NUMBER PLANNING TOOL B.T.G
P1 (i)
Pupils encounter activities and experiences. They may be passive or resistant. They may show simple reflex responses, for example,
startling at sudden noises or movements. Any participation is fully prompted.
Objectives (Aims)
To attend an activity or
experience
Suggested Activities/Outcomes
Resources/Moderation materials
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sounds, lights, touch, smell, taste.
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Puppets
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Body lotion, massage tools, resonance board, foot
spa
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Experience sensory activities, Pupils may be passive or
resistant.
Look at one moving puppet, then another moving puppet
Pupils experience the touch of massage tools on their skin
and whilst lying on a resonance board. Pupils enjoy the
sequence of sounds/movement
Pupils experience the changing sounds as their hands
move through a sound beam with full support
To experience number songs using a variety of sensory
resources, To experience ICT activities with hand over hand
switch pressing,
Demonstrate holding an object in each hand at the same time
(put an object into each of their hands).
Use gloves and insert vibrating objects into palms of the hand
Velcro objects onto the palms of gloves
Use see-through gloves or plastic bags with hands inserted
Instruments, sounds, tactile props e.g. sounds,
instruments, numbers etc
Switch it software e.g. Switch It, Big Bang, Khoros,
fans, smoke machine pupil encouraged to look at
one then another moving object
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Cries when stimulation stops.
Closes eyes when an object is placed near to face.
Is helped to feel through a tactile story.
Startles at sudden noises or movements.
Blinks at a mobile placed 5 cm away from face.
Swallows foods that are pureed.
Exhibits a tongue thrust during many activities.
Becomes withdrawn if not paid direct attention.
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Gloves, vibrating toys, textured objects
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1
NUMBER PLANNING TOOL B.T.G
They may show simple
reflex responses
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Pupils experience fully prompted water play
Pupils touch
To remain awake for short periods during an activity
Startles at sudden noises or movements.
Blinks at a mobile placed 5 cm away from face.
Swallows foods that are pureed.
Exhibits a tongue thrust during many activities.
Becomes withdrawn if not paid direct attention.
Put hats on heads. Is the head still there? Is the hat still there?
Working with sound and vision – turn a radio, TV, CD player or
computer on and off, the sound and pictures appear and
disappear
Place/knock favoured object in a plastic bag, in a paper bag, in
a tin, in a tube
Tickle a child’s hand or foot when covered with cloth so they
move, feel and watch
Use rhythms, rhymes and chants to establish the order of
numbers before the realisation that the order of words is always
the same.
o
o
o
o
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Number songs and games
Number tapes
Videos of number songs and games
Computer programmes on counting linked to sound
input
Look at one desirable object, touch it, examine it and hear the
number “1”.
o Hand eye coordination
Look at two desirable objects, touching and counting “1” and
“2”.
2
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Water play equipment
sensory numbers objects, mobiles and food
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Hat, scarf, sunglasses
Radio, CD Play, Plasma, Light box,
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Beat a drum
Put an o loop tape
Sound beam
Chimes
Bells
Microphone
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Beat a drum
Put an o loop tape
Sound beam
Tin, variety of boxes (cardboard, transparent etc)
Number songs and games
Number tapes
Videos of number songs and games
Computer programmes on counting linked to sound
input
Noisy toy, objects with different textures, light toys
NUMBER PLANNING TOOL B.T.G
o
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As above
Listen to one repeated sound that is very interesting.
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Chimes
Bells
Microphone
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Objects of interest
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Put a desirable sensory object (noisy etc) in a box or bag and
have a look or feel to see if it is in there
o Take the object out secretly and then look into an empty
box or bag with surprise
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Put two desirable objects in the box and feel and look at them
o Secretly take one out and look at and feel the remaining
object – what is missing?
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Snap games
Circle time activities
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Play turn-taking games
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Build a tower of cans, count “1, 2, 3” and then encourage the
child to knock them down.
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Small cubes
Large foam cubes
Land/crash into a metal tin for VI children
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Use gloves and insert vibrating objects into palms
of the hand
Velcro objects onto the palms of gloves
Use see-through gloves or plastic bags with hands
inserted
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Demonstrate holding an object in each hand at the same time
(put an object into each of their hands).
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3
Musical toys
Vibrating toys
Vocalisations etc
NUMBER PLANNING TOOL B.T.G
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Give a well-liked activity or object, then stop or remove and ask
“more?” Watch for slightest indication and give “more”.
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Favoured objects and activities
Give two identical objects or activities and use the word “same”.
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Finger counting – count fingers as each stage of activity is
being done.
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Place hands in bowl of warm water to relax them,
dry with a rough towel, each finger individually
Apply oil or hand cream
Put a ring on each finger
Put 60-second quick dry nail varnish on each nail
(bright colours)
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Toe counting
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As above
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“Pointy” finger – find a finger and point.
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Do it in conjunction with the above activities as the
fingers will be relaxed
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Sweets, drinks
Toys
Clothing
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Link one person to one desirable object or activity (1:1
correspondence)
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“Bang-bang” activities, on tables, on water, on body, on floor
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Start with 1 and 2, move on to 3 depending on
understanding
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Have a small pile of desirable objects (no more than 5) to touch
and count each item only once – in a straight line – then the
child copies. Then touch and move the items one by one into a
counted pile (partitioning).
Count and touch a small line of identical objects
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As above
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Count and touch a small line of dissimilar objects
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As above
4
NUMBER PLANNING TOOL B.T.G
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Count and touch body parts on you and on the child, that match
“2”.
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Count physical activities as they are enacted, “one, two”, “one,
two”.
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Set out a row of objects to be counted and a column of objects
– make an array
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Arms up, arms down
Clap hands, bang feet
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A row of flower pots
A column of spiders
A row of numbers e.g. number shapes etc
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5
NUMBER PLANNING TOOL B.T.G
P1 (ii)
Pupils show emerging awareness of activities and experiences. They may have periods when they appear alert and ready to
focus their attention on certain people, events, objects or parts of objects, for example, grasping objects briefly when they are
placed in their hand. They may give intermittent reactions, for example, sometimes showing surprise at the sudden presence
or absence of an event or object.
Objectives (Aims)
Pupils show emerging
awareness of activities
and experiences.
Suggested Activities/Outcomes
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Resources/Moderation materials
Experience sensory activities, e.g. sounds, lights, touch, smell,
taste. Pupils may briefly and intermittently respond to items
being counted in sequence e.g.
Listen to the same sound repeated in patterns of “2”.
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To briefly show awareness when listening to two sounds and
then three sounds, in a repeated rhythm
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Takes an object to face to explore when the object is placed in
their hand.
Sometimes pays attention to a familiar sound.
Tastes foods in a sequence.
Cries or gestures to signal wanting more.
Opens hands to feel some elements of a tactile story.
Is alerted to touch and sound sequences.
Co-operates with rhythmic or sequential movement of their
fingers or limbs.
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6
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Beat a drum
Put an o loop tape
Sound beam
Chimes
Bells
Microphone
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Electronic organ
