Foundation Stage
Focus Activity Plan
Activity Name Maths-Funnybones Spooky Sweets lesson
Class/ Name of Adult
Sumaya
Area of Learning
PSRN
RT
Talia / Susanna /
Date 14.11.11 Time: 9.05-10.05
Learning Intentions
Core Group: Relates addition to combining two groups (C4)
In practical activities and discussion, begin to use vocabulary involved in adding (C6)
Uses developing mathematical ideas and methods to solve practical problems (NLC8)
Modification group:
Recognizes difference in quantity when comparing two groups (C2)
Recognises numerals up to 6 (NLC5)
Extension-Relates addition to combining two groups up to 5 (C4)
Extension group: Writes numbers up to 10 (NLC9)
Uses developing mathematical ideas and methods to solve practical problems (NLC8)
Use a range of strategies, such as number sentences, for addition problems
Other learning opportunities:
CLL: Uses talk to organize, sequence and clarify thinking and ideas (LCT7)
PSRN: Recognise numerals 1 to 9 (NLC5)
Count reliably up to 10 objects (NLC6)
Resources
Apron, smartboard presentation, recipe cards, ghosts, bones, minibeasts, spiders, big bowls, mixing
spoons, baking trays, number fans, number lines, whiteboards and pens, big = + dice, counting
template, recipes, writing frames for H/A
Previous experience/background
Most children are secure with counting up to 10 objects reliably and recognizing numbers up to 10.
Children have been briefly introduced to using two sets of objects to combine a total number (only up
to 5).
Activity and differentiation
Teaching
Children will be sitting facing smartboard. Remind them of good sitting, listening and looking. Begin
by singing silly sweets song and then counting together 6 items put in bowl. Tell children we are going
to be making our own spooky sweets and recipe book and explain objective-learning to add different
groups of numbers. How many spooky things do I have? Can you show me 6 on your fingers? Can you
show me a different way of showing 6 on your fingers? (H/A). Show them some ingredients and pull
out a recipe card with a 6 on it and a picture of minibeasts and ghosts. In order to make the sweets
correctly, we need to use a total of 6 but we can show it in lots of different ways. Display
Smartboard page and model first outcome by having a big bowl and two baking trays with separate
items. Ask Susanna to double check for you. Is there a way I can change the ingredients but end up
with the same total? Create other outcomes together. Use talk partners.
Foundation Stage
Focus Activity Plan
Briefly introduce the + and = signs as you go along and H/A to give a number sentence for the last
combination.
Application Activity
Teacher will be working with M/A and H/A groups at maths table.
M/A will have bowls filled with ingredients and also a pile of recipe cards with numbers 6-10 on them.
Children are to choose and make the recipe by showing different combinations of the number.
Children will check each other’s work to verify totals. After each set is done, teacher will take a
photo for evidence and to then compile it into a recipe book for the class
H/A will be doing the same activity but teacher will introduce and encourage children to make
number sentences with each combination and record them on recipe templates.
L/A will be working with Susanna in home corner with baking trays that have 5 and 6 boxed templates
in them and recipes with numbers 5/6 them. Children will practise counting reliably different sets of
objects onto the template and identifying the differences in quantity. Children will explore that by
making different sets of numbers, we can reach the same total.
L/A-Jayda, Jordan, Adam, Layla-Ali, Sam D
M/A-Kai, Ruby, Rodney, Sam M, Allia, Ricky
H/A-Alex, Nathan, Thomas, Isabel
At the small maths table, children can explore different length bones and order them from shortest
to longest. At big literacy table, recipe templates for spooky sweets and at small table, Funnybones
book with story props. In sand, numbered bones and pictures of objects and children can match the
number to the object and put it in the treasure chest, in the water, black sparkly water and
characters from Funnybones. On carpet, skeleton puzzle, at creative table, children can mould white
playdoh into bones. At computer, Busy things island game and My World dinosaur bones puzzle.
EAL/SEN considerations
Jordan and Adam will be sitting next to Susanna and Sumaya to ensure good listening. They will have
a bowl and spooky objects that they can physically count during the carpet session. Number fans will
be available for them to look at to consolidate number recognition. Ricky will be sitting in front of
teacher to ensure good listening. Bobby will be sitting in front of teacher to ensure that he is able
to hear well. For EAL learners, there will be visual prompts from the smartboard as well as real
objects to ensure understanding. Isabel (H/A) will be given a whiteboard, pen and number line to
record number sentences on the carpet.
Key vocabulary/questions
How can I make 5/6/7/8/9/10 using two objects? Do I still have the same number? How do I know?
How many more…. do I need? How is that total different? What do I have more/less of? What
would my number sentence be? How is….total different from yours?
Foundation Stage
Focus Activity Plan
Assessment Indicators
For both M/A and H/A groups, teacher will be making incidental observational notes about whether
children can find different ways of making the same number. The teacher will take photographic
evidence as well, which will also be used to add to a recipe book. As well, teacher will note the
strategies they use (ie, counting fingers, observing their friends’ combinations) and the language they
use. H/A teacher will also note whether they can make an addition sentence and record it. For L/A
groups, Susanna will also be making incidental observational notes about children’s ability to
recognize numbers 1-6, to recognize difference in quantity when comparing sets of objects and to
relate addition to combining small groups.
Evaluation and future planning
Depending on children’s knowledge and interest, activities can be modified/extended. Activities will
be carried on for the week to ensure understanding and reinforce knowledge and to guide future
planning concerning the teaching of ordering and recognizing numbers.
Incidental observations will feed into EYFS profile evaluations. Teachers have weekly record keeping
and monitoring meetings that discuss children’s progress/future concerns. Reception teachers have
moderation meetings throughout the year to ensure consistent evaluation across both classes.