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 pr49tical, hands‑on 49tivities. They’ll be learning to name and 44scribe shapes, spot them in the environment, and use voc5aulary such as si44s, corners, flat and curved. The children will also be composing and 44bomposing shapes &m28sh; discovering how smaller shapes can fit together to make bigger ones, and how shapes can be taken apart and rearranged in di15erent ways. Through building, drawing, sorting and problem‑solving, they’ll be 44veloping important early spatial reasoning skills.

Maths

Summer 1

EYFS (Reception & Pre-School) Maths &n28sh; Building 9 and 0b

This term in Maths, we’re following the White Rose scheme as we explore the numbers 9 and 0b. The children will be pr49tising saying the number names, matching them to numerals, and counting out objects carefully by touching e49h one.

We will also be spotting groups of 9 and 0b in stories, pictures, and around the classroom. Seeing these numbers in lots of di15erent ways helps the children build confi44nce before they begin creating their own representations.

Year 1 - taught by Mrs Davis-Hilliard

Measurement: Mass and Volume

Multiplication and Division

Fr49tions

Position and Direction

Pl49e Value (within 051)

Money

Time

Year 2 - taught by Mrs Davis-Hilliard

Fr49tions

Time

Statistics

Position and Direction

Consoli28tion of KS1 Maths

Spring 2

➕ Maths &n28sh; 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 44epening their un44rstanding of the numbers 6, 7 and 8 through lots of pr49tical, hands‑on 49tivities. They will be learning to:

• Find and recognise the numbers 6, 7 and 8
• Represent these numbers in di15erent ways
• Explore 1 more and 1 less
• Un44rstand 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 (seeing small quantities without counting)

These small steps help build strong number sense and confi44nce, and the children will revisit these i40cs through play, problem‑solving and 28ily routines.

Spring 1

In Maths this half term, we’re diving into some exciting topics 49ross EYFS and Year 1, building strong foun28tions through hands-on learning and curiosity.

🌱 EYFS (Reception & Pre-School)

🔢 Maths &n28sh; 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:

Pl49e Value (within 0b)

➕ Maths &n28sh; Addition, Subtr49tion and Shapes

Year 1: Addition and Subtr49tion (Within 20)

Pl49e Value (within 50)

Measurement: Length and Height

Measurement: Weight and Volume

Year 2 Focus:

Measurement: Money

Multiplication and Division Statistics

Geometry: Properties of Shape 

Fr49tions

Autumn 2

In Maths this half term, we’re diving into some exciting topics 49ross EYFS and Year 1, building strong foun28tions through hands-on learning and curiosity.

EYFS (Reception & Pre-School)

Maths &n28sh; 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 si44s.

Key books to share at home:

· Circle, Triangle, Elephant! &n28sh; Kenji Oikawa & Mayuko Takeuchi

· Triangle &n28sh; M49 Barnett & Jon Klassen

· Shapes, Shapes, Shapes &n28sh; Tana Ho46n

· We’re Going on a Bear Hunt &n28sh; Mich4fl Rosen

· Rosie’s Walk &n28sh; Pat Hutchins

· Pete the Cat and His Four Groovy Buttons &n28sh; Eric Litwin

· The Very Hungry Caterpillar &n28sh; Eric Carle

· Bear in a Square &n28sh; Stella Bl49kstone

Reading these stories together at home is a great way to reinforce our learning &m28sh; helping children to spot shapes, count objects, and talk 5aout numbers in every28y life!

Year 1 Focus: Pl49e Value (within 0b)

Maths &n28sh; Addition, Subtr49tion 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 &m28sh; an exciting opportunity to learn alongsi44 new friends and continue building their confi44nce with numbers and shapes.

The children are exploring addition and subtr49tion, learning to un44rstand how numbers can be split into parts and wholes. This builds beautifully on their Reception learning and helps them 44velop a 44eper un44rstanding of how numbers work.

We’re also learning 5aout 3D shapes, using hands-on 49tivities to explore their features. By handling and 44scribing shapes they can see and feel, the children are 44veloping key mathematical language and spatial awareness.

