Wiltshire 27 - Early Years Foundation Stage
Objective / Always/Sometimes/Never / Thinking questions / Add, Remove ReplaceSay and use number names in order in familiar contexts. / A six follows a five. / Have two sets of numbers from 0 – 10 with different ones missing. Order the two sets of numbers. What’s the same and what’s different? What if we had another set of numbers with some missing? / Have a selection of hankies in a basket e.g. one red one, two blue ones, three yellow ones, five green ones, eight white ones. Sort them on a washing line. What do you notice? What if we had these other hankies?
Count reliably up to ten everyday objects. / When I count a pile of bricks there are 10.
When I count objects 6 comes before 7. / Show several groups of nine objects.
What’s the same and what’s different?
Why?
What if we put some more in each group? How do you know? / Take a pile of cubes and count them.
Remove some and count the pile again.
What’s happened? Put the cubes back.
What do you notice?
What if I started with a different pile of cubes?
Recognise numerals 1 to 9. / Where there is a ‘5’ there are five ‘things’. / Why do we need the digit 8? Where can I find the digit 8? What’s the same and what’s different? Why?
What about a different digit? / Given the numbers 1-5, order them.
What if I give you the number 8? Where will it go? What if you now have the number 6? What do you notice?
What about other numbers?
Use developing mathematical ideas and methods to solve practical problems. / The missing number is a 6. / Show lego towers/walls made from 10 bricks each. What’s the same and what’s different? What if we took some bricks away? Why? / Given 6 teddies, 5 chairs, 8 knives, 4 forks and 2 spoons: How do we lay the table? What do you notice? What if there was another teddy?
In practical activities and discussion, begin to use the vocabulary involved in adding and subtracting. / When I add two numbers the answer is five.
When I take some away I have 3 left. / Model making a total of 7 out of two different coloured bricks, in different ways. What’s the same and what’s different?
Why? What if I had 6 dinosaurs? / Have 5 frogs on each of two lily pads. What if I move 2 frogs from this pad to that pad? What do you notice? What if I move…?
Objective / Always/Sometimes/Never / Thinking questions / Add, Remove Replace
Use language such as ‘more’ or ‘less’ to compare two numbers. / When I add 2 I have more than when I add 1. / Show two piles of cars. What’s the same and what’s different? What if I move this car from this pile to that pile? Why? / Show 2 shelves of books, 7 on one and 9 on the other. What do you notice? What if we take 2 books off this shelf? Why?
Find one more or one less than a number from one to ten. / When I remove an object from a pile there are less than I started with. / Have 8 different coloured bricks. Take away the red one. What happens?
Put it back. Take away the yellow one.
What happens? Etc.
What’s the same and what’s different?
Why?
What if I started with 9 bricks? / I have some apples in my bag. I take 1 out. How many might I have left?
What if I put 1 in?
Why?
Begin to relate addition to combining two groups of objects and subtraction to ‘taking away’. / There are three different ways to make 5. / Show some piles of sticks e.g. 7, 3, 10. What’s the same and what’s different?
What if I want 4 sticks in each pile?
What do I need to do? Why? What if I wanted 5 in each pile? Why? / I need 8 volunteers. If I’ve got some boys how many girls do I need to make 8? How many ways can I do this? What do you notice?
What if I needed 9?
N.B. Although most of these ideas are context free, it would be preferable for them to link to learning themes and role play areas where possible.
Wiltshire 27 – Year 1
Count reliably at least 20 objects, recognising that when rearranged the number of objects stays the same; estimate a number of objects that can be checked by counting. / If I take a handful of cubes and then count them I get more than 10. When you estimate a number of objects and then count them, the answer is the same. / I’m thinking of a number. When I add 2, I get 12.
What was my number?
What if I add 3, 4?
What’s the same, what’s different?
Why?
What if the number I get is 11?
13p, 13, 13 toys etc. What’s the same?
What’s different? / Count a group of objects. Remove a handful and count them again. Put the handful back and count again. What do you notice?
