Menu
Home Page

Maths

Snack time using money to encourage reception children to use vocabulary related to money.

Snack time using money to encourage reception children to use vocabulary related to money. 1
Snack time using money to encourage reception children to use vocabulary related to money. 2
Snack time using money to encourage reception children to use vocabulary related to money. 3
Snack time using money to encourage reception children to use vocabulary related to money. 4
Snack time using money to encourage reception children to use vocabulary related to money. 5
Snack time using money to encourage reception children to use vocabulary related to money. 6
Snack time using money to encourage reception children to use vocabulary related to money. 7

Summer 1-2018

We will be learning how to subtract practically and using the vocabulary associated with this. We will also be recognising and describing the attributes of 2D and 3D shapes.

Spring 2- 2018: Using the story of Supertato to make our own addition problems.

Spring 2- 2018: Using the story of Supertato to make our own addition problems. 1
Spring 2- 2018: Using the story of Supertato to make our own addition problems. 2
Spring 2- 2018: Using the story of Supertato to make our own addition problems. 3
Spring 2- 2018: Using the story of Supertato to make our own addition problems. 4
Spring 2- 2018: Using the story of Supertato to make our own addition problems. 5
Spring 2- 2018: Using the story of Supertato to make our own addition problems. 6
Spring 2- 2018: Using the story of Supertato to make our own addition problems. 7
Spring 2- 2018: Using the story of Supertato to make our own addition problems. 8
Spring 2- 2018: Using the story of Supertato to make our own addition problems. 9
Spring 2- 2018: Using the story of Supertato to make our own addition problems. 10
Spring 2- 2018: Using the story of Supertato to make our own addition problems. 11
Spring 2- 2018: Using the story of Supertato to make our own addition problems. 12
Spring 2- 2018: Using the story of Supertato to make our own addition problems. 13
Spring 2- 2018: Using the story of Supertato to make our own addition problems. 14

Subtraction to 20-writing number sentences.

Subtraction to 20-writing number sentences. 1
Subtraction to 20-writing number sentences. 2
Subtraction to 20-writing number sentences. 3
Subtraction to 20-writing number sentences. 4
Subtraction to 20-writing number sentences. 5
Subtraction to 20-writing number sentences. 6
Subtraction to 20-writing number sentences. 7

Subtraction using a number track and practical activities.

Subtraction using a number track and practical activities.  1
Subtraction using a number track and practical activities.  2
Subtraction using a number track and practical activities.  3
Subtraction using a number track and practical activities.  4
Picture 1
Picture 2

Using numicon to encourage counting skills and number recognition to 10.

Using numicon to encourage counting skills and number recognition to 10.  1
Using numicon to encourage counting skills and number recognition to 10.  2
Using numicon to encourage counting skills and number recognition to 10.  3
Using numicon to encourage counting skills and number recognition to 10.  4
Using numicon to encourage counting skills and number recognition to 10.  5
Using numicon to encourage counting skills and number recognition to 10.  6
Using numicon to encourage counting skills and number recognition to 10.  7

Solving addition problems using practical equipment and beginning to use the vocabulary involved in addition.

Solving addition problems using practical equipment and beginning to use the vocabulary involved in addition. 1
Solving addition problems using practical equipment and beginning to use the vocabulary involved in addition. 2
Solving addition problems using practical equipment and beginning to use the vocabulary involved in addition. 3
Solving addition problems using practical equipment and beginning to use the vocabulary involved in addition. 4
Solving addition problems using practical equipment and beginning to use the vocabulary involved in addition. 5
Solving addition problems using practical equipment and beginning to use the vocabulary involved in addition. 6
Solving addition problems using practical equipment and beginning to use the vocabulary involved in addition. 7
Solving addition problems using practical equipment and beginning to use the vocabulary involved in addition. 8
Solving addition problems using practical equipment and beginning to use the vocabulary involved in addition. 9
Solving addition problems using practical equipment and beginning to use the vocabulary involved in addition. 10
Picture 1
Picture 2
Picture 3

Length-The children estimated how many marshmallows would fit on the skewer. They counted to check their predictions and matched to the correct numeral.

Length-The children estimated how many marshmallows would fit on the skewer. They counted to check their predictions and matched to the correct numeral. 1
Length-The children estimated how many marshmallows would fit on the skewer. They counted to check their predictions and matched to the correct numeral. 2
Length-The children estimated how many marshmallows would fit on the skewer. They counted to check their predictions and matched to the correct numeral. 3
Length-The children estimated how many marshmallows would fit on the skewer. They counted to check their predictions and matched to the correct numeral. 4
Length-The children estimated how many marshmallows would fit on the skewer. They counted to check their predictions and matched to the correct numeral. 5

Length-The children ordered two items by length and used unifix to measure the length of their snakes (non-standard measures)

Length-The children ordered two items by length and used unifix to measure the length of their snakes (non-standard measures) 1
Length-The children ordered two items by length and used unifix to measure the length of their snakes (non-standard measures) 2
Length-The children ordered two items by length and used unifix to measure the length of their snakes (non-standard measures) 3
Length-The children ordered two items by length and used unifix to measure the length of their snakes (non-standard measures) 4
Length-The children ordered two items by length and used unifix to measure the length of their snakes (non-standard measures) 5
Top