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Maths

 

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Week1

Baseline

Number – Counting, recognition

Number – More / less than

Number – addition / Subtraction

Number - Counting / more than/ less than / ordering

SSM – 2D and 3D

SSM - Time

Number - Counting, ordering, more / Less than

Week 2

Baseline

Number -  Counting, recognition

SSM – Pattern &

3D Shape

SSM – Time

SSM - Time

Number - Addition and Subtraction

SSM - Weight and capacity

Week 3

SSM – Length and height

 

Number – Addition and subtraction

SSM - Money

Number - Addition / subtraction

SSM - Money

Number - Addition and Subtraction

Week 4

SSM – 2D shapes

 

SSM – Length / height

Number - Doubling / ordering numbers

SSM - Shape / pattern

SSM - Length and height

SSM - Distance and Position

Week 5

Number -  Matching numeral to quantity

 

Number – Sharing / doubling

Number - Halving and sharing

Number - Sharing / halving

Number problems – estimating, doubling, sharing

Number problems – estimating, doubling, sharing

Week 6

Number – Estimation

 

 

SSM – weight / capacity

SSM - Weight and capacity

SSM - Distance  / position

 

SSM problems

Week 7

SSM – Time

 

 

SSM - Money

 

 

 

Consolidation

Week 8

SSM – Positional language

 

 

 

 

 

 

 

 

Term

Number

Shape Space and Measure

Autumn 1

30-50 months

  • Shows an interest in representing numerals
  • Shows an interest in numerals in the environment.
  • Sometimes matches numeral to quantity
  • Beginning to represent numbers using fingers, marks on paper or pictures.
  • Knows that numbers identify how many objects are in a set
  • Realises not only objects, bit anything can be counted, including steps, claps, jumps.
  • Shows an interest in number problems

40-60 months

  • Recognises numerals 1-5
  • Counts up to 3 or 4 objects by saying the number name for each item.
  • Count objects or actions that cannot be moved
  • Count objects to 10 and beyond
  • Selects the correct numeral to represent 1-5, then 1-10 objects.
  • Estimates how many objects they can see and checks by counting them.
  • Counts an irregular arrangement of objects
  • Finds the total number of items in two groups by counting them.
  • In practical activities and discussions, beginning to use the vocabulary involved in addition.
  • Records using marks they can interpret and explain.

30-50 months

  • Shows an interest in shape and space.
  • Shows an awareness of similarities of shapes in the environment.
  • Shows an interest in shapes in the environment.
  • Uses shapes appropriately for tasks.
  • Uses positional language.

40-60 months

  • Beginning to use mathematical names for 2d and 3d shapes and mathematical terms to describe shapes.
  • Selects a particular named shape.
  • Orders 2 or 3 items by length or height.
  • Uses everyday language related to time
  • Measures short periods of time in simple ways.
  • Orders and sequences familiar events.
  • Can describe their relative position.

Autumn 2

As above

 

40-60 months

  • Use the language of ‘more’ and ‘fewer’ to compare two sets of objects
  • Say the number that is one more or one less than a given number
  • Finds one more or one less from a group of up to 5 objects, then 10 objects
  • Finds the total number of items in two groups by counting all of them.
  • In practical activities and discussion, beginning to use the vocabulary involved in adding and subtracting.
  • Records, using marks that they can interpret and explain.
  • Beginning to use the vocabulary involved in subtracting
  • Records using marks they can interpret and explain
  • Finds one less than a group of objects / number.
  • Begins to identify own mathematical problems based on own interests and fascinations.

Early Learning Goal

Children count reliably with numbers from one to 20, place them in order and say which number is one more or one less than a given number. 

Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer.

They solve problems, including doubling, halving and sharing.

30-50 months

  • Shows an interest in shape and space.
  • Shows an awareness of similarities of shapes in the environment.
  • Shows an interest in shapes in the environment.
  • Uses shapes appropriately for tasks.

