Maths Reception Spring Understanding Number

Hamilton's Reception Maths planning targets the key characteristics of effective early learning:

  • Through Exploring and Playing, children independently engage with their peers and their environment.
  • Active Learning group activities promote the motivation needed to be involved and to keep trying.
  • Guided Creating and Thinking Critically supports development of problem-solving & reasoning skills.

Maths Out Loud: whole-class counting, repetitive chants, rhymes, songs and a linked story to enjoy together.

Unit 1 Counting and estimating (suggested as 5 days)

Exploring and Playing

  1. Construction – Lego™ 20s
  2. Painting stripes
  3. Outside numbers
  4. Fine motor skills counting

Active Learning

1. Action Numbers
2. Counting beads
3. Boxes and quantities
4. Counting snacks

Creating and Thinking Critically

1. Estimating quantities within a range
2. Drum counting
3. Cube counting
4. All aboard the bus!

Maths Out Loud

Counting
Count around the circle from 1 to the number in the class. 1, 2, 3, 4, 5! The 5th child waves one hand, 6, 7, 8, 9, 10, 10th child waves 2 hands, 11… 15, 15th child waves one hand, and so on. Repeat, starting at a different place in the circle.

On other occasions, count to 100 in unison with children using their fingers to match the units. Emphasise numbers ending in 0 and 5.

Chants/Rhymes/Songs
Ten Green Bottles – counting back from 10 to 0.

Story
Ten Little Dinosaurs or Ten Little Robots or Ten Little Pirates by Mike Brownlow.

Counting to ten then back again. How many dinosaurs will there be now? Point at numerals for children to recognise and say out loud. Count quickly on and back using the pages, then slowly, then in a high voice, then in a low voice

You Will Need

Exploring and Playing
Lego™ bricks or cubes; Post-its™; pens; wiggly snakes drawn on A3 paper; paint; brushes; water; big chalk or large paintbrushes with water; plastic cups; tweezers; variety of small counting objects e.g. shells, small stones, gems, small beads, etc.

Active Learning
Number cards 1-20; 20-bead bar; 4 different-sized boxes with lids; play figures or Lego™ figures; 3 plates; 35 fruit snacks of two different types; washing line.

Creating and Thinking Critically
5 plates; counting objects e.g. play- people, Lego™ bricks etc.; 5 cloths to cover the plates; number cards 5, 10 and 20 per pair; drum; beater; other percussion instruments; number cards 1-10; cubes; washing line; cardboard box; small soft toys.

Unit 2 Order and compare numbers (suggested as 5 days)

Creating and Thinking Critically

1. Where does it go?
2. Tallest Towers
3. What about my Number?
4. Higher/Lower

Maths Out Loud

Counting
Give each child in the class a card with a number between 1 and 20.

Together, count along the washing line from 1 to 20.

Then children close their eyes whilst you turn round 3 cards so their numbers are not visible. Children open eyes and hold up their card if they think it’s one of the missing numbers. They explain where it is on the line.

Repeat several times across the unit, swapping children’s numbers.

Chants/Rhymes/Songs
Ten in the bed (see resources for lyrics).

Story
Hippos Go Berserk! by Sandra Boynton.

One hippo calls another hippo. so now there are two. Then another hippo is called to make three. So the story proceeds… Children love it when they go berserk!

You could print pictures of hippos and ask children to come up to form a human number line as each new hippo is added, reinforcing this unit’s theme of ordering and comparing numbers.

You Will Need

Exploring and Playing
Play-dough; small objects to stick into the play-dough e.g. beads, counters, buttons etc; large number track 1-12 (see resources); dominoes; sand; small stone, shells; camera; low washing line; pegs; stickers; pens; socks.

Active Learning
Cardboard box; Number cards 0-9 (see resources); sandpaper numerals; 1-20 number track (see resources); soft toy for each child; Number cards 1-20 (see resources); counters; Blank cards (see resources); counters; Rosettes (see resources); pens; scissors.

Creating and Thinking Critically
Number cards 1-20 (see resources); interlocking cubes; counters; Name tag templates (see resources); Number track 1-20 (see resources); counters.

Unit 3 Partition to create number bonds (suggested as 5 days)

Creating and Thinking Critically

1. Finger partitioning
2. How many missing?
3. Flowery tens
4. Splitting the biscuits

Maths Out Loud

Counting
Use Post-its™ to cover 10 random numbers on the 1-100 grid (not multiples of 10).

Count to 100 as a class, with children marking the multiples of five by waving one hand (numbers ending ‘5’) or two hands (numbers ending ‘0’).

Point to each number on the grid as you say it.

Can children say the missing numbers? Take off the Post-its as you go.

Chants/Rhymes/Songs
Number Bonds to 10
(see poster)

0 and 10 are big strong men

1 and 9 are feeling fine

2 and 8 are never late

3 and 7 come from Devon

4 and 6 like to play tricks

5 and 5 come alive

Children can invent their own version for the class to say together.

Story
Ten Red Apples – by Pat Hutchins

How many apples have been eaten? How many are left on the tree?

Use number bonds to answer.

You Will Need

Exploring and Playing
Large dried beans e.g. butter beans; paint/permanent pen in gold/silver; number bond to 10 cards, small stickers; dominoes; camera; cardboard mats; interlocking cubes; number bonds to 10 cards; pennies; other coins; two purses (see resources).

Active Learning
Sum cards (see resources); 10 pegs on a coat hanger; cloth; cardboard boxes; 10 soft toys; blank cards; Numicon; string; beads.

Creating and Thinking Critically
Flip chart or whiteboard; Number cards 1-10 (see resources); plastic animals e.g. zoo/farm animals; Sum cards (see resources) or blank cards; Lego/lolly sticks/card; whiteboards, pens; ten petals (see resources); glue; biscuits: savoury/ sweet; 2 plates.