Day 1: Exploring Addition Sentences

Learning Objective

• Understand and form simple addition number sentences to 10.
• Develop early problem-solving skills with addition.

Curriculum Links

• Mathematics - Number (Reception, Early Learning Goals): Children explore addition and subtraction within 10.
• Development Matters: Provide a context for children to use number sentences.

Lesson Breakdown (30 minutes)

Input (15 minutes)

• Begin with a number story using visual aids (e.g., 3 apples + 2 apples).
• Use a large number line on the floor or wall to visually add the numbers.
• Introduce the idea of a number sentence: e.g., 3 + 2 = 5.
• Display several simple addition sentences on the board (e.g., 1 + 4, 2 + 3).
• Use fingers and physical objects to support understanding.
• Engage children by asking them to call out other ways to make 5.

Activity (15 minutes)

• Independent Activity (10 minutes):
  Children use counters and laminated number sentence mats where they fill in the correct number sentence by placing counters and writing numbers with dry wipe pens.
• Class Teacher Support (with 10 children):
  Work in a small group focusing on creating number sentences from visual objects, encouraging children to verbalise the addition sentence before writing it.
• Continuous Provision (outside) - Maths Area:
  Outdoor number sentence magnets on large whiteboards; children create and swap addition sentences with a partner, reinforcing vocabulary and number formation.

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Day 2: Understanding Subtraction Sentences

Learning Objective

• Recognise and form simple subtraction number sentences within 10.
• Conceptualise ‘taking away’ through physical and visual resources.

Curriculum Links

• Mathematics - Number (Reception, Early Learning Goals): Explore subtraction within 10.
• Development Matters: Children solve problems involving subtraction by removing objects.

Lesson Breakdown (30 minutes)

Input (15 minutes)

• Start with a taking away story using a puppet or teddy: “I had 5 biscuits, but I ate 2.”
• Demonstrate on a number line how subtraction works (5 - 2).
• Display subtraction number sentences and model writing them (e.g., 5 - 3 = 2).
• Use physical objects to show ‘taking away’ concretely.
• Ask children to predict what happens when some things are taken away.

Activity (15 minutes)

• Independent Activity (10 minutes):
  Children use plastic animals or toys to physically act out subtraction stories and write corresponding number sentences on mini chalkboards.
• Class Teacher Support (small group):
  Scaffold children’s understanding by asking guiding questions like “How many are left?” and supporting writing of sentences.
• Continuous Provision (outside):
  Create a subtraction hopscotch game with number sentences to solve by stepping and counting backwards.

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Day 3: Combining Addition and Subtraction

Learning Objective

• Identify whether a number sentence represents addition or subtraction.
• Write and solve simple addition and subtraction number sentences within 10.

Curriculum Links

• Mathematics - Number (Reception, Early Learning Goals): Children add and subtract within 10, including verbalising and recording.
• Development Matters: Blend addition and subtraction in practical ways to develop understanding.

Lesson Breakdown (30 minutes)

Input (15 minutes)

• Review addition and subtraction visually, using numberlines and objects.
• Show mixed number sentences, e.g., 4 + 3 = 7, 7 - 5 = 2, on large cards.
• Ask children to explain whether the sentence is addition or subtraction and why.
• Use story prompts for each number sentence to contextualise.

Activity (15 minutes)

• Independent Activity (10 minutes):
  Sorting cards: children sort number sentences under ‘Addition’ or ‘Subtraction’ headings, using counters to verify answers.
• Class Teacher Support (small group):
  Provide differentiated sentence creation: some write addition sentences, others subtraction, checking understanding.
• Continuous Provision (outside):
  Use a number sentence fishing game: children fish for cards with number sentences and state if it’s adding or subtracting.

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Day 4: Problem Solving Number Sentences

Learning Objective

• Apply knowledge of addition and subtraction to solve simple problems.
• Begin to write own number sentences to describe practical problems.

Curriculum Links

• Mathematics - Number (Reception, Early Learning Goals): Use known number facts and write number sentences.
• Development Matters: Begin to reason mathematically through problem-solving.

Lesson Breakdown (30 minutes)

Input (15 minutes)

• Present real-life scenarios (e.g., “There are 6 ducks on the pond, 2 fly away. How many ducks are left?”).
• Act out these scenarios with children using toys/props.
• Model writing number sentences to represent the problem.
• Encourage children to come up with their own similar stories after example.

Activity (15 minutes)

• Independent Activity (10 minutes):
  Story cards with pictures; children draw and write their own number sentences to solve the problem.
• Class Teacher Support (small group):
  Facilitate children in verbalising their story first, then convert into number sentences.
• Continuous Provision (outside):
  “Create your own problem” station with props for children to invent stories and draw number sentences on wipe boards.

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Resources Needed

• Number lines (large floor and classroom-sized).
• Counters, plastic animals, toy food, and everyday objects.
• Small chalkboards or laminated number mats with dry wipe pens.
• Story and number sentence cards.
• Outdoor maths whiteboards, magnet numbers, and hopscotch marking.
• Puppets or soft toys for storytelling.

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Differentiation & Inclusion

• Provide number lines with visual support for children needing scaffolding.
• Use manipulatives extensively to support kinaesthetic and visual learners.
• Encourage peer support in activities to promote language and conceptual development.
• Challenge more able children to write longer sentences or combine multiple steps.

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Assessment Opportunities

• Observe children verbalising addition/subtraction sentences during input and activities.
• Monitor children’s ability to write correct number sentences independently.
• Use continuous provision to assess informal understanding through play-based interactions.
• Record success against Early Learning Goals, particularly Number – Numerical Patterns.

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This four-day plan actively engages Reception children with practical, storytelling and play-based approaches to mastering early number sentences for addition and subtraction, aligned to UK Early Years and Mathematics curriculum standards.