Drum beats and cymbal
Claps
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Instruments
Motivating objects
Music
Food
NUMBER PLANNING TOOL B.T.G
They may have periods
when they appear alert
and ready to focus
their attention on
certain people, events,
objects or parts of
objects, for example,
grasping objects
briefly when they are
placed in their hand.
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P1 ii- They may give
intermittent reactions,
for example,
sometimes showing
surprise at the sudden
presence or absence
of an event or object
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Pupils experience the changing sounds as their hands move
through a sound beam with full support and briefly respond.
To intermittently glance at an object or person
To briefly and intermittently react to a sensory source
To briefly and intermittently grasp an object
Notices a black and white toy mobile briefly.
Appears to look around immediate environment.
Gazes at toy for over 5 seconds.
Notices a UV reactive mobile in the dark room under UV
lighting.
Focuses on light reflecting or sound making objects as they are
counted out onto their tray.
Shows interest in a short sequence of objects being placed in
their hands or rubbed on their cheek.
Pupils touch sensory numbers and objects as they are counted
Pupils experience prompted water play. They briefly
participate.
To experience ICT activities with hand over hand switch
pressing, and briefly and intermittently reacts whilst an adult is
counting items onto their tray/lap/hand
Put a desirable sensory object (noisy etc) in a box or bag and
have a look or feel to see if it is in there
o Take the object out secretly and then look into an empty
box or bag with surprise
Sometimes pays attention to a familiar voice or noise.
Stills when experiencing tactile gloves on hands.
Occasionally cries when hearing a loud sound.
Moves hands in a tray of sand randomly.
7
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Sound beam
Light toys
Light and sound room equipment
Tactile objects
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UV objects/torch
Black and white objects
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Water play toys
Switch toys and software – Switch it
Switch It, Big Bang, Khoros, fans, smoke machine
Noisy toy, light toy, sound output
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Desirable objects
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Boxes/bags
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Gloves
Sand
NUMBER PLANNING TOOL B.T.G
P2 (i)
Pupils begin to respond consistently to familiar people, events and objects. They react to new activities and experiences, for
example, becoming excited or alarmed when a routine is broken. They begin to show interest in people, events and objects, for
example, tracking objects briefly across their field of awareness. They accept and engage in coactive exploration, for example,
lifting objects briefly towards the face in shared investigations.
Objectives (Aims)
Pupils begin to
respond consistently
to familiar people,
events and objects
They react to new
activities and
experiences, for
example, becoming
excited or alarmed
when a routine is
broken.
Resources/Moderation materials
 To experience ICT activities with hand over hand switch
pressing, and begin to respond consistently through repetition.
 Maintains interest in sequence of events as an adult counts them
on their table
 Experience sensory activities. Pupils begin to respond
consistently through repetition and look if turned off or removed
from touch
 Attends to a familiar voice.
 Turns head towards a familiar scent.
 Handles a familiar tactile object.
 Listens to different sounds.
 Becomes calm when hearing number songs.
 Puts hands onto a tactile board.
 Reaches out to a favourite person.
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Switch toys and software – Switch it
Switch It, Big Bang, Khoros, fans, smoke machine
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Sounds, lights, touch, smell, taste
Noisy toy, light toy, sound output
 Experience holding or touching items in sequence
 To accept a choice of “1”
 Pupils hold items and take them to their face to examine them
closely
 Maintains hold on a single item and takes it towards face for
visual exploration or mouthing
 Pupils touch sensory numbers and objects and begin to respond
consistently through repetition
 To react to unfinished patterns
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Noisy toy, light toy, sound output, tactile objects
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Offer the activity, event or object that they crave
the most
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Don’t finish a song
Don’t respond to a sound
Explores sequences of objects, eg. toiletries hanging on a
frame and associate with adult’s use of 'one' and 'two'.
8
NUMBER PLANNING TOOL B.T.G
P2 i -They begin to
show interest in
people, events and
objects, for
example, tracking
objects briefly
across their field of
awareness.
Don’t follow a drum bang
Don’t finish a routine...
... then observe if a child indicates that they know
the pattern is altered or interrupted
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a ball rolling across the table.
walks on grass/ tarmac, swims with arm bands /
ring, etc.
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Sensory objects
Whilst on resonance boards place strings of beads/bells next to
pupils arms/ legs encourage pupils to kick arms and legs to
knock them and get feedback.
To begin look for people or objects when they have gone from
sight
To begin to consistently glance at an object or person
consistently glance at an object or person
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Resonance board, bells, beads
To track objects briefly across their field of awareness as they
are counted
Tracks slow moving images briefly across a television or
monitor screen.
Responds more to certain objects on a tactile board.
Looks towards a visually stimulating mobile for over 10
seconds.
Sniffs towards a favourite smell.
Listens to a tape recording of loud and quiet sounds.
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Light toys, Big Bang
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Tactile objects
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Instruments, CD, radio
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Reaches for moving objects when prompted,
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Change in attention when exploring a new taste.
Experiences physical activities with minor contrasts, Puts hands
into a variety of different sensory materials.
Notices a new toy on their table.
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9
NUMBER PLANNING TOOL B.T.G
They accept and
engage in coactive
exploration, for
example, lifting objects
briefly towards the
face in shared
investigations.
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Pupils experience the touch of massage tools on their skin and
whilst lying on a resonance board. They begin to respond
consistently through repetition.
Pupils experience the changing sounds as their hands move
through a sound beam with support and begin to respond
consistently through repetition.
Pupils experience prompted water play. They begin to respond
consistently through repetition of activities and sequences
looking when an adult maintain coactive exploration without
resistance
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Instruments, tactile objects, noisy objects
To experience number songs using a variety of sensory
resources, e.g. props, sounds, instruments, numbers etc and
begin to respond consistently through repetition.
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Bobbles, nail varnish, rings, hand cream,
massager, towel
Pupils except finger counting - count fingers as each stage of
activity is being done.
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Place hands in bowl of warm water to relax them,
dry with a rough towel, each finger individually
Apply oil or hand cream
Put a ring on each finger
Put 60-second quick dry nail varnish on each nail
(bright colours)
As above
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hats on to heads.
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Toe counting
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Licks a sequence of sticky materials from a spoon or hands.
Lies next to a peer while sharing an activity where the teacher
shows more, gone and none.
Communicates surprise as a hidden object is revealed.
Accepts physical prompting of moving hands over different
surfaces
Tracks items which are being counted
Watches fingers and allows an adult to count them during
number games.
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10
NUMBER PLANNING TOOL B.T.G
P2 (ii)
Pupils begin to be proactive in their interactions. They communicate consistent preferences and affective responses, for example showing a
desire to hold a favourite object. They recognise familiar people, events and objects, for example, looking towards their own lunch box when offered
a selection.They perform actions, often by trial and improvement, and they remember learnt responses over short periods of time, for
example,for example, repeating an action with a familiar item of equipment. They cooperate with shared exploration and supported participation,
for example, handling and feeling the texture of objects passed to them
Objectives (Aims)
Suggested Activities/Outcomes
Resources/Moderation materials
Pupils begin to be
proactive in their
interactions
 Pupils begin to explore the touch of massage tools on their skin and
whilst lying on a resonance board.
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Massager, resonance board
Instruments
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They begin to initiate request for repetition e.g. eye contact, gesture
To seek/extend and maintain eye contact for a longer period of time
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Listen to a repeated rhythm and offer the
opportunity to bang in time (use a tambourine,
