# Reception Maths Planning-Autumn Term 1 by k27T31

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```									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

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