40-60 months

  • Recap 2d and 3d shapes
  • Begin to use language of shape properties
  • Recognise, create and describe patterns using shapes
  • Uses familiar objects and common shapes to create and recreate patterns and build models.
  • Orders two items by weight or capacity.
  • Beginning to use everyday language related to money.
  • Orders 2 or 3 items by length or height

Early Learning Goal

Begin to use everyday language to talk about weight, capacity and money.

They recognise, create and describe patterns.

They explore characteristics of everyday objects and shapes and use mathematical language to describe them

 

Spring 1

40-60 Months

  • Finds the total number of items in two groups by counting all of them.
  • Records, using marks that they can interpret and explain.
  • In practical activities and discussion, beginning to use the vocabulary involved in adding and subtracting.
  • Records, using marks that they can interpret and explain.
  • Beginning to use the vocabulary involved in subtracting
  • Records using marks they can interpret and explain
  • Finds one less than a group of objects / number.
  • Begins to identify own mathematical problems based on own interests and fascinations.

Early Learning Goal

Children count reliably with numbers from one to 20, place them in order and say which number is one more or one less than a given number.

Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer

They solve problems, including doubling, halving and sharing.

 

40-60 Months

  • Beginning to use mathematical names for ‘flat’ 2D shapes, and mathematical terms to describe shapes.
  • Selects a particular named shape.
  • Can describe their relative position such as ‘behind’ or ‘next to’.
  • Uses everyday language related to time
  • Measures short periods of time in simple ways.

Orders and sequences familiar events

  • Orders two items by weight or capacity.
  • Beginning to use everyday language related to money

Early Learning Goal

Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems.  They recognise, create and describe patterns.

They explore characteristics of everyday objects and shapes and use mathematical language to describe them.

 

 

Spring 2

40-60 Months

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

Early Learning Goal

Count reliably with numbers from one to 20, place them in order and say which number is one more or one less than a given number.

Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer.

They solve problems, including doubling, halving and sharing

 

40-60 Months

  • Uses everyday language related to time
  • Measures short periods of time in simple ways.

Orders and sequences familiar events

  • Can describe their relative position such as ‘behind’ or ‘next to’.
  • Beginning to use mathematical names for ‘solid’ 3D shapes and ‘flat’ 2D 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 Goal

Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems.

They recognise, create and describe patterns.

They explore characteristics of everyday objects and shapes and use mathematical language to describe them.

Summer 1

40-60 Months

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

 

 

Early Learning Goal

Count reliably with numbers from one to 20, place them in order and say which number is one more or one less than a given number.

Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer.

They solve problems, including doubling, halving and sharing

Exceeding

Children estimate a number of objects and check quantities by counting to 20.

They solve practical problems that involve combing groups of 2, 5 or 10 or sharing equal groups.

 

40-60 Months

  • Beginning to use mathematical names for ‘solid’ 3D shapes and ‘flat’ 2D 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.
  • Beginning to use everyday language related to money
  • Orders two or three items by length or height.

Early Learning Goal

Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems.  They recognise, create and describe patterns.

They explore characteristics of everyday objects and shapes and use mathematical language to describe them

Exceeding

Children estimate, measure, weigh and compare and order objects and talk about properties, position and time.

 

Summer 2

40-60 Months

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

Early Learning Goal

Count reliably with numbers from one to 20, place them in order and say which number is one more or one less than a given number.

Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer.

They solve problems, including doubling, halving and sharing

Exceeding

Children estimate a number of objects and check quantities by counting to 20.

They solve practical problems that involve combing groups of 2, 5 or 10 or sharing equal groups.

40-60 Months

  • Uses everyday language related to time
  • Measures short periods of time in simple ways.
  • Orders and sequences familiar events.
  • Orders two items by weight or capacity
  • Can describe their relative position such as ‘behind’ or ‘next to’.

Early Learning Goal

Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems.  They recognise, create and describe patterns.

They explore characteristics of everyday objects and shapes and use mathematical language to describe them

Exceeding

Children estimate, measure, weigh and compare and order objects and talk about properties, position and time.

 

 

 

 

 

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