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EYFS - Skills Progression

Early Years Mathematics Skill Progression

Early Years Non-Negotiables

ELG: Number

  • have a deep understanding of number to 10, including the composition of each number;
  • Subitise (recognise quantities without counting) up to 5;
  • Automatically recall (without reference to rhymes, counting or other aids) number bonds up to 5 (including subtraction facts) and some number bonds to 10, including double facts.

ELG: Numerical Patterns

  • Verbally count beyond 20, recognising the pattern of the counting system; -
  • Compare quantities up to 10 in different contexts, recognising when one quantity is greater than, less than or the same as the other quantity;
  • Explore and represent patterns within numbers up to 10, including evens and odds, double facts and how quantities can be distributed equally.

Time

Skill

 

How  (BOLD reasoning)

Term 1

Key Texts

BASELINE ASSESSMENT (0-3 and 3-4 statements)

2 weeks

Match and sort objects into groups

  • Including objects that are the same, not the same and vary in colour, size and shape.
  • What’s the same/different? Why doesn’t it belong? Can you think of a different rule?

Dear Zoo

 

The Bear Caves

 

 

Duck in the Truck

 

Mr Big

 

The Right Place for Albert

 

Seaweed Soup

Making comparisons

 

  • Compare amounts- using language of bigger/more/greater and smaller/less/fewer to compare two sets of objects.
  • Explain unfair sharing- this one has more because it has 5 and that one has 3.
  • Compare and order two to three items by length, height, weight or capacity
  • Use language tall, long and short.

Make simple patterns

  • Talk about and identify the patterns around them. For example: stripes on clothes, designs on rugs and wallpaper. Use informal language like ‘pointy’, ‘spotty’, ‘blobs’, etc.
  • Copy, continue and create ABAB patterns in a range of context including; shapes, colours, sizes, actions and sounds. Notice and correct an error in a repeating pattern. Begin to describe a sequence of events, real or fictional, using words such as ‘first’, ‘then...’
  • Build patterns vertically and horizontally

2 weeks

Place value 0-5

  • Count to 5 (then 10) forwards and backwards
  • Say and use number names in rhymes and stories
  • Show ‘finger numbers’ up to 5.
  • Represent numbers 0-5, including matching numerals and quantities.
  • Experiment with their own symbols and marks as well as numerals.
  • Say one number for each item in order: 1,2,3,4,5. Order numerals to 5.
  • Know that the last number reached when counting a small set of objects tells you how many there are in total (‘cardinal principle’).
  • Identify different representations of 0-5
  • Know that the number does not change if things are rearranged
  • Counts actions or objects which cannot be moved
  • Subitise and count to find how many and make own collections of 0-5

1 2 3 at the Zoo

 

I’m Number One

 

One Bear at Bedtime

 

 

 

 

Number Farm

 

 

 

Term 2

2 week

Place value- 0-5

 

  • Compare
  • Composition

 

 

 

  • Compare quantities using language: one quantity is greater than, less than or the same as the other quantity.
  • Composition of numbers within 5 ( 4 and 1, 3 and 2)
  • Find one more and one less within 5
  • Solve real world mathematical problems with numbers up to 5.

 The Ugly Five

 

I spy Numbers

 

Zero is the Leaves on the Tree

 

 

1 week

Geometry: 2D Shapes

 

  • Select a particular named shape. Show different size shapes and in different orientations.
  • Use shapes to create and recreate patterns
  • Talk about and explore 2D shapes (for example, circles, rectangles, triangles) using informal and mathematical language: ‘sides’, ‘corners’; ‘straight’, ‘flat’, ‘round’

Round is the Moon Cake

 

Circle/ Triangle

 

Bear in a Square

 

 

Square

1 week

Spatial Awareness – Positional Language

  • Use positional language to describe how items are positioned in relation to other items
  • Position: in, on, under
  • Direction: up, down, across
  • Viewpoint: in front of, behind, forwards, backwards
  • Understand position through words alone – for example, “The bag is under the table,” – with no pointing. Describe a familiar route. Discuss routes and locations, using words like ‘in front of’ and ‘behind’.

