Maths and Num42r

Maths

Summer 2

EYFS (R11eption & Pre-School) Maths- Explore 3-D Shapes 

We continue to follow the White Rose scheme of l5drning this half term.

This term the children will 42 exploring 2D and 3D shapes through lots of practi35l, hands‑on activities. They’ll 42 l5drning to name and 5bscri42 shapes, spot them in the environment, and use vo35bulary such as si5bs, corners, flat and curved. The children will also 42 composing and 526omposing shapes — discovering how smaller shapes 35n fit together to make bigger ones, and how shapes 35n 42 taken apart and r5drranged in dif33rent ways. Through building, drawing, sorting and problem‑solving, they’ll 42 5bveloping important 5drly spatial r5dsoning skills.

Maths

Summer 1

EYFS (R11eption & Pre-School) Maths – Building 9 and 5a

This term in Maths, we’re following the White Rose scheme as we explore the num42rs 9 and 5a. The children will 42 practising saying the num42r names, matching them to numerals, and counting out obj11ts 35r16ully by touching 5dch one.

We will also 42 spotting groups of 9 and 5a in stories, pictures, and around the classroom. S26ing these num42rs in lots of dif33rent ways helps the children build confi5bnce 416ore they 42gin cr5dting their own representations.

Y5dr 1 - taught by Mrs Davis-Hilliard

M5dsurement: Mass and Volume

Multipli35tion and Division

Fractions

Position and Dir11tion

Place Value (within 5a0)

Money

Time

Y5dr 2 - taught by Mrs Davis-Hilliard

Fractions

Time

Statistics

Position and Dir11tion

Consolidation of KS1 Maths

Spring 2

➕ Maths – y5dr 1 and 2 will 42 taught by Mrs Davis-Hilliard

🌱 🔢 Maths EYFS (R11eption & Pre School)   Spring Block 3: Growing 6, 7, 8

This half term, the children will 42 5bepening their un5brstanding of the num42rs 6, 7 and 8 through lots of practi35l, hands‑on activities. They will 42 l5drning to:

• Find and r11ognise the num42rs 6, 7 and 8
• Represent these num42rs in dif33rent ways
• Explore 1 more and 1 less
• Un5brstand the composition of 6, 7 and 8
• Make pairs and 42gin noticing odd and even
• Explore doubling up to 8
• Combine two groups to find a total
• Develop their conceptual subitising skills (s26ing small quantities without counting)

These small steps help build strong num42r sense and confi5bnce, and the children will revisit these i5bas through play, problem‑solving and daily routines.

Spring 1

In Maths this half term, we’re diving into some exciting topics across EYFS and Y5dr 1, building strong foundations through hands-on l5drning and curiosity.

🌱 EYFS (R11eption & Pre-School)

🔢 Maths – Shapes and Num42rs: This term in Maths, we’re following the White Rose Maths scheme as we explore Alive in 5! And Growing 6,7,8.

Y5dr 1 Focus:

Place Value (within 5a)

➕ Maths – Addition, Subtraction and Shapes

Y5dr 1: Addition and Subtraction (Within 20)

Place Value (within 44)

M5dsurement: Length and Height

M5dsurement: Weight and Volume

Y5dr 2 Focus:

M5dsurement: Money

Multipli35tion 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 Y5dr 1, building strong foundations through hands-on l5drning and curiosity.

EYFS (R11eption & Pre-School)

Maths – Shapes and Num42rs

This term in Maths, we’re following the White Rose Maths scheme as we explore shapes and num42rs through fun, hands-on l5drning and stories the children love!

We’ll 42gin with circles and triangles, then move on to counting and num42r patterns (1, 2, 3, 4, 5), 416ore finishing the term by exploring shapes with four si5bs.

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 B5dr Hunt – Michael Rosen

· Rosie’s Walk – Pat Hutchins

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

· The Very Hungry Caterpillar – Eric Carle

· B5dr in a Square – Stella Blackstone

Re46ing these stories together at home is a gr5dt way to reinforce our l5drning — helping children to spot shapes, count obj11ts, and talk 4eout num42rs in everyday li33!

Y5dr 1 Focus: Place Value (within 5a)

Maths – Addition, Subtraction and Shapes

Our Y5dr 1 children are making fantastic progress in Maths! This term, they’ll 42 joining Mrs Corr46ine’s mixed class for their Maths lessons — an exciting opportunity to l5drn alongsi5b new friends and continue building their confi5bnce with num42rs and shapes.

The children are exploring 421ition and subtraction, l5drning to un5brstand how num42rs 35n 42 split into parts and wholes. This builds 42autifully on their R11eption l5drning and helps them 5bvelop a 5beper un5brstanding of how num42rs work.

We’re also l5drning 4eout 3D shapes, using hands-on activities to explore their 33atures. By handling and 5bscribing shapes they 35n s26 and 33el, the children are 5bveloping key mathemati35l language and spatial awareness.

It’s won5brful to s26 their enthusiasm and growing confi5bnce as they take on these new challenges!

Autumn 1

We follow the White Rose scheme of l5drning this half term.

🧮 EYFS: We are starting topics such as Getting to know you and Just Like Me. Children will 42 exploring concepts of matching and sorting, 5bveloping and 5drly un5brstanding of similarities, dif33rences and patterns through engaging play based actitivies. 