Compare and order numbers, using the related vocabulary; use the equals (=) sign. / On a number line to 20, a number with a digit 2 comes before a number with a digit 3. / 14, 17, 13, 19, 9, 4, 2.
Order the numbers.
What’s the same, what’s different? Why?
What if we have another number? / □ + □ = 5
5 = □ + □
□ + □ = □ + □
Using an arm balance or cubes what numbers can you put in here to make the sentences true?
Read and write numerals from 0 to 20, then beyond; use knowledge of place value to position these numbers on a number track and number line. / Numbers between 10 and 15 are nearer to 10 than 15. / Find the numbers on either side of 4 and 14.
What’s the same, what’s different? Why?
What about 7 and 17?
What if we look at other pairs of numbers? / 5 is between □ and □
How many ways can you complete this?
Say the number that is 1 more or less than any given number, and 10 more or less for multiples of 10. / If I add one cube to a handful of cubes, there will be more than 10. / 9 + 1 = 10
10 – 1 = 9
What’s the same, what’s different? Why?
What if it was 8 + 1? / □ is 1 more than □
□ is 10 less than □
How many ways can you complete this?
What do you notice?
Why?
Objective / Always/Sometimes/Never / Thinking questions / Add, Remove Replace
Use the vocabulary of halves and quarters in context. / A half of an object is bigger than a quarter. / Fold a piece of paper in half. Now fold it in half a different way.
What’s the same, what’s different?
Why?
What about folding a different piece of paper? / Half of is □ is □
How many ways can you complete this?
What do you notice?
Why?
Derive and recall all pairs of numbers with a total of 10 and addition facts for totals to at least 5; work out the corresponding subtraction facts. / When you roll 2 dice and add the numbers there are more than 9 spots.
A number less than 5 plus a number less than 5 is a number less than 5. / Find all the number facts of 5.
What’s the same, what’s different? Why?
What if we look at the pairs that make 10? / 10 - □ = □
How many different ways can you make this true?
Count on or back in ones, twos, fives and tens and use this knowledge to derive the multiples of 2, 5 and 10 to the tenth multiple. / When you count on in fives you land on odd numbers. / How many ways can I count in equal steps to 20?
What’s the same, what’s different? Why?
What if I count to 30? / □, □, □, 0
What numbers can I count back in to make this sequence true?
Recall the doubles of all numbers to at least 10. / When you double a number you add 2. / Double 6 is 12.
Half of 12 is 6.
What’s the same, what’s different?
Why?
What if I use different numbers? / Double □ = □
How many ways can you complete this?
Relate addition to counting on; recognise that addition can be done in any order; use practical and informal written methods to support the addition of a one-digit number or a multiple of 10 to a one-digit or two-digit number. / 1 □ + □ = a number less than 20.
The only way to add is to count on your fingers. / □ + 10 = □
How many ways can you make this true?
What’s the same and what’s different?
Why?
What if it was 10 + □□? / □ count on 2 is □
How many ways can you complete this?
What’s the same, what’s different? Why?
What if you count on 3?
Why?
Objective / Always/Sometimes/Never / Thinking questions / Add, Remove Replace
Understand subtraction as ‘take away’ and find a ‘difference’ by counting up; use practical and informal written methods to support the subtraction of a one-digit number from a one digit or two-digit number and a multiple of 10 from a two-digit number. / If I subtract 2 the answer is more than 5. / How many ways can you show me a difference of 2.
(e.g. with different resources)
What’s the same, what’s different? Why?
What if you show me a difference of 1? / Find 10 different ways to complete this.
□ - □ = 5
What do you notice?
□ count back 5 is □
How many ways can you complete this?
What’s the same, what’s different?
Why?
What if you count back 3?
Why?
Use the vocabulary related to addition and subtraction and symbols to describe and record addition and subtraction number sentences. / When I add I get more than 10. / 3 + 2 = 5
5 = 2 + 3
5 – 2 = 3
2 = 5 – 3
What’s the same, what’s different? Why?
How many other number sentences can you write?
