Broadbent Maths FS2/Reception
UNIT
Maths topic
Medium-term plan
Learning objectives/expected outcomes
• Recite the order of the number words to at
least 5
1
• Count reliably at least 5 objects, recognising
that when rearranged the number of objects
stays the same
• Understand that the last number in the count
represents the set as a whole
• Sort and match objects in a set
Counting and
number (1)
I can count aloud to 5 in order
I can count objects in a set by moving them one at
a time
I can count how many cubes there are in a set
Assessment for Learning activities
Show children various numbers to 5 using your fingers. They
respond by saying the numbers they recognise. They then
show numbers to 5 using their fingers. Ask: Show me four. Can
you use different fingers to show four? Repeat, so they
respond with other numbers.
Ask children to clap and count to 5 aloud as they clap. Now ask
them to clap 4 times, then 2, without counting aloud. Ask
them to count past 5 and then ask if they can count backwards
from 5.
Children work in pairs to represent quantities using plasticine
for each number to 5. Ask them to make sets of plasticine
balls for the same number, for example, three sets of 4 balls
and arrange them in different ways (a two rows of 2, one
diagonal line, in a T-shape). Ask them to count aloud to
recognise that the number that each grouping represents is
the same.
Give children a variety of small objects such as buttons,
counters or cubes. Use your fingers to show a number to 5
and ask children to say the number and count out a set of
objects to match. Then ask them to clap to represent that
number.
Give children a cake tray and a number of small beads (from 15). Ask them to place the beads into the tray, one to each
section. Ask how many beads there are and they check by
counting aloud. Encourage them to count in rows.
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Broadbent Maths FS2/Reception
Medium-term plan
Use a pile of interlocking cubes of any number to 5 (singles,
not connected) and ask children to count how many. Look for
the method used. They may make a tower, touch the cubes,
move into a row or into a new group as they count.
• Recite the order of the number words to at
least 10
2
• Count at least 10 objects with 1:1
correspondence, with accurate partitioning
• Count sounds and objects without touching
them
Counting and
number (2)
• Estimate the number of objects to 5 in a set
and count to check
Tap out a number of beats on a drum. Say: Listen as I tap the
drum. How many taps can you hear? Ask children to count
the numbers aloud and then silently in their head. Repeat for
different numbers.
Drop interlocking cubes one by one into a tray so each one
makes a sound. Ask the children to count the numbers in
sequence as they are dropped.
Ask children to clap and count to 10 aloud as they clap. Now
ask them to clap 8 times, then 6, without counting aloud. Ask
them to count past 10 and then ask if they can count
backwards from 10.
• Recognise and begin to write numerals to 5
• Count and match objects to numerals to 5
I can count aloud to 10 in order
I can count objects and sounds
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Play ‘Think of a number’, for example, I am thinking of a
number. It is the number of ears I have. What could it be? Why
do you think that? Ask children to make their own one up.
Children in small groups place number cards from 1-5 upsidedown on the table. In turn, each child picks up a card without
showing the others and uses buttons, counters or cubes to
match the same amount as the number on it. The other
children count and say the number, then check it is correct.
They then place the card face down beside the set of objects.
Broadbent Maths FS2/Reception
Medium-term plan
I can read the numbers to 5
I can count and match objects to a number card
Give children a variety of small objects such as buttons,
counters or cubes. Use your fingers to show a number to 5
and ask children to say the number and count out a set of
objects to match. Then ask them to clap to represent that
number.
Give children a cake tray and a number of small beads (from 110). Ask them to say how many beads they think they have.
Ask them to place the beads into the tray, one to each section.
Ask how many beads there are and they then check how many
beads by counting aloud. Encourage them to count in rows.
You need a tray and 10 buttons. Place a small handful of
buttons on the tray. Limit the quantities counted at first to 15, to ensure success, then gradually increase the amount in
each bowl to be counted. Children may be able to give
immediate answers to sets 1-4 without counting (subitizing).
Ask them to guess how many buttons there are on the tray.
They then count them to see if they were correct. Check the
method they use to count the buttons.
Give children a large tray of mixed up counters: 4 blue, 6 red, 7
yellow 10 green. Ask: How many red counters are there?
Repeat with the other colours. Observe the strategies they use
for counting. Do they count aloud? Do they touch or move the
counters into groups? Can they see 1-5 without counting?
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Broadbent Maths FS2/Reception
Medium-term plan
• Describe and sort natural shapes
3
• Arrange and describe simple linear patterns
involving objects and shapes
• Build and describe models made with boxes
and objects
• Sort objects in different ways and describe
why they were sorted in that way
Shape, pattern and
position (1)
I can sort objects and describe what they look like
I can use objects to make a pattern
I can use boxes to make models
I can sort a set of objects into two groups and say
why
In small groups give a variety of objects that have interesting
shapes and some rolled out play-dough. Ask the children to
press objects into the dough to leave an imprint. They can
explore making patterns or joining different shape prints
together.
