primarysite-prod-sorted.s3.amazonaws.com · Web viewWatch numberblocks episode 13 – the terrible twos. Play quick draw with two hands (bunny ears). How many different ways can

EYFS White Rose Maths PlanningSpring Term

1

Area of Learning

Intent

MathematicsNumberNumerical Patterns

Addition and Subtraction; Numbers to 5Introducing zeroNumber bonds to 5

Number and place value; Numbers to 10Counting to 6, 7 and 8Counting to 9 and 10 Comparing groups up to 10

Addition and Subtraction; Addition to 10Combining two groups to find the wholeNumber bonds to 10 – ten frameNumber bonds to 10 – part whole model

Geometry – shape and spaceSpatial awareness3D shapes2D shapes

Day 1 Day 2 Day 3 Day 4 Day 5

ImplicationMain Input

Watch numberblocks episode 12 – the whole of me. Sing 5 little speckled frogs. Discuss how many on log and how many in pool. Record on part-whole frame to model.

Watch numberblocks episode 13 – the terrible twos. Play quick draw with two hands (bunny ears). How many different ways can you and your partner make 4/5 using the fingers on two hands? Discuss if I have 0 on one hand/5 on one hand. Record onto a part-whole model/five frame as you discuss and verbalise number sentence – so 2 plus 2 equals 4.

Sing 5 little ducks. How many came back? How many had gone? Invite children to record on a part-whole model as you sing and discuss.

Play quick draw with two hands (bunny ears). How many different ways can you and your partner make 1/2/3/4 using the fingers on two hands? Discuss if I have 0 on one hand/5 on one hand. Record onto a part-whole model as you discuss and verbally recite addition number sentence to match.

Have two hoops on the carpet, marked yes and no. Choose 5 children and ask a question. Children to sort themselves into hoops. Class to record on part-whole frame. Verbalise 3 plus 2 = 5, 4 add 1 equals 5 etc. Allow children to think of questions.

ImplicationExploration

Children rotate through 3 activities (Monday -Wednesday)

Give the children 5 beanbags. Ask them to throw them in the hoop. How many landed inside the hoop? How many landed outside? How could you record your results? Encourage children to record their own results in a part-whole model (weather permitting chalk on playground, or on whiteboards indoors)What if you only had 4 beanbags? Or 3? 2? 1?


Ask children to count out 5 double sided counters. Shake and drop on the table/carpet. How many of each colour did you get? Look at your partners. Is it the same? Drop them again. What has changed? Could you show your counters on a five frame then record on a part-whole model? If you had 5 red counters, how many yellow would there be? Allow children to put their counters into part-whole models and 5 frames and verbalise e.g. I have 5 altogether, 3 red and 2 yellow, 3 add 2 makes 5. Repeat with 4, 3, 2, 1 counters.


Use numicon shapes to investigate which two smaller numbers combine to make exactly 2, 3, 4 or 5. Is there more than one combination? Which number has the most combinations?

Have a feely bag and some cubes. Children to count how many went into the bag. Children take it in turns to take out a number of cubes. A second child has to take what is left. Adult record on part-whole model initially then ask children to do the same on theirs. More able children can first predict and write on their whiteboards how many are left in the feely bag before the second child takes them out.

Children in pairs hide 2/3/4/5 cubes behind back in two hands. Show how many in one hand, then how many in the other. Ask children to predict how many in second hand before revealing.

Digging Deeper

Ask questions: I got 1 in the hoop, how many were outside? I missed the hoop with 3 of my beanbags, how many went in? If I only had 4 beanbags how many would be in the hoop etc. Verbalise – so 3 plus 1 is 4 etc.

Give children incomplete part-whole models. Ask them to complete the missing numbers.

Give children part-whole frames sheet to complete with numicon shapes to help. Give whole numbers and ask children to complete with all the different part options they find. Encourage children to verbalise – so 3 add 2 makes 5, or we could say 2 add 3 equals 5.

Take out an unseen amount. Ask the children how many could be in my hand and how many could be left in the bag. Ask questions e.g. If I have 3 cubes in my hand how many would be left in the bag? Could I still have 4 cubes left in the bag? If there are 4 in the bag how many will be in my hand? How do you know?

