Maths and Number

Maths

Summer 2

EYFS (Reception & Pre-School) Maths- Explore 3-D Shapes 

We continue to follow the White Rose scheme of learning this half term.

This term the children will be exploring 2D and 3D shapes through lots of practical, hands‑on activities. They’ll be learning to name and describe shapes, spot them in the environment, and use vocabulary such as sides, corners, flat and curved. The children will also be composing and decomposing shapes — discovering how smaller shapes can fit together to make bigger ones, and how shapes can be taken apart and rearranged in dif24rent ways. Through building, drawing, sorting and problem‑solving, they’ll be developing important early spatial reasoning skills.

Maths

Summer 1

EYFS (Reception & Pre-School) Maths – Building 9 and 10

This term in Maths, we’re following the White Rose scheme as we explore the numbers 9 and 10. The children will be practising saying the number names, matching them to numerals, and counting out objects carefully by touching each one.

We will also be spotting groups of 9 and 10 in stories, pictures, and around the classroom. S41ing these numbers in lots of dif24rent ways helps the children build confidence before they begin creating their own representations.

Year 1 - taught by Mrs Davis-Hilliard

Measurement: Mass and Volume

Multiplication and Division

Fractions

Position and Direction

Place Value (within 100)

Money

Time

Year 2 - taught by Mrs Davis-Hilliard

Fractions

Time

Statistics

Position and Direction

Consolidation of KS1 Maths

Spring 2

➕ Maths – year 1 and 2 will be taught by Mrs Davis-Hilliard

🌱 🔢 Maths EYFS (Reception & Pre School)   Spring Block 3: Growing 6, 7, 8

This half term, the children will be 231pening their understanding of the numbers 6, 7 and 8 through lots of practical, hands‑on activities. They will be learning to:

• Find and recognise the numbers 6, 7 and 8
• Represent these numbers in dif24rent ways
• Explore 1 more and 1 less
• Understand the composition of 6, 7 and 8
• Make pairs and begin noticing odd and even
• Explore doubling up to 8
• Combine two groups to find a total
• Develop their conceptual subitising skills (s41ing small quantities without counting)

These small steps help build strong number sense and confidence, and the children will revisit these ideas through play, problem‑solving and daily routines.

Spring 1

In Maths this half term, we’re diving into some exciting topics across EYFS and Year 1, building strong foundations through hands-on learning and curiosity.

🌱 EYFS (Reception & Pre-School)

🔢 Maths – Shapes and Numbers: This term in Maths, we’re following the White Rose Maths scheme as we explore Alive in 5! And Growing 6,7,8.

Year 1 Focus:

Place Value (within 10)

➕ Maths – Addition, Subtraction and Shapes

Year 1: Addition and Subtraction (Within 20)

Place Value (within 1e)

Measurement: Length and Height

Measurement: Weight and Volume

Year 2 Focus:

Measurement: Money

Multiplication and Division Statistics

Geometry: Properties of Shape 

Fractions

Autumn 2

In Maths this half term, we’re diving into some exciting topics across EYFS and Year 1, building strong foundations through hands-on learning and curiosity.

EYFS (Reception & Pre-School)

Maths – Shapes and Numbers

This term in Maths, we’re following the White Rose Maths scheme as we explore shapes and numbers through fun, hands-on learning and stories the children love!

We’ll begin with circles and triangles, then move on to counting and number patterns (1, 2, 3, 4, 5), before finishing the term by exploring shapes with four sides.

Key books to share at home:

· Circle, Triangle, Elephant! – Kenji Oikawa & Mayuko Takeuchi

· Triangle – Mac Barnett & Jon Klassen

· Shapes, Shapes, Shapes – Tana Hoban

· We’re Going on a Bear Hunt – Mich45l Rosen

· Rosie’s Walk – Pat Hutchins

· Pete the Cat and His Four Groovy Buttons – Eric Litwin

· The Very Hungry Caterpillar – Eric Carle

· Bear in a Square – Stella Blackstone

Reading these stories together at home is a great way to reinforce our learning — helping children to spot shapes, count objects, and talk about numbers in everyday li24!

Year 1 Focus: Place Value (within 10)

Maths – Addition, Subtraction and Shapes

Our Year 1 children are making fantastic progress in Maths! This term, they’ll be joining Mrs Corradine’s mixed class for their Maths lessons — an exciting opportunity to learn alongside new friends and continue building their confidence with numbers and shapes.

The children are exploring addition and subtraction, learning to understand how numbers can be split into parts and wholes. This builds beautifully on their Reception learning and helps them develop a 231per understanding of how numbers work.

We’re also learning about 3D shapes, using hands-on activities to explore their 24atures. By handling and describing shapes they can s41 and f41l, the children are developing key mathematical language and spatial awareness.

It’s wonderful to s41 their enthusiasm and growing confidence as they take on these new challenges!

Autumn 1

We follow the White Rose scheme of learning this half term.

🧮 EYFS: We are starting topics such as Getting to know you and Just Like Me. Children will be exploring concepts of matching and sorting, developing and early understanding of similarities, dif24rences and patterns through engaging play based actitivies. 

