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# Mathematics

## Maths knowledge and skills independently being applied.

Mathematics

Developing a strong grounding in number is essential so that all children develop the necessary building blocks to excel mathematically. Children should be able to count confidently, develop a deep understanding of the numbers to 10, the relationships between them and the patterns within those numbers.

3 and 4-year-olds will be learning to:

• Develop fast recognition of up to 3 objects, without having to count them individually (‘subitising’).
• Recite numbers past 5.
• Say one number for each item in order: 1,2,3,4,5.
• Know that the last number reached when counting a small set of objects tells you how many there are in total (‘cardinal principle’).
• Show ‘finger numbers’ up to 5.
• Link numerals and amounts: for example, showing the right number of objects to match the numeral, up to 5.
• Experiment with their own symbols and marks as well as numerals.
• Solve real world mathematical problems with numbers up to 5.
• Compare quantities using language: ‘more than’, ‘fewer than’.
• Talk about and explore 2D and 3D shapes (for example, circles, rectangles, triangles and cuboids) using informal and mathematical language: ‘sides’, ‘corners’; ‘straight’, ‘flat’, ‘round’.
• Understand position through words alone – for example, “The bag is under the table,” – with no pointing.
• Describe a familiar route.
• Discuss routes and locations, using words like ‘in front of’ and ‘behind’.
• Make comparisons between objects relating to size, length, weight and capacity.
• Select shapes appropriately: flat surfaces for building, a triangular prism for a roof, etc.
• Combine shapes to make new ones – an arch, a bigger triangle, etc.
• Talk about and identify the patterns around them. For example: stripes on clothes, designs on rugs and wallpaper. Use informal language like ‘pointy’, ‘spotty’, ‘blobs’, etc.
• Extend and create ABAB patterns – stick, leaf, stick, leaf.
• Notice and correct an error in a repeating pattern.
• Begin to describe a sequence of events, real or fictional, using words such as ‘first’, ‘then...'

Children in reception will be learning to:

• Count objects, actions and sounds.
• Subitise.
• Link the number symbol (numeral) with its cardinal number value.
• Count beyond ten.
• Compare numbers.
• Understand the ‘one more than/one less than’ relationship between consecutive numbers.
• Explore the composition of numbers to 10.
• Automatically recall number bonds for numbers 0–5 and some to 10.
• Select, rotate and manipulate shapes to develop spatial reasoning skills.
• Compose and decompose shapes so that children recognise a shape can have other shapes within it, just as numbers can.
• Continue, copy and create repeating patterns.
• Compare length, weight and capacity.

Early Learning Goals:

Number ELG

Children at the expected level of development will:

- Have a deep understanding of number to 10, including the composition of each number;

- Subitise (recognise quantities without counting) up to 5;

- Automatically recall (without reference to rhymes, counting or other aids) number bonds up to 5 (including subtraction facts) and some number bonds to 10, including double facts.

Numerical Patterns ELG

Children at the expected level of development will:

- Verbally count beyond 20, recognising the pattern of the counting system;

- Compare quantities up to 10 in different contexts, recognising when one quantity is greater than, less than or the same as the other quantity;

- Explore and represent patterns within numbers up to 10, including evens and odds, double facts and how quantities can be distributed equally.

## St Barnabas & St Paul’s Church of England Primary School

Oakenhurst Road, Blackburn, Lancashire, BB2 1SN

office@sbsp.blackburn.sch.uk

01254 698413