Encourage children to record each on a sheet with part-whole frames and try not to repeat

the same ones.

Impact Most children will be 40-60 Months developingSome children will be 40-60 Months secure

Most children will be 40-60 Months developingSome children will be 40-60 Months secure




Can they show an understanding that a number can be made up of 2 numbers added together?Are they beginning to recall number pair facts for numbers to 5?Do children understand what a part-whole frame shows?Do children understand what a 5 frame shows?





Parental Links & Involvement

Parents to upload comments, photo & video observations to Tapestry which staff can then cross reference Ages & Stages/ELG’s to, to inform termly assessments.





Assessment Each session to be videoed/photographed and uploaded to Tapestry with Ages and Stages /ELG’s cross referenced to enable these assessments to be used termly to assess the children’s progress and attainment and uploaded to O-Track

Each session to be videoed/photographed and uploaded to Tapestry with Ages and Stages /ELG’s cross referenced to enable these assessments to be used termly to assess the children’s progress and attainment and uploaded to O-Track




Area of Learning

Intent




Addition and Subtraction; Addition to 10


2

Area of Learning

Intent








Introduce 6 using the Seal six storySing the songPlay the tracing game.

Discuss what there are six of. Introduce hexagon, shape with six sides and corners. Discuss insects having six legs.

Introduce 7 using the sir seven storySing the songPlay the sir seven tracing game.

Discuss what there are 7 of. Sing rainbow song (from art activity) and ask children to count colours of rainbow on fingers. Sing days of the week song and ask children to count days of week on fingers.

Introduce Eric eight using Story:Sing the eric eight song:Play the Eric eight Tracing Game:

Discuss what there are 8 of. Introduce a hexagon and count sides. Discuss spiders having 8 legs.

Flash ten town number cards 0-8. Ask children to show number on their fingers. Discuss different ways of showing 6, 7 and 8 and record numbers 6-8 on part-whole model. So 3 and 3 makes 6, 5 and 1 makes 6, 5 and 3 makes 8, 4 and 4 makes 8 etc.

Show 6 on a ten frame. Discuss it is like 2 five frames stuck together, so 6 is 5 and 1 more. Show it could also be 3 and 3 more etc. Repeat showing different ways of making 7 (5 and 2, 4 and 3) and 8 (5+3, 4+4) on ten frame.


Children rotate:

1. Play seal six games on whiteboard/computers/ipads. Tracing game then more and less, find the sets and seal flipping games.

2. Practise forming 0-6 on whiteboards/outside with water and paintbrushes/in sand/shaving foam etc.

3. Find all the dominoes which have a total of 6 dots. Support children in verbalising – so 2 plus 4 equals 6 etc.

Children to rotate:

1. Children to paint a rainbow, learning the colours in the rainbow. Count how many colours, as you sing song and paint. How many have you done so far? How many do you have left to paint?

2. Find numicon to make the number 6 and 7.

3. Play sir seven games on whiteboard/ipads/computers. Tracing game then find the sets and more/less game.

Children to rotate:

1. Children to paint a spider with 8 legs, then if time add 8 eyes with cotton bud or white finger paint.

2. Play eric eight games on whiteboard/ipads/computers.

3. Practise forming 0-8 on whiteboards/outside with water and paintbrushes/in sand/shaving foam etc.

Rotate through activities:

1. Children to paint the numbers 0-8 on large sheets of paper. Practise any children have struggled with.

2. Children to practise 0-8 outside with chalks in order. Practise any children have struggled with.

3. Children to work as a team to match cards with numbers 1-8 represented in different ways to corresponding numeral. When matching cards, if finished, add multilink shapes of each number to match.


1. Work as a team to sort dots shown in different ways of numbers 6, 7 and 8. If time add numicon to each pile – and combine two pieces to make each number in different ways.

2. Create multilink shapes of numbers 6-8. Show your partner. Is theirs the same or different? Do they still make the same number?

3. Practise forming 0-8 on whiteboards/chalks outside/in sand/water etc.

Digging Deeper

1. Move onto second level. Say how many more/fewer before checking. 2. Write the number that is one more/one less than…3. Dominoes – Record in part-whole frames whole group A3 shared/HA on own sheets.

