playing’, children will engage with their peers and their environment. ‘Active Learning’ should promote the motivation needed to be involved and to keep trying. Many of the activities suggested in ‘Creating and Thinking Critically’ support early development of children’s problem-solving and reasoning skills.

‘UNIT PLAN’ gives you a text version of all parts of the unit to use in your school planning documentation. ‘DOWNLOAD ALL FILES’ gives you that unit plan plus all of the associated documents. The downloads in each section of the first unit are free to download for all users. However these bulk downloads are only available to Hamilton Friends and School Subscribers, representing added value for those users.

## Unit 1 Comparing lengths (suggested as 5 days)

### Objectives

Comparing lengths

Unit 1: ID# R241

Development Matters

Counts objects to 10, and beginning to count beyond 10.
Selects the correct numeral to represent 1 to 5, then 1 to 10 objects.
Finds one more or one less from a group of up to five objects, then ten objects.
Orders two or three items by length or height.

Early Learning Goals

Counts reliably with numbers from one to 20, places them in order and says which number is one more or one less than a given number.
Uses everyday language to talk about size, weight, capacity, position, distance, time and money to solve problems.
Explores characteristics of everyday objects and shapes and uses mathematical language to describe them.

Hamilton Objectives

9. Use the language of ‘greater’ and ‘less than’ and ‘more’ and ‘fewer’ to compare two sets of objects.
24. ELG: Use everyday language to compare and order two or three items by length or height.
25. ELG: Begin to measure using repeated uniform units, e.g. crayons or footprints.
33. ELG: Explore characteristics of shapes and everyday objects and use mathematical language to describe them.

### You Will Need

Exploring and Playing

Chalk or tape; two play railway stations; curved and straight railway track pieces; tape measures; baby dolls of different lengths; different length construction brick.

Active Learning

3 different length snakes in 3 different colours; sticky-tack; flip-chart; access to leaves outside; glue sticks; paper; play dough; cubes; 30cm rulers; bean bag.

Creating and Thinking Critically

3 different size teddies; 2 different length ‘blankets’ (pieces of cloth) and scarves; access to the playground; playground chalk; a paper snake for each child; crayons (all the same length); paint; brushes; newspaper; long strips of paper for the crossroads; paper for traffic lights; lots of similar-sized cars.

### Maths Out Loud

Counting

Count 10 soft toys into a box.

Take 1 out, saying ‘9 left’. Take out another out saying ‘8’.

Children join in counting back until you reach 0. Show the empty box.

Chants/Rhymes/Songs

Sing ‘Five little speckled frogs’, with 5 children at the front, jumping into a ‘pond’ one at a time. Children agree the number left before continuing.

Or sing along to this animated version of 'Five little speckled frogs' from www.bbc.co.uk. Children hold up the matching number of fingers for each verse.

Story

I’m Coming to Get You by Tony Ross. This is great for discussing how big things are!

### Exploring and Playing

1. Jumping tigers
2. Railway tracks
3. Baby clinic
4. Brick lengths

### Active Learning

1. Snake line-up
2. Leaf lengths
3. Snake families
4. Bean bag throw

### Creating and Thinking Cricitally

1. Puzzled teddies
2. Playground paths
3. Measuring snakes
4. Traffic queues

## Unit 2 Comparing measures directly (suggested as 5 days)

### Objectives

Comparing heights and numbers

Unit 2: ID# R263

Development Matters

Counts objects to 10, and beginning to count beyond 10.
Selects the correct numeral to represent 1 to 5, then 1 to 10 objects.
Finds one more or one less from a group of up to five objects, then ten objects.
Orders two or three items by length or height.

Early Learning Goals

Counts reliably with numbers from one to 20, places them in order and says which number is one more or one less than a given number.
Uses everyday language to talk about size, weight, capacity, position, distance, time and money to solve problems.
Explores characteristics of everyday objects and shapes and uses mathematical language to describe them.

Hamilton Objectives

9. Use the language of ‘greater’ and ‘less than’ and ‘more’ and ‘fewer’ to compare two sets of objects.
24. ELG: Use everyday language to compare and order two or three items by length or height.
25. ELG: Begin to measure using repeated uniform units, e.g. crayons or footprints.
33. ELG: Explore characteristics of shapes and everyday objects and use mathematical language to describe them.

