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Picture 1 We are learning to write numbers to 100
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We have been practising our number sentences, including addition, subtraction and multiplication. We use sorting circles to help us find the total, and also play maths games on the iPad.

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We have been learning about 3D shapes. I made a cuboid and counted the faces: “1,2,3,4,5,6.”

 

I was able to name all the 3D shapes on the table (cone, cylinder, cube, triangular pyramid). I made a cylinder and spoke about its properties: "it has 3 faces and no corners."

We have been doing lots of work with numbers in Red Class. This boy was able to identify numbers 0-15. He was able to count out the correct amount of cubes to correspond with each number card.

 

   

Practising our addition and subtraction

 

      

We have been learning about multiplication using Numicon to help us

 

Practising our addition and subtraction using our adding machine

 

We have been learning about money and counting out the correct amount.

 

We have started to look at addition and subtraction and writing number sentences. This child completed a practical subtraction problem and wrote the corresponding number sentence.

 

We have been doing lots of work on ordering numbers.

 

We looked at 3D shapes and their properties, and created our own 3D shapes using dough.

 

We have been looking at making and completing repeating patterns.

 

 

 

This boy counted up to 20. He was then able to identify numbers some numbers between 0-10 and put some of them in order.

 

Next Steps

To confidently identify all numbers to 10.

 

 

 

 

Aspects contributed to by this experience:

  • Recites numbers in order to 10.

Mathematics>Numbers>30-50 months

  • Recognises some numerals of personal significance.

Mathematics>Numbers>40-60 months

  • Recognises numerals 1 to 5.

Mathematics>Numbers>40-60 months

 

 

 

This girl is able to name the 2D shapes on the table (circle, square, triangle and rectangle). When asked she is also able to describe their properties with support.

 

Next Steps

To ensure she can confidently talk about 2D and 3D shapes using the correct vocabulary (vertices, sides etc).

 

 

 

Aspects contributed to by this experience:

  • Shows interest in shape by sustained construction activity or by talking about shapes or arrangements.

Mathematics>Shape, space and measures>30-50 months

  • Shows interest in shapes in the environment.

Mathematics>Shape, space and measures>30-50 months

 

 

 

These children are working together to put the numbers on the washing line in the correct order. They are able to say one more or less than the number when asked. After ordering the first set of numbers confidently they decide to ask Miss Deegan for bigger numbers. They don't identify all the numbers to 20 on sight but they order them by looking at the second numeral.

 

Next Steps: To confidently recognise numbers to 20.

 

Aspects contributed to by this experience:

  • Counts objects to 10, and beginning to count beyond 10.

Mathematics>Numbers>40-60 months

  • ELG: Children count reliably with numbers from one to 20, place them in order and say which number is one more or one less than a given number.

Mathematics>Numbers>Early Learning Goal

  • Recognises numerals 1 to 5.

Mathematics>Numbers>40-60 months

 

 

 

These girls are using the Busy Things software on the Interactive White Board. They are able to select the games they want to play with independently. In one maths game that they select both girls are able to listen to the instruction and then count out the correct amount of food for the monster.

 

Next Steps

Accurately counting irregular arrangements of real life objects.

 

 

Aspects contributed to by this experience:

  • Completes a simple program on a computer.

Understanding the world>Technology>40-60 months

  • Counts objects to 10, and beginning to count beyond 10.

Mathematics>Numbers>40-60 months

  • Knows that information can be retrieved from computers

Understanding the world>Technology>30-50 months

 

 

 

This girl counts accurately to 10. When it comes to number recognition Melanie only identifies number 1 correctly. With support she puts some numbers in the correct place on the number line.

 

Next Steps

To work on number recognition until Melanie is confident with all numbers to 10 initially, then 20.

 

 

Aspects contributed to by this experience:

  • Recites numbers in order to 10.

Mathematics>Numbers>30-50 months

  • Uses some number names accurately in play.

Mathematics>Numbers>30-50 months

  • Uses some number names and number language spontaneously.

Mathematics>Numbers>30-50 months

 

 

 

This girl identifies numbers 1-5. She is able to order them and put them in correct place on the washing line. When she is asked she is able to identify one more than numbers to 5.

 

Next Steps

To confidently identity numbers beyond 5.

 

 

 

 

Aspects contributed to by this experience:

  • Recognise some numerals of personal significance.

Mathematics>Numbers>40-60 months

  • Recognises numerals 1 to 5.

Mathematics>Numbers>40-60 months

  • Says the number that is one more than a given number.

Mathematics>Numbers>40-60 months


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