1. Reception Maths Workshop End of year expectations
Thursday 23rd March 2017

2. Early Learning Goal
NUMBERS 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. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing.

3. Children should be able to: Count objects accurately to twenty
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.
Children should be able to:
Count objects accurately to twenty
recognise numerals 0-20
Put them in order 0-20
Say the number which is one more than a given number
Say the number which is one less than a given number

4. Ideas
Ask your child to count how many there are in a group of objects. Does your child count an object more than once? Encourage them to put them in a line or move them as they count.

5. Play number bingo
Make some number boards and a set of 0-20 cards. Give each player a board. The caller pulls out one card at a time. If a player has the number on their board they cover it with a counter. The first person to cover all six shouts BINGO!
You can make it trickier by playing one more than or one less than.

6. Children should be able to:
Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer.
Children should be able to:
Understand and talk about what adding and subtracting mean.
Count out the correct objects to add or subtract.
Count on when adding to groups.
Count back when subtracting
Use a number line to add and subtract.
Count forwards or backwards to check the answer

7. When children first learn to add they will learn to count two groups of objects together, counting all the objects beginning at 1.

8. When children first learn to subtract they will learn that they need to take away the correct number and then count how many they have left.

9. A quicker method is to count on or count back from the first number
A quicker method is to count on or count back from the first number. For example, if you are adding 6 and 5 then you THINK 6 and BEGIN COUNTING from 7:

10. Using a number line to add
Example: 7 add 4
Start on number 7
Count on 4 jumps to the right (moving your finger above the numbers)
See what number you land on
Check your answer

11. Using a number line to subtract
Example: 12 take away 4
Start on number 12
Count 4 jumps to the left (moving your finger under the numbers)
See what number you land on
Check your answer

12. Recording 10-3=7 5+2=7 Subtraction 10 take away 3
Children will start with this:
And move on to this when they are ready:
10-3=7
Addition
5 add 2
Children will start with this:
And move on to this when they are ready:
5+2=7

13. Solving problems, including doubling, halving and sharing.
Children should be able to:
Know that doubling is adding the same number to itself
Find doubles of numbers up to 10
Know some doubling facts
Know that halving is the same as making two equal groups
Find half of a number using objects
Share objects equally between groups
Know that halving is the inverse of doubling

14. Doubling Example: What is double 2? Count out two objects
Add another two objects
Count on to find the total

15. Halving Example: What is half of 12? Count out 12 objects
Make two groups by giving one object to each group at a time
Count how many there are in each group

16. Sharing
Example: I have 12 strawberries to share between 4 friends. How many strawberries does each friend get?
Count out 12 objects
Make 4 groups, giving one object to each group at a time
Count how many are in each group

17. Early Learning Goal SHAPE, SPACE AND MEASURE
Children use everyday language to talk about size,
weight, capacity, position, distance, time and money to
compare quantities and objects and to solve problems.
They recognise, create and describe patterns. They
explore characteristics of everyday objects and shapes
and use mathematical language to describe them.

18. Size, Length and Distance Vocabulary
big, bigger, biggest
thick, thin
small, smaller, smallest
far, near, close
long, longer longest
medium
tall, taller, tallest
short, shorter, shortest
wide, narrow

19. Size, Length and Distance
Order 3 or more objects by size or length
Encourage your child to compare size and lengths e.g. This slide is taller than that slide. My balloon is bigger than your balloon.
Talk about the distance between objects and places.

20. Weight and Capacity Vocabulary
weigh, weighs, balances
heavy/light, heavier/lighter, heaviest/lightest
balance, scales, weight
full
half full
empty
holds
container

21. Weight and Capacity To order 3 objects by weight or capacity
Compare the weight of different objects at home. E.g. This box is heavier than the book.
Talk about scales and measuring when cooking.
Talk about how full bottles and cups are. E.g. Your cup is half full now.

22. Position Vocabulary over, under beside, next to above, below opposite
top, bottom, side
between
on, in
left, right
outside, inside
up, down
in front, behind
forwards, backwards, sideways
front, back
across
before, after
close, far, near

23. Position
Encourage your child to tell you where items are instead of pointing to them.
Play games like hide the toy.
Talk about direction when you are travelling

24. Time Vocabulary days of the week: Monday, Tuesday… next, last
now, soon, early, late
day, week
quick, quicker, quickest, quickly
morning, afternoon, evening, night
slow, slower, slowest, slowly
bedtime, dinnertime, playtime
old, older, oldest
today, yesterday, tomorrow
takes longer, takes less time
before, after
fast, faster, fastest

25. Time
Using a calendar to mark events to help your child develop their sense of time.
It is useful when talking about how many days to talk about how many ‘sleeps’ until an event.
Model using time vocabulary.

26. Money Vocabulary money pay coin change penny, pence, pound costs more
price
cheap, costs less, cheaper
cost
expensive
buy
sell
spend, spent

27. Money Show children different coins
Talk to them about money and the price of items when shopping
Let them pay for items and collect the change

28. Patterns
Children should be able to describe, continue and create repeating patterns using three or more objects or colours.

29. Shape Vocabulary cube triangle corner cuboid square vertices cylinder
oblong
face
pyramid
flat
side
sphere
curved
Edge
cone
straight
circle
round

30. Shape
Children should be able to name common 2D and 3D shapes. They should be able to describe some of their properties e.g. This is a cylinder. It has two circular faces and one curved face. It can roll. A cube has six square faces and eight vertices. It has twelve edges.