1. Activities Use mathematical knowledge in practical situations relevant to themselves eg reinforce counting- count the wheels on emergency vehicles, numbers of vehicles Using different items to compare sizes- big red truck/ little green boat use the different sized boxes to make comparisons- long/ short Reinforce positional vocabulary when playing in the vehicles eg who is at the front, behind, next to.. Matching and sorting- items from the story type, size, colour Tidying up grouping things together. See if the children can sequence stories simply. Make vehicle pictures reinforcing the various 2d shapes Make vehicles out of blocks reinforcing 3D shapes. Play with shapes and recognise them in the natural environment. Use favourite rhymes for counting forwards and backwards eg 5 reed engines went driving one day Use numerals for counting –recognising that a specific number should be matched to a given amount Water play- with various containers full/ empty, pouring, filling etc Lots of investigation work in the sand and water tray Use brushes, vehicles, play people for counting Use in role play situations Hazels office with children handling various coins. Use favourite rhymes for counting forwards and backwards Use numerals for counting –recognising that a specific number should be matched to a given amount Using different items from stories to compare sizes- big and smallbus, long and short trains Play with shapes. Use the carpet shapes to sort colours and shape. Test shapes for rolling Make and use playdough to explore changing shape- squeezing pulling and pressing Use favourite rhymes for counting forwards and backwards eg Water play in colour water -boats- full/ empty, pouring, filling etc Lots of investigation work in the sand and water tray- eg hide items from stories in these areas Use computer programmes to reinforce stories-(active inspire, Priory woods counting programs etc ICT Vehicle program Priory Woods RE/SMSC Counting weighing activities associated different vehicles. Welsh/Curriculum Cymreig Counting objects within the environment when on out of school visits in the community. Thinking Skills Using blocks to make towers Showing a preference Anticipates knocking over a tower being built by supporting adult Topic: People Who Help Us Area: Mathematical Development Class: Circles Date : Autumn 2015

2. ICT Skills Pupils will use ICT to enhance learning about shape, colour and number RE/SMSC Skills To experience special/religious places, Welsh/Curriculum Cymreig Skills Exploring, investigating and appreciating Flint Castle, church, park etc through observation touching and feeling materials and experiencing the size and enjoyment of being in the community. Thinking Skills To plan for activities ie what will we need, develop thinking and have opportunity to reflect on the learning taken place ie what did they like, what went well for each pupil Class: Circles Date: Autumn 2015 Topic: People Who Help Us Area: Mathematical Development Foundation Phase Skills With support select and use appropriate materials ideas and equipment. Use maths in meaningful situations. Begin to encounter simple mathematical language during play ie colour shape size To experience practical mathematical activities in a variety of everyday situations- eg filling/pouring, counting, building. Supported development of matching, sorting, counting skills Encounter number, shape, money and positional vocabulary in play. Explore shapes and their properties. Experience the language of comparison- bigger, smaller, heavier, lighter, full empty, long, short, To listen & respond to & join in with familiar number rhymes, songs, activities & games. Show an understanding of why some things can be grouped together- eg colour sorting LNF Skills Literacy: Speaking and Collaboration Give a symbol/picture to obtain a matching desired item B Steps Picture object matching games Two items offered at snacktime to choose from. Pupil may have 2 pictures or symbols available and will have to select and give the picture for his preferred item. Could begin hand-over-hand. During continuous provision, pupil may be given pictures of possible activities available to choose from. He will then be taken to or given object chosen so that he is able to relate picture to object. Changes behaviour in response to interesting event nearby [RfL 25] Express preference for items not present via symbolic means Numeracy: using and Measuring Find the ‘big’ object from 2 otherwise similar items: where the difference in size is large and the activity is structured by an adult. B Steps Using a range of objects, balls, books teddies etc (could be from stories in topic eg bowls spoons from ‘Goldilocks) encourage Archie to pick either “big” or “small” as requested. Explore the distinctions between objects A steps Changes behaviour in response to interesting event nearby RFL 25 Selects from two or more items [RfL 36]