Reception key objective Begin to relate addition to combining two groups of objects, and subtraction to 'taking away' Associated knowledge Errors and Questions to identify errors and Teaching to address errors and and skills misconceptions misconceptions misconceptions Count along and back Can only begin counting Ask the child to choose a starting Children walk forwards and backwards on a number track to at one; inaccurately number. along a large number track, along a and from a given counts objects when What are the next two numbers? number line, on a snakes and ladders position. rearranged; has no What number comes after the board, counting aloud. Start from consistent recognition third number? different positions, use digit cards or Count objects set out in of small numbers of What comes before your starting dice to select start and to move one different arrangements; objects; lacks systematic number? forwards, two backwards, etc. begin to recognise approaches. small numbers without The contents panel says there are Using sets of mixed objects to count counting and that the twelve. Let's check. Tip them out and rearrange, ask children to estimate number of objects is and put them back. How many are and check after each rearrangement. not affected by their there now? position. Put small numbers of objects in familiar Can you tell me how many sweets and unfamiliar patterns and compare Count objects that are there are here without counting with known patterns such as spots on out of reach. them? dice, displays on wall, etc. 1 YR +/How many spots are in this picture? Count sounds such as drum beats or coins dropping into a money box; Throw a small number of objects provide counters or pencils to record onto the table. marks as they count; count counters or Can you count them without their marks on a sheet; compare ways touching them? to systematically count particular How did you do it? arrangements, for example window How do you know you're correct? panes, squares on a grid, chairs around a table.
Next steps Cover up selected numbers for children to identify as they count; move forward and backwards from different starting points; count aloud and silently to determine position after a move. Arrange a known number of objects into two or more groups to establish that the total remains the same; count in twos; count objects arranged in pairs; use recognisable patterns of small numbers, such as 3 and 4, to introduce counting in threes and fours. Estimate the number of objects that can be counted reliably; check by counting, first touching objects then without touching.