**14/09/09**

**The focuses of mathematics learning/ impact of learning:**

· Compare, ordering, reading and writing numbers from 0 to at least 20

· Using knowledge of place value to record numbers on tracks and lines

· Learning and counting at least 20 objects

· Recognising that when objects are rearranged the number is the same

· Learning numbers names

· Counting forwards and backwards from 0 to 20, then beyond

· Place value

· Early addition and subtraction and related language and symbols including equals (=) sign

· Solving problems involving counting, adding and subtracting

**As practitioners we will be looking for the children to display these following skills and learning attributes:**

** **

**recite number names in order**from 0 to 20 or more, forwards and backwards, using objects, number tracks and number lines. They use the sequence of number names to count a small set of objects reliably by touching or moving each object in turn, recognising that the number of objects does not change if the set is rearranged. The children identify which of two sets contains more objects, by matching the objects and

**counting**the number in each set. They compare the numbers using their positions on a number track or number line.

The children are using appropriate language and symbols in context, children **read and write numerals from 0 to 10, then to 20**. They understand that, for example, the number 12 is written with two digits. They know that as they count from zero along a number track each number is one more and the numbers get bigger. As they count back, each number is one less and the numbers get smaller. They find missing or covered numbers on a number track.

**understanding of addition and subtraction**, the children find the number that is one more or one less than a given number practically by adding another object or removing one object from a set then counting the new number. They use their knowledge of the counting sequence and number tracks to predict what number is

**one more or one less**than a given number before checking using practical equipment. They relate addition to counting on and use the vocabulary of addition in practical activities.

**number sentence**as 7 + 1 = 8.

*.*When they use a number track to find, say, the number that is one less than 8, they describe this as '8 take away 1 is 7' or '8 minus 1 is 7' and record it as 8 − 1 = 7.

**solve problems involving counting**. For example: they work out whether there are enough pairs of scissors for everyone on the table to have a pair; they predict then check which of two containers will hold more pine cones; they make a collection of their ten favourite items for a display. Children describe how they solved the problem to the class. They listen to and ask questions about other children's descriptions.

**Literacy Learning Themes**

**As practitioners we will be focussing our provision on these areas:**

**Prior Learning:**

·

**Tell you about the purpose of simple classroom labels and lists.**· Read simple classroom labels with additional pictures or symbols.

· Attempt to write labels, for instance in role-play area.

** **

**We will also be looking to develop the children's abilities to:**

**Phase 1**

**Phase 2**

**Phase 3**

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