Maths, Reception

There are three broad areas in maths. Children build on the skills, knowledge and concepts they have gained in Nursery and develop greater independence when tackling mathematical tasks.

Numbers as Labels and for counting - children will learn to:

  • Estimate how many objects they can see and check by counting them.
  • Select the correct numeral to represent 1 to 5, then 1 to 9 objects.
  • Begin to represent numbers using fingers, marks on paper or pictures.
  • Begin to count beyond 10.
  • Count aloud in ones, twos, fives or tens.
  • Recognise numerals 1 to 5.
  • Know that numbers identify how many objects are in a set.
  • Count reliably up to ten everyday objects.
  • Count up to three or four objects by saying one number name for each item.
  • Count out up to six objects from a larger group.
  • Use developing mathematical ideas and methods to solve practical problems.
  • Recognise some numerals of personal significance.
  • Say and use number names in order in familiar contexts.
  • Count actions or objects that cannot be moved.
  • Match then compare the number of objects in two sets.
  • Count an irregular arrangement of up to ten objects.
  • Recognise numerals 1 to 9.
  • Use ordinal numbers in different contexts.

Calculating - children will learn to:

  • Count repeated groups of the same size.
  • Share objects into equal groups and count how many in each group.
  • Find one more or one less than a number from one to ten.
  • In practical activities and discussion, begin to use the vocabulary involved in adding and subtracting.
  • Say the number that is one more than a given number.
  • Select two groups of objects to make a given total of objects.
  • Use language such as 'more' or 'less' to compare two numbers.
  • Begin to relate addition to combining two groups of objects and subtraction to 'taking away'.
  • Use own methods to work through a problem.
  • Find the total number of items in two groups by counting all of them

Shape, Space and Measures - children will learn to:

  • Use everyday words to describe position.
  • Use language such as 'circle' or 'bigger' to describe the shape and size of solids and flat shapes.
  • Sort familiar objects to identify their similarities and differences, making choices and justifying decisions.
  • Use familiar objects and common shapes to create and recreate patterns and build models.
  • Find items from positional or directional clues.
  • Use language such as 'greater', 'smaller', 'heavier' or 'lighter' to compare quantities.
  • Order two or three items by length or height.
  • Match sets of objects to numerals that represent the number of objects.
  • Show curiosity about and observation of shapes by talking about how they are the same or different.
  • Select a particular named shape.
  • Use developing mathematical ideas and methods to solve practical problems.
  • Talk about, recognise and recreate simple patterns.
  • Order two items by weight or capacity.
  • Count how many objects share a particular property, presenting results using pictures, drawings or numerals.
  • Match some shapes by recognising similarities and orientation.
  • Describe solutions to practical problems, drawing on experience, talking about own ideas, methods and choices.
  • Show awareness of symmetry.
  • Begin to use mathematical names for 'solid' 3D shapes and 'flat' 2D shapes, and mathematical terms to describe shapes.
  • Use everyday language related to time; order and sequence familiar events, and measure short periods of time with a non-standard unit, for example, with a sand timer.

Topic Overview

  • Match sets of objects to numerals that represent the number of objects.
  • Sort objects, making choices and justifying decisions.
  • Talk about, recognise and recreate simple patterns.
  • Describe solutions to practical problems, drawing on experience, talking about their own ideas, methods and choices.
  • Say and use number names in order in familiar contexts.
  • Know that numbers identify how many objects are in a set.
  • Count reliably up to 10 everyday objects.
  • Estimate how many objects they can see and check by counting.
  • Count aloud in ones, twos, fives or tens
  • Use language such as 'more' or 'less' to compare two numbers.
  • Order numbers to 20.
  • Observe number relationships and patterns in the environment and use these to derive facts.
  • Find one more or one less than a number from 1 to 10.
  • Select two groups of objects to make a given total of objects.
  • Begin to relate addition to combining two groups of objects and subtraction to 'taking away'.
  • In practical activities and discussion begin to use the vocabulary involved in adding and subtracting.
  • Count repeated groups of the same size.
  • Share objects into equal groups and count how many in each group.
  • Use familiar objects and common shapes to create and recreate patterns and build models.
  • Use language such as 'circle' or 'bigger' to describe the shape and size of solids and flat shapes.
  • Use everyday words to describe position.
  • Use language such as 'greater', 'smaller', 'heavier' or 'lighter' to compare quantities
  • Use everyday language related to time; order and sequence familiar events and measure short periods of time.
  • Sort familiar objects to identify their similarities and differences.
  • Count how many objects share a particular property, presenting results using pictures, drawings or numerals.