Play ‘I-spy shapes’ with your class. Start with: I spy with my
little eye, an object in the class room that is the shape of a
circle. Children put up their hand when they see a circle in the
classroom, (e.g. a clock, a picture of a sun or a wheel). Repeat
with other shapes
Give children a variety of cut out shapes (either on sticky
backed paper or with glue-sticks) and a large piece of paper
and ask them to make a picture out of shapes. They might
make a ’sun’ using a circle, a ‘window’ with a square or ‘door’
with rectangle.
Give children a large piece of paper and wax crayons and ask
them to rub the wax crayon over rough surfaces to show the
pattern. They could try rubbings of cloth material, mats,
concrete paths, tree bark, leaves or lines on rulers. Ask them
to describe the patterns they have made.
Give children a limited number of shape tiles e.g. just triangles
and squares. Ask them to make pictures just using these
shapes. Talk about the objects they have made and ask: How
are they the same or different?
Give a variety of different 2D shape tiles (triangles, circles,
squares and rectangles) and a large box of toys. Ask if they can
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Broadbent Maths FS2/Reception
Medium-term plan
find these shapes on any of the toys. Ask them to sort some of
the toys so they are grouped into the different shapes.
Use different small cardboard boxes for children to make
models with and talk about the shapes and objects they make.
If it falls down ask them why it happened and ask them about
shapes that can stack.
In small groups children take four solid shapes (cube, cuboid,
sphere, cylinder) and walk around the classroom or outside
and look for objects that are these shapes. Ask them to
describe the shapes and say how they are the same and
different from the others.
Use four sorting trays each with a different solid shape: cube,
cuboid, sphere, cylinder. Ask children to find everyday objects
and toys and place them in the correct tray to match the
shape. A toy may have only one part the correct shape e.g. the
trailer on a tractor may be a cuboid
Give children a variety of different toys and ask them to sort
them into two boxes. Ask them to think of a reason for the
way they are sorting them and that you will try to guess their
reason. Encourage them to look for colour, shapes, texture or
materials if they are struggling. Remind them that they could
be sorted as ‘red’ and ‘not red’.
4
Measures and time
(1)
• Use everyday language to talk about size,
weight, capacity
• Compare two items by length or height and
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Using two objects of different lengths, such as ribbons, ask
children: Which ribbon is longer? Which ribbon is shorter? Ask
them how they know and see if they lay the ribbons side by
side to compare. From a selection of ribbons ask them to find
Broadbent Maths FS2/Reception
Medium-term plan
say which is longer and which is shorter
• Compare two items by weight and say which is
heavier and which is lighter
• Compare the capacity of two containers and
say which holds more
• Use language related to time such as before,
after, long time, short time
• Recognise things that happen in the morning,
afternoon and night
• Recognise and name days of the week, using
them in context
I can compare the length of two objects and say
which is longer
I can compare the weights of two objects and say
which is heavier
I can compare the capacity of two containers and
say which holds more
I can talk about things that happen in the morning,
afternoon and night
I know the days of the week
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one that is longer than the other two.
Give children two sorting circles labelled heavy and light and
an assortment of toys and objects: books, bottles of water,
brick, ribbon, feathers, balloons, paper, straws. They sort
these objects into two groups: heavy or light. Pick up one item
and ask the children to find another which is heavier and one
that is lighter. Ask they how they know.
Show a large container full of sand and a small container full of
sand. Ask: Are these full or empty? Now pour all the sand from
the small container into a third medium sized container. Ask:
Is this full? Which holds more?
Ask children to describe what they do in the morning and how
the morning is different to the night. Ask if it is morning or
afternoon now, and how they know. Ask if they go home from
school in the morning or in the afternoon.
Ask children to say as many days of the week as they can. Ask:
What day comes after Tuesday? What day is it today? Which
days are at the weekend? Which is your favourite day? Why?
Broadbent Maths FS2/Reception
Medium-term plan
• Count forwards and backwards to 5
5
• Count reliably at least 10 objects, recognising
that when rearranged the number of objects
stays the same
• Recognise numerals to 10 in the environment
• Recognise zero as the empty set
• Write numerals to 5
Counting and
number (3)
• Match numerals to 5 to a given number of
objects
Children work in pairs to represent quantities using plasticine
for each number to 10. Ask them to make sets of plasticine
balls for the same number, for example, three sets of 6 balls
and arrange them in different ways (a two rows of 3, one line,
in a circle). Ask them to count aloud to recognise that the
number that each grouping represents is the same.
