Unique Child Positive Relationships Enabling Environments s4

Created by Kerry Moody

EYFS Medium Term Planning Enhancing & Extending Spaces for Play Term: Summer 6 PLC: Seaside - Where would you like to go on holiday and what would we find when we got there?

Specific Area: Mathematics Learning & Development Focus/Objective: Aspect Numbers (N) Shape, Space and Measure (SS&M) 30-50 a) Uses some number names and number language spontaneously. a) Shows an interest in shape and space by playing with shapes or making months: b) Uses some number names accurately in play. arrangements with objects. c) Recites numbers in order to 10. b) Shows awareness of similarities of shapes in the environment. d) Knows that numbers identify how many objects are in a set. c) Uses positional language. e) Beginning to represent numbers using fingers, marks on paper or pictures. d) Shows interest in shape by sustained construction activity or by talking about f) Sometimes matches numeral and quantity correctly. shapes or arrangements. g) Shows curiosity about numbers by offering comments or asking questions. e) Shows interest in shapes in the environment. h) Compares two groups of objects, saying when they have the same number. f) Uses shapes appropriately for tasks. i) Shows an interest in number problems. g) Beginning to talk about the shapes of everyday objects, e.g. ‘round’ and ‘tall’. j) Separates a group of three or four objects in different ways, beginning to recognise that the total is still the same. k) Shows an interest in numerals in the environment. l) Shows an interest in representing numbers. m) Realises not only objects, but anything can be counted, including steps, claps or jumps. 40-60+ a) Recognise some numerals of personal significance. a) Beginning to use mathematical names for ‘solid’ 3D shapes and ‘flat’ 2D shapes, months: b) Recognises numerals 1 to 5. and mathematical terms to describe shapes. c) Counts up to three or four objects by saying one number name for each item. b) Selects a particular named shape. d) Counts actions or objects which cannot be moved. c) Can describe their relative position such as ‘behind’ or ‘next to’. e) Counts objects to 10, and beginning to count beyond 10. d) Orders two or three items by length or height. f) Counts out up to six objects from a larger group. e) Orders two items by weight or capacity. g) Selects the correct numeral to represent 1 to 5, then 1 to 10 objects. f) Uses familiar objects and common shapes to create and recreate patterns and h) Counts an irregular arrangement of up to ten objects. build models. i) Estimates how many objects they can see and checks by counting them. g) Uses everyday language related to time. j) Uses the language of ‘more’ and ‘fewer’ to compare two sets of objects. h) Beginning to use everyday language related to money. k) Finds the total number of items in two groups by counting all of them. i) Orders and sequences familiar events. l) Says the number that is one more than a given number. j) Measures short periods of time in simple ways. m) Finds one more or one less from a group of up to five objects, then ten objects. n) In practical activities and discussion, beginning to use the vocabulary involved in adding and subtracting. o) Records, using marks that they can interpret and explain. p) Begins to identify own mathematical problems based on own interests and fascinations. Early Children count reliably with numbers from one to 20, place them in order and say Children use everyday language to talk about size, weight, capacity, position, distance, Learning which number is one more or one less than a given number. Using quantities and time and money to compare quantities and objects and to solve problems. They Goal objects, they add and subtract two single-digit numbers and count on or back to find recognise, create and describe patterns. They explore characteristics of everyday the answer. They solve problems, including doubling, halving and sharing. objects and shapes and use mathematical language to describe them.

Resources/ Links: See also Summer 6 Planning overview for mathematical concepts weekly focus. Created by Kerry Moody

