White House Primary School

Foundation Stage

Problem Solving Reasoning and Numeracy (PSRN )

Problem Solving Reasoning and Numeracy (PSRN ) – Term 1 Week 4 Week Beginning: 26th September 2011
What we want the children to learn:
The children will be able to recognise the numbers 2 and 3. some to also recognise 8.
Daily Warm Up Activities
Starters: Hold up your right thumb (left as chn see it), palms facing you. Count in ones, holding up one finger with each number until the little finger, saying 5 louder and waving the hand. Continue on 2nd hand, stressing ten and waving both hands as you do so. Rpt twice, asking chn to join in.
Hang cards 1 to 10 on a washing line. Make a soft toy rabbit count in ones along the line, emphasising 5 and 10. Rpt, so that more chn join in. Chn hold up fingers one at a time to match the nos as they count.
Sing a rhyme which counts back from 10 to 0, e.g. ‘10 fat sausages sizzling the in pan, one went POP & the other went BANG!’. 10 chn pretend to be the sausages. Afterwards, the 10 chn stand up, everyone shouts 10! One sits down, all shout 9, and so on until all chn are sat down, all shout ZERO!
Session 1: Whole Class:
Development Matters:
·  Says some number names in familiar contexts, such as nursery rhymes.
·  Counts reliably up to three everyday objects.
·  Counts reliably up to six everyday objects.
·  Says number names in order.
·  Recognises numerals 1 to9. / Ask 10 chn to sit at the front, choose a rhyme to chant, e.g. 10 Big Bunnies (see resources). Chn hold up one finger to show one bunny. One child at the front does a bunny hop, and so on for 2 bunnies to 10 bunnies. Hang cards 1 to 10 on the washing line and rpt the rhyme. Chn put their hands behind their backs. Point to 5 on the line. Show me 5 bunnies! Chn show 5 fingers saying 5. Rpt with other nos of ‘bunnies’.
Activities: all chd to make magnify lenses and go on hunt for numbers around the school- take photos
Green LA Cut strips of plastic carrier bags, tape tog at one end and attach to a lump of plasticine. Put these ‘seaweed plants’ in the water tray. Chn use a fishing net to catch the seaweed and then read of the number on the bottoms. All number 3 or 2.
Pink A Show chn 4 diff boxes with lids, with 2 boxes with 3 objects inside and 2 boxes with 2 objects inside. Pass them round. Ask chn to guess which box has the most. Ask one child to take the lid off one box and say how many there are. Discuss how it is quite difficult to count them when they are in the box. Ask a child to tip them out and arrange them in a line, then to count them from the left, touching each object as s/he does so. Rpt for each box with different chn. Finally agree which box had most and which had least. Watch out for chn who say longest line has most regardless of how many in it, and for chn who think that if you move the objects along, you change how many there are.
Plenary: hold up the numbers 2 and 3 and pictures of 2 or 3 objects, get the chd to call out the numbers.
Session 2: Whole Class:
Development Matters:
·  Says some number names in familiar contexts, such as nursery rhymes.
·  Counts reliably up to three everyday objects.
·  Counts reliably up to six everyday objects.
·  Says number names in order.
·  Recognises numerals 1 to9. / Show chn a box of 8 or 9 soft toys. How many are there? It’s not easy to see when they are in the basket. Tip them out and (mis)count them where they are, counting some twice and missing out others! Ask what you did wrong! Then count them by moving each one aside as you go, chn joining in the count. Also show how to put them in line and count along it. Rpt with another box of up to 10 toys.
Activities: all chd to make magnify lenses and go on hunt for numbers around the school- take photos
Yellow MA Show chn 4 diff boxes with lids, with 2 boxes with 3 objects inside and 2 boxes with 8 objects inside. Pass them round. Ask chn to guess which box has the most. Ask one child to take the lid off one box and say how many there are. Discuss how it is quite difficult to count them when they are in the box. Ask a child to tip them out and arrange them in a line, then to count them from the left, touching each object as s/he does so. Rpt for each box with different chn. Finally agree which box had most and which had least. Watch out for chn who say longest line has most regardless of how many in it, and for chn who think that if you move the objects along, you change how many there are.
Red SEN Cut strips of plastic carrier bags, tape tog at one end and attach to a lump of plasticine. Put these ‘seaweed plants’ in the water tray. Chn use a fishing net to catch the seaweed and then read of the number on the bottoms. All number 2 or have a picture of 2 objects on it.
Plenary: hold up the numbers 2 and 3 and pictures of 2 or 3 objects, get the chd to call out the numbers.
Session 3: Whole Class:
Development Matters:
·  Says some number names in familiar contexts, such as nursery rhymes.
·  Counts reliably up to three everyday objects.
·  Counts reliably up to six everyday objects.
·  Says number names in order.
·  Recognises numerals 1 to9. / Introduce a puppet, e.g. Muddles. Explain that Muddles is learning to count. Muddles counts to 10, pointing at each number on the washing line, but doesn’t say 5, so ends by pointing at 9 when he says 10, sounding puzzled. What’s gone wrong? Rpt missing out other nos, or getting 2 nos in wrong order. Chn point out mistakes!
Chn have hands behind their backs. Roll a large spotty dice. Chn hold up the correct number of fingers. Rpt several times. Encourage chn to recognise instantly the number of spots if they can.
Activities: all chd to make magnify lenses and go on hunt for numbers around the school- take photos
Yellow MA Chn’s to attempt formation of 8 and 3, then sponge paint 8 pictures and then 3 pictures in number books.
Pink TA Chn’s to attempt formation of 2 and 3, then sponge paint 2 pictures and then 3 pictures in number books.
Green A Chn’s to attempt formation of 2 and 3, then sponge paint 2 pictures and then 3 pictures in number books.
Red SEN Chn’s to attempt formation of 2, then sponge paint 2 pictures in number books.
Plenary: hold up the numbers 2 and 3 and pictures of 2 or 3 objects, get the chd to call out the numbers.
Observations/Assessments: Look, Listen and Note On Groups
Yellow MA Chn’s can recognise the numbers 8 and 3 and can count 8 and 3 objects.
Pink TA Chn’s can recognise the numbers 2 and 3 and can count 2 and 3 objects.
Green A Chn’s can recognise the numbers 2 and 3 and can count 2 and 3 objects.
Red SEN Chn’s can recognise the numbers 2 and can count 2 objects.
Evaluation of activities (practitioner/children):

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