What if you have different numbers? / □ add 2 = □
□ minus □ = 5
How many ways can you complete this?
What’s the same, what’s different?
Why?
Solve practical problems that involve combining groups of 2, 5 or 10, or sharing into equal groups. / Bags of fruit can be sorted into equal sets of 2s or 5s. / If you give children 2 toys each how many might you have had?
What’s the same, what’s different?
Why?
What if you give them 5 toys each?
If I only have 10p coins in my purse, how much might I have? / I have □ coins in my money box.
They are all 10 pence coins.
How much could I have?
N.B: Although all these ideas are context free, it would be preferable to make links with topic work and other areas of mathematics such as measures and money.
Wiltshire 27 – Year 2
Estimate a number of objects; round two-digit numbers to the nearest 10. / When I estimate a number of objects the answer is the same when I count them.
When I round a number to the nearest ten I reach a larger number. / Given a set of 2 digit numbers, plot them on a blank number line.
What’s the same, what’s different?
Round (slide) the numbers to the nearest 10.
What’s the same, what’s different? Why?
What if we tried some other numbers? / □ rounds to 20.
How many different numbers can you use to make this true?
What’s the same, what’s different?
What about numbers that round off to 40?
Count up to 100 objects by grouping them and counting in tens, fives and two; explain what each digit in a number represents, including numbers where 0 is a place holder; partition two-digit numbers in different ways, including into multiples of 10 and 1. / A 2 digit number can be partitioned in more than 3 ways.
When you count a number of objects you get more than 50.
When I count on in tens I only land on numbers that end in 0. / 6, 36, 630, 63, 306, 603.
What’s the same, what’s different? What about the value of digits?
Why? What if the 3 was a 4? / Count a large group of objects in twos, fives or tens. Remove a handful and count them again. Put the handful back and count again.
What do you notice?
What happens if you do it again?
Why?
Read and write two digit and three digit numbers in figures and words; describe and extend number sequences and recognise odd and even numbers. / When I count on in 5s from 0 the numbers I land on are even. / 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10.
Sort numbers into odd or even.
What’s the same, what’s different? Why?
What about other numbers?
How can you use this to tell if another number is odd or even? / 0, 2, 7.
Given 3 digits how many different numbers can you make?
Are they all 3-digit numbers?
Why not?
What if you had a 4 instead of 0?
Order two-digit numbers and position them on a number line; use the greater than (>) and less than (<) signs. / A number which contains the digit 2 is smaller than a number which contains the digit 3. / 23, 37, 53, 79, 93.
What’s the same, what’s different?
What do you look for when you order numbers?
Why? / □ > 12 > □
How many ways can you complete this number sentence?
What do you notice?
What if you change the 12?
Objective / Always/Sometimes/Never / Thinking questions / Add, Remove Replace
Find one half, one quarter and three quarters of shapes and sets of objects. / Three quarters of a shape is bigger than a half. / Find a quarter of circles of different sizes.
What’s the same, what’s different?
How could you find ¼ of a piece of string?
What about ¼ of 2 pieces of string? / ¼ of □ is □
so ¾ of □ is □
How many ways can you make this rue using objects?
What do you notice?
Why?
Derive and recall all addition and subtraction facts for each number to at least 10, all pairs of multiples of 10 with totals up to 100. / When you roll 3 dice there are less than 15 spots. / List all the pairs that make 10.
What is the same, what’s different?
Why?
What if you rearrange the numbers into the corresponding subtraction sentence?
Does this work for all the number pairs?
How many subtraction sentences can you make from each tens pair?
What about multiples of 10?
Why? / □ + 3 = □ – 3
How many different ways can you make this true?
Change the 3 for something else. What’s the same, what’s different?
Why?
100 = □ + □
Which numbers could you use that are multiples of 10 to make this true?
Have you found all the possibilities?
How do you know?
Understand that halving is the inverse of doubling and derive and recall doubles of all numbers to 20, and the corresponding halves. / Halving a number less than 20 gives an answer less than 10. / 5 + 5 = 10 10 = 5 x 2