Maths Weekly Plan: Foundation and Year 1
Day 1
Foundation
Day 2
• Show interest
in shape by
sustained
construction
activity or by
talking about
shapes or
arrangements
• Begin to use
mathematical
names for ‘solid’
and ‘flat’ shapes
• Use language
such as ‘circle’
or ‘bigger’ to
describe the
shape and size
of solid and flat
shapes
Year 1
• Begin to relate
solid shapes to
pictures of them
• Begin to use
the names of
common 3D
shapes
Day 3
Foundation
• Use developing
mathematical
ideas to solve
practical
problems
• Talk about,
recognise and
recreate simple
patterns
• Show curiosity
about and
observation of
shapes by talking
about how they
are the same or
different
Main teaching
Plenary
Effective Practice
Group 1
Group 2
Group 3
F
Y1
Y1
Whole class
Discuss the piles of rubbish in Dinosaurs and all that Rubbish
by Michael Foreman. Show the chn a pile of 3D shapes,
explain this was some of the rubbish you collected before
the dinosaurs cleared it all up. Pass round the shapes for chn
to feel and look at. Discuss each one, and encourage chn
to describe features, e.g. This one has points. This one has
curved sides. This one has sides like a square, etc. Relate
to what they know about 2D shapes. Encourage chn (Y1s
particularly) to name the shapes. Hold up a cuboid. What
is this shape called? Discuss properties. Write cuboid on
a piece of card and hold it up. Rpt for cube, pyramid and
sphere.
Y1 D2.a.1
Identifying
3D shapes by
name
Y1 1.2 p28
Matching
shapes to
shape names
Whole class
Line up 6 shapes: sphere, cone, pyramid, cuboid, cylinder
and cube, so that chn can see them. Describe 1 to chn
without touching it, e.g. It has no corners; it is completely
round. Which shape am I describing? Ask a child to come
and point to the correct shape. Rpt this, describing each
shape in turn. Hand out written labels to some of the Y1 chn.
With help from the class they should find the matching shape
and stick their label to it.
Free choice
Fantasy role play
F 10.2
Describing 3D
shapes
Put out hard hats, clipboards
and pencils and paper. Chn
can survey the classroom
making notes on how it can
be improved, or cleaned up!
• CLL opportunities:
What have you noted down?
What does it say?
• PSRN opportunities:
How many things have
you noticed that can be
improved? Which area needs
most work? How many
shapes can you see around
the classroom?
Creative art 3D
F 10.6
Identifying 3D
shapes
Y1 1.2 p27
Matching
shapes to
shape names
Y1 D2.a.2
Identifying and
then making
3D shapes
Whole class
Hand round pyramids, spheres, cones and cubes so that
F 10.14
each child has a shape. Ask chn to try rolling their shape.
Discussing the
Does it roll along easily? Ask chn to try sliding their shape.
properties of
Sliding means it does not roll. Discuss which shapes roll
3D shapes
(spheres and cones on their curved side) and which shapes
slide (cubes and pyramids and cones on their flat side). Point
out that a shape needs a curved side to enable it to roll.
Put out a range of old boxes
and packaging for chn to
make into models.
• CLL opportunities:
What will you make today?
Can you describe how to
make it?
• PSRN opportunities:
What will you do first? Which
shapes join together best?
How many sides has it got?
Construction
Y1 D2.b.1
Y1 1.2 p29
Identifying
square faces
8.1
8 Printing
shapes
Year 1
Sit chn in circle. Place 2 hoops down so that they intersect.
Chn choose from a selection of shapes and place their
chosen shape in a hoop according to whether it has a curved
or flat face. It may have both, and then it sits in the middle!
Children can…
Chn can make diggers, etc.
using the construction toys.
Display a few pictures of
construction vehicles, from
the Internet or non-fiction
books.
• CLL opportunities:
What is the name of your
vehicle? What does it do?
How does it work?
• PSRN opportunities:
How many wheels will you
need for your vehicle? How
many ‘legs’? What shapes
can it carry?
Lay cube,
cuboid, cylinder,
sphere, cone and
pyramid out on
a table. Say the
name of a shape
and describe it
and see if a child
can come and
find it. Ask them
to hold it up for
the class and say
its name. Rpt for
other shapes.
Foundation:
Hold up a pair
of shapes and
discuss their
similarities and
differences. Rpt
for other pairs of
shapes.
Foundation:
Look around
the classroom
for spheres and
cylinders. Allow
chn to collect and
point to objects;
encourage them
to describe its
shape.
