Overview of learning 1

Example of mathematics planning and resourcing 1

What we want children to learn (Development matters)

Objectives in bold refer to Early Learning Goals.

Mathematics objectives

Say and use the number names in order in familiar contexts
Use ordinal numbers in different contexts

Using and applying mathematics

Match sets of objects to numerals that represent the number of objects

Related Early Learning Goals

Work as part of a group or class, taking turns and sharing fairly, understanding that there needs to be agreed values and codes of behaviour for groups of people, including adults and children, to work together harmoniously (PSED)
Interact with others, negotiating plans and activities and taking turns in conversation (CLL)

Possible contexts

Share, recite and encourage joining in with number rhymes and stories, using games and books.
Celebrate number books that the children have made.
Provide tapes and CDs of number rhymes and songs for children to listen to.
Use photographs to make children's own number lines.
Use washing lines for reordering numbers, finding missing numbers and matching objects to numerals.
Through games and 'small world' play, use the language of ordinal numbers.
Develop interactive displays of objects with number cards for matching, moving and reordering.
Provide rich resources for number activities through number stories and rhyme sacks with resources.

Example of adult-led activity

Context: Making number books with children

Make a collection of favourite number books with the children.

Discuss with the children what their similarities and differences are. For example: do the numbers go in order from 1 to 10? Do they go backwards or forwards? What does each book show for the number 3?

Encourage the children to make their own number books in pairs or groups. They will need to decide on the items they want to have a number of. A digital camera could be used for photographing, for example, fruit, children or shoes. A scanner could be used to scan in pictures from books, or children could draw their own pictures. If digital images have been used, an electronic book could be made using interactive whiteboard software or PowerPoint, or a 'talking photo album' could be used.

The children should share the books with each other and take turns in taking them home to share with their families.

Adult role

Use puppets to demonstrate number order and number matching.
Model saying and using number names in a variety of contexts, for example counting plates in the role-play area, animals in 'small world' play, collections of objects and games (indoors and out).
Exploit opportunities for number, for example counting fruit at snack time, when registering children and when organising games.
Scaffold children's learning by identifying where they are in understanding of number and then planning for next steps.
Observe children and note possible next steps, for example counts regularly to 5; begins to match numerals to objects up to 10.
Share books and exploit the number potential, for example looking for number patterns and numbers of objects.
Encourage children to rehearse number names and order using songs, games and rhymes.

Opportunities for children to explore and apply

Celebrate the children's number books in the book area for children and adults to revisit and share.
Where possible, set up interactive displays of the objects children used for their books, for example fruit or shoes. Make number cards that can be moved, rearranged and assigned to the objects.
Provide materials for children to continue making their own books alongside models.
Incorporate number lines into the learning environment, both inside and outside. These could be movable, for example on clips on a washing line or hanging on string so that sometimes their order can be 'muddled up' or a number can appear to be missing.
Make story/rhyme sacks with objects, for example plastic frogs to go with 'five little speckled frogs'. Model their use then let children use them in their play.

Adult role

Use puppets to demonstrate number order and number matching.
Model saying and using number names in a variety of contexts, for example counting plates in the role-play area, animals in 'small world' play, collections of objects and games (indoors and outdoors).
Exploit opportunities for number, for example counting fruit at snack time, when registering children and when organising games.
Scaffold children's learning by identifying where children are in understanding of number and then planning for next steps.
Observe children and note possible next steps, for example counts regularly to 5; begins to match numerals to objects up to 10.
Share books and exploit the number potential, for example looking for number patterns and numbers of objects.
Encourage children to rehearse number names and order using songs, games and rhymes.

Look, listen and note

How do children begin to represent numbers using fingers, marks on paper or pictures? For example: Kim and Edward made a number track to 10. They then added numbers to 17 when they realised they could throw the beanbag further than they had expected.
Do they use number names in familiar contexts? For example: Daniel and Esther each collected a large pile of stones. Daniel said, 'I think I've got 30.' Esther replied, 'No you haven't. I've got more than you and I've counted mine and I've got 27.' They counted Daniel's pile and laughed when they realised that many of his stones were smaller and he had 42.
Can they recite the number names in sequence, counting forwards or backwards? For example: the children play a game where one of them selects and hides an object while the others close their eyes. Before they open them they count, '10, 9, 8... 0'.
Are they able to sign number names in order from 1 to 10?

Assessment opportunities

Use a number track or 'washing line' of numbers. Can children count the numbers starting at 1 or at another number? Can they place a shuffled set of numbers in order? Can children identify missing numbers? Can they say what comes next without seeing the numbers?
Can children work cooperatively with other children on counting activities? Do they engage willingly in problem-solving activities such as: how many of us are in this play area? How many pieces of apple do we need for a piece each?
Can children use number names confidently in favourite number rhymes? Can they follow a number trail or a number story?