Page 92 - EY Teacher's Handbook 2024-2025

MATHEMATICS

Early Learning Goals

Number

Children at the expected level of development will:
• Have a deep understanding of numbers 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.

Numerical Patterns
Numerical Patterns
Children at the expected level of development will:

• 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.

Mathematical understanding in Number, Shapes, Space, and Measures (Patterns) should be
developed through stories, songs, games and imaginative play so that children enjoy using and

experimenting with numbers, including numbers larger than 10.

Mathematics teachers will: Refer to the EPG Mathematics Curriculum to determine instructional level

of child and plan using the EPG Mathematics planning template as well as use the EYFS profile
exemplifications for the level of learning and development expected at the end of the EYFS for

Number and Numerical Patterns.

These i
Thesenclude such things as: Children can count reliably with numbers from one to 20, places them
in order and says which number is one more or one less than a given number. Using quantities and
objects, children can add and subtract two single-digit numbers and count on or back to find the
answer. Children use everyday language to talk about size, weight, capacity, position, distance, time

and money to compare quantities and objects and to solve problems. Children can also recognise,
create and describe patterns and explore characteristics of everyday objects and shapes and uses

mathematical language to describe them.