Maths Overview 2019/20
Autumn Term Number of the week (includes simple addition and subtraction) Shape Position and direction 
Spring Term Number of the week (includes simple addition and subtraction) Comparative measurement 
Summer Term Number of the week (includes simple addition and subtraction) Doubling and halving Simple fractions 

Year R: Planning for Mastery 



Shape 

Autumn Term

Focus on a 3D shape a week and look at 2D shape through the faces of the shapes. For each 3D shape have a display of real life objects that are the shape you are focussing on.
Once all shapes covered, sort them in simple Venn and Carroll diagram. Criteria to include: prism/not prism, pyramid/not pyramid. Introduce polyhedron – 3D shape with faces. Spheres, cylinders, cones are not polyhedral. Make towers and structures using the shapes. Which are the most stable and why? Sort 2D shapes. 


Number of the week 

Autumn and Spring Terms

Begin with numbers 1 to 10. For each number make a visual display. Include for example, birthday cards, photo of a bus of that number, the o’clock time on analogue and digital clocks, regular and irregular shapes of that number of sides, different arrangements of people and toys, the number as a numeral, correct number of pennies, 10p coins, £1 coins.
For each number talk about: what it is less than, what it is greater than, is it odd or even and how do we know. Can children count that number of objects (11 correspondence)? Can they tell you how many there are (cardinality)? Can they count that number from a larger group? Can they recognise that number without counting (subitising)? Dice and dominoes also good for this. Can they tell you how many there are when rearranged (order irrelevance)? Can they hear that number of pennies or objects as they are dropped into a tin (abstraction)? Explore how to make each number and include simple addition and subtraction, commutative and inverse. For example, 5 can be made from 1 and 4, so 1 + 4 = 5, 4 + 1 = 5, 5 – 4 = 1, 5 – 1 = 4. Use Numicon for this. Balance the Numicon plates on scales, e.g. the 5 plate should be the same mass as a one and a 4 plate.
Simple problem solving related to the number of the week, for example, Suzie had 5 apples, she ate 1. How many are left?
When moving on to numbers from 11 to 20, repeat activities in the same way and also introduce place value. 11 = 10 + 1, 12 = 10 + 2 and so on. Use place value grids as a visual model and concrete apparatus to go with them, e.g. Numicon, straws (bundle of 10 and single straws).



Comparative measurement 

Spring Term 
Practical activities to help children master the vocabulary Measures to include:
Measure objects using nonstandard units. Compare lengths with a metre stick and ruler so that children become familiar with these scales.



Doubling and halving 

Summer Term 
Work on doubling and halving at the same time. This is the child’s first introduction to multiplication and division. Multiplication is repeated addition of groups of the same number. Doubling is adding the same number twice. Division is repeated subtraction of groups of the same number. Halving is subtracting a number to leave the same number. Double 1 is 2. Half of 2 is 1. Double 2 is 4. Half of 4 is 2 and so on to double 5 is 10. Half of 10 is 5. You can go further, maybe to 20 if children are ready to. 


Sharing 

Summer Term 
Link sharing to fractions. Sharing as division is best shown through fractions. Children are likely to know the vocabulary of half. They are likely to know what half is and that it needs to be an equal part of two parts. If you give children half of a chocolate bar or some sweets and they get a part that is not the same as the other part, they are likely to think – or say, that isn’t fair. Work practically with them on this so that they begin to understand that fractions are equal parts of a whole. Activities could include:
