Hardwick Green Primary Academy

Nursery Scheme of Learning

Maths

Nicola Gorman March 2020

Daily Skills
Maths should not only be taught during specific maths sessions but wherever possible throughout
the day. The following should be utilised to support maths teaching:
 Days of the week song and talking about the day
 General counting e.g. counting how many bananas there are in the fruit box.
 Counting songs
 Use of ordinal numbers e.g. “Sam line up first, Lilly line up second…”
 Maths games such as track counting games
 Noticing maths in the environment e.g. asking children what they notice about a tree. They
may say it is tall, has circles on etc.
 Incorporating maths in areas of continuous provision wherever possible e.g. an activity that
matches numeral to quantity in the finger gym area.
 Incorporating maths in daily routines e.g. during registration time. If there are 3 children
absent the children clap 3 times. Having labels on pencil pots with a representation of a
number to show how many pencils go in that pot during tidy up time. Different
representations of number on the ‘how many children can play here’ posters.

Nicola Gorman March 2020

Key language
The number that identifies how many there are
Cardinal in a set

Numeral The written symbol for a number e.g. 1, 2, 3

Instantly recognise a small quantity without
Subitise
having to count how many there are.
More and fewer; more
Used when talking about an amount of objects
than and fewer than
More and less; more Used when talking about the number e.g. 2 is
than and less than less than 4.

Key representations

Five Frames

Numicon

Fingers

Dice

Cubes

Numerals

Real life objects

Number Blocks

Drawing 

Nicola Gorman March 2020

Autumn Overview
Recognising, naming and matching colours
Geometry Sorting by various attributes
Continuing AB patterns

Measurement Using the language of size

Grasping the Counting Principles

Number & Place Value
Comparing amounts of objects

Guidance
Autumn 1

Colours (2 weeks) Recognising, naming and matching colours

Sorting (2 weeks) Sorting by various attributes

Pattern (2 weeks) Continuing AB patterns

Recognising and naming colours

Children should be taught to recognise and name colours in a variety of contexts e.g. toys within
the classroom, colours in nature, colours in the environment, matching colours, colours on
themselves such as hair, skin, clothes. Children should be able to say when objects are and are
not the same colour. Link to expressive art and design through painting.
Other resources
The Usborne Big Book of Colours
Monsters Love Colors – Mike Austin
Key Vocabulary: notice, match, same, colour

Sorting
There should be a focus on reasoning within sorting i.e how have you sorted the animals/button
etc? Children should be given the opportunity to sort the objects by their own rules and should be
taught how to communicate that rule (e.g. I have sorted the buttons by colour). This should be
explored in many different contexts such as shapes, different coloured and size objects, different
animals, objects found in the environment, appearance of various objects and people. Children
Nicola Gorman March 2020
should be taught to verbalise what is the same and what is different between sets of objects (e.g
these buttons are pink and these buttons are blue/ they are boys and they are girls). Links can be
made to Understanding of the World
Other resources
Sort it Out! – Barbara Mariconda
Sorting at the market – Tracey Steffora
Key Vocabulary: sort, notice, groups, sets, same, different

Pattern
Developing an awareness of pattern helps children to notice and understand mathematical
relationships. Children should inititally be taught to continue an AB pattern. Children need the
opportunity to see a pattern, talk about what they can see and to continue a pattern. At first they
may do this one object at a time e.g red cube, blue cube, red cube… verbalising the pattern helps.
Children may then be asked to say what they would add next to continue it. For further
progression in Pattern see NCETM Early Years Typical Progression Chart – Pattern.
Other resources
Pattern Fish – Trudy Harris
Lots and lots of Zebra Stripes – Stephen R. Swinburne
https://nrich.maths.org/13250
Key Vocabulary: pattern, continue, notice, next

Autumn 2

Size (1 week) Using the language of size

Counting Principles One-one principles, stable-order principle, cardinal principle,
(2 weeks) abstraction principle, order-irrelevance principle
Comparing (2 weeks) Comparing amount of objects

Size
At this stage only focus on large/big and small/little. Use real life examples of objects that are large
and small in relation to each other. Begin with objects that are vastly larger/smaller than each
other and move onto objects with a smaller difference in size. Include reasoning e.g. ‘do you think
this large tree would fit into my small box?’
Other resources
Big Bear, Small Mouse – Karma Wilson & Jane Chapman
Key Vocabulary: notice, big, large, small, little
The ______ is smaller/larger than the _______.