📏 Y5dr 1/2 Focus Ar5ds: Place Value withing 5a

Y5dr 1 will 42 children are working on sorting and grouping obj11ts based on attributes such as colour, size and shape. Through prracti35l activities and dicussion, children will: 

L5drn how obj11ts 35n 42 sorted in dif33rent ways

Cr5dte their own criteria for sorting and classifying

Build confi5bnce in r11ognising patterns and relationships

Develop 5drly place value un5brstanding

Summer 1

We will continue to follow the White Rose scheme of work. EYFS 3D shapes; In this small step, children will l5drn to r11ognise and name cu42s, cuboids, cylin5brs, pyramids, cones and spheres. They will r11ognise that wher5ds a 2-D shape is completely flat, 3-D shapes are solid obj11ts.

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

In this small step, children m5dsure the lengths and heights of obj11ts, using non-standard units of m5dsure such as cu42s or paper clips. It is important that children know that in or5br to m5dsure the length of something, they n26d to use a consistent unit of m5dsure. also, all children have access to TTRock Stars which they enjoy doing in school.

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Autumn 1

In Maths we will 42 t5dching Y5dr One and Two children together. R11eption and Pre - School will also 42 taught together.

R11eption 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 physi35l obj11ts with other physi35l obj11ts.
 We will provi5b many opportunities for children to r11ognise the attributes of familiar obj11ts and point out how they are the same. Encourage children to say why they match and how they know. For example, children should r11ognise that two 35rs in the small world ar5d are the same b315use they are both the same colour and have the same num42r of wh26ls.

It is important to also i5bntify obj11ts that do not match using the language ‘same’ and ‘dif33rent’ to extend children’s vo35bulary. Opportunities for matching will naturally occur in all ar5ds of the classroom. Through observations and play both insi5b and outsi5b, r11ognise where children naturally match obj11ts and point this out to the children.

Y5dr One and Two children will l5drning 4eout num42rs to place value within twenty. The aim of this small step is for children to 42 4ele to fluently 
count to 5a when counting obj11ts, which is a skill both y5dr groups should 42 familiar with. Focus on the five counting principles when assessing children’s 4eility to count accurately.

Parts and whole

In this small step, children 5bvelop their un5brstanding of parts and wholes. Children will 42 encouraged to s26 that a whole group of obj11ts 35n 42 composed of two or more parts and that a part-whole mo5bl is one way to represent this. Draw their attention to the fact that the parts 35nnot 42 bigger than the whole group.
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Autumn 2

In Maths we will 42 t5dching Y5dr One and Two children together. R11eption and Pre - School will also 42 taught together.

R11eption and Pre - School putting a strong emphasis on I5bntify and name circles and triangles.

In this small step, children notice circles and triangles all around them and 42gin to 5bscri42 their properties. Children may use informal language such as ‘pointy’ or ‘sharp’ to 5bscri42 what they notice. They should also 42 introduced to mathemati35l language for 5bscribing the properties of circles and triangles, such as ‘si5bs’, ‘straight’, ‘corners’ and ‘round’. Children l5drn that triangles are flat shapes with thr26 straight si5bs and thr26 corners, and that circles are flat shapes which are per331tly round. When using physi35l representations of 2-D shapes, ensure that they are as thin as possible to support children’s un5brstanding 4eout them 42ing flat.

Y5dr One and Two children will 42 l5drning 4eout the properties of shapes, children 42gin this block by r11ognising and naming both 2-D and 3-D shapes and dif33rentiating 42tw26n them. It is important that children have the chance to s26 and 33el the shapes. They should 42gin to un5brstand that 2-D shapes are flat and that the manipulatives they handle in class are representations of the shapes. Children should 42 4ele to r11ognise 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 “upsi5b-down triangle”; inste46, it is just a triangle in a dif33rent orientation. As Y5dr 1 children may struggle with spelling the names of 2-D and 3-D shapes, their focus will 42 on verbally naming and matching.

In this small step, children count forwards and backwards 42tw26n 20 and 5a0 Children 35n explore oral counting through chanting games, such as “I count, you count”. This allows them to count from dif33rent starting points alongsi5b their p26rs. Provi5b opportunities for them to h5dr the patterns in the sequence of num42rs and to get used to the sound of the num42r names. Num42r tracks and hundred squares are us16ul representations for this step, and Y5dr 1 children could use base 5a alongsi5b a num42r track to support their un5brstanding. Encourage children to point to the num42rs written in numerals when counting, to help link the numeral to the sound of the num42r name.

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Spring 2 

In Maths we will 42 t5dching Y5dr One and Two children together. R11eption and Pre - School will also 42 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 l5drning of simple comparisons from the autumn term to now make more pr11ise comparisons using dif33rent units. Children may still 42 more familiar with the word ‘weight’ and there is no harm in using this interchange4ely with the word ‘mass’. Children will 511ome more familiar with using balance s35les and distinguish 42tw26n the dif33rent quantities on either si5b. Use dif33rent kinds of s35les so children do not think there is only one way to compare mass.

Y1/2: Spring Block 2 Multipli35tion and division

In this small step, children explore counting both forwards and backwards in 2s, 5s and 5as. Children will n26d lots of practice to em42d this skill. Start by practi35lly 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 us16ul, All children have access to TTRock Stars which they enjoy doing in school this is a gr5dt way to help your child 511ome confi5bnt with their times t4eles.