drums, segments of songs)
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Responds to particular sounds played loud or quiet.
Tracks a familiar moving object travelling down a zip wire.
Looks at a variety of one colour items.
Has a steady, fixating gaze.
Moves hands off a texture they dislike.
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Eye Gaze
11
NUMBER PLANNING TOOL B.T.G
They communicate
consistent
preferences and
affective
responses, for
example showing a
desire to hold a
favourite object.
 Begin to explore sensory activities, e.g. sounds, lights, touch, smell,
taste. Pupils begin to initiate interactions with sensory experiences
and co operate in shared exploration
 Pupils experience water play. They begin to explore materials
independently for brief periods. Pupils collect fish and an adult
counts/tally how many. Pupils find mirrored or reflective numbers in
water
 Pupils begin to explore sensory numbers and objects pro actively for
brief periods.
 To participate with support in number songs using a variety of
sensory resources
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.P2 ii They
recognise familiar
people, events and
objects, for
example, looking
towards their own
lunch box when
offered a selection
To participate in ICT activities with minimum support as required,
such as switch pressing activities
To select a desirable sensory objects in a box or bag and have a
look or feel to see if it is in there
Shows pleasure at particular visual / auditory stimuli.
Becomes excited about a favourite object in the dark room.
Reaches for the same object during a maths session.
Consistently pushes away a disliked tactile experience,
 Adult places only 2 or three toys in the water and jiggles them around
in the water to gain the childs attention. Adult then pushes the objects
gently so that they move in the water. Repeat activity with different
medium
 Pupils begin to explore the touch of massage tools on their skin and
whilst lying on a resonance board. They begin to initiate request for
repetition e.g. eye contact, gesture
 To attend to an adult counting tokens as part of a tally
 To track moving objects (Follows objects through all planes)
 To seek/extend and maintain eye contact for a longer period of time
 To begin to repeat an action to deliberately change/make sounds by
moving body
 Vocalises in response to a favourite sounds / number song.
12
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Water play equipment
Sensory numbers
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Switch It, Big Bang, Khoros, fans, smoke machine
Noisy toys, tactile objects, light toys
props, sounds, instruments, numbers etc and begin
to join in
Noisy toys
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Light toys
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jelly in a bowl.
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sand, foam, paint, jelly, ICT (tracking programs big
bang, balls, blob, Bim bam boogaloo)
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Resonance board
Sensory ICT software, Light and Sound Room
equipment, Eye Gaze
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Instrument, sounds, songs
NUMBER PLANNING TOOL B.T.G
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They perform
actions, often by
trial and
improvement, and
they remember
learnt responses
over short periods
of time, for
example, for
example, repeating
an action with a
familiar item of
equipment.
Shows pleasure at receiving a favourite tactile object.
Reaches out to choose an object from a selection.
Reaches out to pull at a cloth.
Handles a range of objects of reference before a session.
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Tactile objects
 Reaches to take items placed in front of them when passed around
the group or in number rhymes
 Pupils reach for puppets/ numbers/resources that are placed by them
(i.e reaches for a teddy to throw when prompted for 10 in the bed
rhyme)
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Skittles
Balls
Instruments
Sound beam
Instruments
White board
Light up wands etc
 Children join in with a skittle game, counting how many fall down,
how many left, tracking the ball as it rolls towards the skittles.
 Shaking the parachute, shake the balls off, in a group activity. Count
the balls fallen off, reinforcing interaction with the other children.
 To be resistant to the removal of favoured objects
 Pupils begin to explore the changing sounds as their hands move
through a sound beam with support
 Pupils reach for and touch instruments put onto their table etc,
 Pupils touch an image on an interactive screen to make a sound
 To respond to repeated rhythms, offer the opportunity to bang to
 Lifts hand to mouth to try a new snack food.
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Skittles
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tambourine, drums
Segments of songs
“Bang-bang” activities, on tables, on water, on
body, on floor
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Puts head near the source of a favourite sound / smell.
Reaches out to feel a family of objects.
Repeating an action with a familiar item of equipment.
Begins to respond by vocalising when an adult imitates their own
sounds.
13
eg. all spiky, all metal, etc
NUMBER PLANNING TOOL B.T.G
P3 (i)
Pupils begin to communicate intentionally. They seek attention through eye contact, gesture or action. They request events or activities, for
example, pointing to keyobjects or people. They participate in shared activities with less support. They sustain concentration for short
periods. They explore materials in increasingly complex ways, for example, reaching out and feeling for objects as tactile cues to events.
They observe the results of their own actions with interest, for example, listening totheir own vocalisations. They remember learnt responses
over more extended periods, for example, following the sequence of a familiar daily routine andresponding appropriately.
Objectives (Aims)
Pupils begin to
communicate
intentionally.
Suggested Activities/Outcomes
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Resources/Moderation materials
Adult and child sit opposite each other. Adult calls childs name and
makes eye contact with the child then covers their head with the
cloth. Adult says e.g. “Where is he?. Where is he?” building
anticipation before pulling of the cloth saying e.g. “YooHoo / Hello”
and regaining eye contact. Continue the game covering the childs
head / teachers head and giving opportunity for the child to pull the
cover from their own / adults head and attempt to replace it.
Whilst a child is involved in bowling or throwing a dice game the
child requests more or my turn by gesturing towards the adult
Children explore a range of motivating number activities or maths
resources. When the activity is removed the child requests more.
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To request interactive activities(via eye contact or gestures for
more) Give a well-liked activity or object, then stop or remove and
ask “more?” Watch for slightest indication and give “more”.
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Seeks attention through eye contact, gesture or action
Looks at a different coloured object placed in a tray of one-coloured
objects.
Reaches towards a favourite texture when given a choice of 2.
Reaches out for an item of equipment to signal they want more.
Uses facial expressions to indicate moods.
Uses sounds or gesture to indicate wants / needs.
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14
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Cloth/materials, mirrors
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Dice
Musical toys
Light toys
Tactile toys
Tastes/smells
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Musical toys
Vibrating toys
Vocalisations etc
NUMBER PLANNING TOOL B.T.G
They seek
attention through
eye contact,
gesture or action
P3 i They request
events or
activities, for
example, pointing
to keyobjects or
people.
 Peek-a-Boo type games
 Pupils accept having their fingers touched and folded gently down to
respond to an adult counting or number rhymes
 Massage fingers 1 at time
 Build a tower and knock it down. Pupils should be encouraged to
observe the effect when the tower is knocked down.
 To explore jelly (one and lots). Making one and lots bowls, with
support. (Exploration of the vocabulary)
 Pulls at an adults sleeve to get eye contact.
 Cries / shouts until needs are met.
 Pulls adults hand to the object they want.
 Looks at other members of the group.
 Makes patterns using finger foods on a plate,
 Moves body rhythmically to an external beat.
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Adult and child sit opposite each other. Adult calls childs name and
makes eye contact with the child then covers their head with the
cloth. Adult says e.g. “Where is he?. Where is he?” building
anticipation before pulling of the cloth saying e.g. “YooHoo / Hello”
and regaining eye contact. Continue the game covering the childs
head / teachers head and giving opportunity for the child to pull the
cover from their own / adults head and attempt to replace it.
Whilst a child is involved in bowling or throwing a dice game the
child requests more or my turn by gesturing towards the adult
Children explore a range of motivating number activities or maths
resources. When the activity is removed the child requests more.
Looks at photographs of familiar objects.
Vocalises when near a favourite piece of equipment.
Passes object of reference to adult with minimal prompting.
Points to key objects or people.
15
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Massager
Small cubes, Large foam cubes, Land/crash into a
metal tin for VI children
jelly
 chocolate spread, salad cream.
 instruments
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Cloth/materials, mirrors
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Count and touch body movement
NUMBER PLANNING TOOL B.T.G
They participate in
shared activities
with less support.
As above, children requiring less prompting