Counting principles
Nicola Gorman March 2020
 1. The one-one principle – this involves children assigning one number name to each
objects that is being counted. Children need to ensure that they count each objects that is
being counted only once ensuring that they have counted every object. Children will
sometimes count objects more than once or miss an object out that needs to be counted.
Encourage children to line up objects and touch each one as they count saying one number
name for each object. This will also avoid children counting more quickly than they touch
the objects which again shows that they have not grasped one-one correspondence. When
counting pictures children should use the strategy of drawing a line through each picture as
they count it. Children should be taught number names through number songs and general
counting.
2. The stable-order principle – children understand when counting that the numbers have to
be said in a certain order. Children need to know all the number names for the amount in
the group they are counting. Teachers can therefore encourage children to count aloud to
larger numbers without expecting them to count that number of objects immediately. The
order of numbers should be reinforced through number songs and daily counting activities.
3. The cardinal principle – Children understand that the number name assigned to the final
object in a group is the total number of objects in that group. In order to grasp this principle,
children need to understand the one-one and stable-order principles. From a larger group,
children select a given number and count them out. When asked ‘how many?’ children
should be able to recall the final number they said. Children who have not grasped this
principle will recount the whole group again.
4. The abstraction principle – this involves children understanding that anything can be
counted including things that cannot be touched including sounds and movements. When
starting to count many children rely on touching the objects in order to count accurately.
Teachers can encourage abstraction on a daily basis by counting claps or clicks.
5. The order-irrelevance principle – this involves children understanding that the order we
count a group of objects is irrelevant. There will still be the same number. Encourage
children to count objects left to right, right to left, top to bottom, bottom to top. Once children
have counted a group, move the objects and ask children how many there are. If they count
them all again they have not fully grasped this principle.
Other resources
NCETM Early Years Typical Progression Chart – Cardinality and Counting
Anno’s Counting Book – M Anno
The Very Hungry Caterpillar – Eric Carle

Key vocabulary: count, how many, total, altogether, cardinal number

The cardinal number is _______.

Comparing
Children need progressive experiences where they can compare collections and begin to talk
about which group has more things. When talking about amounts of objects use the language of
more and fewer. Children should initially be taught perceptual comparing (comparing without
counting). Initially the groups need to be very obviously different (e.g 2 objects and 7 objects).
Move on to collection of small numbers of objects that are similar (e.g 1 and 3 objects) and then
move onto different items but same quantity (using language of same or equal). For further
progression in comparing see NCETM Early Years Typical Progression Chart – Comparison.
Key vocabulary: compare, more, fewer, same, equal
There are more _________ than ________ / there are fewer _________ than __________.

Nicola Gorman March 2020

Spring Overview
Understanding Number 1
Understanding Number 2
Understanding Number 3
Number & Place Value
Understanding Number 4
Understanding Number 5
Understanding Number 6

Guidance
Spring 1

Number One Exploring and understanding number 1

Number Two Exploring and understanding number 2

Number Three Exploring and understanding number 3

When teaching numbers to 6 consider the counting principles at all times. Wherever possible,
ensure that children are counting real-life objects. They could start by counting objects that are
identical before moving on to counting objects that have slight difference e.g. different colours,
different sizes, but make sure that the objects are of the same type. Encourage children to put
objects in a line when counting so they have a clear start and end point. The five frame can be
used to support children in lining up objects to count. It will also support children to subitise
numbers within 5. Numerals may be introduced to children but they are not expected to write them
at this stage. They could use drawings to represent their numbers.

Number 1
Throughout the 2 weeks the following should be explored:
 Number blocks episode 1
 Counting to 1
 Finding 1 object
 1 being the first number, its position on a number line, ordinal numbers

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  Numicon 1
 Dice 1
 Subitising 1
 Representing 1 on a 5 frame
 A circle – 1 sides shape (including in the environment)
 1 action e.g. 1 hop, 1 jump, 1 clap
 The numeral and formation of 1
 Number 1 in the environment
 Representing 1 using marks, pictures and finger
 Matching numeral to quantity

Number 2
As above but also focus on what 2 is made of (1 is a part of me, 1 is a part of me and the whole of
me is 2. Note: do not introduce children to addition or number sentences until Reception. Also
look at separating the group of objects but knowing that the total is the same.

Number 3
As above (2 is a part of me, 1 is a part of me and the whole of me is 3). Exploring different
varieties and orientations of triangles.
Other resources
https://nrich.maths.org/13372
Number Blocks Series 1: One; Series 1: 2; Series 1: 3; Series 1: One, Two, Three!
The Three Little Pigs
The Three Billy Goats Gruff
Goldilocks and the Three Bears
Key vocabulary: number, numeral, subitise, represent, how many, count, cardinal,
first/second/third etc

Spring 2

Number Four Exploring and understanding number 4

Number Five Exploring and understanding number 5

Number Six Exploring and understanding number 6

Number 4
Throughout the 2 weeks the following should be explored:
 Number blocks episode 4
 Counting to 4
 Finding 4 objects
 its position on a number line, ordinal numbers
 Numicon 4
 Dice 4
 Subitsing 4
 Representing 4 on a 5 frame
Nicola Gorman March 2020
  Squares and rectangles, including in the environment
 4 actions e.g. 4 hops, 4 jumps, 4 claps
 The numeral and formation of 4
 Number 4 in the environment
 Representing 4 using marks, pictures and finger
 Matching numeral to quantity
 Composition of 4 (2 is a part of me, 2 is a part of me and the whole of me is 4; 3 is a part of
me, 1 is a part of me and the whole of me is 4)