Children in small groups place number cards from 1-5 on the
table. In turn, each child uses buttons, counters or cubes to
make one of the numbers. The other children count and say
the number, then match a card to the objects. They then place
the card face down beside the set of objects.
Use a pile of interlocking cubes of any number 5-10 (singles,
not connected) and ask children to count how many. Look for
the method used. They may make a tower, touch the cubes,
move into a row or into a new group as they count.
I can count to 5 and then back again to zero
I know that the number of objects does not change
even if I move the objects around
Children walk along a number track counting to 5 and beyond
if they can. Identify that they can say the sequence 1-5
correctly and how far towards 10 they are able to count. Look
for numbers that are missing in the sequence after 5.
I know that 0 means zero or nothing
I can write the numbers to 5
I can match a number card to 5 to a set of objects
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Use six sorting trays with numbers 0 to 5 written on cards on
each of them. Ask the children to sort a pile of cubes into the
trays so that they match each number. Talk about the tray
with zero on it and ask what it means. Discuss the idea of an
empty set as zero or nothing.
Broadbent Maths FS2/Reception
Medium-term plan
• Add one more to a set of objects to 5 and say
how many
6
• Take one away from a set of objects to 5 and
say how many
• Combine and count all the objects in two sets
to make a total up to 5
Place some cubes (up to 5) in a bag, one at a time, and ask
how many are in the bag. Add one more and ask how many
there are now. Repeat this, adding one and taking away one
from the bag.
Ask children to pick 5 compare bears from a set and then put
them in groups of any number. They could decide to group by
colour or size. Ask them to put two groups together to find out
how many there are altogether. Repeat for different amounts,
combining two sets to make totals to 5.
• Partition numbers to 5 in different ways
I can add one more to a set and say how many
Addition and
subtraction (1)
I can take one away from a set and say what is left
I can put two groups of objects together and count
the total
I can break up 5 cubes in different ways and show 4
and 1 then 3 and 2
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Give the children a paper plate, a straw and 5 beads. Ask them
to use the straw on the plate to partition the beads in
different ways. Encourage them to find all the different ways
and then ask them to choose their own number of beads.
Use up to 5 compare bears and a yoghurt pot. Ask children to
count how many there are and then cover two of the compare
bears. Ask how many they can see and how many are hidden.
Repeat for different numbers.
Children use 5 interlocking cubes of two colours to show
partitions and totals. They talk about the different ways they
can make 5 and record their results by colouring squares on
squared paper. As a challenge they can include cubes of three
colours and show the results.
Broadbent Maths FS2/Reception
Medium-term plan
• Make patterns with objects and shapes
7
• Draw pictures and patterns using 2D shapes
• Build and describe models made with
construction kits
• Compare shapes in the environment and
recognise similarities and differences
• Describe where objects are using positional
words, eg ‘under’, ‘next to’, ‘over’
Shape, pattern and
position (2)
I can make and draw patterns with shapes
I can make models and describe the shapes
I can say what is the same and what is different
about shapes around me
I can describe where an object is
Have a pile of patterned fabrics and ask children to choose one
and describe the patterns on the fabrics. They may talk about
colour, shape, lines and how the pattern repeats.
Cut a picture postcard into squares rectangles or triangles (4-8
pieces). Children join the shapes to make the picture again.
Give a sheet of paper with 4 large shapes drawn on - triangle,
square, circle and rectangle. Children walk around the
classroom (or outdoors amongst outdoor play equipment) and
tick inside each shape when they see a shape like this around
them. Talk about which shape has most ticks and which
shapes were hard to find.
Collect a variety of everyday objects, e.g. toy bricks, toy cars,
coins, buttons, food boxes, food tins, books, plates, cups. Ask
children to select a few items and draw around them on
paper. They colour shapes to match and talk about the shapes
they found. Ask how the shapes are different and how they
are the same.
Show two objects that are the same shape, but look different
to each other, such as a picture and a book. Ask: Are these the
same shape? How are they different? Show different objects
and let children say how they are different and how they are
the same.
Ask children to copy your actions. Move your hands to show
‘on’ and, to match, say: On my head, on my knee, on the table,
on my shoulder. Change your hand movements to show
‘under’ then ‘over’.
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Broadbent Maths FS2/Reception
Medium-term plan
Children use string and beads of different colours to make a
pattern. Ask: What colour bead is between the two red beads?
Can you make a pattern with a green bead beside a yellow
bead? Can you describe your pattern, which bead is next to
the…. bead?