1. Extend questioning, so if you have done 3 and have 4 more left to paint, give me a number fact for 7. 2. Record how to make 7 in part-whole frames on sheets (HA), guided on A3 sheet (MA). Encourage children to find all possible ways. 3. Move onto second level. Say how many more/fewer before checking.

1. Children to say how many legs on one side, and how many on the other e.g. 4 and 4 makes 8. What if it had 2 on one side and 8 altogether, how many would it have on the other side?2. Move onto second level. Say how many more/fewer before checking.3. Write the number that is one more/less than….

1/2. Write the number that is one more than…one less than…two more than…three less than etc.

3. Encourage children to notice number facts in multilink shapes made eg. 4 and 4 makes 8, 5 and 3 makes 8 etc.

1. Can you tell me how you knew this was 6/7/8 without counting? Encourage children to develop their understanding of how they can subitise. Identify number pairs to total each number.2. Encourage children to notice number facts in multilink shapes made eg. 4 and 4 makes 8, 5 and 3 makes 8 etc. 3. Draw a part-whole model and complete.






Can they identify the numeral six?Can they form six correctly?Can they identify six as a quantity in a set?

Can they identify the numeral seven?Can they form seven correctly?Can they identify seven as a quantity in a set?

Can they identify the numeral eight?Can they form eight correctly?Can they identify eight as a quantity in a set?

Can they identify the numerals 0-8?Can they form 0-8 correctly?Can they identify 0-8 as quantities in a set?Can they identify numbers 0-8 represented in different ways?

Can they identify the numerals 0-8?Can they form 0-8 correctly?Can they identify 0-8 as quantities in a set?Can they identify numbers 0-8 represented in different ways?












Area of Learning

Intent


Addition and Subtraction; Numbers to 5Introducing zeroNumber bonds to 5Number and place value; Numbers to 10Counting to 6, 7 and 8Counting to 9 and 10 Comparing groups up to 10Addition and Subtraction; Addition to 10Combining two groups to find the wholeNumber bonds to 10 – ten frameNumber bonds to 10 – part whole modelGeometry – shape and spaceSpatial awareness3D shapes2D shapesDay 1 Day 2 Day 3 Day 4 Day 5

Implication Recap 6 using the tentown cardWatch numberblocks episode 1 series 2.

Recap 7 using the tentown cardWatch the numberblocks episode 2 series 2.

Recap 8 using Eric eight using Story:Watch the numberblocks episode 3 series 2.

Show children 10 frame. How many does this show? How do you know?

Play bunny ears. On two hands show me…all numbers 0-8. Did yours look the same as your


3

Area of Learning

Intent





Geometry – shape and spaceSpatial awareness3D shapes2D shapesDay 1 Day 2 Day 3 Day 4 Day 5


Use the Ten Town Cards 0-10 and flash each one asking the children to identify who it is:

Show them 2 characters and highlight the dots at the bottom of the card which represent the number quantity. Ask which is more/fewer? Repeat.

Then quick flash the large Numicon cards and ask the children to call out what number each piece represents.

Display 2 groups of identical objects on the IWB in sorting frames so that the children can directly compare the 2.Repeat.Ask:How many are in this group?How many are in that group?Which group has more? Which group has fewer?Are the groups equal?How do you know?


















Rotate groups through activities from Mon-Wed:

Provide the children with 2 pieces of Numicon to directly compare 1-10.

Ask:How many are in this group?How many are in that group?Which group has more? Which group has fewer?Are the groups equal?How do you know?

Repeat with different amounts 1-10.


Provide the children with 2 dominoes to directly compare 1-10.

Ask:How many are on this domino?How many are on that domino?Which group has more? Which group has fewer? Which side of each has more/fewer?Are the groups equal?How do you know?

On IWB or computers in computer suite play game – cards and dominoes ordering.

Sort into two sets – which is more, which is fewer

Sort using one criteria – which dominoes have more/fewer spots?

Match the spots to the number – which is the most? Fewest?

Throughout activities also discuss which side of each domino has more and fewer spots.


Provide the children with Number cards to choose from 1-10

Ask the children to choose two numbercards and count out the corresponding number of objects. Which is more? Which is fewer?

Repeat with different amounts 1-10. Ask children to choose more than two cards and put them in order.

