Reception Maths Planning-Autumn Term 1 by k27T31

VIEWS: 135 PAGES: 3

									Reception Maths Planning-Autumn Term 1               2009


 Wk           Topics                        Objectives                       Assessment for Learning          Related Early Learning Goals        Vocabulary

  3                           NLC 4, 12 To count small sets of objects   I can speak clearly to my teacher    Respond in a variety of ways to
       Block A Unit 1 –       and know that the last number in the       or my partner about how I count,     what they see, hear, smell, touch   Vocabulary Zero,
       Numbers as labels      count represents how many objects          add or take away                     and feel (CD – Creative             one, two, three,
       and for Counting       there are altogether in the set.                                                development)                        four, five, six,
       and Calculating                                                   I can create a pattern                                                   seven, eight,
                              NLC 6 To begin to appreciate that
                                                                                                                                                  nine, ten
                              numbers are used as labels.                                                     Speak clearly and audibly with
                              NLC 5 To recite the number names in                                             confidence and control showing      Count, number,
                              order up to and beyond 20 and begin to     I can always count 10 objects        awareness of the listener. (CLL-    numeral
       Percy’s Counting
                              recognise patterns in the number                                                Communication language and
                              system,                                                                         literacy)                           More, less,
                                                                                                                                                  compare
                              NLC 8, 17 To recognise the numerals 1                                           Foundation Stage Profile Look
                              to 9 and begin to recognise other                                               for children doing:                 Add (+), subtract (-
                                                                         I can read and say 1,2,3,4,5,6,7,8
                                                                                                                                                  )
                              numbers, including familiar two-digit      and 9
                              numbers                                                                         NLC1, NLC2, NLC4, NLC5, CALC1,
                              CALC 7, 10 To introduce addition both                                           CALC2, CALC4, CALC5, CALC6
                              as combining two groups of objects then
                              counting the total and as counting on.

  4                           NLC 14, Calc 8 To compare two familiar     I can speak clearly to my teacher
                              numbers.                                   or my partner about how I count,
       Block A Unit 1 –
                              CALC 7, 10 To experience subtraction as    add or take away
       Numbers as labels
                              taking objects away from a group and
       and for Counting
                              counting how many objects are left.
       and Calculating
                              Calc 7, 8, 10To experience subtraction
                              in the context of counting back along a
                              number track,
       Percy’s
       Counting/subtraction
5                         NLC 4, 12 To count small sets of objects                                      Look closely at similarities,      Count, count in 1s,
    Year R Block B Unit   and know that the last number in the       I can create a pattern             differences, patterns and change   count in 2s, count
    1 – Numbers as        count represents how many objects                                             (KUW -Knowledge and                in 5s,   sort,
    labels and for        there are altogether in the set.                                              Understanding of the World)        match
    Counting              NLC 6 To begin to appreciate that
                          numbers are used as labels.                                                   Explores colour, texture, shape,
    Shape, space and      NLC 5 To recite the number names in                                           form and space in two or three
    measures.             order up to and beyond 20 and begin to                                        dimensions (CD- Creative
                          recognise patterns in the number                                              Development)
    Percy’s patterns/     system, using stories and rhymes to                                           NLC2, NLC3, NLC4, NLC5,
    shape                 reinforce their understanding.                                                NLC6, SSM1, SSM2, SSM3.
                          NLC 15 To develop use and                                                     SSM4, SSM6, CALC3, CALC7
    Abacus maths wall-
    shape                 understanding of mathematical
                          vocabulary to count, describe and
                          compare shapes and numbers, becoming
                          familiar with them when they play.
                          To develop a sense of pattern and order
                          through rhymes and rhythms, stories,
                          actions, dance, art and craft.
                          SSM 16 To begin to recognise and talk
                          about the patterns they see in the
                          indoor and outdoor environment and
                          those they make as they play.

6                         NLC 11 To count aloud in ones, fives and   I can count one more or one less
    Year R Block B Unit   tens, using fingers and hands to           from a number to 10
    1 – Numbers as        illustrate each step.                      I can look at objects to help me
    labels and for        Calc 9 To count in ones, and know the      remember some of the pairs of
    Counting              number before and after a given number     numbers that total 5/ 10.
                          in the range 1 to 10 and begin to relate
    Shape, space and      this to a number that is one more or one
    measures.             less.
                          Calc 9 To jump on the number one more
    Percy’s Maths         or one less on a play mat and say the
                          number one more or one less when           I can count on and back on ones
                          playing a game on a number board.          I am beginning to count in twos
                          NLC 18 To use the number patterns and         and tens
                          relationships they observe to derive
                          facts
7                         SSM3To begin to know the names of             I can name some solid and flat   Shape, circle,
    Year R Block B Unit   familiar 2-D shapes such as ‘circle’,         shapes                           square, flat,
    1 – Numbers as        ‘square’ and ‘triangle’.                                                       curved, round,
    labels and for        SSM3 To explore properties of 3-D                                              straight, corner,
    Counting              shapes; for example, they describe and                                         side, end, roll,
                          name the shapes that they can make                                             slide
                          when they dip different sponges in paint
    Shape, space and      to create prints.
    measures   .          SSM17 To know the names of some 3-D
                          shapes, such as ‘cone’, ‘cube’ or ‘sphere’,
    Percy’s patterns/
    shape                 and talk about these shapes using words
                          such as ‘corner’, ‘edge’, ‘side’, ‘flat’,
    Abacus maths wall-    ‘straight’ and ‘round’
    shape

								
To top