Maths Reception Autumn Understanding Number

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 Counting and naming numerals (suggested as 5 days)

Objectives

Counting and naming numerals

Unit 1: ID# R149

Development Matters

Recognises some numerals of personal significance.
Recognises numerals 1 to 5.
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.
Uses the language of ‘more’ and ‘fewer’ to compare two sets of objects.

Early Learning Goals

Counts reliably with numbers from 1 to 20.

Hamilton Objectives

1. Recognise numerals 1-5 and some of personal significance; select the correct numeral to represent up to 10 objects.
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

A large glove puppet; Number cards 1-10 (see resources); lots of small objects; spotty dice 1-6; see-through plastic bags; Lego bricks; dotty number cards 1-10 (see resources); 10 small soft toys; a basket or box; Number cards (see resources).

Active Learning

Number cards 1-10 (see resources); Fortune Teller template (see resources); crayons and felt-tip pens; 10 bowls of natural objects around the room, e.g. bowls of 7 conkers, 4 pine cones, 3 flowers, 8 pebbles, 5 leaves, 2 shells, 6 feathers, etc.; safety pins; counters.

Creating and Thinking Critically

Small shells/dinosaurs/figures/plastic animals, etc.; Number cards 1-10 (see resources); small animals; animal pens; Lego/Duplo; sticky notes; chalk.

Maths Out Loud

Counting

With all the children, count from 1 to 20 in unison. When you say ‘five’, children wave one hand in the air. When you all say ‘ten’, they wave a second hand in the air. Then they put their hands down and continue counting. When you say, ‘fifteen’, they wave one hand in the air, and when you say ‘twenty’, they wave both hands in the air.

Repeat this, counting again to twenty in the same way.

Repeat several times.

You will notice that children who are unsure about the sequence of numbers, all join in on the multiples of 5. These act as ‘markers’ where everyone can be saying the same number enthusiastically!

This counting as a large group is an essential prerequisite for all the activities in this Unit.

Chants/Rhymes/Songs

Sing ‘One Man Went to Mow’. You could learn and sing along with this animated version of One Man Went to Mow from www.YouTube.com.

Story

Anno’s Counting Book by Mitsumasa Anno.

When reading this, make the most of all the different ways in which each number may be found. This book repays several readings, both to a group and individually or in pairs.

Unit 2 Ordering numbers: sequencing (suggested as 5 days)

Objectives

Ordering numbers; sequencing items/actions

Unit 2: ID# R163

Development Matters

Recognises some numerals of personal significance.
Recognises numerals 1 to 5.
Counts up to three or four objects by saying one number name for each item.
Counts actions or objects which cannot be moved.
Counts objects to 10, and beginning to count beyond 10.
Counts out up to six objects from a larger group.
Selects the correct numeral to represent 1 to 5, then 1 to 10 objects.
Counts an irregular arrangement of up to ten objects.
Estimates how many objects they can see and checks by counting them.
Says the number that is one more than a given number.

Early Learning Goals

Counts reliably with numbers from 1 to 20, places them in order.

Hamilton Objectives

1. Recognise numerals 1-5 and some of personal significance; select the correct numeral to represent up to 10 objects.
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. ELG: Count reliably using numbers 1 to 20 and place the numbers in order.

You Will Need

Exploring and Playing

Ace to 10 playing cards: a set per child; items in the class shop, labelled with prices £1 to £10 (or £6); number labels; bikes/tricycles/ scooters, etc.; Duplo/ Lego bricks; toy animals.

Active Learning

A 1 to 6 or a 1 to 10 number track (see resources); one or two spotty dice, Lego/Duplo; Ace to 10 playing cards in one suit of your choice; counters; Number cards 1-10 (see resources); pack of playing cards with the Jacks, Queens and Kings removed.

Creating and Thinking Critically

Number cards 1-10; washing line and pegs; a puppet; number cards 1 to 10 and 1 to 10 (see resources); safety pins; counters; blank number track (see resources).

Maths Out Loud

Counting

This activity is the same as that on Unit 1. The reason is because it needs to be repeated over at least two weeks and more. Without this repetitive chanting, the other activities become impossible. Children need the foundation of the known count.

With all the children, count from 1 to 20 in unison. When you say ‘five’, children wave one hand in the air. When you all say ‘ten’, they wave a second hand in the air. Then they put their hands down and continue counting. When you say, ‘fifteen’, they wave one hand in the air, and when you say ‘twenty’, they wave both hands in the air.

Repeat this, counting again to twenty in the same way.

Repeat several times.

You will notice that children who are unsure about the sequence of numbers all join in on the multiples of 5. These act as ‘markers’ where everyone can be saying the same number enthusiastically!

Chants/Rhymes/Songs

One, two, three, four, five – once I caught a fish alive. This animated version of One, two, three, four, five... once I caught a fish alive from www.bbc.co.uk is great.

Story

1 – 20 Animals a Plenty by Kate Viggers.

Simply brilliant book for counting to 20.

Exploring and Playing

  1. Race to the ten
  2. Costing least or most?
  3. Lined-up lorries
  4. Lengthy pens

Unit 3 One more/less up to 12 (suggested as 5 days)

Objectives

One more and one less, up to 12

Unit 3: ID# R179

Development Matters

Recognises numerals 1 to 5.
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.

Early Learning Goals

Say which number is one more or one less than a given number.

Hamilton Objectives

11. Find one more than a group of up to 5 objects and then up to 10 objects.
14. ELG: Say the number one more than a given number up to 20.
15. ELG: Say the number one less than a given number up to 20.

You Will Need

Exploring and Playing

10 chairs; a steering wheel; a bus stop; numbers 1-10 on tiles/cards/as number shapes; spades/trowels; cardboard box; toy cars; number cards 1-12; 1-12 number track; chalk or number tiles/mats; large bricks.

Active Learning

Pegged ‘washing line’ with large numbers 1-10; 1-6 dice; 4-9 dice; dice adapted to show 1-2-3-3-4-4; pegged number line 1-9; playdough/salt dough; counters; boards for dough; chalk; beanbags; lots of number shapes, e.g. Numicon; number cards 1-10 (see resources).

Creating and Thinking Critically

Pegged ‘washing line’ with large numbers 1-12; Teddy; number cards 1-12; big bricks; 5-10 dice; 1-6 dice; 10 soft toys; blanket.

Maths Out Loud

Counting

Sit children in a circle. Pass a teddy round the circle as you count. Pass teddy back again as you count back, slowly at first, gathering pace until teddy reaches 1.

Split the class into 2 groups. Count to 100 using 1-100 grid, each half of the class saying alternate lines on the grid.

Give 10 children cards 10, 20, 30… 100. Use 1-100 grid to aid counting to 100, children stand up and show their cards when their number is said. Other children use fingers to count each 10, waving 1 hand or 2 for nos. ending in 5 or 0.

Chants/Rhymes/Songs

Sing songs or say rhymes which start with one object/ character and add one more each time, e.g. One man went to mow or Dinosaurs to Ten. Ask children to be the objects or characters.

Story

One Elephant Went Out to Play by Sanja Rešcek (illustrator).

Exploring and Playing

  1. Children on the bus
  2. Digging for treasure
  3. Car park
  4. Building towers

Creating and Thinking Cricitally

  1. Mystery numbers
  2. Stop counting!
  3. Teddy’s tower is taller!
  4. Toys’ bedtime