Foundation:
• Begin to recognise
common 3D shapes:
cone, cube, sphere,
cylinder and pyramid
Year 1:
• Recognise common
3D shapes
• Know properties of
and begin to name
cubes, spheres,
cones and pyramids
Year 1
• Begin to know
properties of
common 3D shapes
and name these
• Begin to identify
simple 3D shapes by
name
Year 1
Abacus Evolve Mixed-Age Planning Foundation and Year 1 Weekly Plan © Pearson Education Ltd 2009
Goals
PSRN focus: Shape, space and measures
Y1: Begin to use the names of common 3D shapes; Describe features of familiar 3D shapes
• Sort 3D shapes
according to
properties
Week 14
Day 4
(Continued)
• Match some
shapes by
recognising
similarities and
orientation
• Use language
such as ‘circle’
or ‘bigger’ to
describe the
shape and the
size of solid and
flat shapes
Main teaching
Plenary
Effective Practice
Group 1
Group 2
Group 3
F
Y1
Y1
Whole class
Free choice
Computer activity
Show chn a cuboid and a cube. Pass them around. Can you
see the difference? Encourage chn to describe the ways
in which they are different, and the ways in which they are
similar. Chn sit in circle. Place hoop in centre. Child selects
a label. Place it beside the hoop. We are going to put all
the shapes that have a square face inside the hoop. Start
music, pass box of shapes round the circle, when it stops,
child takes a shape and places it in correct place. Name and
discuss properties of all shapes.
F 10.15
Making 3D
shapes
Y1 1.2 p29
Identifying
square faces
Y1 D2.b.2
Categorising
3D shapes by
properties
Children can…
Set up ITR F 14 screen 5.
Chn design their own
dinosaur mask.
• CLL opportunities:
Does your dinosaur have
a name? What is he like –
friendly or scary? What noise
does he make?
• PSRN opportunities:
What shapes have you used
to make your mask? How
many teeth has it got?
Look around
the classroom
for cubes and
cuboids. Allow
chn to collect and
point to objects;
encourage them
to describe its
shape.
Foundation:
Sort shapes into
those that have
‘more than 5
faces’ or ‘fewer
than 6 faces’.
Foundation:
• Distinguish a cube
from a cuboid
Year 1:
• Recognise and use
the term face
• Begin to count faces
and describe their
shape
Year 1
Day 5
• Describe
features of
familiar 3D
shapes: number,
shape and type
of faces
Whole class
Show a cube made from card. How many sides? Ask a child
F 10.10
to hold it. Show chn a dice. How many sides does this have?
Making a cube
Turn the dice to show it has 6 sides. Show the cube again.
How many sides? It is the same shape as the dice so it has
6 sides. Show a cuboid. How many sides? Demonstrate by
drawing a large cross on each side using a different colour for
each. It has 6 sides, like the cube.
Outdoor play
Y1 D2.b.4
Identifying the
properties of
the different
shapes
Y1 1.2 p30
Identifying
faces and
corners
Year 1
Hold up a square-based pyramid. What is this shape called?
Pyramid. Point at a face of the pyramid. This is called a face.
Explain that sides are also called faces. How many faces does
the pyramid have? Rpt for different shapes. Describe shape of
each face of each 3D shape. Place shapes in box. Chn choose
a shape. How many faces? What shape are the faces?
Vocabulary
points
curved/flat sides
2D/3D shapes
cuboid, cube, pyramid, cone, cylinder,
sphere
properties
corners
round
roll
slide
face
different
similar
flat shapes, solid shapes
pointed
circle, square, triangle, oblong
straight, round
feel
order
label
box
dinosaurs
rubbish
notice
pattern
inside
www.pearsonschools.co.uk/abacusevolve
Resources
cube net (F PCM 51)
3D shapes: cubes, cuboids, pyramids
spheres, cylinders, cones
2D shapes: circles, squares, etc.
sloping board to roll shapes down
2 hoops
card labels
box to hold 3D shapes
CD player and music CD
cuboid net (F PCM 49)
dice
hard hats, clipboards
paper
construction toys
Provide ‘telescopes’ made
from kitchen roll tubes, so
chn can look at distant views
from around the perimeter of
the outdoor area.
• CLL opportunities:
What can you see? Would
you like to go there? How
could we get there? Would
we need a rocket?
• PSRN opportunities:
How far away can you see?
How would you measure it?
pictures of construction vehicles
kitchen roll tubes
Dinosaurs and all that Rubbish by
Michael Foreman
crayons
pencils
scissors
glue
3D shape-making kit
cloth bag
counters
paper clips
property cards labelled ‘flat faces’,
‘curved faces’ and ‘more than
2 corners’
• Create a dice using
a cube net
Year 1
• Recognise and use
the term face
• Begin to count faces
and describe their
shape
selection of balls
building blocks
whiteboards
old boxes and packaging
puppet
Blu-tack
Abacus Evolve Mixed-Age Planning Foundation and Year 1 Weekly Plan © Pearson Education Ltd 2009
Goals