Take away objects. Ask children to order three different cards. How do you know? Ask children to show on fingers.


Use dominoes to play who has more in pairs. With the dominoes face down choose one domino each. How many spots does each domino have? The Player with the most spots on their domino can collect a point. Can you record your points? Less able use counters on a ten frame. More able find a way of recording their own points.

Provide a feely bag with different numicon shapes. Ask the children to work in groups of 3. Each child takes a numicon shape from the bag. Can they identify which number they have? Work together to compare and order the shapes. Who has the largest number? Who has the smallest number? Does anyone have the same?

Provide children in pairs a selection of objects to sort (e.g. buttons, small word animals, fruit, counting objects) can you sort them into groups? Which group has the most? Which has the fewest? Do any two groups have the same?


Play order game on whiteboard or in ICT suite on computers– ordering numbers to 10. Discuss which is more/less/fewer/greater/larger/smaller/greatest/smallest

Go outside – all children have a turn at knocking down skittles. Record this onto scoreboard. Who knocked over the most? The fewest?

Children create a numberline using numicon. Then ask them to find their … and …. e.g. 3 and 7. Which is more? Which is fewer? Now pick up your … e.g. 5. Which is the largest? Smallest? Can you put them in order?

Digging Deeper

Progress onto comparing 3, 4 and 5 pieces of numicon as able. How many more/fewer are in this group than that one? How do you know? Demonstrate putting one over the other to see the difference.

On computer program progress onto: Match to the same value ordering

How many more/fewer are in this group than that one? How do you know? Demonstrate by building towers or lining them up like for like to see the difference.

How many more is ….than …? Numicon - How many more/fewer are in this group than that one? How do you know? Demonstrate putting one over the other to see the difference.

How many more is….than….Which number is 3 more than 5?Numicon - How many more/fewer are in this group than that one? How do you know? Demonstrate putting one over the other to see the difference. Can you find the number which is 3 more than 5? etc






Can they identify how many are in a group?Do they recognise the numerals 0-10?Can they compare two or more groups of objects and describe these using the phrases more/fewer/the same?

















4

Area of Learning

Intent








Show children interactive whiteboard powerpoint (numberbonds to 5) How many…are there? (e.g. red buckets) How many…? (e.g. blue buckets) How many altogether? Show on part-whole frame and record as an addition number sentence.

Show children interactive whiteboard powerpoint (talk about number 6) How many…are there? How many…? How many altogether? Show on part-whole frame and record as an addition number sentence.





Rotate Mon-Wed: LA – mon, MA – tues, HA - Wed

Children continue on IWB. Give them part whole frames to complete. Show scenes with objects on and ask them to record this in their part whole frame with guidance as required. Demonstrate how this can be recorded as an addition number sentence. LA use numberbonds to 5 powerpoint, more able progress onto other powerpoints (6-9)

Rotate Mon-Wed: MA – mon, HA – tues, LA - wed

Take children outside. Draw a part-whole frame on the ground with chalk. Ask children to collect a given amount of leaves, sticks, conkers etc. for each side. Move objects and write numbers in each part of the frame. Give children chalks and ask them to draw part-whole frames (support if needed). Ask them to collect objects and find totals. In class - Give children two part-whole frames and two sets of objects. Split them into two then combine. Use one frame for objects and the second for recording numbers.

Children move objects as shown then record numbers to match in their second part-whole model.

Rotate Mon-Wed: HA – mon, LA – tues, MA - wed

Play mini games of snakes and ladders with a partner. As children roll dice, verbalise – so three and four makes 7. Encourage children to subitise then count on from first number.

Give children numicon and part-whole frames with numbers in (0-5). Ask children to solve and record the total, also filling in missing gaps in addition number sentence.

Children take a domino. (LA only totals to 5, MA/HA totals to 10)

Complete part-whole frame and write addition number sentence to match each.

Digging Deeper

Ask questions - I spy a group of 3 and a group of 2. What am I looking at? Tell me a story about the clouds (e.g. there are 4 white clouds and 1 black cloud. Altogether there are 7) Encourage children to record this as an addition number sentence.

Give partially completed part-whole frames and ask children to find the missing numbers. Ask children to record addition number sentence to match.

Children record addition number sentences to match as they play.