Build a tower of cans, count “1, 2, 3” and then with encouragement
the child to knock them down.
o Small cubes
o Large foam cubes
o Land/crash into a metal tin for VI children

Joins in with musical activities / number songs during circle time.
Reaches out for favoured tactile objects
Anticipates the next activity by looking towards the storage box.
Responds appropriately to familiar sounds.
Points to favourite objects.



P3 i They sustain
concentration for
short periods


Stimulating sensory gloves, massage cream
Blocks, bricks, plastic bowls, cups, graded lunch
boxes,

OOR for number songs
 Reaching out and twisting, tearing, scrunching materials to explore
them.
 To use the ‘wicker’ balls filled with ribbons and other sensory
materials, allow the children to explore and pull material out
purposefully.
 Remove loose lids to explore contents of containers,
 To observe the contents of sensory tubes by tilting, shaking or rolling
to affect the contents.
 With a variety of percussion instruments pupils should aim to use
instruments in a variety of ways eg banging, rubbing, twisting,
shaking together, striking one with another etc
 Move sand around with different objects, in different ways to find
numbers. (Links to SSM)


Materials of different textures
Ribbons, boxes and wicker balls

Tubes of different length, texture and size

Sensory numbers.


Graded sandwich boxes
Straw hats, cones and plastic bowls

Instruments
 Remain focused as adult count fingers as each stage of activity is
being done.
o Place hands in bowl of warm water to relax them, dry with a
rough towel, each finger individually
o Apply oil or hand cream
o Put a ring on each finger




Oil
Hair bobbles
Hand cream
Nail varnish
16
NUMBER PLANNING TOOL B.T.G
o
Put 60-second quick dry nail varnish on each nail (bright
colours)
Toe counting
As above

They explore
materials in
increasingly
complex ways, for
example, reaching
out and feeling for
objects as tactile
cues to events.
“Pointy” finger – find a finger and point.
o Do it in conjunction with the above activities as the fingers will be
relaxed

 Match lids to graded boxes
 Match and sort scattered objects’
 To explore 3D boxes and objects inside them
 To explore the sand using a range of ways/ materials to find numbers
hidden
 To select and manipulate instruments to make a variety of sounds
 To look in anticipation until adult removes hands and say ‘Peek a
boo’
 To remain interested in a stacking activity
 To touch, look and explore jelly for __ minutes.
 Reaches out and feels for objects as tactile cues to next activity.
 Experiences 1:1 correspondence, eg. 2 gloves in hands, plays with
tea sets, helps to match cups to children.
 Uses repeated actions in physical play, eg, turning, twisting,
pressing.
17









Use handles and knobs to open a box
Put boxes on heads
Put a child in a big box
Put hands/feet into boxes of various sizes
Put toys into boxes with and without lids
Use musical boxes
Boxes with different sounds inside
See through boxes
Boxes inside boxes and inside boxes




Sand
Jelly
Instruments, musical toys
Material

Gloves, feely mittens
NUMBER PLANNING TOOL B.T.G
 Exploring items which have similarities but differ in that they do and
do not smell
 Explores some properties of objects,
They observe the
results of their
own actions with
interest, for
example, listening
to their own
vocalisations.
 To participate in parachute games with less support
 Children join in with a skittle game, counting how many fall down,
how many left, tracking the ball as it rolls towards the skittles,
reinforcing independence in the activity.
 Shaking the parachute, shake the balls off, in a group activity. Count
the balls fallen off, reinforcing independence in the activity.
 To look feel and watch as they empty and refill liquids into a
container




Using water play pupils explore how different containers can be
emptied and refilled with support
Plays with cause and effect toys for fun.
Enjoys receiving their chosen item after using an object of
reference / photo to choose.
Makes marks in soft materials using their hands.
Independently plays with a box of objects to find the highly scented
ones
18

an onion and a ball, soap and brick.

long and short items, empty and full, heavy and
light.



Parachute
Skittles
Water play equipment

Coloured liquids

Switch toys,

Perfumed boxes
NUMBER PLANNING TOOL B.T.G
P3 i- They
remember learnt
responses over
more extended
periods, for
example, following
the sequence of a
familiar daily
routine and
responding
appropriately.







Stacking cones, straw hats, bowls
Recall and match objects to given sets
To recognise familiar sounds by reacting using eye contact,
vocalisation, gestures and body language.
Over a period of a lesson pupils can be exposed to a variety of
activities to cause an effect. Pupils remember how to activate
certain results
Shows cause and effect understanding.
Plays peepo games confidently.
Follows the sequence of a familiar maths session and responds
appropriately.
Waits for floaty material to come into reach before grabbing at it.
19





Eggs in an egg box
Fingers into gloves
Sets of pots and pans
Cup and saucers
Fingers into ring

toys/games/objects that use switches

Material
NUMBER PLANNING TOOL B.T.G
P3 (ii)
Pupils use emerging conventional communication. They greet known people and may initiate interactions and activities, for example,
dropping objects to prompt interventions from adults. They can remember learned responses over increasing periods of time and may
anticipate known events, for example, collecting coats and bags at the end of the school day. They may respond to options and choices with
actions or gestures, for example, pointing to or giving one object rather than another. They actively explore objects and events for more
extended periods, for example, manipulating objects in piles, groups or stacks. They apply potential solutions systematically to problems, for
example, using items of equipment purposefully and appropriately.
Objectives
Pupils use
emerging
conventional
communication


They greet known

people and may
initiate interactions
and activities, for
example, dropping
objects to prompt
interventions from
adults
They can
remember learned
responses over
increasing periods
of time and may
anticipate known


Suggested Activities/Outcomes
Resources/Moderation materials
Use PECS to make requests for favoured mathematical resources
To indicate a preference when offered a choice
o Offer the choice of “2”
o Give a very desirable choice and an unattractive one.

Tactile, noisy, sound toys

vibrating toy or a wooden block
Using water play pupils explore how different containers can be
emptied and refilled with support

Water play equipment
Get the students to help build a tower of bricks and then encourage
them to knock over the tower. Place the tower on resonance
boards, so that the ‘crash’ is enhanced and repeat the action,
looking for pupils reactions and anticipation
To explore jelly (one and lots). Making one and lots bowls, with
support. (Exploration of the vocabulary

Building brick (tin tray/resonance board for VI
children)
20
NUMBER PLANNING TOOL B.T.G
events, for
example,
collecting coats
and bags at the
end of the school
day
P3 ii - They may
respond to options
and choices with
actions or
gestures, for
example, pointing
to or giving one
object rather than
another
They actively
explore objects
and events for
more extended
periods, for
example,
manipulating
objects in piles,
groups or stacks.

To respond consistently to random patterns of movement, to
encourage repeated movements and actions

Working with a ‘musical rainbow’ (Khoros) in the dark corner, pupils
should aim to initiate different sounds when they have stopped, by
pressing down on the flooring. Ensure pupils are far away enough
to have to access the activity independently. Ensure sounds are
turned off before being restarted. Extension: Pupils must apply
potential solutions systematically to problems by finding which
pieces of Khoros work (When some are muted).
Using percussion instruments, pupils make a choice from a
selection of two. Allow pupils a short period of time for exploration
before taking the instruments away and changing 1 or both of the
instruments offered








Working with a variety of motivating sensory items, pupils
should aim to search for favourites hidden by adults inside
and underneath a variety of different boxes and bags.
Search for motivators in a range of containers
Adult allows child to choose motivator, Allow the child to
interact with the toy to gain their interest. After interest has
been built up hide the toy in the box allow the child to watch,
and observe their reactions.
Stacking household equipment
The children will be experiencing jelly in one and lots of
amounts. The children will receive one small bowl with one
cube of jelly in and another bigger bowl with lots. The
children will explore this and should be encouraged to empty
and refill the bowls during their exploration
Manipulates beads on a bead maze in a variety of ways.
Manipulates objects in piles, groups or stacks.
21



Little rooms
Mobiles
Sound beam activities

Instruments

helicopter, ipad, phone, train, musical instrument.

Graded biscuit cutters, spoons, bowls, sandwich
boxes.