Number 5
As above (3 is a part of me, 2 is a part of me; 4 is a part of me, 1 is a part of me)

Number 6
As above (3 is a part of me, 3 is a part of me; 4 is a part of me 2, 2 is a part of me, 5 is a part of
me 1 is a part of me). Explain 6 as being 5 and 1 more.
Other Resources
Sesame Street: Feist sings 1, 2, 3, 4 https://www.youtube.com/watch?v=fZ9WiuJPnNA
Number Blocks Series 1: Four; Series 1: 5; Series 1: 6; Series 1: How to Count; Series 1: The
Whole of Me
Key vocabulary: number, numeral, subitise, represent, how many, count, cardinal,
first/second/third etc

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Summer Overview
Shape & Space Shapes

Ordering the events of our day

Length and Height
Measurement
Weight
Capacity

Shape & Space Positional Language

Guidance
Summer 1
Shapes Focus on properties of shapes
My Day Ordering events of the day
Length and height Long, short, tall and comparing lengths

Shapes
The primary focus in relation shapes should be on the properties of shapes. For example, children
should be encouraged to notice and describe shapes in the environment and talk about the
properties using words such as ‘straight/flat/round/curved’. When teaching the names of shapes,
wherever possible, real life shapes in the environment should be used. Note that only flat surfaces
should be referred to as faces. Include sorting of natural shapes; the children may sort stones, for
example, into sets that have straight edges, sets that have curved edges etc.
Other Resources
NCETM Early Years Typical Progression Chart –Shape and Space
https://nrich.maths.org/13373
Key vocabulary: edge, curve, straight, round, flat, sides, face, corner, smooth Note: This is for
staff to model.

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My Day
Children should explore talking about and ordering the events of their day such as waking up,
coming to school, dinner, bed time. Encourage the vocabulary of first, next, then and possibly last.
Key vocabulary: first, next, then, last

Length and height

In the first stage children should be able to apply the attribute of long, short, tall etc to various
examples (e.g. a bus is long; an adult is tall; grass is short). Adults should be continuously
modelling this language. The children should then move on to finding objects that are
longer/shorter than a given item. They should be encouraged to utilise strategies such as direct
comparison (e.g. placing objects side by side to determine which is longer). When comparing
length and height verbally children should be encouraged to use language such as ‘taller
than/longer than/shorter than’. When comparing lengths directly children need to ensure that they
align the starting points and compare like-for-like (e.g. straightening skipping ropes before
comparing lengths).
Other Resources
NCETM Early Years Typical Progression Chart – Measures
https://nrich.maths.org/13374
Key vocabulary: long, short, tall, longer than, shorter than, taller than
The ______ is longer/shorter/taller than the _________.

Summer 2
Weight Light and heavy and comparison
Capacity Full, half full, empty and comparison
Positional language Using language related to position and direction

Weight
Initially begin with identifying objects the children think may be heavy – use lots of adult modelled
language. Move on to comparing weights. One way to identify this is to identify that a heavier
object creates a greater downwards pull. Ask children to hold a carrier bag; encourage them to
notice if it feels as though their hand is being pulled down when something heavy is put in it. Place
a carrier bag in each hand and identify which one is heavier by discussing which arm feels more
pulled down. Explore the link to the balance scales to show that the heavier side goes down.
Exemplify this with a see-saw ‘What can we do to make this side of the see-saw go down?’.
Ensure that children are presented with large but light objects and small but heavy objects to
prevent the generalisation that big means heavy and small means light.
Other Resources
NCETM Early Years Typical Progression Chart – Measures
https://nrich.maths.org/13374
Nicola Gorman March 2020
 Key vocabulary: Heavy, heavier than, light, lighter than, balanced
The _________ is heavier than/lighter than the ________.

Capacity
Children should be given daily opportunity for sand and water play which can provide lots of
opportunities to explore capacity. Children should be able to identify when a container is empty
and full, and extend to half full. Initially children should be exposed to the comparison of full, half
full, empty using the same container. However this can be moved on by talking about different size
containers (e.g. I wonder whose pot will hold the most water?’ When comparing capacities directly
children can pour from one container to another to find which holds more or less water.
Other Resources
NCETM Early Years Typical Progression Chart – Measures
https://nrich.maths.org/13374
Key vocabulary: full, half full, empty, most, least
The container is full/half full/empty. The ________ holds the most/least water.

Positional language
Children need opportunities to be exposed to and to use the language of position and direction;
Position: ‘in’, ‘on’, ‘under’. Direction: ‘up’, ‘down’, ‘across’
Children also need opportunities to use terms which are relative: ‘in front of, ‘behind’, ‘on top of’.
Create as many opportunities as possible to explore this language such as hunting for hidden
objects with some prompts (e.g. look behind the shed).
Other Resources
NCETM Early Years Typical Progression Chart – Shape and Space
https://nrich.maths.org/13373
Key vocabulary: in, on, under, up, down, across, in front of, behind, on top of.
The ________ is (position) the __________.

Nicola Gorman March 2020