Give children missing number part-whole models. Ask them to use numicon to find missing numbers and fill in missing gaps in number sentences.

Children to draw spots on missing number sentences with dominoes and fill in number sentence.






Can they identify sets of objects individually and then realise the quantity changes when they are combined?Can they illustrate the combining of two groups using a part-whole frame?Can they verbally describe the combining of two groups and the total?Can they record the addition as a number sentence?

















5

Area of Learning

Intent







Show children a ten frame. Show six and eight in two ways: Five and a bit structure and pairs structure.

Discuss they are the same number but shown in different ways. Discuss this is a ten frame so the gaps show us how many more we would need to add to that number to make 10. Discuss for each number. Find different ways of making ten and record as addition number sentences with children.

Show children a ten frame. Show 7 in two different ways – 5 and 2 and 4 and 3. Discuss how we know number pairs to make 7 by looking at the ten frame. Look at 9. How do we know this is 9 without counting? Discuss one less than 10. Remind children how we use the ten frame to find number bonds to 10. Find different ways of making ten with two different coloured stampers and record as addition number sentence to match.

Show children a ten frame. What number does it show? How do you know without counting? How many more do I need to get to ten? Record as addition number sentence. Repeat with several.




1. Place 10 chairs (indoors or outdoors) in a ten frame shape to represent seats on a bus. Pretend bus is driving and stopping. How many are on the bus now? So how many seats are spare? Verbalise for children so 4 add 6 equals 10.

2. Hide ten items e.g. beanbags, balls, dinosaurs In outdoor area. Draw a large ten frame on the ground. Send child to find one one at a time. When they return with one put in the frame and discuss how many more to find, so one and nine makes ten etc.

3. Give children numicon. Ask them to make 10 in different ways. Ask children to verbalise and to repeat turning the numicon around. E.g. 6 and 4 makes 10, and 4 and 6 makes 10.

Give children a set of ten frames with starting numbers in place. Give children two different colours of stampers/pens/crayons. Discuss placing them as two distinct groups so they are easier to count rather than random placing. Children to record the second number at the other side of the frame.

Children rotate through three activities – (Wed-Fri)LA – wed, MA – thurs, HA - friGive children in partners 10 two sided counters, a ten frame and a whiteboard and pen. Ask them to share the 10 counters in different ways and record these onto the frames. Discuss placing them as two distinct groups so they are easier to count rather than random placing. Encourage children to find 11 different ways of doing it. Discuss a pattern to ensure all have been found. Record as addition number sentences on whiteboards.

Children rotate through 3 activities (Wednesday - Friday)MA – wed, HA – thurs, LA - fri

Give children numicon. Ask them to make 10 in different ways. Ask children to verbalise and to repeat turning the numicon around. E.g. 6 and 4 makes 10, and 4 and 6 makes 10. Record as addition number sentences on a sheet.

Children rotate through 3 activities (Wednesday - Friday)HA – wed, LA – thurs, MA - friPlace one of each of the numicon shapes in a feely bag. Ask child to feel one of the shapes and say what number they think it is without revealing. Reveal and children put thumbs up or down. All children then use counters to show that number on their ten frame (in the same shape as numicon). Ask children which other number I need to make 10. Place another colour of counter on frame if needed. Children write addition number sentence on whiteboard to match.

Digging Deeper

1+2. Have one child each time write number sentence to match.

3. Repeat activity at top speed.

Can you write number sentences to match each on a whiteboard? Are there any that have been missed? How do you know you have found them all? Discuss 1+9=10 and 9+1=10 etc. Discuss writing in order.

Give children numbercards 0-10. Ask them to match the numbers to make 10 as quickly as possible. Write addition number sentences on whiteboards. Have you got them all? How do you know? Discuss recording in order.

Ask how do I know I have found all ways of making each number? Discuss and rewrite on reverse of sheet, in order.

Take away ten frames. One child reveals numicon piece. Other children write addition number sentence when first numicon number is presented. Can they write addition number sentence faster than it takes the first child to find the other numicon piece they need?






Can they show an understanding that a number can be made up of 2 numbers added together?Can they derive number bonds to 10 using a ten frame?Can they find all number bonds to 10? Are they beginning to automatically recall number bonds to 10?

