Ask small groups to use interlinking building bricks and ask
them to build a bridge. How many toy cars can they fit on top
of the bridge? How many will fit under the bridge?
Give children mini-world toys with furniture, crockery and
models of people. Let them play putting the furniture in
different rooms, such as, in the kitchen, in the bedroom.
Putting the models under a bed, on the bed, putting plates in
the cupboard, saucepans next to the cupboard, shoes under
the cupboard. Ask: Where are you going to put that?
Play ‘Find the keys’. Children close their eyes and then you
place a bunch of keys in your pocket, on a bag or under a
book. Make sure the keys can be seen easily. Ask the class:
Where are my keys? Choose different places to hide them
around the classroom. They describe where the keys are in
relation to other objects: The keys are under the book.
In pairs, give children four different coloured bricks. Give
instructions to make a wall of 4 bricks: place the red brick next
to the yellow brick, move the blue brick on top of the red brick,
put the green brick under the yellow brick. Then ask: Which
brick is next to the blue brick? Where is the red brick?
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Broadbent Maths FS2/Reception
Medium-term plan
• Count forwards and backwards along a
number track to 10
8
• Estimate the number of objects to 10 in a set
and count to check
• Use before, after, next, middle to describe the
position of numbers on a number track
• Represent numbers to 10 using fingers or
marks on paper
• Write numerals to 10
Counting and
number (4)
• Count and match objects to numerals to 10
I can count to 10 and then back again to zero
I can describe where a number is on a number track
Ask children to count from 1 to 10 as they point to each
number on a number track. Repeat from different starting
numbers going forwards and backwards. As an alternative, use
a number line from 0-10 so they count back to zero.
Ask children to line up number card 1-10 in order, without
using a number track if they can. They then check the order to
see if it matches the track. Ask about the position of the
numbers. What number comes before 6? What number is after
8?
Show children various numbers to 10 using your fingers. They
respond by saying the numbers they recognise. They then
show numbers to 10 using their fingers. Ask: Show me nine.
Can you use different fingers to show nine? Repeat, so they
respond with other numbers.
Children in small groups place number cards from 1-10 upsidedown on the table. In turn, each child picks up a card without
showing the others and uses buttons, counters or cubes to
match the same amount as the number on it. The other
children count and say the number, then check it is correct.
They then place the card face down beside the set of objects.
I can show numbers to 10 with my fingers
I can write the numbers to 10
I can count and match objects to a number card to
10
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Play ‘Pick Up Pairs’ in small groups. Two sets of 1-10 number
cards are mixed up and spread around randomly, face up so
the numbers can be seen. Children take turns to select two
cards that have the same number and say the number name
at the same time. If they are a matching pair, they keep the
cards. This continues until all the cards have gone. Once
completed the children write the numbers they have
collected.
Broadbent Maths FS2/Reception
Medium-term plan
Ask children to take a number of beads from a box and put
them into 5 small pots so there are different numbers in each
of them. They then count how many are in each pot and write
the number on pieces of paper to match the amount. Ask
them to then show the numbers on a number track.
• Sort coins and make sets
9
• Recognise and name 1p, 2p, 5p and 10p coins
• Match 1p, 2p, 5p and 10p coins
• Know the value of 1p, 2p, 5p and 10p coins
Money (1)
I can sort a pile of coins out and put them into
groups
I recognise the 1p, 2p, 5p and 10p coins
I know that a 2p coin is worth less than a 5p coin,
even though a 5p coin is smaller
Talk about coins in everyday life. Hold up a 10p coin and ask:
‘Where have you seen this coin before? Ask: ‘What are coins
used for?
Give children a purse with 4 coins, show them 4 toys and ask:
Would you like to buy any of these toys? They may choose one
or all of the toys and pay some money. Check that they offer
coins in exchange for toys. If they offer a 2p coin, for example,
explain that the toy costs a little more. Can you use a different
coin to pay for it?
Put a number of different 1p, 2p, 5p and 10p coins in a bag.
Ask the children to take a handful out and sort them into
different piles of the same coin. Repeat this, adding coins to
their sorted piles. Ask them to close their eyes and move a
coin onto the wrong pile. They then try to find the ‘odd coin
out’ and put it back on the correct pile.
Hold two 2p coins in one hand and two 5p coins in the other
hand. Ask: Which hand is holding the most money? How do
you know?
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Broadbent Maths FS2/Reception
Medium-term plan
• Add one more to a set of objects to 10 and say
how many
10
• Take one away from a set of objects to 10 and
say how many
• Combine and count all the objects in two sets
to make a total up to 10
• Add objects to a set of up to 10 objects and
work out the total
Addition and
subtraction (2)
• Subtract objects from a set of up to 10 objects
and work out the number left
I can put two groups of objects together and count
the total
I can add more cubes to a set and count the total
I can take away cubes from a set and say what is
left
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Place some cubes (up to 10) in a bag, one at a time, and ask
how many are in the bag. Add one more and ask how many
there are now. Repeat this, adding one and taking away one
from the bag.