### You Will Need

Exploring and Playing

Sandpit/ tray; a range of buckets and containers/ moulds; construction equipment; soft toy animals; tape measures; water tray; up to 10 of 2 different coloured fish.

Active Learning

Large plastic bricks (of the sort used outside); flipchart; number washing line (1-10 number cards, pegs and washing line); 3 teddies of different heights; large cubes; cards with 1, 2, 3... 10 spots and numbers on the reverse (see resources); cubes.

Creating and Thinking Critically

30cm ruler; whiteboards and pens; 1-6 numeral dice; cubes/bricks; 1-10 dice; 3 birthday cards (or pictures) with ages 3, 6 and 10 on them; washing line with numbers 1 to 10; Spotty number cards (see resources); cubes.

### Maths Out Loud

Counting

Hang numbers 1-10 on washing line and count along the line.
Turn over 4 of the numbers. Point to missing numbers in turn and ask children to suggest what is missing, count along the line to check.
Now turn the cards back around.
Repeat with 4 other numbers.

Chants/Rhymes/Songs

Sing ‘One potato, two potato’. You could sing along with this animated version of 'One potato, two potato' from www.YouTube.co.uk.

Story

The Tiny Seed by Eric Carle.

Use this to stimulate discussion about the comparative heights of different plants and flowers. This flower is very tall (sunflowers) or this flower is short (daisy or dandelion) etc.

### Exploring and Playing

1. Sandcastles
2. Build a town
3. At the vets
4. Fishy numbers

### Active Learning

1. Who’s taller?
2. Three bears
3. Spot the number
4. More or less

### Creating and Thinking Cricitally

1. Taller or shorter
2. Build a tower
3. Birthday cards
4. More than 5?

## Unit 3 Introducing time (suggested as 5 days)

### Objectives

Introducing time

Unit 3: ID# R277

Development Matters

Counts objects to 10, and is beginning to count beyond 10.
Says the number that is one more than a given number.
Uses everyday language related to time.
Orders and sequences familiar events.
Measures short periods of time in simple ways.

Early Learning Goals

Counts reliably with numbers from one to 20, places them in order and says which number is one more or one less than a given number.
Uses everyday language to talk about size, weight, capacity, position, distance, time and money to solve problems.

Hamilton Objectives

23. Order/sequence everyday events, begin to understand that we can tell the time; recognise analogue/digital o’clock times; measure short times in simple ways.
28. ELG: Use everyday language to sequence events and to compare durations (e.g. after two sleeps, all afternoon); understand that we can measure time.
29. Recognise the common units of time (minutes, hours, days, weeks, months, years).

### You Will Need

Exploring and Playing

A variety of sand timers (e.g. 30s, 1min, 2mins, 3 mins); plastic cups/small buckets of making sandcastles; access to the sandpit/tray; a range of timers in the role play kitchen area; a variety of play foods, e.g. eggs, vegetables, cakes, ready-meal packets; stopwatches; access to the outside area including bikes; old watches or pictures of watches cut out from a catalogue; collage materials and tape.

Active Learning

A story book which has days of the week; washing line and pegs; days of the week on cards; a one-minute sand timer, IWB/flipchart and pens, building blocks; flipchart and pen; saucepan, access to water, egg timer (e.g. 4 minutes), and egg and bread to toast for each child a toaster, access to a hob, butter, plates, cutlery.

Creating and Thinking Critically

Washing line and pegs; Days of the week cards (see Active Learning resources); puppet; a story book which has days of the week; a clock with a second hand; one-minute timer.

### Maths Out Loud

Counting

Give each child a number card: beginning with the number 1, up to the number of children in class. Count around the class, with children raising their cards and putting them down again like a Mexican wave. Count back from the highest number.

Chants/Rhymes/Songs

Days of the week song, e.g. Mr R's Days of the Week Sing-along Song from www.YouTube.com.

Story

The Very Hungry Caterpillar by Eric Carle or Mr Wolf’s Week by Colin Hawkins.

### Exploring and Playing

1. Sandcastles
2. Time to cook
3. Races
4. Watch making

### Active Learning

1. Days of the week
2. How long is a minute?
3. Time to sing
4. Eggs on toast

### Creating and Thinking Cricitally

1. Muddles needs help!
2. Day pictures
3. Just a minute
4. Inner peace