Example of mathematics planning and resourcing 12

What we want children to learn (Development matters)

Objectives in bold refer to Early Learning Goals.

Mathematics objectives

• Use everyday words to describe position

Using and applying mathematics

• Use developing mathematical ideas and methods to solve practical problems

Related Early Learning Goals

• Interact with others, negotiating plans and activities and taking turns in conversation (CLL)
• Find out about and identify the uses of everyday technology and use information and communication technology and programmable toys to support their learning (KUW)

Possible contexts

• Use remote control vehicles or programmable toys in an outdoor roadway and car park.
• Create a 'treasure hunt' by making up a parcel or use a soft toy and hide it in the outdoor area. Use positional words as clues. Extend the activity by drawing maps of where the treasure was found.
• Use groups of children in a large space and encourage them to follow instructions that describe position, direction and movement.
• Use 'small world' play, particularly in a house or farm context, for example using the room structure to describe where people or animals are located.
• Resource an outdoor area with bricks and recycled boxes and encourage the children to build a town structure. Introduce 'small world' figures and discuss where they could be positioned. Develop the activity by introducing a 'position spinner' labelled 'under', 'over', 'next to', 'behind', 'in front', 'between' to decide where the figures should be put.
• Exploit opportunities within the group. For example: who is sitting next to you, behind or in front of you?
• Use the location of resources in the setting, for example 'on' the shelves, 'in' cupboards, the bricks go 'on top' of one another.
• Use games which have mazes and tracks, possibly drawn in the outdoor space, for example a track around the outdoor play space.
• Use stories, songs and rhymes such as Rosie's Walk, Bear Hunt and Where's Spot?.
• Encourage children to make their own books or models with flaps or separate sections.
• Role-play with large blocks and materials.

Example of adult-led activity

Context: Roadways

Help the children to make a path between blocks to create roadways for their remote control vehicles. Support their ideas and help them work collaboratively to develop the roadways. Suggest that there could be a car park at one end. Model the use of positional language. For example: shall I put this block on top of this one? Can you fit one behind to make it stronger? They may wish to add a local building or incorporate photographs from the local environment.

Ask the children if they can drive safely down the roads to the car park. In the car park, encourage their use of positional language. For example: can you park next to the blue car? There are so many cars, will any more fit behind, in front?

Ask the children to be the car park attendants helping people to park their cars. Support the children in giving instructions to each other to park their cars so that they all fit in the car park.

Adult role

• Plan games with transport and outdoor equipment to support the use of positional language.
• Model the use of positional language by using descriptions to help locate objects, for example: can you find the pens that are behind the blocks?
• Use books, stories and rhymes to introduce language of position, and use appropriate questioning to encourage children to describe the position of objects.
• Exploit opportunities for noticing position in the environment that happen spontaneously, for example where things are hidden in a sand pit, where to find outdoor equipment or where to see their friends or other members of staff.
• Use photographs, pictures and patterns from magazines as stimulus and describe the language of position.
• Set challenges such as encouraging children to describe to each other where things are located.
• Model the use of appropriate language such as 'position', 'over', 'under', 'above', 'below', 'top', 'bottom', 'side', 'on', 'in', 'outside', 'inside', 'around', 'in front', 'behind', 'front', 'back', 'before', 'after', 'beside', 'next to', 'opposite', 'apart', 'between', 'middle', 'edge', 'corner', 'direction', 'left', 'right', 'up', 'down', 'forwards', 'backwards', 'sideways', 'across', 'close', 'far', 'near', 'along', 'through', 'to', 'from', 'towards', 'away from', 'movement', 'slide', 'roll', 'turn', 'stretch', 'bend'.

Opportunities for children to explore and apply

• Be a robot and ask children to give you instructions to get to somewhere. Let them have a turn at being the robot for you to give instructions to.
• Use positional language when creating scenes in software on the computer or on an interactive whiteboard. For example in designing a park: are you going to put the bench in front of the swings? Have you hidden the child behind the tree?
• Use positional language in 'small world' play. For example using farm animals with small blocks: shall we hide the sheep inside the barn? Look it's on top of the roof. Cover your eyes and encourage the children to tell you where the animals are.
• Hide an object and say that the children have to ask where it is without moving. For example: is it under the tree? Is it behind the shed? When a child gets it right they hide the object and everyone else guesses.