Week Beg/ Possible experiences, opportunities, activities inside and outside Resources Evaluation & Next Learning Steps Challenge 3.6.2013 See also Summer 6 Planning overview for mathematical concepts weekly focus. Big book of Nursery Look, listen and note (4 Days)  Creative week linked to Nursery Rhymes. rhymes Observe how the children  Artwork preparation for Blackwell Church Flower Festival - 20-23rd June to be completed by Wed 19th June build their clock towers. What did Mary, and link with sea-side topic Do they have a system, for Mary Quite  Use the poster to pose simple problems with small-world characters and objects, for example, count how example, all the same size Contrary plant many ‘pretty maids’ are in Mary’s garden. Put three girl characters in a row alongside an adult character Pictures of grandfather blocks or larger ones at the in her garden? representing Mary and then ask questions such as ‘If Mary puts two more pretty maids in the row, how many clocks; plastic, sponge base for stability? Do they What will you will she have?’ and ‘Can you make sure that each pretty maid has a cockle shell?’ (N40-60e, j, k, n; ELGi, ii, and wooden blocks; respond appropriately to use to make a iii; SSM ELGi) crayons; circle of card; questions involving miniature  Decide together what time it was when the mouse ran up the clock and move pointers on a cardboard clock tape; small toy mice; positional language when garden? face to match those in the poster. Change the words in the rhyme, for example, to ‘The clock struck four, The Activity sheet, ‘Where’s playing with the mouse? mouse ran through the door’ and adjust the time on the clock face. (SSM40-60g; ELGi) the mouse?  Sing the rhyme ‘Hickory, Dickory, Dock’ together, asking the children to make up actions. Look at pictures of grandfather clocks and explain that this is a type of clock that features in the rhyme. Provide a selection of building blocks and invite the children to build a ‘grandfather clock’ tower. Draw a clock face on a circle of card and tape it to a building block. Invite the children to make toy mice run up and down their clocks while singing the rhyme. Give each child a copy of the photocopiable sheet and explain that it shows a bedroom where mice might like to hide. Invite the children to position their toy mice on the photocopiable sheet as you instruct them, for example, ‘on top of the wardrobe’, ‘under the bed’, ‘behind the books’ and so on. LA: Provide a smaller number of larger blocks for the children to construct towers. MA/HA: Invite the children to create a variety of clocks from different-size boxes using tape or glue. (SSM4-60c; ELGi) 10.6.2013 See also Summer 6 Planning overview for mathematical concepts weekly focus. Large box that the  Invite the children to construct some fishing rods using the sticks, string and magnets. Place the large box on children can stand inside, Where have you top of the blue fabric and ask the children to put the card fish into the fabric sea. The children can go into a basket been to on the box boat with their rods and see how many fish they can catch. Each time they catch one they call out the Blue fabric, numbered holiday? How number on it and place it in the basket. Key vocab: How many is it? How many have you got? What number is (numerals and dots) card did you get it? LA: Children can count the dots on the fish. They could also keep the ones they’ve caught and say how fish with paper clips there? many they have. MA/HA Children can keep up a running commentary about how many there are left in the sea attached and how many there are in the boat. (N30-50a,c; 40-60e, k, n; ELGi, ii) Sticks/doweling, string, magnets 17.6.2013 See also Summer 6 Planning overview for mathematical concepts weekly focus. Collection of seaside  Use a collection of seaside postcards for sorting and counting activities. (N30-50a,c; 40-60e; ELGi) postcards How can we use  Use a blue sheet as the sea/ beach scene small world mat. Involve the children in creating a seaside small our senses to world/display of shells, plastic fish, seaweed cut from paper etc. Use positional language to instruct the describe the children on where to place objects. Play I spy a …. that is …. using positional, shape and size vocabulary sea? within the clues. (SSM 40-60a, b, c; ELGi,iii)  Talk about tides: high tide and low tide. Talk about the meanings of the words high and low. Play a game in which a small toy boat is hidden for the children to find following clues using positional and directional language. Encourage the chn t do the hiding and provision off clues. (SSM40-60c; ELGi)  Enjoy learning a variety of seaside counting rhymes including the Surfboard number rhyme. See Planning for Learning The Sea book pg 13 for AIA and key vocabulary. (N30-50a,c; 40-60e, k, n; ELGi, ii) 24.6.2013 See also Summer 6 Planning overview for mathematical concepts weekly focus. A5 paper, tape and straws  Use A5 paper, tape and straws to make flags for sandcastles. Decorate the flags with 2D shapes, repeated patterns of stripes and spots or numbers. Encourage the chn to talk about the patterns, colours and shapes What might we that they use. Encourage chn to recognise the numbers and use them for number ordering activities. (N30- Pebbles and various sized discover on the 50a, c; 40-60g; ELGi; SSM40-60a, b, f; ELGi,ii, iii) buckets beach?  Use pebbles and buckets for counting activities. (N30-50a, c; 40-60g; ELGi)  Sort shapes into hoops by colour, size and type. Encourage the chn to work out how many more shells there Variety of shells, hoops are in one hoop than another. (N30-50a; 40-60l, m, n; ELGi) Created by Kerry Moody