6


7

Area of Learning

Intent







Show children a ten frame and ask what number it shows. How many more do I need to make 10? So e.g. 6 + 4 = 10. Then ask children to show the same on a part-whole model. Sing Jack Hartman song to support automatic recall of number bonds to 10.

Show children a ten frame and ask what number it shows. How many more do I need to make 10? So e.g. 6 + 4 = 10. Then ask children to show the same on a part-whole model. Sing Jack Hartman song to support automatic recall of number bonds to 10.

Show children a ten frame and ask what number it shows. How many more do I need to make 10? So e.g. 6 + 4 = 10. Then ask children to show the same on a part-whole model in different

orientations. Sing Jack Hartman song to support automatic recall of number bonds to 10.

Show children a ten frame and ask what number it shows. How many more do I need to make 10? So e.g. 6 + 4 = 10. Then ask children to show the same on a part-whole model in different

orientations. Sing Jack Hartman song to support automatic recall of number bonds to 10.

Show children a ten frame and ask what number it shows. How many more do I need to make 10? So e.g. 6 + 4 = 10. Then ask children to show the same on a part-whole model in

different orientations. Sing Jack Hartman song to support automatic recall of number bonds to 10.


Rotate through activities:Sing ten in the bed with ten cuddly toys – record on part whole model for each verse (MA/HA on own whiteboards, LA shared)

Sing ten green bottles with ten green bottles outside (IWB song if bad weather) – record on part whole model for each verse. (MA/HA on own whiteboards, LA shared)

Give children ten small world objects (e.g. fruit/transport/cubes) and a sorting bowl on the carpet. Throw them into the bowl. How many did you get in? So how many out of the bowl? Verbalise, so 3 + 7 = 10.

Rotate through activities:Sing ten in the bed with ten cuddly toys – record on part whole model if first activity/no sents if second activity for each verse (on sheet – LA one A3 sheet guided)

Sing ten green bottles with ten green bottles (IWB song) – record on part whole model if first activity/no sents if second activity for each verse (on sheet – LA one A3 sheet guided)

Children take it in turns to knock down as many bottles/skittles as possible. Children to record each other’s scores on part whole model on whiteboard/chalks outside. How many knocked down, how many still standing. Verbalise addition number sentence to match.

Children rotate through 3 activities (Wednesday - Friday)LA – wed, MA – thurs, HA - fri

Give children 10 double sided counters. Ask them to find all possible solutions to complete 11 part-whole models with missing numbers (sheet)

Encourage children to find all solutions using a system.

Children rotate through 3 activities (Wednesday - Friday)MA – wed, HA – thurs, LA - fri

Give children numicon. Ask them to make 10 in as many different ways as they can. Ask them to find all possible solutions to complete 11 part-whole models on sheet

Encourage children to find all solutions using a

system.

Children rotate through 3 activities (Wednesday - Friday)HA – wed, LA – thurs, MA - fri

Give children ten on bead string. Ask children to partition in different ways.

Ask them to find all possible solutions to complete 11 part-whole models. Encourage children to find all solutions using a system.

Digging Deeper

Record addition number sentences to match for each activity.

Ask children to explain the pattern they see in the number sentences/part-whole models.

Play hit the button game on computer for rapid recall.

Look at the numicon piece. Write an addition number sentence showing which number is needed to total 10.

3 + 7 = 10

Hide so many beads in hand, leaving others exposed. How many am I hiding? How do you know? Can you record this on a part-whole model? Reveal and children check their answers. Use back of sheet or whiteboard. Can you record addition number sentence to match?






Can they show an understanding that a number can be made up of 2 numbers added together?Can they derive number bonds to 10 using a part whole model?Can they find all number bonds to 10? Are they beginning to automatically recall number bonds to 10?

















8

Area of Learning

Intent








Look at what’s the position powerpoint to introduce prepositional language. Digging deeper exposure - Introduce left/right (hold up hands to see L shape/which hand do you write with.

Look at ‘Talk about spatial awareness’ twinkl powerpoint Digging deeper exposure – remind of left/right (hold up hands to see L shape/which hand do you write with.

Read Little Red Riding Hood. Ask children to describe where characters are through the story.