Beads
NUMBER PLANNING TOOL B.T.G


Explores building towers, using velcro bricks or large boxes.
Explores differently shaped foods


Feels patterns of coins securely glued to a board.
Explores a variety of sound makers making contrasting sounds,
eg. fast and slow, loud and quiet, etc.
Follows feely trails along walls or on the table.

Building blocks
circular foods (sliced banana, biscuit, hula hoops),
square foods (pineapple chunks, diced carrots,
cheese cubes)
triangular foods (tortilla chips, Dairylea triangles).

a variety of tactile objects
The children will be using the idea of searching for items in a shop,
by searching for items than interest them in boxes.To search
through boxes, manipulating them to open them to find preferred
item
Adds/removes shapes to magnetic board.



Stars, favourite objects
Photographs of classroom objects.
Everyday objects, e.g. shells and pine cones, balls
and bricks, rice and large pieces of pasta.


Actively explore what happens when a variety of switches are
pressed
Explores the purpose and function of a variety of different switches.
a range of switch activated items (Including
soundbeam switches, big macs, computer and
switch activated fan/bubble machine)


Joins shapes together
Demolishes shapes create by adults

magnetic building blocks

To touch, pour, manipulate and watch liquids being mixed with
interest for periods extending 10 minutes.
The children will be exploring different liquids, adding liquids from
one container into another and explore the temperature, feel and
density of the liquid through pouring and watching. The children
should explore the liquids remaining engaged and interested by
their actions for over 10 minutes
Stack and unstuck containers and lids that fit inside each other
Give a photograph spontaneously to an adult to ask for an object or
activity.

sand, cereals, water, pasta, corn flour

Variety of boxes with sensory objects inside

P3 ii They apply
potential solutions
systematically to
problems, for
example, using
items of equipment
purposefully and
appropriately.









22
NUMBER PLANNING TOOL B.T.G





Retrieves a discarded object to re-explore it.
Identifies differences between 2 sets of objects
Reaches into different spaces to find favourite objects / toys.
Tries to roll a selection of objects that do and do not roll.
Using items of equipment purposefully and appropriately.
23


Shells and pine cones, balls and bricks, rice and
large pieces of pasta.
3D shapes, toy vehicles
NUMBER PLANNING TOOL B.T.G
P4
Pupils show an awareness of number activities and counting, for example copying some actions during number rhymes, songs and number
games; following a sequence of pictures or numbers as indicated by a known person during number rhymes and songs.
Objectives (Aims)
P4.Shows an
awareness of number
activities.
Suggested Activities/Outcomes
Resources/Moderation materials
•
•
•
•
Put more knives and forks in the box.
Stick blue cubes and yellow cubes together to make a stick.
To beat a drum or shake a tambourine as an adult counts
To match folks, spoons and knives
•
Pupils take part in a range of number songs by performing
actions (e.g. banging a drum on ‘bang’ in Ten Fat Sausages,
knocking one bottle off the wall at a time in Ten Green Bottles,
wiggling at the appropriate time during the Wiggle Woggle Song)
Indicate they want more at snack or lunch time.
Search for items that have gone out of sight and find them
unchanged, e.g. coins in a purse or items in a shopping bag, play
hide and seek
Gain experience of numerals in classroom and other activities.
•
•
•
•
•
•
•
Stacking cups, cubes, etc.
Build big structures in soft play room.
Add balls onto parachutes.
Real and play food.
Real coins.
Interesting and everyday objects.
Green pop bottles
•
•
•
•
•
•
PECS symbols
Magnetic numbers, ICT, sand, paint, beaded
numbers.
Number stamps, tactile numbers both indoors and
outdoors.
Play dough number cutters.
Sound buttons for numbers.
Wooden numbers, plastic numbers.
Puzzles to insert numbers into

Click here for Pinterest Board
•
•
•
24
•
NUMBER PLANNING TOOL B.T.G
P4 Shows an
awareness of counting
•
Join in with counting activities e.g. Number songs and rhymes
where objects disappear, e.g. sausages in a pan.
Says ‘gone’ or ‘all gone’ appropriately
To copy some signs, words, actions etc in a familiar number
song
Pupils empty boxes, bottles, bags, tubs etc by taking items out
and say ‘all gone’ or ‘gone’ appropriately.
Copy holding up fingers in response to an adult modelling a
simple finger-counting rhyme or chant.
Work alongside other children in motivating events that give
opportunity to score and count, e.g. classroom basketball shots.
Individually with an adult supporting count in domestic contexts,
e.g. counting stairs, clapping, or using computer switch activities
•
•
Interactive white board
You tube songs

Click here for Pinterest Board
•
Range of rhymes, stories and songs supported with
practical resources or using pupils to act out the
song.
Interesting and everyday objects.
Count linked to a physical action, e.g. walking,
clapping, stamping, beating a drum.
•
To touch one object at a time as an adult counts Be part of a
situation where an adult is sharing. Show an expectation they will
receive a part of the item being
•
Musical instruments. Counting sounds we hear on
different instruments
•
Shared e.g. snack time
•
Food and PECS symbols/symbols- snack time
•
•
•
•
•
•
25
•
•
NUMBER PLANNING TOOL B.T.G
P5
Pupils respond to and join in with familiar number rhymes, stories, songs and games, for example, using a series of actions during the
singing of a familiar song; joining in by saying, signing or indicating at least one of the numbers in a familiar number rhyme. Pupils can
indicate one or two, for example by using eyepointing, blinks, gestures or any other means to indicate one or two, as required. They
demonstrate that they are aware of contrasting quantities, for example ‘one’ and ‘lots’ by making groups of one or lots of food items on
plates.
Objectives (Aims)
Suggested Activities/Outcomes
Resources/Moderation materials
Pupils respond to
and join in with
familiar number
rhymes, stories,
songs and games, for
example, using a
series of actions
during the singing of
a familiar song;
joining in by saying,
signing or indicating
at least one of the
numbers in a familiar
number rhyme.
•
•
•
•
•
•
•
•
•
During the singing of a familiar song place objects or characters
according to actions.
Join in with familiar number songs, stories and games with some
assistance or encouragement.
Join in by saying, signing or indicating at least one of the
numbers on a familiar number chart.
Join in games involving adding or taking away, e.g. musical
chairs.
Pupils take part in a range of number songs by performing
actions with their hands or with props E.g. by rolling hands or
using Makaton signing.
Pupils follow the simple routine of a number song E.g. showing
awareness of what comes next or selecting a symbol to indicate
what happens next
Pupils join in saying or singing at least one of the numbers in a
familiar chant
Join in practical role-play giving coins to buy items (correct value
not expected).
Be part of a situation where an adult is sharing. Show an
awareness or emotion if they do not have an equal part of the
whole.
26
•
•
•
•
•
•
Interesting objects with a marked difference for
sorting, e.g. make a sound or not, teddies or cars
Class shop.
Real coins.
Real shopping.
Range of rhymes, stories and songs supported with
practical resources or pupils to act out the song.
ICT-based number rhymes and songs.
•
Widen teaching situations into real-life shopping,
e.g. supermarket, post office, etc.