Put 10 counters in a bag. Ask the children to take some out
and put them in a group and then take out some more and put
in another pile. Ask them how many counters they have
altogether. Look at the method they use and whether they
count on from one of the groups.
Use the language of addition and subtraction for children to
model with counters or cubes. Say: Show me 5 and 3. How
many altogether? Take away 4. How many now? Add another
2. What is the total?
Give a train of 6 cubes to a child. Give them three more
individual cubes and ask them to work out the total. Ask them
to explain as they are working it out. Repeat for other
numbers. Continue this by taking away cubes from a train to
work out how many are left. Say: Make a train of 8 cubes. Now
take away 5. How many cubes have you got left?
Children work in pairs, each taking a small number of cubes
from a box then comparing how many they have. One of them
makes their total the same as the other by taking more cubes
or putting some back. Ask what they have done to make them
the same. Encourage them to use the language of addition and
subtraction: I have added 2 more to make it the same or I have
taken 1 away from 6 to make 5.
Broadbent Maths FS2/Reception
Medium-term plan
• Make pictures and patterns with lines
11
• Recognise and name squares, triangles and
circles in the environment
• Describe flat shapes and compare properties,
such as the number of sides
• Recognise and name some solid shapes,
including cube and cylinder
• Sort solid shapes and compare properties,
such as whether they roll or stack
Shape, pattern and
position (3)
I can make and draw patterns with lines
I can point to squares, triangles and circles that are
around me
I can talk about the number of sides of flat shapes
I know the names of some solid shapes
I can sort solid shapes and say whether they roll or
stack
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Children make different patterns or pictures with matchsticks
or straws. Ask them to describe their patterns. Choose one
with a repeating pattern and say: Here are three more straws.
Can you put them on this one so it keeps the pattern?
Point to different objects around the room or schools and ask
which shapes they can see. Then ask them to find a square,
circle or triangle shape around them.
As a class or in a group play ‘Find a pair’. Have a selection of
different size and colour shape tiles - triangles, squares,
rectangles and circles. The children select a shape tile and find
someone else with the same shape. They sit down in pairs,
until all are paired up.
Use a simple wall made of card. Slowly slide up a flat shape
until a small part of it is showing above the wall. Children
select a shape from a pile of shape tiles they think it might be.
Encourage them to talk about the shapes. Gradually show a bit
more of the shape and let them decide to keep their first
shape or change it for a different shape until it is completely
shown.
Use a selection of different flat shape tiles. Ask children to
choose a shape and trace the outline of the shape with their
finger, counting as they move along each new side. Repeat,
choosing different shapes. Ask: What is the same? What is
different? How many sides did you count?
In small groups of 3- 4, play ‘Pick up Pairs’. Lay out flat shape
tiles and ask them to take turns to pick up matching shapes. If
Broadbent Maths FS2/Reception
Medium-term plan
pairs of shapes match they keep both shapes, if pairs do not
match they are returned to the table.
Children use a variety of wooden or plastic solid shapes to
manipulate and explore. Encourage them to join shapes
together to make new shapes and build with the shapes. Ask
them to build with only one type of shape: what can you build
if you only use cubes? Talk about the shapes that are easy to
stack and ask why they think they can stack well.
Put four solid shapes on the table in a row: cube, cuboid,
sphere, cylinder and prepare a ‘feely’ bag with matching 3D
shapes inside. Children take turns to put their hand into the
bag without looking, and ‘feel’ a shape. When they are ready
they point to the same shape on the table, taking the shape
out of the bag to see if it matches. Ask about the shape they
are feeling: Is it round? Is it curved? Does it have flat sides?
Does it have points (or corners)?
Children build towers using a large selection of solid shapes.
Allow them to use any shape and explore which shapes stack
well and which do not stack. Ask: Which shape makes the
tallest tower? Which shapes are not good at stacking?
• Compare and order the length or height of
three or more items
12
Measures and time
(2)
• Compare and order the weight of three or
more items
• Compare and order the capacity of three or
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Children in pairs use playdough or plasticine to make long
snakes and short snakes. They sort all the snakes they have
made into two groups, long or short, using sorting circles.
They then take their snakes out of the sorting circles and join
with another pair to sort the snakes again, long and short.
Ask a group of three children to arrange themselves in height
Broadbent Maths FS2/Reception
Medium-term plan
more containers
order. Who is the tallest? Who is the shortest? Who is first,
second and last in line?