 

Rosie’s Walk

 

Me on a Map

 

Each Peach Pear Plum

1 week

Place Value

Number bonds to 5

 

  • Recall number bonds to  5

 

 

1 week

Time- Night and Day

  • Talk about night and day
  • Order events in their daily routine
  • Use language of day, night, morning, afternoon, before, after, today and tomorrow.
  • Measure time in simple ways e.g. counting the number of sleeps to an important event or using timers.  

Day Monkey, Night Monkey.

 

The Dark, Dark Tale

 

Funnybones

 

Fox in the Dark

Term 3

1 Week

Place Value 6-10

 

  • Say and use number names in rhymes and stories
  • Count to 10 forwards and backwards
  • Counts actions or objects which cannot be moved
  • Identify different representations
  • Match numerals and quantities
  • Count by touching each object, recognise the final number they say names the quantity of the set.
  • Order numbers to 10
  • Use their own mark-making to represent numbers to 10
  • Estimates how many objects they can see and check by counting them.
  • Know that the number does not change if things are rearranged
  • Subitise – link with smaller numbers e.g. I know it’s 8 because I see 4 and 4.

Six Dinner Sid

 

Kipper’s Toybox

1 week

Compare mass and capacity

  • Understand what the terms ‘light’ and ‘heavy’ and ‘weighs the same as’ mean
  • Use a pan balance or feel downwards pull by holding plastic bag with item
  • Compare two objects by their weight (packing a shopping bag, making sure the lightest items do not get squashed by heavier things. )  (Find something that is longer, shorter, heavier, lighter (etc.) than a reference item? )
  • Order more than two objects by their weight
  • Children presented with large light items and heavy small items.

Who Sank the Boat?

 

Balancing Act

  • Understand full, empty and half full
  • Predict and measure how many cups full will it take to fill a variety of containers
  • Begin to measure using non-standard (comparing capacity of different bottles by filling lots of glasses )

2 weeks

 

Place Value-

Composition of Numbers 5-10

Compare

  • Compare quantities using language: ‘one quantity is greater than, less than or the same as the other quantity.
  • One more/ one less
  • Composition of numbers 6-10.

Nine Naughty Kittens

 

Feast for 10

 

Ten Black Dots

1 week

Pattern 2

  • Continue, make and spot error in ABB,AAB,AABB, AABBB patterns
  • Symbolise patterns (red dot for dinosaur)
  • Generalising structures to another context or mode (ask children what the rule is for their pattern. Ask to recreate the same pattern rule with different objects)
  • Make a pattern which repeats around a circle
  • Make a pattern around a border with a fixed number of spaces

 

 

 

 

 

 

 

 

 

 

 

 

 

Two of Everything

 

Double the Ducks

 

 

 

Quack and Count

 

The Elephant and the Bad Baby

Term 4

1 week

Numerical patterns

Doubles within 5

  • Double means twice as many
  • Build doubles using real life objects and mathematical equipment
  • Use language of ‘double 4 is 8’
  • Sort and explain doubles and non doubles

 

1 week

Numerical patterns

Sharing equally/ grouping within 5

  • Equal and unequal groups.
  • Recognise and make equal groups
  • Understanding some quantities will share equally into 2 groups and some won’t

1 week 

Numerical patterns- odd and even

Within 5

  • Begin by grouping into pairs- what do they notice?
  • Notice the odd and even structure on numicon/ tens frames

Simon’s Sock

Pairs! In the Garden

1 week

Length and Height

 

  • Use language to describe length and height e.g. the tree is tall, the pencil is short.
  • Comparing the lengths of two of the same type of objects using language related to length (longer/shorter), height (taller, shorter), and breadth (wide, narrower).
  • Begin to measure using non-standard including large bricks/ cubes

The Giraffe who got a Knot

 

Titch

 

Tall

 

Jack and the Beanstalk

 

Jim and the Beanstalk

 

2 weeks 

Number bonds to 10 (recap number bonds to 5)

  • Automatically recall number bonds to 10.