Adult role

• Plan games with transport and outdoor equipment to support the use of positional language.
• Model the use of positional language by using descriptions to help locate objects. For example: can you find the pens that are behind the blocks?
• Use books, stories and rhymes to introduce language of position, and use appropriate questioning to encourage children to describe the position of objects.
• Provide photographs and selections of pictures and patterns from magazines as a stimulus in the graphics area.
• Provide mark-making equipment and large paper for children to draw maps and plans that represent their homes, their way to the setting or their position in the outdoor area.
• Model the use of appropriate language such as 'position', 'over', 'under', 'above', 'below', 'top', 'bottom', 'side', 'on', 'in', 'outside', 'inside', 'around', 'in front', 'behind', 'front', 'back', 'before', 'after', 'beside', 'next to', 'opposite', 'apart', 'between', 'middle', 'edge', 'corner', 'direction', 'left', 'right', 'up', 'down', 'forwards', 'backwards', 'sideways', 'across', 'close', 'far', 'near', 'along', 'through', 'to', 'from', 'towards', 'away from', 'movement', 'slide', 'roll', 'turn', 'stretch', 'bend'.

Look, listen and note

• How do children find items from positional or directional clues? For example: Bahar said to the practitioner, 'I came from my cousin's house today. We had to come round the park and past the shops.'

Assessment opportunities

• During everyday activities, observe how children spontaneously use the language of position. For example: Harriet said, 'Our dog sleeps under the radiator.'
• Note when a child uses the language of position in everyday play, for example 'the sheep is behind the cow.'
• Are children able to follow instructions in physical activities? For example: can they find a place which is 'under'?
• Through the use of programmable toys, can children demonstrate their understanding of position, direction and movement? For example: Danny is using the pixie and notices that it is going forward under the table.
• Do the children use the language of position in everyday play? For example: the sheep is behind the cow.
• Are children able to describe how thing are stored on shelves in the classroom or in a cupboard? For example: the felt pens are under/on top of/next to the books.
• Can children describe position accurately, for example where the stapler is?
• Can they respond successfully to questions such as 'Can you explain how you found it?' or 'Can you describe which way you went?'
• Are they able to record their position or movement with practical equipment or drawings?

Related Profile scale points

SSM 5

Example of mathematics planning and resourcing 11

What we want children to learn (Development matters)

Objectives in bold refer to Early Learning Goals.

Mathematics objectives

• Use familiar objects and common shapes to create and recreate patterns and build models.
• Use language such as 'circle' or 'bigger' to describe the shape and size of solids and flat shapes.

Using and applying mathematics

• Talk about, recognise and recreate simple patterns.

Related Early Learning Goals

• Explore colour, texture, shape, form and space in two or three dimensions (CD).
• Handle tools, objects, construction and malleable materials safely and with increasing control (PD).
• Select the tools and techniques they need to shape, assemble and join materials they are using (KUW).

Possible contexts

• Provide mathematical equipment such as plastic shapes, wooden blocks, mosaic pieces, paper and shapes made from textiles for pattern-making activities.
• Use shapes in the environment to look for common shapes.
• Use games, pictures, photographs and wrapping paper.
• Collect natural objects to use with light boxes and overhead projectors.
• Supply mirrors to look at reflected patterns, and felt-tip pens and squared paper for recording.
• Use outdoor equipment such as planks and hoops as well as large climbing equipment.
• Sculpt malleable materials such as dough and clay with a variety of implements.
• Make use of shape cutters during cookery activities.
• Provide a well-resourced creative area, with collections of objects that children can use to make patterns and shapes, for example using sticks and recycled materials.
• Use drawing and painting programs on a desktop computer.
• Provide large and small construction equipment.

Example of adult-led activity

Context: Making silhouettes

Collect some objects (not too deep) and arrange in patterns on sheets of paper (small objects and sheets for inside or large objects for outside).

Spray or splatter paint over the objects. Carefully remove the objects to see their silhouettes and expose the pattern.

Talk about the shapes and patterns with the children using open questions, for example: what can you tell me about these two shapes? What is the same about these two? Is there something different about this shape compared with that one? How did you make your pattern? What did you use? What has happened now you've taken the tin away?

Make a pattern of silhouettes and see if the children can copy it by finding the objects.

Display the children's shape patterns with the objects alongside and encourage them to match the silhouettes to the objects. Provide cards and mark-making tools for labelling their shapes or patterns.