Click here for Pinterest Board
•
Snack- raisins, cut up food eg toast apple
NUMBER PLANNING TOOL B.T.G
P5 -Pupils can
indicate one or two,
for example by using
eyepointing, blinks,
gestures or any other
means to indicate
one or two, as
required.
•
•
•
•
•
•
•
•
•
•
•
Touch or point to one or two objects on request.
Hold up a single object on request to show one. Hold up two
objects when asked to show two.
Picks up more than one object when asked for two.
Strike two beats on a drum following one beat.
Selects one or two objects on request.
Point to given sets of 1 or 2 items
Sort pairs of objects and single objects into sets
Pupils find matching pairs.
Pupils experience playing very simple counter games with
modified dice with 1 and 2 on them
Pupils take part in a range of activities which involve indicating 1,
2, lots etc.
Pupils clap/beat a drum once or twice to indicate 1 or 2 objects
•
•
•
Interesting and everyday objects.
Facial features, e.g. two ears, one nose.
Outdoor equipment, e.g. two bikes, one car, two
skipping ropes.
•
•
•
•
•
•
•
Functional pairs such as shoes, socks, gloves,
knife, fork
Images of 1 or 2 functional objects
Numicon shapes 1 and 2
Customised dice.
Lego Stickle bricks
Building blocks
Cups Musical instruments
•
•
Pupils make 1/2/lots of marks or prints using
Make two handprints, footprints or other marks in damp sand
Support with making a group of two for pupils so they can copy
and make their own group of two.
•
•
•
•
•
Paint
Sponges
Sand
Stickers
Hand and foot prints
•
•
Use the term 'one' correctly.
In response to ‘Find me the number 2’ pass the correct numeral
card from a choice of two cards offered, or pass the card with the
correct number of objects from a choice of two cards offered.
Pupils pick up more than one object when asked for two
(indicates they know you want a quantity more than
one).
•
•
.
•
Quantity cards
Range of numerals
•
•
Number stamps, tactile numbers.
Number cards, wooden numbers, plastic numbers
•
•
27
Games which involves collecting one or two items
NUMBER PLANNING TOOL B.T.G
P5 -They demonstrate
that they are aware of
contrasting
quantities, for
example ‘one’ and
‘lots’ by making
groups of one or lots
of food items on
plates.
•
Sort objects or pictures into groups or piles of one and lots to
show contrast.
•
When cooperating with others in combining or separating groups
demonstrate they are aware of contrasting quantities, e.g. one
and lots.
Select from choice at snack time plate of food with 1 or lots
In role-play and practical situations be part of sharing a single
object and small quantities.
Request 1 or lots using symbol cards, shakes on instrument,
bangs on drum
•
•
•
•
Chooses the large puddle to jump into from a choice of several!
28
•
•
•
•
Picture cards 1 and lots
PECS symbols
Food and everyday items such as tableware.
Musical instruments
NUMBER PLANNING TOOL B.T.G
P6
Pupils demonstrate an understanding of one-to-one correspondence in a range of contexts, for example: matching objects such as cups to
saucers, straws to drink cartons. Pupils join in rote counting up to five, for example, saying or signing number names to 5 in counting
activities. They count reliably to three, make sets of up to three objects and use numbers to three in familiar activities and games, for
example, touching one, two, three items as an adult counts, counting toys or pictures, counting out sets of three, e.g. knife, fork and spoon.
They demonstrate an understanding the concept of ‘more, for example, indicating that more cups, counters, food items are required. They
join in with new number rhymes, songs, stories and games.
Objectives (Aims)
Suggested Activities/Outcomes
Resources/Moderation materials
P6-Pupils demonstrate
an understanding of
one-to-one
correspondence in a
range of contexts, for
example: matching
objects such as cups
to saucers, straws to
drink cartons
•
•
•
•
•
•
•
•
•
•
•
•
•
Find one object for each person.
Find enough cups so each person can have a drink.
Give each person a straw for their drink
Indicate more items, etc. are needed.
•
•
•
Interesting and everyday items, e.g. stickers on a
chart.
Hats
Drinks and snacks
Give each person their snack
Match straws to cups
Match spoons to bowls
Place one item on each plate/bowl
•
•
Straws, cups, spoons, bowls, shells.
Real food, raisins, grapes, pasta pieces.
•
•
•
Toy money/real coins/images of coins
Money boxes for posting coins
Coins to pictures, real items to photo or symbol
•
Cups to saucers, straws to drink cartons, knife to
fork.
Clothing, giving out coats, hanging up coats.
Give out a small number of items so pupils understand the
experience of ‘one for you, one for you’ around a group
Match picture to object
Matching functional objects
Touch or point to each coat on a hook as an adult touches them
and counts.
29
•
NUMBER PLANNING TOOL B.T.G
P6-They count reliably
to three, make sets of
up to three objects and
use numbers to three
in familiar activities
and games, for
example, touching one,
two, three items as an
adult counts, counting
toys or pictures,
counting out sets of
three, e.g. knife, fork
and spoon.
•
•
•
•
Class shop
Experience exchanging coins
Touch one item held by an adult. Touch two ears. Touch three
buttons
Count objects around us. In and out of school
•
Repeat number names Participate in art activities which involve
counting to 3
•
•
•
Count GIVEN sets of objects
Count OUT sets of objects (1-3 must have too many)
Sort images/objects with sets up to three objects
•
•
To relate numerals 1-3 to the number of objects
Count out three drum beats
•
•
•
Dance and count in time to a waltz one... two… three
Point to items on a number line up to 3
•
•
Use tokens or marks to represent an event or activity
Make marks in to record numbers up to three.
•
•
•
•
Real coins.
Interesting and everyday objects.
Fingers, gloves, finger puppets, sound buttons.
Clothing, windows, chairs, doors
•
•
Countdown to start activities, P.E 1,2,3, go
Counting beats on instruments.
•
Click here for Pinterest Board
•
•
•
•
•
Images of 1,2 and 3 objects.
Sets of beads on strings,
Numicon shapes 1-3
Number cards 1-3
Match number to picture card
•
•
•
•
•
•
Musical instruments
Music
Number templates
Number stamps, tactile numbers.
Number lacing/tracing cards
Number line to 3
•
Sand, flour, cornflour, paint
•
Tokens, whiteboards, magnetic boards, ICT, sand,
paint.
.
30
NUMBER PLANNING TOOL B.T.G
P6-They demonstrate
an understanding the
concept of ‘more, for
example, indicating
that more cups,
counters, food items
are required.
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Request more of correct object to complete 1:1 matching.
To create party bags by placing one of each item into each bag.
Pupils then give one bag to each class member and requesting
more if there isn’t enough
Pupils take part in table setting activities with knives and forks,
cups and saucers, plates etc and requesting more if there isn’t
enough
Pupils use interactive whiteboard to take part in matching
activities by dragging objects across the screen and requesting
more if there isn’t enough
Pupils take part in picnic activities by sharing out equipment
and food and requesting more if there isn’t enough
Pupils create fruit salad bowls by placing small pieces of fruit
into bowls using 1:1 correspondence knowledge and requesting
more if there isn’t enough
Pupils take part in planting activities by placing 1 seed in each
pot and requesting more if there isn’t enough
Pupils take part in TEACCH activities involving 1:1
correspondence and requesting more if there isn’t enough
Pupils find one hat for each person in their group/dolls and
teddies and requesting more if there isn’t enough
Pupils indicate which of given sets of pictures or objects have
more
Say, sign or indicate that more books, cups, counters, etc. are
required.
Games which involve collecting and then counting, e.g. objects
in the sand, team games, snack food.
Sabotage so they do not have enough. Do they request more?
Show awareness of the vocabulary ‘more’ in practical situations
Can you give me some of the apple? (Do not expect the pieces
to be halves
31
•
•
•
•
•
•
Playing games.
Practical and role-play activities.
Food and snack time opportunities
PECS and symbols to request more
Snack time or play food.
Other items to share, e.g. modelling clay
NUMBER PLANNING TOOL B.T.G
P6-Join in with new
number songs, stories
and games.
•
•
•
•
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As part of a group, say the number names to five in order, e.g.
number rhymes, songs, stories. The group continues reciting
numbers during the reading of familiar stories or rhymes with
adult help
Play games with dice up to three dots. Associate the patterns
with the numbers.
With encouragement take part in a game to collect three things
then saying or signing one, two, three.
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Range of rhymes, stories and songs.
ICT-based number rhymes and songs.
Props to support number rhymes/stories.
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Customised dice
Say or sign number names with the beat of a drum or
handclaps
Join in known number songs that count up to 5.
Chant with an adult the numbers to 5
Join in a race, give each child a number to 5 and ask them to
stand in the correct numbered hoop
Throw numbered cushions/bean bags into the correct
numbered box/hoop
Join in the count in a story with a repetitive counting structure,
e.g. '1, 2, 3, Go!'.
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Musical instruments
PE equipment
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Click here for Pinterest Board
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Everyday objects
Listen with interest to a new story involving the numbers 1, 2