• Sequence everyday activities and events
• Use simple timing methods to measure short
periods of time
• Know some of the important months of the
year, including birthdays and festivals
I can put objects into order of length from the
longest to the shortest
I can put objects into order of weight from the
lightest to the heaviest
I can put three jugs in order of capacity
I can put things in order of time
I can count my claps to time how long something
takes
I know some of the months and the date of my
birthday
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Children fill empty bags with different numbers of marbles or
cubes. Then they decide which bags are heavy and which are
light and put the bags in order of weight.
In small groups of 3-4 ask children to act out the morning
routine of a family. Each group can perform for the others.
Discuss the common parts of these morning routines.
Ask children to describe how they get ready for school each
morning. Ask them: What happens when you leave the house
to go to school? Can you tell me about the things that happen
in school during a day? Notice how many aspects of the
routine they include, the events may not be in order but they
should be part of that specific daily routine.
In pairs ask children to time each other writing their name or
carrying out a similar short task. They can choose a timing
method or you can provide them with one. For example, they
could have a train of cubes and they take one cube off at a
time to drop into a pot. They count the number of cubes to
see how long each took. Ask: Who took the longest time to
write their name? How do you know?
Talk about the months of the year and ask if they know the
names of any of them. Ask: In which month is your birthday?
Do you know in which month Christmas (or Diwali) takes
place?
Broadbent Maths FS2/Reception
Medium-term plan
• Partition numbers to 10 in different ways
13
• Combine and count all the objects in two sets
to make a total up to 10, counting on from one
of the sets
• Count on from a number on a number line to
10 to add numbers together
• Count back from a number on a number line
to 10 to take away a number
Addition and
subtraction (3)
I can break up 10 cubes in different ways and show
the totals
I can put two groups of objects together and count
on from one of the groups to find the total
I can use a number line to add by counting on
I can use a number line to take away by counting
back
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Give children a number between 5-10. Using two different
colours of interlinking cubes they make as many different
towers as they can, exploring how to partition a number in
several ways.
Use up to 10 compare bears and a yoghurt pot. Ask children to
count how many there are and then cover 3 of the compare
bears. Ask how many they can see and how many are hidden.
Repeat for different numbers.
Children use up to 10 interlocking cubes of two colours to
show partitions and totals. They talk about the different ways
they can make the number and record their results by
colouring squares on squared paper. As a challenge they can
include cubes of three colours and show the results.
Ask children to put a counter on any number on a number line
0-10. Say: Count on to show me 3 more. Count back to show
me 4 less. They move another counter from the start position
to show how they count on or count back and explain how
they are doing this.
Broadbent Maths FS2/Reception
Medium-term plan
• Recognise, name and match 20p, 50p and £1
coins
14
• Exchange 1p, 2p and 5p coins for 10p
Put a collection of different coins in a bag. Ask a child to put
their hand in the bag to feel a coin to guess which one it is.
They take the coin out of the bag to see if they are correct.
Children in pairs each set out some mixed coins in front of
them. They take it in turns to swap coins for coins of
equivalent value from their partner’s coins.
• Use 1p and 2p coins to make totals to 10p
• Take away 1p coins from small amounts to
give change
Place some 1p coins in a bag, one at a time, and ask how many
are in the bag. Add some more and ask how many there are
now. Repeat this, adding and taking away coins from the bag.
Repeat this with 1p and 2p coins.
I can recognise and name all the coins we use
Money (2)
I know that two 5p coins and five 2p coins make
10p
Children take turns to roll a dice and take that amount shown
in pennies. Every time they have collected five pence they
exchange for a 5p coin. Where appropriate use two pence
exchange instead. Once they have got more than 10p they
count to see what total they have.
I can make different totals with 1p and 2p coins
I can take away coins and say how much money is
left
Give a child a 10p coin and ask them to swap this for two
different coins to make the same amount. Repeat this, asking
for five coins and then as a challenge, six coins.
Hold three 2p coins in one hand and two 5p coins in the other
hand. Ask: Which hand is holding the most money? How could
you show me how you know? Could you show me each amount
using pennies?
Give word problems about money. Children act out the
problems using coins: I have 10p. I spend 6p. How much do I
have left? I have 5p and another 4p. How much do I have in
total?
040815
Broadbent Maths FS2/Reception
Medium-term plan
• Count and know the position of numbers on a
number track to 20
15
• Use first, second and last to describe position
in order
• Count a given number of objects from a larger
set up to 20
Ask children to count from 1 to 20 as they point to each
number on a number track. Repeat from different starting
numbers going forwards and backwards. As an alternative, use
a number line from 0-20 so they count back to zero.