Adult role

• Plan games with shapes in 'feely bags' and describe the contents for children to guess.
• Provide patterns that children can replicate.
• Model pattern making using materials, and use the language of shape. For example: these shapes fit together well; can you make your shapes fit?
• Exploit opportunities for noticing shapes in the learning environment that happen spontaneously, for example cutting fruit, shapes children make with their bodies, looking through catalogues.
• Use photographs and pictures and patterns from magazines as stimulus and describe the language of shape.
• Involve parents and carers in collecting and finding shapes and patterns in the home for children to share with others.
• Set challenges, such as making a pattern which has two or three different shapes.
• Model the use of appropriate language such as 'shape', 'size', 'bigger', 'larger', 'smaller', 'symmetrical', 'pattern', 'repeating pattern', 'match', 'flat', 'curved', 'straight', 'round', 'hollow', 'solid', 'corner', 'face', 'side', 'edge', 'end', 'sort', 'make', 'build', 'draw' and names of 2-D shapes (circle, triangle, square, rectangle, star) and 3-D shapes (cube, pyramid, sphere, cone).

Opportunities for children to explore and apply

• Provide model-making and pattern-making materials and work alongside children as they build. Encourage children to talk about what they are doing/have done when they make models and create patterns. Model familiar language as you work alongside them. For example: can you pass me a circle? You're making that much bigger aren't you? I like the way you've put a cone on top.
• Provide activities that encourage children to describe and explain, for example a 'feely bag'.
• Make collections of natural objects for children to sort, match and describe. Help them make comparisons, and introduce mathematical language through modelling and recasting their sentences, for example: It is fat yes...and big...bigger than this one.
• Provide a rich range of materials for pattern making, both inside and outside.

Adult role

• Model pattern making using materials, and use the language of shape. For example: these shapes fit together well; can you make your shapes fit?
• Exploit opportunities for noticing shapes in the learning environment that happen spontaneously, for example cutting fruit, shapes children make with their bodies, looking through catalogues.
• Scaffold children's learning by identifying how children's understanding of pattern making and shape is developing. For example: children who are noticing how shapes fit together can be introduced to more complex shapes and patterns.
• Use photographs and pictures and patterns from magazines as stimulus.
• Allow children to explore freely the use of a drawing program to make their designs, and encourage them to save and store it for future work.

Look, listen and note

• How do children select a particular named shape? For example: Rachel said, 'I chose the box to print with. See, I put that side in the paint and made a square.'
• Observe how children match some shapes by recognising similarities and orientation. For example: Stevie looked at a rhomboid and said, 'It looks like a boat.' She picked up a triangle and said, 'This one's different. It's only got three points.'

Assessment opportunities

• Assess how children choose shapes in a computer drawing program to make a picture or pattern and note the language they use to describe their work.
• Note the language that children use when talking about and comparing solid objects and flat shapes. For example: uses words such as 'shape', 'flat', 'curved', 'round', 'straight', 'corner', 'side', 'end', 'roll', 'slide'.
• Observe children when using textiles, clay, natural and man-made objects, counters, 2-D shapes and computer programs or other media.
• Note how children spontaneously notice shapes and patterns in the learning environment.
• Do children respond successfully to questions such as 'Why do you think this shape will fit into the hollow?' 'How will you know it's a triangle in the feely bag?' 'How can we find out how many corners this shape has?' 'What happens when you put these two shapes together?'
• Can children describe how one given shape is different from another given shape?

Related Profile scale points

SSM 4, 6, 8

Example of mathematics planning and resourcing 13

What we want children to learn (Development matters)

Objectives in bold refer to Early Learning Goals.

Mathematics objectives

• Use language such as 'greater', 'smaller', 'heavier' or 'lighter' to compare quantities

Using and applying mathematics

• Sort objects, making choices and justifying decisions

Related Early Learning Goals

• Handle tools, objects, construction and malleable materials safely and with increasing control (PD)
• Build and construct with a wide range of objects, selecting appropriate resources, and adapting their work where necessary (KUW)
• Select and use activities and resources independently (PSED)

Possible contexts

• Provide a context for discussion of sizes and weights in sand and water play.
• Engage in cooking activities with simple easily readable scales for weighing and measuring and a variety of containers.
• Use balance scales with collections of objects.
• Provide malleable materials and collections of objects such as measuring spoons and jugs.
• Provide a variety of resources such as ribbons and lengths of paper.
• Engage in role-play activities with weighing equipment, for example a DIY shop.

