Curriculum Overview
for
Early Years Foundation Stage
Mathematics
Revised: Summer 2015
To be reviewed: Summer 2016
Spiritual, Moral, Social and Cultural Education
Mathematics in the early years can provide a contribution to children’s Spiritual, Moral, Social and Cultural
Education and in particular to British values. Children will be given opportunities to show fascination and
enjoyment by investigating shapes and patterns in the natural world and exploring multicultural patterns.
They will be given opportunities to work together in pairs and groups to collaboratively solve problems. They
will have opportunities to take turns and learn how to share equally.
Nursery
Lesson Allocation:
In the Nursery a wide range of activities support the teaching and learning of mathematics.
Opportunities for the development of mathematical understanding can occur spontaneously
and during child initiated play opportunities both indoors and outdoors. Whole class and
small group mathematics sessions are planned throughout the week.
Schemes of work used/ textbooks/resources:
A range of resources and activities are used for the teaching of mathematics - sand, water,
small world toys, construction toys, natural objects, cooking and creative art activities.
Specific mathematical resources include – number lines, sorting toys, Unifix cubes, puzzles,
abacus, 2D shapes, threading shapes plus number songs, rhymes, books and tapes.
ICT is used to support mathematical learning.
Teaching methods:
A stimulating and varied play environment is provided for children to interact with
independently and children are supported in developing their mathematical understanding in
a broad range of contexts. There is a balance between child initiated play opportunities and
adult directed activities. Teaching methods should be interactive and include direct
teaching, discussion and enquiry and might include practical, investigative work or problem
solving. A range of individual, small group and whole class teaching takes place. Adults
support and challenge children’s thinking and problem solving skills.
Written work:
In the Nursery the emphasis is on learning mathematics through practical activities.
Teacher prepared pictures, activity sheets or tracing may be used to support these practical
activities. Mark making material is available for children to record their own mathematical
graphics – tallying, numbers, shapes.
Homework:
No homework is set.
Assessment:
Continual adult observation of children in their play and in learning situations is noted.
Assessment sheets may be used by the adult to record children’s learning and
understanding. Samples of children’s mark making may be collected and photographs
taken and annotated to evidence children’s experiences and learning. Daily and weekly
evaluations are used to plan next steps for individual or groups of children. Photographs,
observations and assessments are kept in the child’s electronic learning journey.
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EYFS MATHEMATICS OVERVIEW
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Topics/Skills:
It is intended that the work set out below should be covered in the designated terms,
however, teachers must use their discretion should there be a need to extend or condense
the time frame. Teachers in the early years may adapt plans to match children’s individual
interests and spontaneous events.
Term 1
 Use some number names and number language spontaneously
 Use some number names accurately in play
 Recite numbers in order to 10
 Show an interest in numerals in the environment
 Recognise numerals 1 to 5
 Show an interest in shape and space by playing with shapes or making
arrangements with objects
 Show awareness of similarities of shapes in the environment
 Show interest in shapes in the environment
Term 2
Beginning to represent numbers using fingers, marks on paper or pictures
Sometimes matches numeral and quantity correctly
Compare two groups of objects, saying when they have the same number
Use positional language
Show interest in shape by sustained construction activity or by talking about shapes or
arrangements
Find one more or one less from a group of up to five objects, then ten objects.
Show awareness of similarities of shapes in the environment.
Look at a range of patterns in the environment and nature.
Repeat patterns.
Term 3
Know that numbers identify how many objects are in a set
Begin to recognise numerals to 5/10
Order numbers to 5/10
Show curiosity about numbers by offering comments or asking questions
Show an interest in number problems
Separate a group of three or four objects in different ways, beginning to recognise that
the total is still the same
Show an interest in representing numbers.
Realise that not only objects, but anything can be counted, including steps, claps or
jumps
Beginning to talk about the shapes of everyday objects (round, corners)
Use positional language and can describe their relative position (behind, next to)
Begin to use a range of language relating to measure (tall, small, long, heavy)
Reception
Lesson Allocation:
As in the Nursery a wide range of activities supports the teaching and learning of
mathematics. Opportunities for the teaching of mathematics can occur spontaneously and
during child initiated play opportunities. Whole class and small group mathematics sessions
are planned for throughout the week. Differentiated mathematics sessions take place once
a week.
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Rosemead Preparatory School
EYFS MATHEMATICS OVERVIEW
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Schemes of work used/ textbooks/resources:
A range of resources and activities are used for the teaching of mathematics - sand, water,
small world toys, construction toys, natural objects, cooking and creative activities.