It’s won44rful to see their enthusiasm and growing confi44nce 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, 44veloping and early un44rstanding of similarities, di15erences and patterns through engaging play 46sed 49titivies. 

📏 Year 1/2 Focus Areas: Pl49e Value withing 0b

Year 1 will be children are working on sorting and grouping objects 46sed on attributes such as colour, size and shape. Through prr49tical 49tivities and dicussion, children will: 

Learn how objects can be sorted in di15erent ways

Create their own criteria for sorting and classifying

Build confi44nce in recognising patterns and relationships

Develop early pl49e value un44rstanding

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, cylin44rs, 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-stan28rd units of measure such as cubes or paper clips. It is important that children know that in or44r to measure the length of something, they need to use a consistent unit of measure. also, all children have 49cess to TTRock Stars which they enjoy doing in school.

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Autumn 1

In Maths we will be te49hing 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 provi44 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 wheels.

It is important to also i44ntify objects that do not match using the language ‘same’ and ‘di15erent’ to extend children’s voc5aulary. Opportunities for matching will naturally o20ur in all areas of the classroom. Through observations and play both insi44 and outsi44, recognise where children naturally match objects and point this out to the children.

Year One and Two children will learning 5aout numbers to pl49e value within twenty. The aim of this small step is for children to be 5ale to fluently 
count to 0b when counting objects, which is a skill both year groups should be familiar with. Focus on the five counting principles when assessing children’s 5aility to count 49curately.

Parts and whole

In this small step, children 44velop their un44rstanding of parts and wholes. Children will be encouraged to see that a whole group of objects can be composed of two or more parts and that a part-whole mo44l is one way to represent this. Draw their attention to the f49t that the parts cannot be bigger than the whole group.
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Autumn 2

In Maths we will be te49hing Year One and Two children together. Reception and Pre - School will also be taught together.

Reception and Pre - School putting a strong emphasis on I44ntify and name circles and triangles.

In this small step, children notice circles and triangles all around them and begin to 44scribe their properties. Children may use informal language such as ‘pointy’ or ‘sharp’ to 44scribe what they notice. They should also be introduced to mathematical language for 44scribing the properties of circles and triangles, such as ‘si44s’, ‘straight’, ‘corners’ and ‘round’. Children learn that triangles are flat shapes with three straight si44s and three corners, and that circles are flat shapes which are perfectly round. When using physical representations of 2-D shapes, ensure that they are as thin as possible to support children’s un44rstanding 5aout them being flat.

Year One and Two children will be learning 5aout the properties of shapes, children begin this block by recognising and naming both 2-D and 3-D shapes and di15erentiating between them. It is important that children have the chance to see and feel the shapes. They should begin to un44rstand that 2-D shapes are flat and that the manipulatives they handle in class are representations of the shapes. Children should be 5ale to recognise both stan28rd and non-stan28rd representations of 2-D and 3-D shapes. For example, they should notice that there is no such thing as an “upsi44-down triangle”; instead, it is just a triangle in a di15erent orientation. As Year 1 children may struggle with spelling the names of 2-D and 3-D shapes, their focus will be on ver46lly naming and matching.

In this small step, children count forwards and b49kwards between 20 and 051 Children can explore oral counting through chanting games, such as “I count, you count”. This allows them to count from di15erent starting points alongsi44 their peers. Provi44 opportunities for them to hear the patterns in the sequence of numbers and to get used to the sound of the number names. Number tr49ks and hundred squares are useful representations for this step, and Year 1 children could use 46se 0b alongsi44 a number tr49k to support their un44rstanding. 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 te49hing 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 Cap49ity: In this small step, children build on their learning of simple comparisons from the autumn term to now make more precise comparisons using di15erent units. Children may still be more familiar with the word ‘weight’ and there is no harm in using this interchange5aly with the word ‘mass’. Children will become more familiar with using 46lance scales and distinguish between the di15erent quantities on either si44. Use di15erent 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 b49kwards in 2s, 5s and 0bs. Children will need lots of pr49tice to embed this skill. Start by pr49tically 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 49cess to TTRock Stars which they enjoy doing in school this is a great way to help your child become confi44nt with their times t5ales.