 

Term 5

1 week

Numerical patterns

Doubles within 10

  • Double means twice as many
  • Build doubles using real life objects and mathematical equipment
  • Use language of ‘double 4 is 8’
  • Sort and explain doubles and non doubles

This is the Story of Alison Hubble

 

 

Double Dave

1 week

Numerical patterns

Sharing equally/ grouping within 10

  • Equal and unequal groups.
  • Recognise and make equal groups
  • Understanding some quantities will share equally into 2 groups and some won’t

The Doorbell Rang

 

The Gingerbread Man

 

Bean Thirteen

 

One Hungry Cat

1 week

Odd and even within 10

  • Begin by grouping into pairs- what do they notice?
  • Notice the odd and even structure on numicon/ tens frames

One Off Day

 

Pete the Cat and the Missing Cupcakes

 

Underwater Counting

1 week

Time

  • Order and sequence important times in their day
  • Use language now, before, later, soon, after, then and next to describe events.

 

Mr Wolf’s Week

 

5 Minutes Peace

 

Jasper’s Beanstalk

1 week

 3 D shape

  • recognise cubes, pyramids, spheres and cones
  • Recognise some similarities and differences between 2-D and 3-D
  • Sort 3-D shapes
  • Explore characteristics of 3-D shapes including; 2-D shape faces, vertices and edges.
  • Use familiar objects and common shapes to create and recreate patterns and build models.

 

Mouse Shapes

 

Rapunzel

 

The Princess and the Pea

 

Changes Changes

1 week

Number bonds to 10

  • Recall some number bonds to 10

Term 6

1 Week

Place value 10-20

  • Count to 20 forwards and backwards (starting at different points)
  • Explore different representations of numbers within 20
  • Link numbers 1-9 with teen numbers.
  • Match numerals and quantities to 20
  • Select the correct numeral to represent 10-20 objects
  • Count by touching each object, recognise the final number they say names the quantity of the set.
  • Count an irregular arrangement of up to 20 objects.
  • Order numbers to 20 and say one more/less
  • Use their own mark-making to represent numbers to 20
  • Estimates how many objects they can see and check by counting them.
  • Know that the number does not change if things are rearranged
  • Partition numbers into 10s and 1s
  • LINK NUMBER PATTERNS 0-10 WITH 11-20

One Mouse, 20 Mice

 

One to 10 and Back Again

 

1 is a Snail, 10 is a Crab

 

20 Big Trucks in the Middle of the Street.

2 Week

Addition and subtraction- augmentation (add two single digits)

(first, then, now)

 

  • Real objects to see that the quantity of a group can be changed by adding more/ subtracting.
  • Progress from counting all the objects to counting on (e.g. 4…5,6,7).
  • Use tens frames, number tracks and their fingers.
  • Begin to subitise end amount

Mouse Count

 

Mr Gumpy’s Outing

 

Rosie’s Zoo

 

One Ted Falls Out of Bed

 

Tad

 

Mouse Count

 

Monster Math

1  Week

Number bonds to 10

  • Recall some number bonds to 10

2 Weeks

Spatial Reasoning- Maps.

  • Children understand that we can make maps and plan to represent places and use these to see where things are.

Snail Trail: A Journey Through Modern Art

Patterns and relationships

  • Opportunities to explore and investigate relationships between numbers and shapes. (use Cuisenaire rods, patterns blocks and unit construction blocks).
  • Children continue to copy, continue and create repeating patterns
  • Draw attentions to patterns in stories from a range of cultures.

Grandpa’s Quilt

 

Jack and the Flumflum Tree

 

Pezzettino

 

 

Spatial Reasoning – positional language

  • Places and models can be replicated.
  • Provide opportunity for children to replicate simple constructions, models, real places and places in stories,.
  • Positional language to describe where objects are in relation to other items.

Rosie’s Walk

 

What the Ladybird Heard

 

We’re Going on a Bear Hunt

 

Mr Gumpy’s Motor Car

 

Cockatoos

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