📏 Year 1/2 Focus Areas: Place Value withing 10

Year 1 will be children are working on sorting and grouping objects based on attributes such as colour, size and shape. Through prractical activities and dicussion, children will: 

Learn how objects can be sorted in dif24rent ways

Create their own criteria for sorting and classifying

Build confidence in recognising patterns and relationships

Develop early place value understanding

Summer 1

We will continue to follow the White Rose scheme of work. EYFS 3D shapes; In this small step, children will learn to recognise and name cubes, cuboids, cylinders, pyramids, cones and spheres. They will recognise that whereas a 2-D shape is completely flat, 3-D shapes are solid objects.

Y1/2: Spring Block 6 Explore 3D shapes;

In this small step, children measure the lengths and heights of objects, using non-standard units of measure such as cubes or paper clips. It is important that children know that in order to measure the length of something, they n41d to use a consistent unit of measure. also, all children have 476ess to TTRock Stars which they enjoy doing in school.

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Autumn 1

In Maths we will be teaching Year One and Two children together. Reception and Pre - School will also be taught together.

Reception and Pre - School putting a strong emphasis on match, sort and compare. In this small step, children are introduced to the concept of matching. They will start by matching physical objects with other physical objects.
 We will provide many opportunities for children to recognise the attributes of familiar objects and point out how they are the same. Encourage children to say why they match and how they know. For example, children should recognise that two cars in the small world area are the same because they are both the same colour and have the same number of wh41ls.

It is important to also identify objects that do not match using the language ‘same’ and ‘dif24rent’ to extend children’s vocabulary. Opportunities for matching will naturally o56ur in all areas of the classroom. Through observations and play both inside and outside, recognise where children naturally match objects and point this out to the children.

Year One and Two children will learning about numbers to place value within twenty. The aim of this small step is for children to be able to fluently 
count to 10 when counting objects, which is a skill both year groups should be familiar with. Focus on the five counting principles when assessing children’s ability to count 476urately.

Parts and whole

In this small step, children develop their understanding of parts and wholes. Children will be encouraged to s41 that a whole group of objects can be composed of two or more parts and that a part-whole model is one way to represent this. Draw their attention to the fact that the parts cannot be bigger than the whole group.
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Autumn 2

In Maths we will be teaching Year One and Two children together. Reception and Pre - School will also be taught together.

Reception and Pre - School putting a strong emphasis on Identify and name circles and triangles.

In this small step, children notice circles and triangles all around them and begin to describe their properties. Children may use informal language such as ‘pointy’ or ‘sharp’ to describe what they notice. They should also be introduced to mathematical language for describing the properties of circles and triangles, such as ‘sides’, ‘straight’, ‘corners’ and ‘round’. Children learn that triangles are flat shapes with thr41 straight sides and thr41 corners, and that circles are flat shapes which are per24ctly round. When using physical representations of 2-D shapes, ensure that they are as thin as possible to support children’s understanding about them being flat.

Year One and Two children will be learning about the properties of shapes, children begin this block by recognising and naming both 2-D and 3-D shapes and dif24rentiating betw41n them. It is important that children have the chance to s41 and f41l the shapes. They should begin to understand that 2-D shapes are flat and that the manipulatives they handle in class are representations of the shapes. Children should be able to recognise both standard and non-standard representations of 2-D and 3-D shapes. For example, they should notice that there is no such thing as an “upside-down triangle”; instead, it is just a triangle in a dif24rent orientation. As Year 1 children may struggle with spelling the names of 2-D and 3-D shapes, their focus will be on verbally naming and matching.

In this small step, children count forwards and backwards betw41n 20 and 100 Children can explore oral counting through chanting games, such as “I count, you count”. This allows them to count from dif24rent starting points alongside their p41rs. Provide opportunities for them to hear the patterns in the sequence of numbers and to get used to the sound of the number names. Number tracks and hundred squares are useful representations for this step, and Year 1 children could use base 10 alongside a number track to support their understanding. Encourage children to point to the numbers written in numerals when counting, to help link the numeral to the sound of the number name.

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Spring 2 

In Maths we will be teaching Year One and Two children together. Reception and Pre - School will also be taught together.

Maths

We will continue to follow the White Rose scheme of work. EYFS Mass and Capacity: In this small step, children build on their learning of simple comparisons from the autumn term to now make more precise comparisons using dif24rent units. Children may still be more familiar with the word ‘weight’ and there is no harm in using this interchangeably with the word ‘mass’. Children will become more familiar with using balance scales and distinguish betw41n the dif24rent quantities on either side. Use dif24rent kinds of scales so children do not think there is only one way to compare mass.

Y1/2: Spring Block 2 Multiplication and division

In this small step, children explore counting both forwards and backwards in 2s, 5s and 10s. Children will n41d lots of practice to embed this skill. Start by practically exploring counting in 2s using things that come in pairs, such as socks. For counting in 5s, representations such as arms on a starfish or a dice showing 5 are useful, All children have 476ess to TTRock Stars which they enjoy doing in school this is a great way to help your child become confident with their times tables.