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| Objectives Children's learning outcomes are emphasised |
Assessment for learning |
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How did you find out which of these two objects was the lighter, shorter, held the least amount, ...? I am giving each of you six paper strips. Find two strips in your set which are the same length. Show them to me. Now find a strip in your set which is longer than this one. What is each of these coins worth? In how many different ways can you make 10p using only 2p and 1p coins? |
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Guess how many cubes are in the jar. Now check by counting. Why did you think it was that number of cubes? How many cubes will balance the parcel on the scales? How many glasses will fill the jug? How many jumbo bricks do you need to make a tower that is as tall as you are? |
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Who is sitting next to you?
Put the pencil pot in front of/behind the tray of crayons. Stand in front of the board. Stand in front of, behind, beside, opposite a partner. Stand between two other children. Show me your left hand. Tell me something in the classroom that is higher than, lower than, above, below, between, beside, next to, in the middle of, at the edge of, in the corner of the ... We can't see the hall, but what is next to the piano? What is below the big window? |
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Where do you start to measure the length of the carpet?
Ann measured the height of these two dolls in blocks. How many blocks taller is the large doll? |
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What day is it today? So what will tomorrow be? Which are the weekend days? Which days are we at school? Look at these pictures. Point to a picture which shows something that you think happened in the morning. Point to a picture which shows something that you think happened in the afternoon. Point to a picture which shows something that you think happened in the evening. |
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What happens first? And next? What happens at the end of your story? These cards tell a story of how some children built a snowman. Put the cards in order. |
Children count, compare, add and subtract in contexts involving measures or money. This helps them to transfer their calculation skills from the context of number and apply them to the measures, and vice versa.
When they are working with money, children initially use only 1p coins or only £1 coins to 'pay' in the classroom shop, counting out coins for an object that they want to buy. They buy a number of 2p stamps using 2p coins. Slowly, they understand that a 2p coin has the same value as two 1p coins, and that a £2 coin has the same value as two £1 coins. They begin to read and write prices such as 8p or £4, responding to instructions such as:
Tell me how much you think this toy boat costs. Watch while I write how much it is.
This toy car costs 9 pence. Find a price label to match how much.
These activities can be demonstrated on an interactive whiteboard to a large group. They can also be linked to counting in twos to 10 and back again to zero, and to hops of 2 on a number line.
Children continue to make direct comparison of the length, weight or capacity of two objects without any counting. They begin to use uniform non-standard units to estimate and then measure length, using objects such as cubes or art-straws that are all the same size. They select an eggcup to measure the capacity of a small jug, and a larger jug to measure the capacity of a bucket, recognising that it would not be appropriate to measure the capacity of the bucket using the eggcup. They weigh on the scales parcels that have been carefully prepared by the teacher to match an equivalent number of identical bricks or weights, estimating first how many bricks will balance the parcel.
Children continue to develop the concept of time in terms of time passing and sequencing events in familiar story or day-to-day routines. They use terms such as morning, afternoon and evening, yesterday and tomorrow. They learn to order the days of the week and learn that weekend days are Saturday and Sunday. They listen to stories and rhymes about time, such as The Very Hungry Caterpillar or The Bad-Tempered Ladybird by Eric Carle, Monster Monday by Susanna Gretz or Hard Boiled Legs by Michael Rosen and Quentin Blake. They count how many times they can clap in a steady rhythm while a child writes their name on the board, and discuss who took more time and who took less time. They count regular beats on a drum while children pace across a room or cut out a square of paper. They estimate whether they can pack the bricks away while someone counts to 20.
Children use everyday language to describe position, direction or movement. For example, they place objects above, below, to the right of and to the left of other objects on a magnetic board or interactive whiteboard. They follow instructions to put play-people in a scene. In PE, they follow instructions to roll or slide, or to make whole and half turns on the spot. They turn to the left and they turn to the right.
Resource links to existing published material
| Activities | PDF 645KB |
| Activity 2 - Gob-stopper |
| Springboard unit |
| None currently available |
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Diagnostic focus |
Resource |
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Can only begin counting at 1. Inaccurately counts small groups of objects. No recognition of small groups of objects |
1 YR +/- |
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Has difficulty identifying doubles and adding a small number to itself |
2 YR ×/÷ |
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When halving makes 2 unequal groups or splits a single object unequally |
6 YR ×/÷ |
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