1.7.2013 See also Summer 6 Planning overview for mathematical concepts weekly focus. Different lengths of  Look at pictures of seaweed. Talk about the different colours and shapes. Use different lengths of ribbon or ribbon or crepe paper. What can we crepe paper as pretend seaweed. Compare the lengths and arrange them in size. (SSM40-60d; ELGi) find living in the  Have a crab drive (based on beetle drive). In turn chn shake a 1-6 die to collect the various body parts of a ocean? crab e.. 1 = body, 2= left pincer, 3 = right pincer and so on. Children can either make a crab by drawing or by pipe cleaners, play dough modeling one using pipe cleaners, playdough and matchsticks. See Planning for Learning The Sea book pg 14 and matchsticks for AIA and key vocabulary. (N40-60g)  Use non-fiction books or the internet to find out about the size of whales, sharks and a variety of fish. On the playground use chalk to do a large picture of a shark or whale and compare its length with that of a child. (N30-50a, I; 40-60o, p; ELGiii; SSM40-60d, e; ELGi)  Invite the children to look at the photos and plastic sea animals. Do they know the names of these sea animals? Write the names on a large sheet of paper as the children discuss the creatures. Ask the children to count the legs/eyes/fins/tails on the creatures. Can each child to say which is their favourite creature? Large sheets of paper and Explain that they can only have say one animal, i.e. have only one vote. Use the photos/draw a pens representation of each sea creature on a large sheet of paper and make marks to form a tally chart. Show the Photos of sea children that you are making one mark for each child next to their favourite creature. Which sea animal was creatures/small world the most popular? Key vocab: How many eyes? How many legs? How do they move? Which creature was the plastic sea creatures most popular? Which was the least popular? How do we know? LA: Leave the resources available with paper and pens for children to make their own tally marks. MA/HA: Translate the tally chart into a bar chart to show other ways of recording data. (N30-50a,c; 40-60e, k, l, m, n; ELGi, ii) 8.7.2013 See also Summer 6 Planning overview for mathematical concepts weekly focus. Small rectangles of paper;  Look at pictures of flags used by lifeguards and on lifeboats. Provide the children with small rectangles of felt-tipped pens; clean How can we paper and felt-tipped pens. Invite them to decorate both sides of the paper with patterns, shapes or pictures lolly sticks or dowelling keep ourselves to represent colourful flags. Help the children to tape each flag to a lolly stick or dowelling rod. Encourage rods; sand tray; digital safe at the the children to pretend that they are on holiday at the seaside. Suggest that they build large sandcastles or camera and colour printer beach? other sculptures from damp sand in the sand tray or outdoor sandpit. Invite the children to place their flags in or dispsable camera; the sculptures and to take ‘holiday snaps’ of each other at the seaside. Display the photographs on the wall or display wall or in an album with captions scribed by the children. (N30-50a, c; 40-60g; ELGi; SSM40-60a, b, f; ELGi,ii, iii) photograph album.  Use 2D shapes cut from black and orange paper to make collages of life boats on blue paper. Encourage the chn to name and describe the shapes that they choose to use, and also to compare the sizes. (SSM40-60a, b; 2D shapes cut from black ELGi, iii) and orange paper 15.7.2013 See also Summer 6 Planning overview for mathematical concepts weekly focus. 15 luggage labels; small What were seaside  Write the numbers 1 to 5 on five luggage labels. Repeat this process to provide 15 labels. Place the labels in a box; five small suitcases holidays like when small box. Mark five small suitcases or travel bags with the numbers 1 to 5. Place the bags in a pile and ask or travel bags; music and our parents/ the children to sit in a circle near by. Play some music and invite the children to pass the box around the music player grandparents were circle. When the music stops, the child holding the box should remove a luggage label (at random) and collect young? ‘What is different and what the bag with the matching number. If all the bags showing that number have been collected, they should is the same about return to the circle empty handed. Repeat this process until all the bags and suitcases have been collected. seaside holidays Who has collected the most bags? Who has more than one bag? Who has less than two bags? Who has no has now and then? bags? (N30-50i; 40-60p; ELGiii; SSM ELGi) 22.7.2013  Use large beads to make party necklaces with either repeating patterns or given numbers of different colour Variety of shaped shells (2 Days) beads. If possible include variety of shaped shells with holes in them for threading. (N30-50a, c; 40-60g; with holes in them SSM40-60f; ELGii) Beach Party 