Reception Weekly Maths Plan: Autumn Week 1: Counting, Matching One-To-One, Recognising Numbers

Reception Weekly Maths Plan: Autumn Week 1: Counting, matching one-to-one, recognising numbers

Week 1 / Monday / Tuesday / Wednesday / Thursday / Friday
On the rug / Starter: 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.Rpttwice, asking chn to join in.Teaching: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. Chnput their hands behind their backs. Point to 5 on the line. Show me 5 bunnies! Chn show 5 fingerssaying 5. Rpt with other nos of ‘bunnies’. / Starter: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 timeto match the nos as they count.
Teaching: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. / Starter:Extendcounting on fingers to 20, holding up one thumb for 11, emphasising 15 (one whole hand), and waving both hands for 20. Rpt asyou point to cards 1-20 on the washing line, as chn hold up fingers to match the count.Teaching:Introduce a puppet, e.g. Muddles. Explainthat 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! / Starter: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!Teaching:Chn have hands behind their backs. Roll a large spotty dice. Chn hold up the correct number of fingers. Rpt severaltimes. Encourage chn to recogniseinstantly the number of spotsif they can. Sometimes we don’t need to count the spots, we can just see there are 3! / Starter:Count to 20 along washing line, asking chn to hold up one finger for each number spoken. Wow! We’re getting good at this! Count back from 10 using fingers. Rpt several times.
Teaching: Countalong a 1-10 number track on the floor. Roll a big dice, and ask a child to make that many jumps along the track, e.g. roll 5, land on 5. The whole class count as they do so. Rptwith lots of different chn.
Guided task with teacher / Easy/Medium/HardShow chn 4 diff boxes with lids, with 5, 7, 9 & 10 objects inside, e.g. play people/Lego® figures. Pass them round. Ask chn to guess which box has the most. (The largest boxshould NOT contain the most!) Ask one child to take the lid off one box and say how many there are. Discuss howit is quite difficult to count them when they are in the box. Aska 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 hadmost and which had least. Watch out for chn who say longest linehas most regardless of how manyin it, and for chn who think that if you move the objects along, you change how many there are. Easy:Use 3, 5 and 6 objects. Hard: Use 10, 15 and 17 objects.
Guided task with TA / Easy/Medium/HardHelp chn to play the following game in pairs/small groups: Each child finds 10 ‘nice’ things from around the classroom, e.g. play people, conkers, toy animals and puts them on a paper plate. They take turns to roll a 1-6 spotty diceand give the same number of objects shown to the person on their left. Carry on playing until one player has given away all their objects. Easy: Find 6 ’nice’ things and use a dice with 1, 2 and 3 spots. Hard: Use a 1-6 numeral dice.
Associated play contexts / Role playPlace several soft toys inhome corner. Chn count them, then count out plates,cups, knives, forks, spoons needed for their tea. Put a different numberin each day. / Sand
Bury shells or dinosaursin the sand, chn find out how many are buried!Put a different number in each day. / Water
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 plastic fish to count how many plants there are. Have a different numbereach day. / Construction
Chn make pens for different toy farm animals. They count howmany bricks long, high and wide each pen is for each different type of animal. / Cooking
Use an American recipe (measures in cups) to bake,e.g. Flapjacks(see resources).
Resources / Cards 1-20, washing lines and pegs, box of up to 10 soft toys, a toy rabbit, a puppet, 4 boxes (with lids) of play people, 4 paper plates, 1-6 spotty dice, 1-6 numerical dice, 1-3 spotty dice, large spotty dice, 1-10 floor number track