Low Road and Windmill Music Federation
Foundation Stage – Mathematics
Week Beg.:31.03.14
Learning Objective:
Maths: Shape, Space and Measure
Orders two or three items by length
or height
Characteristics
Learning:
Quick Starter
Focused Activities
HA
Adult Input:
Putting flat 2D eggs in size order and
measuring them using non standard
measure. Using the cubes provided.
Activity:
Chn are to put 2D eggs in size order
and measure them using non standard
measure (for example cubes). Chn
are to measure each item and to
of
Effective SMSC:
Considerate
Finding out and exploring
Communicates
Playing with what they know
Challenges
Being willing to have a go
Chooses
Record using marks the information Being involved and concentrating
Considers
you found
Keeping on trying
Concludes
Enjoying achieving what they set out Collaborates
to do
Connects
Progress Markers:
GD:
Having their own ideas
Curious
I can order two or three items by Making links
Confident
length
Choosing ways to do things
Creates
OD:
Culturally Aware
I can read a measure an object using
non standard measurement and
record
Activity 1
Introduction to measuring. Why
might we need to measure? What can
we measure? Have you ever measure
anything (remind them of getting
their feet measured for shoes)
Measure one child using the crates
provided. How many crates high are
MA
Adult Input:
Putting 3D eggs provided in size
order.
Explain that the eggs need to be put
in size order because the Easter
Bunny has said he needs to know
which is the biggest and smallest
because they can only deliver those.
Activity:
ICT:
Digital Media
Control
Data Handling
Internet
Presenting
Text and Graphics
iPads
LA
Adult Input:
OUTSIDE
Explain to the children that they will
be measuring the large eggs outside
using crates from around the outside
area. Explain that the easter bunny
has left them hidden. When they find
one they need to measure it to find
out how big they are. The easter
they. Stand a grown up next to the record how many cubes each are.
crates now. Is that grown up taller or
shorter than the crates?
As an extension – perhaps introduce
a ruler and show them the measure
alongside and see if they can used it
Activity 2
Give each child a number card from to measure one of the objects
1 – 15. (Keep numbers over 10 for
HA). Give out the cards mostly
randomly one to each child. Ask Key Questions:
children to stand up. Ask children to Encourage key vocabulary: length,
height,
depth
sit down if what you say is true to width,
long,
short,
tall
their card. For example, they have
low
the number 1 2 or 3. For H/A adjust high,
narrow
questions accordingly, ask them to sit wide,
shallow
down if their number is above 10, or deep,
thin
is more than 10 and less than 15. Do thick,
longer, shorter, taller, higher
this till all children are sat.
longest, shortest, tallest, highest
What happens when we...?
Activity 3
have
you
discovered?
Number fans: revision of number What
recognition. Get individual chn up to How did you find that out?
do
you
think
that?
the board to form that number as an Why
extension. Ask children to draw that What made you decide to do it that
way?
number in the air with their fingers
What have we been working on that
might help with this problem?
Chn are to put the eggs in size order
first, using vocabulary involved in
measure. These can then be measured
using the cubes provided and
recorded on the record sheets with
pictures of the eggs.
Key Questions:
Encourage key vocabulary:
length,
width,
height,
depth
long,
short,
tall
high,
low
wide,
narrow
deep,
shallow
thick,
thin
longer, shorter, taller, higher
longest, shortest, tallest, highest
bunny needs to know because they
might be too big for the easter bunny
to carry! Encourage key vocabulary
throughout the activity (please also
remember pictures for profiles and
Miss Stevenson’s practice file)
Activity:
Children are to find an egg and very
carefully measure it using crates.
How many crates high is it? How
many crates wide is it? Is there an
egg which is bigger?
Key Questions:
Encourage key vocabulary:
length,
width,
height,
depth
long,
short,
tall
high,
low
wide,
narrow
deep,
shallow
thick,
thin
longer, shorter, taller, higher
longest, shortest, tallest, highest
What happens when we..?
What have we been working on that
might help with this problem?
How did you find that out?
Why do you think that?
What happens when we...?
What do we do next?
Can you find out how many?
How might we work this out?
How can we write this down?
What do we do next?
Ipads – Monkey Maths App
IWB and Computers – Education City – size order activites.
Other
Adult
Activities/Areas
Initiated