Maths Reception Autumn Patterns

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 Exploring repetitive patterns (suggested as 5 days)

Objectives

Exploring repetitive patterns

Unit 1: ID# R293

Development Matters

Recognises numerals 1 to 5.
Counts actions or objects which cannot be moved.
Counts objects to 10, and begins to count beyond 10.
Beginning to use mathematical names for ‘solid’ 3-D shapes and ‘flat’ 2-D shapes, and mathematical terms to describe shapes.
Selects a particular named shape.
Uses familiar objects and common shapes to create and recreate patterns and build models.

Early Learning Goals

Counts reliably with numbers from 1 to 20, places them in order and say which number is one more less than a given number.
Recognises, creates and describes patterns.
Explores characteristics of everyday objects and shapes and uses mathematical language to describe them.

Hamilton Objectives

Reception:
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.
19. ELG: Solve problems including doubling (and halving or sharing).

Year 1:
2. Count in 2s (5s, 10s)
13. Recognise doubles to double 5 (and find related halves)

You Will Need

Exploring and Playing

Prepared cut-out snakes; paint; brushes; water; table covering; or playground chalks and access to the outside; Lego or Duplo bricks and baseboards; multilink cubes; linking elephants or other pattern-making equipment, e.g. peg boards, Numicon; shapes, or natural materials such as leaves; plain wallpaper/wall lining paper; large crayons or paint and sponges for printing; art shirts.

Active Learning

Interconnecting cubes in different colours; 2 drums, 2 wood blocks, 2 triangles and beaters; flat shapes: triangles, squares and rectangles (optional).

Creating and Thinking Critically

Paint and shaped sponges or gummed shapes; strips of card to make headbands; different coloured and shaped beads; strings/laces; fruit, e.g. bananas, strawberries, apples, pineapple, grapes; skewers; kitchen roll; interconnecting cubes in different colours.

Maths Out Loud

Counting

Show the 1-100 grid. We’re going to count all the way to 100 today! Point to each number as you do so, emphasise the numbers ending in 0 and 5, so that the children pick up on the pattern.

Do you notice any patterns in the 1-100 grid? e.g. the columns of numbers ending in the same digits.

This is an activity which needs regular repetition so that more and more children will join in saying the higher numbers.

Chants/Rhymes/Songs

Join in with the patterns with the song Banana, banana, meatball by Blazer Noodle on www.YouTube.com.

There was an old lady who swallowed a fly has a super rhythm and repetitive nature.

Story

Pattern fish by Trudy Harris.

Exploring and Playing

  1. Paint or chalk stripy snakes
  2. Pattern houses
  3. My pattern
  4. Wallpaper swatches

Active Learning

  1. Colour patterns
  2. People patterns
  3. Musical patterns
  4. We’ve got rhythm!

Creating and Thinking Cricitally

  1. Headband patterns
  2. Beady patterns
  3. Fruit kebabs
  4. Spot the mistake

Unit 2 Counting in 2s; odd/even numbers (suggested as 5 days)

Objectives

Counting in 2s; even and odd numbers

Unit 2: ID# R331

Development Matters

In practical activities and discussion, is beginning to use the vocabulary involved in adding and subtracting.

Early Learning Goals

Solves problems, including doubling, halving and sharing.

Nat. Curr. (Y1) Num (ii); Mult (i):
Non-statutory: Practise counting as reciting numbers and counting as enumerating objects, and counting in twos, fives and tens from different multiples to develop recognition of patterns in the number system (for example, odd and even numbers)…

Hamilton Objectives

Reception:
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.
19. ELG: Solve problems including doubling (and halving or sharing).

Year 1:
2. Count in 2s (5s, 10s).
13. Recognise doubles to double 5 (and find related halves)

You Will Need

Exploring and Playing

Toy animals; an ‘ark’; a soft ball; 10 socks; 2 lunch boxes; up to 10 real or play food items; numbered boxes.

Active Learning

Number cards 1 to 20 (see resources), 20 pegs and washing line; five replica 2p coins, washing line, 10 pegs; five 2p coins and a tin; 10 socks (preferably identical).

Creating and Thinking Critically

Even 2 to 10 cards; collections of up to 10 objects, e.g. pairs of shoes, pairs of cubes, pairs of eyes on soft toys, pairs of socks, etc.; cookie recipe (see resources); ingredients and cooking equipment; 20 chocolate buttons; plates; cubes; 1–10 number track (see resources); red and blue pencils.

Maths Out Loud

Counting

Count to 20 WITHOUT the support of a number track or 1-100 grid. Children hold up a finger for each number to 10, then one finger for 11, 2 for 12 and so on, and wave 1 or 2 hands for 5, 10, 15, 20, shouting these numbers.

Be sure to pronounce the teens numbers very clearly, so children don’t confuse them with the 10s numbers, e.g. confuse fifteen with fifty.

This is an activity which needs regular repetition so that more and more children learn the teens numbers in order by heart.

Chants/Rhymes/Songs

One, two, buckle my shoe. Children could join in with this animated version of One, two, buckle my shoe from www.bbc.co.uk.

Story

Eggs and Legs: Counting by Twos by Michael Dahl.

Exploring and Playing

  1. The animals went in 2 by 2
  2. Don’t drop the ball!
  3. Sock sort
  4. That’s not fair!