Specific mathematical resources include – number lines, sorting toys, unifix cubes, puzzles,
abacus, 2D shape and 3D shapes, threading beads, links, dice, pegs and boards, games,
money, counters, rulers, measuring worms, scales.
ICT games and activities and the interactive white board is used to support mathematical
learning.
Heinemann Mathematics Scheme – Numbers to 10, Addition to 5 and Addition to 10
booklets are sometimes used to support learning.
Teaching methods:
A stimulating and varied play environment is provided. Children are supported in developing
their mathematical understanding in a broad range of contexts. There is a balance between
child initiated play opportunities and adult directed activities. Teaching methods should be
interactive and include direct teaching, discussion and enquiry and might include practical,
investigative work or problem solving. A range of individual, small group and whole class
teaching takes place. Adults support and challenge children’s thinking and problem solving
skills.
Written work:
Heinemann workbooks, teacher prepared worksheets.
Opportunities for children to record their own numbers or tallying using a range of mark
making materials.
Homework:
Occasionally mathematics homework is sent home over the weekend or holiday period.
Assessment:
Continual adult observation of children in their play and in learning situations is noted.
Assessment sheets may be used by the adult to record children’s learning and
understanding. Samples of children’s mark making may be collected and photographs are
taken and annotated to evidence children’s experiences and learning. Worksheets,
mathematics books and homework are marked. Daily and weekly evaluations are used to
plan the next steps for individual or groups of children. Photographs, samples of work,
observations and assessments are kept in the child’s electronic learning journey folder and
mathematics folder.
Topics/Skills:
It is intended that the work set out below should be covered in the designated terms,
however, teachers must use their discretion should there be a need to extend or condense
the time frame. Teachers in the early years may adapt plans to match children’s individual
interests and spontaneous events.
Term 1
 Counting rhymes
 Recognise numerals up to 10 and above
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Record, using marks that they can interpret and explain
Learn to write the numerals 0-5/10
Order numbers to 10 and above
Learn the days of the week
Counting 0-20 and beyond and back from 20
Understanding the values of numbers 0-10/20
Count out up to ten objects from a larger group
Count actions or objects which cannot be moved
Count an irregular arrangement of up to 10 objects
Select the correct numeral to represent 1 to 10/20 objects
Estimate unknown amounts
Separate a group of 5 (or more) objects in different ways, beginning to recognise that
the total is still the same
Recognise and name simple 2D shapes
Use a range of vocabulary to describe shapes
Use familiar objects and common shapes to create and recreate patterns
Use everyday words to describe position
Mathematical games
Problem solving activities
Extend vocabulary based on topics, themes and role play
Term 2
 Recognition of numerals to 20 (and beyond, for some children)
 Writing numbers
 Order numbers to 10 and above
 Continue counting 0-20 and beyond and back from 20
 Class counting to 50 and beyond
 Say the number that is one more than a given number
 Find one more or one less from a group of up to 10 objects
 Through practical activities, discussions and rhymes develop an understanding of
the vocabulary related to addition and subtraction
 Begin to solve simple practical addition and subtraction problems
 Introduce mathematical symbols + and =
 Heinemann addition to 5/10 booklet
 Count on or back to find answers
 Demonstrate use of a number line
 Time – learn about o’clock and half past
 Understand and use a range of time related vocabulary ( yesterday, tomorrow,
morning, afternoon, evening)
 Continue to learn days of the week and months of the year
 Use familiar objects and common shapes to create and recreate patterns and build
models
 Continue to use mathematical language describing measure
 Use terms such as ‘longer, shorter, heavier, lighter’ in practical activities involving
measurement
 Introduce the names of simple 3D shapes
 Mathematical games
 Problem solving activities
 Extend vocabulary based on topics, themes and role play
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Term 3
Recognition of numerals to 20 and beyond
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Writing numbers
Order numbers to 10 and above
Continue counting 0-20 and beyond and back from 20
Class counting to 50 and beyond
Continue to learn days of the week and months of the year
Counting in 2s, 5s, 10s
Continue to solve practical addition and subtraction problems
Introduce mathematical symbol for subtraction
Written addition and subtraction problems and Heinemann addition booklet
Introduction to number bonds to 10
Solve problems, including doubling, halving and sharing
Revision of 2D and 3D shape
Continue to use every day and mathematical language to talk about size, weight,
capacity, position, distance, time and money to compare quantities and objects.
Solve simple problems relating to measure
Money – participate in practical activities using money with coin denominations of up
to £1.
Mathematical games
Problem solving activities
Extend vocabulary based on topics, themes and role play
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