and 3; join in by saying, signing or indicating the number of
characters to 3.
With encouragement, take part in a game of collecting three
things, then saying or signing 1, 2, 3.
32
NUMBER PLANNING TOOL B.T.G
P7
Pupils join in rote counting to 10, for example, saying or signing number names to 10 in counting activities They can count at least 5 objects
reliably, for example, candles on a cake, bricks in a tower. They recognise numerals from one to five and to understand that each represents
a constant number or amount, for example, putting correct number of objects (1-5) into containers marked with the numeral; collecting the
correct number of items up to five. Pupils demonstrate an understanding of 'less', for example, indicating which bottle has less water in it. In
practical situations they respond to 'add one' to a number of objects, for example, responding to requests such as add one pencil to the
pencils in the pot, add one sweet to the dish.
Objectives (Aims)
Suggested Activities/Outcomes
Resources/Moderation materials
Pupils join in rote
counting to 10, for
example, saying or
signing number names
to 10 in counting
activities.
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They can count at least
5 objects reliably, for
example, candles on a
cake, bricks in a tower.
•
Join in rote counting to ten, possibly in the context of a rhyme
To repeat counting to 10
To correctly count to 10
Pupils continue to count aloud numbers to ten in groups.
As part of a group, say the number names to nine in order in
familiar contexts, e.g. number rhymes, songs, stories. The
group continues reciting numbers during the reading of familiar
stories or rhymes with adult help.
Join in by pointing to appropriate numbers on an individual
number line as the numbers are said/signed
Joins in a variety of inspiring number songs by rote counting to
10
Step on the floor number track in order from 1 to 10 as number
names are said or signed by adult or other pupils.
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Songs and games on internet.
Songs and chants with instruments.
Number and counting books
Number track/number floor tiles
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Click here for Pinterest Board
To count given sets of objects to 5
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Coins.
Interesting objects
Everyday objects- clothing, snacks, drinks gloves,
food
Count items in lunch box
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33
NUMBER PLANNING TOOL B.T.G
•
P7They recognise
numerals from one to
five and to understand
that each represents a
constant number or
amount, for example,
putting correct number
of objects (1-5) into
To put out objects to 5 – must have too many
•
To match quantities to numerals
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Put the correct number of objects into a counting drawer or box
which has a numeral upon it.
Scoring activities, recording outcomes using stickers, bean
bags in buckets, Skittles games etc.
•
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Count food items in cooking
Count steps on stairs
Dominoes.
Dice games.
Numicon shapes pegs and spinner
Interesting and unusual objects, gems rings, topical
items such as Halloween- counting pumpkin straws
Counting objects of individual interest
Counting pictures of preferred characters
Build brick tower in hydro pool and count
Beebots
Candles on cake
Socks on washing line
UV torch and spots on gloves
UV torch and number templates to 5.
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Lotto game
Picture cards and number templates
Number stampers
Painting spots on numbers
Roll dice and count out correct amount
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Interesting and everyday objects.
Fingers, gloves, finger puppets.
Food containers
Images of objects in sets
Box to put items in.
Tins to drop money in.
Beads, pasta, laces.
Washing number line
NUMBER PLANNING TOOL B.T.G
containers marked
with the numeral
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Play a game what number am I? (Describe the next
number/previous number and get the children to shout out the
correct answer.
Pupils •
Using Khoros, stand on the correct numeral when
asked to play the sound.
Play a variety of simple dice games
Use orderly tally marks and associate them with the numerals.
Identify missing number to 5.
Create dot patterns with stickers and associate them with
numerals.
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Numicon shapes, numbers and spinners
Whiteboards, magnetic boards, ICT, sand, paint.
Number stamps, tactile numbers.
Number cards, wooden numbers, plastic numbers
Tracing numbers
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Number lines with flashcards
Ordering number tiles
Number puzzles
Matching numbers to sets- Numicon
Count given numbers of objects into containers
String given number of beads, pasta tubes on
thread.
Make bracelets and necklaces with given numbers
of beads
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P7 Pupils demonstrate
an understanding of
'less', for example,
indicating which bottle
has less water in it.
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Identify which of 2 bowls or plates of food has less.
Which of 2 cups or bottles of water has less.
Make less than given amount – food items and drink To answer
the question which one has less When taking the register say
how may boys are here and how many girls – which group has
less
Pupils take part in a number of activities which allows them to
indicate which has less.
Indicate which of 2 given amounts of money is less
Make more or less than given amounts
Practical more or less with students.
35
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Click here for Pinterest Board
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Dry pasta and bowls/plates
Water bottles, cups.
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Coins
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Cubes
Students
Surveys
Click here for Pinterest Board
Match numerals to the dot pattern on a dice
NUMBER PLANNING TOOL B.T.G
P7 In practical
situations they
respond to 'add one' to
a number of objects,
for example,
responding to requests
such as add one pencil
to the pencils in the
pot, add one sweet to
the dish.
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Use tally or other marks. Associate them with number
names and quantities e.g. Scoring games, e.g. ten pin
bowling, outdoor games.
Practical addition with a range of everyday objects
Playing games add one more counter when requested
everyday opportunities around the classroom add one more
pencil to pot, scissors to drawer etc
Pupils take part in a range of number of activities which
allows them to indicate one more
Pupils practice lots of shopping activities adding one more
to their basket and saying how many they have now.
Use stacking cubes and count how many when adding one
more
Respond to requests like add one more
Find one more chair for a friend to sit on
36
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Food items
Class shop – price tickets, Registers,
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Pencils and pots
Chairs and books
Spoons and bowls
Drinks and straws
Games
Skittles
Click here for Pinterest Board
NUMBER PLANNING TOOL B.T.G
P8
Pupils join in with rote counting to beyond 10, for example, they say or sign number names in counting activities. They continue to rote count
onwards from a given small number, for example, continuing the rote count onwards in a game using dice and moving counters up to 10;
continuing to say, sign or indicate the count aloud when adult begins counting the first two numbers. Pupils recognise differences in
quantity, for example, in comparing given sets of objects and saying which has more or less, which is the bigger group or smaller group.
They recognise numerals from one to nine and relate them to sets of objects, for example, labelling sets of objects with correct numerals. In
practical situations they respond to ‘add one’ to or ‘take one away’ from a number of objects, for example, adding one more to three objects
in a box and say, sign or indicate how many are now in the box; at a cake sale saying, signing or indicating how many cakes are left when
one is sold. They use ordinal numbers (first, second, third) when describing the position of objects, people or events, for example, indicating
who is first in a queue or line; who is first, second and third in a race or competition. Pupils estimate a small number (up to 10) and check by
counting, for example, suggesting numbers that can be checked by counting, guessing then counting the number of: pupils in a group;
adults in the room; cups needed at break time.
Objectives (Aims)
Suggested Activities/Outcomes
Resources/Moderation materials
P8 Pupils join in with
rote counting to
beyond 10, for
example, they say or
sign number names in
counting activities
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Counting by rote in maths songs and chants.
Counting how many students here today
Counting in games
Ordering number flashcards and tiles
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They say or sign number names in counting activities
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Join in with songs like: 'One, two three, four, Mary at the kitchen
door' by singing, signing, or indicating correct number names.
(Older children will enjoy adapted pop songs, raps and chants).
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Use several step talkers or a communication aid to join in with
rote counting.
Counting on and back
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Internet songs and games