Example of adult-led activity

Context: Reading The Gigantic Turnip by Aleksei Tolstoy and Niamh Sharkey

Show the children a bag of vegetables, including a turnip. Ask them to guess what vegetable is coming out of the bag. Give them clues: it's round and large. It's smaller than the carrot, etc. Take out the vegetables one by one, naming them as you do so.

Read The Gigantic Turnip. Talk about how heavy and huge the turnip was and how many people and animals were needed to pull it from the ground. One outcome could be making vegetable soup using root vegetables.

Support the children in making up their own recipe for vegetable soup using the vegetables brought in but deciding on what they would like to add and how many. Talk about the vegetables as the children handle them and encourage them to describe and compare them using the language of quantity. Put clipboards near the children and ask them to record their recipe as they make their soup so they don't forget what they added and it can be made again.

Adult role

• During everyday activities, encourage children to describe using appropriate language. For example: who has the longest banana?
• Model mathematical vocabulary during activities, for example cookery and role-play activities and use the appropriate vocabulary for:
  • length, including: 'measure', 'size', 'compare', 'too many', 'too few', 'nearly', 'just over', 'just under', 'length', 'width', 'height', 'depth', 'long', 'short', 'tall', 'longer', 'shorter', 'taller', 'higher', 'longest', 'shortest', 'tallest', 'highest'
  • mass, including 'weigh', 'weighs', 'balances', 'heavy/light', 'heavier/lighter', 'heaviest/lightest', 'balance', 'scales', 'weight'
  • capacity, including 'full', 'half full', 'empty', 'holds', 'container'.
• Encourage children to explore problems, to make patterns and to count and match together.
• Provide help for those children who use a means of communication other than spoken English in developing and understanding specific mathematical language.

Opportunities for children to explore and apply

• Add weighing and balance scales to sand inside and outside, along with containers of different sizes. Pose problems such as: can you make a container as heavy as this one? I wonder if we can make one heavier.
• Provide collections of all kinds for children to sort, match and use to fill containers.
• Provide 'cooking' activities in the role-play area, for example making playdough. Use scales, measuring spoons, etc.
• Have a role-play post office with scales for measuring weights. Help the children to make charts that relate the weight to postage costs and stamps.
• Make junk and construction models, comparing sizes and weights of objects used.
• Use collections of different materials in the making area. Help children choose what they need using the language of quantities. For example: do you need a bigger one? This is smaller; try this.
• Play a game of lining up objects according to their estimated size or weight.

Adult role

• Give children sufficient time, space and encouragement to use new words and mathematical ideas, concepts and language during child-initiated activities in their own play.
• Encourage children to explore problems involving size, weight and measure through appropriate questioning. For example: how full will this bottle be? How far can you spread that ribbon?
• Encourage children to make up games outdoors that focus on using length, weight and height, for example throwing the ball or drawing chalk lines.
• Model mathematical vocabulary during activities, for example cookery and role-play activities and use the appropriate vocabulary for:
  • length, including: 'measure', 'size', 'compare', 'too many', 'too few', 'nearly', 'just over', 'just under', 'length', 'width', 'height', 'depth', 'long', 'short', 'tall', 'longer', 'shorter', 'taller', 'higher', 'longest', 'shortest', 'tallest', 'highest'
  • mass, including 'weigh', 'weighs', 'balances', 'heavy/light', 'heavier/lighter', 'heaviest/lightest', 'balance', 'scales', 'weight'
  • capacity, including 'full', 'half full', 'empty', 'holds', 'container'.

Look, listen and note

• Observe the way children can order two items by length or height. For example: when Jade took the longest zip from the collection, she placed it against the others' clothes, saying, 'Too long for your dress. Too long for your coat.'
• Observe how children understand and sometimes use the appropriate language to compare quantities. For example: the language children use during a focused activity comparing the mass of different materials or the capacity of two containers.
• Notice how children make comparisons when making items out of malleable materials, for example playdough 'snakes'.

Assessment opportunities

• Observe how children understand and sometimes use the appropriate language to compare quantities. For example: the language children use during a focused activity comparing the mass of different materials or the capacity of two containers.
• Notice how children make comparisons when making items out of malleable materials, for example playdough 'snakes'.
• Note the way children find, pick out or make objects that are taller, shorter, wider, thinner, heavier or lighter than a given one. For example: a ribbon in the 'ribbon shop'; a shell that is lighter than this one; a container that holds more than this.

Related Profile scale points

SSM 7