Ask children to stand up. Give instructions e.g. move one step forwards, backwards, turn around, put your arms up, down, over your head, between your feet, on your shoulders step to the right/left. Remind how we know which is right and which is left.

Read cockatoo (youtube) by Quentin Blake. Ask children to describe where they find hidden items.


Rotate:Give children a small maths object and a sorting bowl. Put your teddy in the bowl, next to, under, near, far away from, in front of, in between two bowls. Now give your partner instructions.

Hide ten small world items around the outdoor area. First discuss where we might look (under the table, between the sheds, on the chair, behind the tree etc.) Ask children to find and place in ten frame as they are found. How many left to find?

Play giving instructions game on IWB (on g-drive EYFS White rose resources – spring 2) – ask children to position toys, then describe where toys are.

Rotate:Each group take it in turns to go outside and give directions to their partner to move around outdoor area climbing equipment/playground trimtrail.

Read Each peach, pear, plum (youtube). Ask children to describe where things have been spied. Read ‘Rosie’s walk’ (youtube) and ask children to describe where the fox/hen are.

Play eye spy game (twinkl sheet). Children find items then describe using positional language (e.g. above the cup, near the top of the page, next to the rabbit etc.)

Rotate weds-Fri

Read ‘Me on the map’ on IWB (youtube)

Children to draw a map of their bedroom. Describe to adults/their friends when complete, using positional language.

Rotate weds-Fri

Play on beebots game on IWB - https://www.terrapinlogo.com/emu/beebot.html Ask children to discuss with their partner which buttons they would need to press to get to different letters. Children draw on their whiteboards. Then invite child to try programing.

Then play pirates game directing along map to find treasure. https://pbskids.org/peg/games/hungry-pirates

Children draw on whiteboards arrows they would press each time. Then invite children to try.

Rotate weds-Fri

Read ‘We’re going on a bear hunt’Ask children to do actions for over, under, through.

Children to complete bear hunt story map cutting and sequencing the story. Then retell the story using story and prepositional language using their map.

Digging Deeper

Encourage children to think of alternative language e.g. for under, beneath, below, underneath, for next to, beside, encourage children to use right and left.

Encourage children to think of alternative language e.g. for under, beneath, below, underneath, for next to, beside, encourage children to use right and left.

Encourage them to describe in detail e.g. close to, a long way from, the other side of the room.

Challenge children to direct to their own chosen location and explain to their partner.

Children label each part of map (writing link)






Do they understand positional language?Do they use positional language correctly when describing?
















https://pbskids.org/peg/games/hungry-pirates

https://www.terrapinlogo.com/emu/beebot.html


9


10

Area of Learning

Intent








Begin by showing children 3D shapes. Ask children to recall the name of each. Show children twinkl powerpoint – everyday 3d shapes. Discuss objects of different shapes. Can you think of any more?

Begin by showing children 3D shapes. Tell children the name of each. Can you think of anything that is this shape? Discuss.

Begin by showing children 3D shapes. Ask children to recall the name of each. What can you tell me about this shape? Discuss flat/curved faces.

Have shapes in a bag. Put hand in and describe shape by how many faces it has and whether they are flat or curved. Ask children to tell their partner which shape they think I am describing. Reveal and discuss properties again.

Have shapes in a bag. Put hand in and describe shape by how many faces it has and whether they are flat or curved. Ask children to tell their partner which shape they think I am describing. Reveal and discuss properties again.


Rotate (Mon-wed)LA – mon, MA – tues, HA – Wed

Children use polydron to make different 3D shapes. What can you tell me about your shape? What is it called?

Rotate (Mon-wed)Rotate Mon-Wed: MA – mon, HA – tues, LA - wed

Children build with wooden 3D shapes. Ask questions e.g. What is this shape called? How is it the same/different to this one? Which shapes roll? Why? Why don’t the others?

Rotate (Mon-wed)Rotate Mon-Wed: HA – mon, LA – tues, MA - wed

Show children a large 3D shape. Give them a collection of small shapes and ask them to show you another like yours. What is it called? What can you tell me about it? Does it roll? Discuss flat faces/curved faces.

Rotate:

Work with partner to complete 3d shape I spy and count to ten. Discuss names and properties of shapes.

Children do a 3D shape hunt in classroom/outdoor area.