Number flash cards
Big numbers.
Number cards, wooden numbers, plastic numbers.
Number cutters for modelling clay.
Interesting objects.
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Numbers in environment – bus numbers,
street/house numbers
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Props to support number rhymes/stories.
Step talkers/big macs/ipads/communication aids
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Washing line/ number line and number cards.
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Click here for Pinterest Board
NUMBER PLANNING TOOL B.T.G
P8 They continue to
rote count onwards
from a given small
number, for example,
continuing the rote
count onwards in a
game using dice and
moving counters up to
10; continuing to say,
sign or indicate the
count aloud when
adult begins counting
the first two numbers.
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Pupils continue to count aloud numbers to ten initially with an
adult, and then continuing a count started by an adult.
Say the number names to nine in order in familiar contexts.
Have the children in a circle, giving them all a number, spin a
spinner and have the child with that number count on 3 etc
numbers
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Props to support number rhymes/stories
Number rhymes, songs, stories
Number spinners.
Continue the rote count onwards in a game.
Continue to say, sign or indicate the count aloud when adult
begins counting the first two numbers.
Continue to say, sign or indicated the count when an adult
starts using a familiar counting rhyme/chant/song.
Continue the rote count onwards from a given small number.
•
The pupil continues reciting numbers during the
reading of familiar stories or rhymes with adult help
Games
Number stories and songs
Dice and games.
38
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NUMBER PLANNING TOOL B.T.G
P8 Pupils recognise
differences in quantity,
for example, in
comparing given sets
of objects and saying
which has more or
less, which is the
bigger group or
smaller group
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P8 They recognise
numerals from one to
nine and relate them to
sets of objects, for
example, labelling sets
of objects with correct
numerals
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Use language more, less, bigger, smaller In role-play situations
pupils use language such as more or less, e.g. He has five
chips I have three chips. Who has more?
Count out the correct number of chairs for adults/children
seeing the difference for each
Divide balls into colours and decide which set has most in,
count to check answers.
Use stacking cubes and pupils to find which stack and
more/fewer than given amount.
Given 5 boxes with objects in each, arrange them in order of
quantity which boxes hold more/less
Make sets of objects with more or less than given quantity
Who has more? She has four cubes, he has two cubes. Who
has less?
Give sticks with different amounts of cubes and compare which
has more/less
Given amount of items in one hand and different amount in
other hand, indicate which hand holds more counters.
Count a number of objects (up to ten) on a plate with pupils.
Ask the pupil how many items are on the plate.
They answer without recounting.
Count beats on a drum to mach given flash card
Rearrange items on plate and ask again how many items are
on the plate.
Begin to match sets of objects to numerals that represent the
number of objects.
Look at how many objects there are here (e.g. four). Go to the
corner which shows this number.
Count a number of items from a group together. Look for
39
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Symbols for more, less, bigger, smaller
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Everyday objects
Classroom objects
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Balls and bags to sort
Food and snack time
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Graded boxes
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Cubes
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Click here for Pinterest Board
Fruit/raisins/snacks
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Counters
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Interesting and motivating counting items
Snacks/plates/bowls
Number flashcards
Instruments
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Click here for Pinterest Board
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Number flash cards/tiles/Magnetic numbers
NUMBER PLANNING TOOL B.T.G
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numbers hidden around the room (use different size numbers).
Dig numbers out of the sand tray. Find a number of items that
match this number.
Continue a familiar song using numbers up to 10
Say, sign, numbers names or indicate numbers, in order from 1
Play games using 2 dice counting the dots and moving the
correct amount of squares ask pupils to show you the correct
amount of people in class today or away
Make a simple tally chart, who has blue/green eyes? Who is
wearing a school jumper? etc
Count tally’s/stickers and assign the correct numeral
Count objects in a counting box and find the correct numeral
Give pupils a numeral and ask them to fill that many pots of soil
Count out sets of shapes or paint spots on numbers
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Count out number of objects and add one or take one away as
requested
Everyday opportunities eg take a cup away, take a chair away
Practical opportunities at snack time take one piece of toast
from plate, how many left?
They can add one more coat to three coats hanging on
numbered pegs, and indicate or say how many coats there are.
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P8 In practical
situations they
respond to ‘add one’ to
or ‘take one away’ from
a number of objects,
for example, adding
one more to three
objects in a box and
say, sign or indicate
how many are now in
the box; at a cake sale
saying, signing or
indicating how many
cakes are left when
one is sold.
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Respond to ‘add one’ to or ‘take one away’ from a number of
objects, how many remain?
At a cake sale say, sign or indicate how many cakes are left
when one is sold.
How many can they see, how many will there be if we add one
more?
They add one more to three people standing in a line, and say,
sign or indicate how many people are now in lin
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Sand tray with plastic numbers
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Familiar songs
Pop songs
Rhymes
Numbers painted on shells or stones
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Craft materials- pom poms, wobbly eyes etc
Paint/giant number templates
Plant pots and soil
.
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Motivating resources
Everyday objects and boxes.
Motivating resources
Pupils belongings such as coats, jumpers
Everyday classroom resources, scissors, pencils
paper
Toy people.
Numbered pegs and coats.
Shopping opportunities
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Click here for Pinterest Board
NUMBER PLANNING TOOL B.T.G
P8 They use ordinal
numbers (first, second,
third) when describing
the position of objects,
people or events, for
example, indicating
who is first in a queue
or line; who is first,
second and third in a
race or competition
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P8 Pupils estimate a
small number (up to
10) and check by
counting, for example,
suggesting numbers
that can be checked by
counting, guessing
then counting the
number of: pupils in a
group; adults in the
room; cups needed at
break time.
Use Ordinal numbers in real situations eg lining up
Order events when cooking
Arrange objects in given order 1st to 3rd
Follow sequence of events
Read ordinal number cards
Ordering places in competition and games 1st – 3rd
In practical and role-play use first and last, e.g. in a queue, in a
race.
Watch a clip of the Olympics and see who came 1st, 2nd, 3rd
Order top 3 teams in Premier league
Use cars on a track or bee bots and race them using the terms
1st, 2nd, 3rd.
Show on a timetable which is the first lesson and which is the
last
Make an ice cream with your favourite flavours in order 1st
chocolate chip, second mint etc
Make someone else an ice cream following 1st chocolate etc
 Play ‘who can estimate the nearest’ games by placing balls in a
net and estimating how many are there. Get the child with the
nearest estimate to count the next time etc
Lots of variations of the above, guess how many snacks etc
 Estimate how many children are away today
 Discuss what an estimate is, sometimes we do not need to
count, look and see one object and gradually increase.
 Get the pupils to look at and see if they can guess by holding a
closed box how many pens are in there etc
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Everyday opportunities at play time, lunch time
when reading timetable
Ordinal number cards
Sequence events photographs
Sequence real life events eg hand washing, getting
dressed 1st 2nd 3rd
Football team emblems
Sports day
Competition and games
Photographs of everyday events
Class timetable
Cooking ingredients/food
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Click here for Pinterest Board
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Interesting objects.
Sports equipment
Classroom objects and events
Estimate how many items at Snack time/ dinner
time/assembly time
Boxes and bags to hide objects
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Click here for Pinterest Board
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