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.
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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.
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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
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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 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 | | |
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 )
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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
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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
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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.
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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
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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
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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 |