Children work in partners. One shows their partner a shape (mini shape) and the other has to find theirs the same. Partners then describe shape to each other.

Rotate:

Have a selection of 3D shapes. Ask children to sort the shapes into groups. Why did you sort them in this way? How could you sort them in a different way?

Children to make 3D shapes using playdoh. Which are easier to make? Which are harder? Would using tools help you to make a flat side?

Children build shapes out of polydron. Discuss names and properties of shapes.

Digging Deeper

Can you count how many faces the shape has? How many flat/curved surfaces does it have?



Partners describe to each other shapes by shape of faces and partner has to guess name of shape being described.

Tell children you have a rule for shapes to be allowed in the hoop e.g. curved faces, triangular faces, square faces etc. Children bring shape to the hoop and you say yes or no. Once a few shapes have been sorted ask them to guess what my rule is. Ask children: What do you notice about all the shapes in the hoop? Why does this shape not belong in my set? Can you find an item in the classroom which could join my set?






Can they name 3D shapes?Can they count how many faces they have?Can they identify whether the faces are flat or curved?

















11

Area of Learning

Intent








Show children shapes – square, circle, triangle, rectangle, oval. Name them and ask children to repeat. Discuss and count sides and corners. Look at pictures of 2D shapes pictures from twinkl. Children to say which shapes they can see. How many of each?

Show children shapes – square, circle, triangle, rectangle, oval. Name them and ask children to repeat. Discuss and name sides and corners. Look at pictures of 2D shapes pictures from twinkl. Children to say which shapes they can see. How many of each?

Show children shapes – square, circle, triangle, rectangle, oval. Name them and ask children to repeat. Discuss and name sides and corners. Feely bag – which shape am I describing? Reveal.

Show children shapes – square, circle, triangle, rectangle, oval. Name them and ask children to repeat. Discuss and name sides and corners. IWB game – shape reveal. Pause. Which shape could it be? Is there any other shape it might be? Reveal and describe shape.


Rotate (Mon-wed)

Children make shape pictures with plastic 2D shapes. Adult to ask them to describe the picture they have made and name/count the shapes they have used.

Rotate (Mon-wed)Give children pegs and peg boards. What shapes can you make? Can You make a larger square? A different shaped triangle? How many pegs did you use? Did you use more or fewer for your larger square?

Rotate (Mon-wed)Go outside and use sticks to make 2 D shapes. Or if raining use lollipop sticks to make different shapes. Can you make a bigger square, rectangle, triangle? What could you use to make a circle? Repeat with polydron. Can you find a triangle? Square? Now can you put them together to make a rectangle? A bigger triangle or square? Can you make a circle? Why not?

Rotate:

Print with large 3D shapes. What 2D shapes can you see? How would you describe them?

Print into playdoh with small 3D shapes. What 2D shapes can you see? How would you describe them?

Give children tangrams. Can you use them to build a square shape? Rectangle? Triangle?

Twinkl – Easter 2d shape search worksheet

Digging Deeper

Encourage children to describe how many sides and corners each of the shapes have.

Can you change a square into a rectangle without taking all the pegs out?

Sticks challenge – can you make a triangle/square/rectangle with 6 sticks? Why? Why not?Polydron Challenge – can you make a square with 4 squares? A rectangle with 4 squares? A triangle with 4 triangles? 9 triangles? Can you make a square or with 5 squares? Why not? What can you make with five squares? A rectangle?

Describe a 3d shape to children by describing the shape of its faces. Can they guess which shape you are describing? Ask them to describe a 3D shape in the same way to their partner.

Can you describe each shape to your partner? Which shape are there the most of? Which are there fewer of?






Can they name and identify 2D shapes?Can they describe how many sides and corners they have?Can they identify shapes in a picture?Can they make their own arrangements with shapes?



Can they name 2D shapes?Can they describe how many sides and corners they have?Can they identify 2D shapes on the faces of 3D shapes?Can they make their own arrangements with shapes?

Can they name 2D shapes?Can they describe how many sides and corners they have?Can they identify shapes in a picture?













12

Documents

primarysite-prod-sorted.s3.amazonaws.com · Web viewWatch numberblocks episode 13 – the terrible twos. Play quick draw with two hands (bunny ears). How many different ways can