Math Games

F.SS.1.1

Shape and Space • Pupils should be able to: - explore and talk about shapes in the environment; - build and make models with 3D shapes; create pictures and patterns with 2D shapes; - investigate and talk about the properties of shapes; - sort collections of shapes in several ways; describe the arrangements; - describe and name common 3-D and 2-D shapes; - explore body space through different types of movement; - explore movement through space during indoor and outdoor play activities; - understand and use a range of positional words; - explore movement using programmable devices; - follow/give directions from/to a partner for simple movements.

F.M.1.1

Measures • Pupils should be able to: - compare two objects of different length/weight/capacity/area; understand and use the language of comparison; - order three objects of different length, weight, capacity, area; talk about the ordering using appropriate language; - find an object of similar length, weight, capacity, area; talk about their findings in terms of 'just about the same' length, weight, capacity, area; - begin to explore the notion of conservation of length, weight, capacity in practical situations; engage in discussion about their observations; - choose and use, with guidance, non-standard units to measure length/capacity/weight; talk about their work; - sequence two or three familiar events; - talk about significant times on the clock; - compare two intervals of time; talk about their observations in terms of took longer/shorter time; - explore time patterns; - choose and use, with guidance, non-standard units to measure time; talk about their work.

F.N.1.1

Understanding Number • Pupils should be able to: - count a variety of objects; - develop an understanding of one-to-one correspondence and come to appreciate that the size of a set is given by the last number in the count; - investigate different ways of making sets for a given number within 5/10; - match numerals to sets; - order numerals and sets within 5/10; - develop an understanding of conservation of number within 5/10; - understand in counting activities that 'none' is represented by zero; - explore ordinal number; - explore the number that comes after, before, between a given number; - carry out simple mental calculations; - extend, when appropriate, understanding of number beyond 10.

F.N.1.2

Counting and Number Recognition • Pupils should be able to: - count in the context of number rhymes, jingles and stories; - count forwards in ones within 5/10 from different starting points; - count backwards in ones within 5/10 from different starting points; - recognise numerals up to 5/10; - state, without counting, quantities within 5; - make a sensible guess of quantities within 10; - explore numbers relevant to their every day lives; - extend, when appropriate, counting in ones and recognition of numbers beyond 10; - extend activities to include counting in 2s, 5s and 10s.

F.N.1.3

Understanding Money • Pupils should be able to: - use money in various contexts; - talk about things that they want to spend money on; - understand the need to pay for goods; - become familiar with coins in everyday use; - talk about different ways we can pay for goods; - use their number skills in shopping activities.

F.PR.1.1

Patterns and Relationships • Pupils should be able to: - investigate and talk about pattern in the environment; - copy a simple pattern; - continue a simple pattern; - create patterns; - explore pattern in number; - discover the components of numbers within 5/10 by investigating different ways of partitioning sets into subsets practically; talk abut the outcomes; - understand the concept of addition by combining sets of objects to find 'how many'; - match objects in real contexts; - compare sets by matching objects/counting objects to understand the terms 'more than' less than' 'the same'; - investigate the relationship between addition and subtraction in practical situations.

F.SO.1.1

SORTING Pupils should be enabled to: • explore freely properties of a range of materials and one/two/three property collections; respond to questions about the arrangements; • sort collections of random materials; • sort for one criterion using one-property materials; talk about the arrangement; • sort for one criterion using two-property collections; re-sort for the second criterion; explain their work; • sort for one criterion using three/four-property collections; find the various possibilities; explain their work; • partition sets into subsets in preparation for exploring components of number.

F.SO.3

sort for one criterion using one-property materials; talk about the arrangement; • Pupils should be able to: - sort for one criterion using two-property collections; re-sort for the second criterion; explain their work; - sort for one criterion using three/four-property collections; find the various possibilities; explain their work; - partition sets into subsets in preparation for exploring components of number.

F.PRO.1.2

Progression • Pupils should be able to: - use appropriate mathematical language and symbols; - sort and re-sort materials, recording the outcomes in a variety of ways; - talk about data represented in simple block graphs, tables and diagrams; - understand the conservation of number; - count forwards and backwards from different starting points; - recognise numbers to at least 20; - carry out mental calculations such as 1 more/less than up to 20, doubles up to 10 and mentally add and subtract within 10; - understand that 'teen' numbers are made up of 10 plus another number; - begin to measure using non-standard units; - talk about the properties of 3-D and 2-D shapes using appropriate mathematical language; - be involved in solving practical problems.