Ask children to line up number card 10-20 in order, without
using a number track if they can. They then check the order to
see if it matches the track. Ask about the position of the
numbers. What number comes before 16? What number is
after 13?
• Put objects into equal groups of 2, 5 or 10 and
count the groups and totals
Counting and
number (5)
Ask the children to make a ‘train’ of 5 interlocking cubes with
different colours for each cube. Draw a line across a piece of
paper and demonstrate the train moving towards the line.
• Put sets of objects of the same number
They then use their trains on the paper, moving it towards the
together and relate to doubling
line. Ask: What colour is the first cube in the train? What
colour is the last cube in the train? What colour is the second
• Share objects equally between two and relate cube in the train? They point to show their responses.
to halving
Children in small groups place number cards to 20 (could be
limited to numbers 10-20), upside-down on the table. In turn,
I can describe where a number to 20 is on a number each child picks up a card without showing the others and uses
track
buttons, counters or cubes to match the same amount as the
number on it. The other children count and say the number,
then check it is correct. They then place the card face down
I can put three toys in a line and say which is first,
beside the set of objects.
which is second and which is last
I can count up to 20 objects and say the total
I can put objects into equal groups and count the
groups and totals
040815
Set up quantities of compare bears in separate groups of 2, 5
and 10. Ask: I want to be able to give a group of 5 children a
compare bear each. Where is the group of five? Look for
children who can spot the group without counting the bears
individually. Repeat with the other groups.
Broadbent Maths FS2/Reception
Medium-term plan
I can double and halve small sets of objects
Use a set of 20 compare bears. Ask children to put them into
groups of 10, then 5, then 2. Ask them how many groups there
are for each, and how many in each group. Ask if they can
work out how many bears there are altogether.
Prepare some cube towers with two sets of each length up to
5 cubes. Ask the children to choose pairs that are the same
length and ask how many cubes there are altogether.
Continue by giving them the 3-cube tower and asking them to
make this double the length. Repeat with other lengths, asking
how many cubes there are in each length and what double
that number is.
In pairs ask children to share out a set of up to 10 compare
bears so they both have the same number of bears. They
choose the number they want to start with and if it is an odd
number ask them why they cannot be shared equally and
what they could do to make it fair. Continue by giving them 6
compare bears and asking them to halve the set so they have
an equal number each. Ask them what double 3 is and to
show this with their compare bears.
Make a ‘double’ label to put onto a box as a function
machine. Give children a small handful of counters or cubes
and explain to them that these will go through the machine
and double the number will come out. They then act this out,
counting out the cubes and then counting out double that
number. This can be repeated for a halving function machine.
040815
Broadbent Maths FS2/Reception
Medium-term plan
• Sort and re-sort shapes and describe
properties
16
• Name shapes, describing some generalised
properties of each shape
• Make repeating patterns with shapes
• Identify shapes in different positions and
orientations
• Recognise the face shapes of solid shapes
Shape, pattern and
position (4)
• Recognise simple shapes and objects that
show reflection and symmetry
I can sort flat shapes in different ways and describe
why
I can describe solid shapes and what makes them
the same or different from others
I know the names of some solid and flat shapes
I can make repeating patterns with shapes
I can show a symmetrical shape and make a
symmetrical shape or pattern
040815
Children sort a mixed set of flat and solid shapes. Use a hoop
on a table and ask them to put shapes inside the hoop that all
have the same ‘rule’ for sorting that they can choose. You can
guess their rule or ask them to explain their rule. Continue by
asking them to sort the shapes again, using a different rule.
Give children small shape tiles. Hold up a large triangle,
square, circle and then rectangle for children to match by
holding up their shape. Repeat, changing the order of the
shapes. Ask them to name and describe the shapes.
Hold up a large square and turn the square so a corner is
facing up and another down. Ask: Is this still the same shape?
Turn the square into different positions and ask them to
describe what they can see.
Give pairs of children shape tiles and let them make patterns,
create pictures or make new shapes with the tiles. Ask them to
describe the shapes they have made.
Show two flat shapes that are the same, but look different to
each other, such as two triangle shape tiles. Ask: Are these the
same shape? How are they different? Show different shapes
and let children say how they are different and how they are
the same.
In pairs give children two identical right angle triangle tiles.
Ask them to join them together in different ways and draw
round the new shape each time. They explore the different
shapes they can make. Ask: What shape did you make? Repeat
with two identical rectangles and then squares.
