Nursery
I can quickly recognise up to 3 objects, without having to count them individually (‘subitising’). I can recite numbers past 5. I can say one number for each item in order: 1,2,3,4,5 and I know that the last number reached when counting a small set of objects tells you how many there are in total (‘cardinal principle’). I can show ‘finger numbers’ up to 5 and link numerals and amounts: for example, showing the right number of objects to match the numeral, up to 5. I can experiment with my own symbols and marks as well as numerals and solve real world mathematical problems with numbers up to 5. I can compare quantities using language: ‘more than’, ‘fewer than’. I talk about and explore 2D and 3D shapes (for example, circles, rectangles, triangles and cuboids) using mathematical language: ‘sides’, ‘corners’; ‘straight’, ‘flat’, ‘round’. I understand position and can describe a familiar route. I can discuss routes and locations, using words like ‘in front of’ and ‘behind’. I make comparisons between objects relating to size, length, weight and capacity. I select shapes appropriately: flat surfaces for building, a triangular prism for a roof, etc and combine shapes to make new ones – an arch, a bigger triangle, etc. I can talk about and identify the patterns around me and use informal language like ‘pointy’, ‘spotty’, ‘blobs’, etc. I can extend and create ABAB patterns – stick, leaf, stick, leaf. and notice and correct an error in a repeating pattern. I am beginning to describe a sequence of events using words such as ‘first’, ‘then…’
Autumn 1
Take part in finger rhymes with numbers.
React to changes of amount in a group of up to three items.
Compare amounts, saying ‘lots’, ‘more’ or ‘same’. Develop counting-like behaviour, such as making sounds, pointing or saying some numbers in sequence.
Compare sizes, weights etc. using gesture and language – ‘bigger/little/smaller’, ‘high/low’, ‘tall’, ‘heavy’.
Notice patterns and arrange things in patterns.
Reception
I count objects, actions and sounds and can subitise. I link the number symbol (numeral) with its cardinal number value. I count beyond ten and can compare numbers. I understand the ‘one more than/one less than’ relationship between consecutive numbers. I can explore the composition of numbers to 10 and automatically recall number bonds for numbers 0–5 and some to 10. I can select, rotate and manipulate shapes to develop spatial reasoning skills and compose and decompose shapes recognising a shape can have other shapes within it, just as numbers can. I can continue, copy and create repeating patterns. I compare length, weight and capacity.
The level of development a child should be expected to have reached by the end of the EYFS is defined by the Early Learning Goals.
ELG: Number
• Have a deep understanding of numbers to 10, including the composition of each number.
• Subitise (recognise quantities without counting) up to 5.
• Automatically recall (without reference to rhymes, counting or other aids)number bonds up to 5 (including subtraction facts) and some number bonds to 10, including double facts.
ELG: Numerical Patterns
• Verbally count beyond 20, recognising the pattern of the counting system.
• Compare quantities up to 10 in different contexts, recognising when one quantity is greater than, less than or the same as the other quantity.
• Explore and represent patterns within numbers up to 10, including evens and odds, double facts and how quantities can be distributed equally.
White Rose Maths “Building Strong Foundations” and NCETM (National Centre for Excellence in the Teaching of Mathematics) “Working Collaboratively to enhance Maths Teaching” are schemes of learning used by staff to support our focus on raising levels of achievement and progression of Mathematics.
Autumn 1
Count objects, actions and sounds.
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| Counting within the provision whilst adding branches to the tree, leaves to the branches and exploring conkers in the outdoor provision. |
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| Counting beats of the drum. |
Continue, copy and create repeating patterns.