> QSPg bjbjVV >Jr<r<^p8.dT<Z\\\\\\$!~4ZZrwF0G"rG"G"6dG" : Week 2MondayTuesdayWednesdayThursdayFridayOn the rugStarter: Count to 20 along cards on the washing line. Chn hold up fingers to match the count, emphasising 5, 10, 15 and 20 by shaking one hand (5, 15) or two (10, 20) as appropriate.
Teaching: Count 5 objects, e.g. small Lego bricks into a seethrough plastic bag. How many bricks? Ask a child to point to the number on the line. Peg the bag to the number 5. Rpt with at other numbers to 10. Starter: Count to 20 along the washing line, then count back from 10 to 0. Rpt counting back from 10 to zero with chn keeping their eyes shut and instead of zero, shout BLAST OFF!
Teaching: Give a number card (1 to 10) to each child. Take 5 soft toys out of box, one at a time with exaggerated movements asking chn to count them in their heads as you do so. Who has that number of toys? Chn with 5 stand up. Put the toys back and rpt taking out different nos to 10. Starter: Count 10 soft toys into a box. Take one out, saying 9, and another out saying 8. Chn join in counting backwards until you reach 0. Show chn the empty box. Rpt with 10 other items. Teaching: Shuffle a pack of large 110 cards. Chn put their hands behind their backs. Show a card, chn show this number of fingers. Rpt with each card, increasing the pace as chn gain confidence. Can you catch anyone out or are they just too clever!Starter: Show chn a 1100 grid. What a lot of numbers, some are really big? Can anyone see their house /flat number? Count to 30 pointing to each number as you do so, Rpt so that more chn join in. Emphasise 5s & 10s. Teaching: Ask chn to help you to hang 110 cards in order on the washing line. Point to each number in turn and ask chn to think of something which matches this number, e.g. a chair with 4 legs. Draw/write this on a piece of paper and peg to the number on the line. Be creative if chn cant think of anything! E.g. A spider has 8 legs, Evas brother is 9. We have 10 fingers. There is one headteacher! Starter: Use the 1100 grid to support counting to 30, with chn using fingers. Rpt.
Teaching: Hang 110 cards on the line in this order: 1, 2, 5, 4, 3, 6, 7, 8, 9, 10. Show chn a puppet. Muddles is learning to order numbers. He put these on the line this morning. Hes almost got it right. Ask chn to whisper to a neighbour what is wrong. Choose a child to help Muddles put his numbers in the right order. Take them off, and repeat, each time swapping two or more nos.Guided task with teacherEasy
Show chn a 16 number track. Roll a 16 spotty dice, ask a child to count the spots then make this number of jumps along the track to land on the correct numeral. Assign a number to each child. Ask them to collect that number of objects from around the classroom to place on that number on the track. Medium/Hard
Chn take it in turns to roll a spotty dice, build a tower of this number of cubes and choose the correctly numbered Postit to go with it. They stand it up on the table. If a child rolls a number which already has a tower, they roll the dice again. When all Postits have been stuck to a tower, chn work together to put them in order.
Hard Chn roll two dice and count all the spots, making towers of 1 to 12. Guided task with Teaching AssistantEasy/Medium
Give each child a shuffled pack of 16 cards, face down. Turn over a minute sand timer. Chn turn over their cards and try to put them in the right order before the sand runs out! Shuffle their cards and repeat. Are they getting faster? Can they beat the timer?! Hard
Shuffle a pack of 1 to 12 cards, give three face down in a pile to each of 4 chn. The 1st child turns over their card and puts it in the middle of the table. The next child turns over their card and puts it before or after the card on the table only if it is the next or previous number. E.g. 1st child puts down 6, so the 2nd child can only put down 5 or 7. If they cant go, they put that card to the bottom of their pack, and the 3rd child tries. Continue until all cards are in order. Count along the line to check.Associated play contextsPlaydough/Painting
Chn choose a number to make out of playdough and press the matching number of counters into it. Chn paint a number and stick a matching number of sequins on it.Outside
Number the bikes and ask chn to park them in order. Role play
Label items 1 to 10 in the class shop and 1 coins in purses. Chn buy the items using the 1 coins. Construction
Chn make models with up to 10 bricks and choose a Postit to label how many bricks they used. Sand
Hide 5 shells and 7 pebbles in the sand. Chn choose numbered Postits to stick on a picture of a shell and a pebble. Change nos of shells and pebbles each day.Resources120 cards, washing line and pegs, small objects, seethrough plastic bags, 112 number cards, 10 soft toys in a box, 1100 square, puppet, 16 number track, 16 spotty dice, interconnecting cubes, minute sand timer, numbered Postits
Reception weekly maths plan: Autumn Week 2: Counting, matching numerals to quantities, ordering numbers
Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users Reception Maths Autumn, week 2
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