Broadbent Maths FS2/Reception
Medium-term plan
Children each have a cube, cuboid, cylinder, sphere. Ask them
to: Show me a shape that … will roll…, has a flat face, …is
round, ….that can be stacked. Then ask: Show me a shape
that…. cannot be stacked, ….has no flat faces, …has no curved
faces, has 6 faces. Ask why they give some of their answers to
check their understanding of the properties of shapes.
Children need a row of five squares on 2cm squared paper and
colouring pens. They make repeating patterns in the squares
by colouring all of a square, drawing dots in a square or
drawing wavy or straight diagonal lines in the squares. In pairs,
a child chooses one of their patterns and describes it to the
other child to try to copy the pattern without looking.
Children use construction kits such as lego, clixi, polydron,
multilink… to make models which have symmetry. Ask them to
describe their models and why they think it is symmetrical.
• Combine and count all the objects in two sets
to make a total up to 10, counting on from the
largest set
17
Addition and
subtraction (4)
• Use a number line to add and subtract
numbers
• Find the difference between two lines of cubes
by comparing and counting
• Solve problems involving a ‘hidden’ number of
040815
Give a train of 3 cubes to a child. Give them 6 more cubes as a
train and ask them to work out the total. Ask them to explain
as they are working it out and observe the strategies. Do they
count on from the largest number? Repeat for other numbers.
Continue this by taking away cubes from a train to work out
how many are left. Say: Make a train of 8 cubes. Now take
away 5. How many cubes have you got left?
Give children a large tray of mixed up counters: 4 blue, 6 red, 3
yellow 7 green. Ask: How many red and blue counters are
there altogether? How many more green counters are there
than yellow ones? Observe the strategies they use for adding
and subtracting. Do they count on from the largest number?
Broadbent Maths FS2/Reception
Medium-term plan
objects and totals
• Know some pairs of numbers that total five
I can put two groups of objects together and count
on from the largest group to find the total
I can use a number line to show how I add and take
away numbers
I can compare two cube towers and say how many
more or less there are
I can quickly say which numbers add together to
make 5
Do they line them up to find the difference?
Use the language of addition and subtraction for children to
model with counters on a number line. Say: Show me 3 more
than 6. What is 4 add 2? Show me 9 take away 4. What is 3
less than 10?
Hold 4 counters in one hand and 7 counters in the other. Ask
the children to show how they would find out how many more
there are in the right hand. As an alternative wording, ask
children to work out the difference between the number of
counters in each hand. Look at the strategies they use,
including lining the counters up to see the difference.
Use up to 10 compare bears and a yoghurt pot. Ask children to
count how many there. Ask them to close their eyes and then
cover some of the compare bears. Ask how many they can see
and how many they think are hidden. Repeat for different
numbers.
In pairs, one child hides a number of counters in the sand,
while the other child has their eyes closed. The child who hid
the counters tells them how many counters they have to find.
They search until they find the same amount of counters that
were hidden. As they are searching, ask, How many have you
found? How many more do you need to find?
Use number cards from 0 to 5. Shuffle them up and turn them
over one at a time for children to respond quickly to with the
number pair that totals 5.
040815
Broadbent Maths FS2/Reception
Medium-term plan
• Use uniform non-standard units such as cubes
to measure lengths
18
• Use uniform non-standard units on a balance
to measure weights
• Use the language of approximation to
compare capacities and check by pouring
• Recognise a minute as a unit of time
• Recognise some hour times on analogue and
digital clocks
Measures and time
(3)
I can measure the length of a table using cubes
I can use a balance to work out how heavy a book
is
I can work out how many cupfuls are needed to fill
a bottle
I can count how many times I can do something in
a minute
I know some times on a clock
040815
Children in pairs use playdough or plasticine to different
length snakes. They put them in order of length from longest
to shortest. Ask them to use cubes to measure the snakes and
show their results by making rods the same length as each
snake. Once they have done this, pick a cube rod and ask them
to find a snake that is the same length as the rod.
Children fill four empty bags with different small objects, some
heavy some light. They put the bags in order of weight by
estimating one against the other. Ask them to check their
order by using marbles or cubes on a balance to weigh each
bag. They can record their weights by writing the number of
marbles on each bag.
In pairs children choose two containers and use the smaller
container to fill up the larger container with water or sand. Ask
how many full containers it takes to fill the larger container.
They then use the smaller container to empty the larger
container. Ask them to find out how many times they can fill
the smaller container before the sand runs out.
Ask children to guess how many times they can fill a bucket
with sand and empty it again in 1 minute. Set them a minute
sand timer and check their guess, asking another child to
count how many. Ask them to use the minute sand timer to
count how many times they can carry out a different task.
Talk about the months of the year and ask if they know the
names of any of them. Ask: In which month is your birthday?
Do you know in which month Christmas (or Diwali) takes
place?