Maths Reception Autumn Number and Sets

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 Count how many; match one-to-one (suggested as 5 days)

Objectives

Find ‘How many?’ by counting; match one-to-one

Unit 1: ID# R193

Development Matters

Counts up to three or four objects by saying one number name for each item.
Counts actions or objects that cannot be moved.
Counts objects to 10, and beginning to count beyond 10.
Counts out up to six objects from a larger group.
Counts an irregular arrangement of up to ten objects.
Estimates how many objects they can see and checks by counting them.

Early Learning Goals

Counts reliably with numbers from 1 to 20.

Hamilton Objectives

2. Count up to 5, then 10 objects, including in an irregular arrangement, match one-to-one; count actions, images, objects which cannot be moved;
3. Count out a set of up to 6 objects from a larger group.
4. Estimate how many objects they can see and check by counting them.

You Will Need

Exploring and Playing

Play-dough; rolling pin; wooden cubes/multi-link; number cards 1-10; counting objects e.g. shells/ beads/counters/stones (matched to a class theme?); ~10 cups/small bowls; small figures/ animals/ pebbles/ vehicles/ jewels; coloured card as counting mats; pens; sticky notes; Flapjack recipe and ingredients (see resources); cups; spoon.

Active Learning

Open bread basket/box; 10 soft toys or teddies; masking tape; paper; 1-10 cards (see resources); whiteboards; large spotty dice; pens; number tiles 1 – 8; big bricks and bikes or scooters.

Creating and Thinking Critically

Set of six tins/small boxes/small bags or pouches; animals on printed sticky labels (see resources); small pebbles/stones/beads; number cards 1-6 (see resources); nets of numbered boxes (see resources); felt pens; ‘precious’ objects e.g. beads/ marbles/conkers/Lego; glue/tape; set of dominoes per pair; soft toys, plates, cups, plastic knives, forks, spoons; some cakes and squash to complete the tea party!

Maths Out Loud

Counting

Hold up your right thumb (left as the children see it), palms facing you. Count in ones, holding up one finger with each number until the little finger, saying 5 louder and waving the hand. Continue on 2nd hand, stressing ten and waving both hands as you do so. Repeat twice, asking children to join in.

Hang cards 1 to 10 on a washing line. Make a soft toy rabbit count in ones along the line, emphasising 5 and 10. Repeat, so that more children join in. Children hold up fingers one at a time to match the numbers as they count.

Chants/Rhymes/Songs

Sing a rhyme which counts back from 10 to 0, e.g. 10 fat sausages sizzling in the pan, one went POP and the other went BANG! See an animated example of 10 Fat Sausages from www.YouTube.com. Ten children could pretend to be the sausages.

Afterwards, the 10 children stand up and everyone shouts 10! One sits down, all shout 9, and so on until all children are sat down, all shout ZERO.

Story

Count the Monkeys by Mac Barnett.

Count all the animals that have frightened the monkeys off the pages!

Unit 2 Partitioning to create number bonds (suggested as 5 days)

Objectives

Partitioning to create number bonds

Unit 2: ID# R211

Development Matters

Finds the total number of items in two groups by counting all of them.
Says the number that is one more than a given number.
Finds one more or one less from a group of up to five objects, then ten objects.
In practical activities and discussion, is beginning to use the vocabulary involved in adding and subtracting.
Records, using marks that they can interpret and explain.

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 quantities and objects to add and subtract two single-digit numbers; counts on or back to find answer.

Hamilton Objectives

12. In practical activities, perform additions and subtractions and use the appropriate and relevant vocabulary.
13. Use appropriate marks to record numbers and operations: begin to use +, – , and = to record additions and subtractions.

You Will Need

Exploring and Playing

Toy animals; lolly sticks; bricks; lots of same-sized Lego bricks; mini people/ figures; bird and fish templates (see resources); scissors, thread, tape; tin foil/colouring pencils/crayons/tissue paper; Rich Tea finger biscuits; raisins; dried cranberries.

Active Learning

IWB with sheep pen/gate images, simple cutouts of paper sheep, whiteboards and pens, 1-5 number cards; soft toy cats & dogs (5 of each); trouser hanger; same coloured pegs; cloth; cubes.

Creating and Thinking Critically

Coloured counters; 3 x 3 grid (see resources); set of dominoes per pair of children; painted beans (see preparation); toy train engine, piles of two different-coloured bricks/ interlocking cubes.

Maths Out Loud

Counting

FLIPPY, FLOPPY FINGERS

  • Take a number, e.g. 4, off the pegged number line. Say the number together. Four. Say: Flippy, floppy, flippy, floppy, show me!
  • Children show four fingers standing up. They must use both hands! E.g. 2 fingers standing up on one hand, and 2 on the other, or 1 standing on one hand and 3 on the other. They could show 4 and none.
  • Ask: Who’s showing three and one? Those children stand up.
  • Who’s showing two and two? Those children stand up.
  • Who’s showing four and none? Those children stand up.
  • Play again, using a different number, e.g. 3 or 5.

BIG FIVE

  • Write 5 big on the board.
  • Say a smaller number, e.g. two. Children must show you how many fingers go with two to make 5.
  • Repeat, saying a different number.
  • Rehearse all combinations.
  • Can be repeated for BIG FOUR or BIG SIX.

Chants/Rhymes/Songs

Recite the rhyme Peas in a Pod, matching to 1 finger, 2 fingers, etc. until the pea pod pops (see resources).

Story

Five Creatures by Emily Jenkins. This story lends itself well to partitioning five.

Active Learning

  1. Sheep Pens
  2. Five Funny Fingers
  3. Cats and Dogs
  4. Pegs on a Hanger

Unit 3 Recording number bonds (suggested as 5 days)

Objectives

Beginning to record number bonds

Unit 3: ID# R229

Development Matters

Finds the total number of items in two groups by counting all of them.
Says the number that is one more than a given number.
Finds one more or one less from a group of up to five objects, then ten objects.
In practical activities and discussion, is beginning to use the vocabulary involved in adding and subtracting.
Records, using marks that they can interpret and explain.

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 quantities and objects to add and subtract two single-digit numbers; counts on or back to find answer.

Hamilton Objectives

12. In practical activities, perform additions and subtractions and use the appropriate and relevant vocabulary.
13. Use appropriate marks to record numbers and operations: begin to use +, – , and = to record additions and subtractions.

You Will Need

Exploring and Playing

Whiteboards; interlocking cubes; camera; Numicon; pens; A3 paper; paint; paintbrushes; play dough; mats.

Active Learning

Whiteboards; pens; board markers; counting aids, e.g. Numicon/cubes etc.; see-through plastic bag; 4/5/6 or 7 of the same objects; pens; Dotty cards (see resources); Sixes Snap instructions (see resources); Lily pads and Frogs (see resources).

Creating and Thinking Critically

Dotty cards (see resources); Number tiles (see resources); Operation tiles (see resources); Missing numbers (see resources); Sentence templates (see resources); My Number (see resources); cubes; whiteboards and pens.

Maths Out Loud

Counting

Pair up children and give them a number to hold. Make sure that each pair has a different number up to 12 or 13 or 14 or 15, depending on the size of your class.

Count slowly to 20 together. When each number is said the pair holding it must stand up! If they miss their number, they must stay seated.

The first time you do this, some pairs will forget to stand at the right time. Practise until everyone can do it perfectly!

Ask questions: Which number comes before your number? Which number comes after your number?

Chants/Rhymes/Songs

Five Currant Buns (see resources).

Sing and act out this rhyme and continue until no currant buns are left in the baker’s shop.

Story

10 Black Dots by Donald Crews.