Goldilocks

Early Years Numeracy Book 2

Goldilocks and the three bears are having a party. It is baby bear’s birthday.

•How many cakes do you need? What do you think? How do you know?•If they get one each that makes 4. But Daddy bear would like one more as he didn’t have enough porridge at breakfast. How many do you need to make now? •Two of Baby bear’s cousins, Koala bear and Polar bear, have come to wish him a happy birthday. How many cakes do we need now?•How many candles does Baby bear need on his cake? Would Mummy Bear need more candles or less if it was her birthday?•How many candles would Baby Bear need on his next birthday?

Goldilocks and the three bears are having a party. It is baby bear’s birthday.

•How many cakes do you need? What do you think? How do you know?•If they get one each that makes 4. But Daddy bear would like one more as he didn’t have enough porridge at breakfast. How many do you need to make now? •Two of Baby bear’s cousins, Koala bear and Polar bear, have come to wish him a happy birthday. How many cakes do we need now?•How many candles does Baby bear need on his cake? Would Mummy Bear need more candles or less if it was her birthday?•How many candles would Baby Bear need on his next birthday?

Playdough CakesPlaydough Cakes

This activity can be used to support the following domains at 1 *, 2 ** and 3***. • Number word sequences - Using a large numeral track match a cake to each number. • Structuring Numbers – Grouping - Recognise that there are ….. cakes/candles without counting them individually. • Counting and Comparing Collections - How many red …… ? How many yellow …. ? • Counting Strategies, early addition and subtraction/ facts to 10 - Engage in one to one counting and counting on. • Early Multiplication and Division - Share the items equally. How many each?• Mental Agility – Basic Facts - One to one counting – Check how many cakes/candles there are. Size of set stays the same unless more are added or some are taken away.• Patterns and Relationships - Make repeating patterns e.g. yellow, red, yellow, red, yellow….• Solve Simple Number Stories - Solve simple number stories e.g. there were 5 cakes in the tin and Goldilocks ate 2. How many are left? Place the cakes on a numeral track, if Goldilocks eats one, which number did she eat?

This activity can be used to support the following domains at 1 *, 2 ** and 3***. • Number word sequences - Using a large numeral track match a cake to each number. • Structuring Numbers – Grouping - Recognise that there are ….. cakes/candles without counting them individually. • Counting and Comparing Collections - How many red …… ? How many yellow …. ? • Counting Strategies, early addition and subtraction/ facts to 10 - Engage in one to one counting and counting on. • Early Multiplication and Division - Share the items equally. How many each?• Mental Agility – Basic Facts - One to one counting – Check how many cakes/candles there are. Size of set stays the same unless more are added or some are taken away.• Patterns and Relationships - Make repeating patterns e.g. yellow, red, yellow, red, yellow….• Solve Simple Number Stories - Solve simple number stories e.g. there were 5 cakes in the tin and Goldilocks ate 2. How many are left? Place the cakes on a numeral track, if Goldilocks eats one, which number did she eat?

This activity can be used to support the following domains at 1 *, 2 ** and 3***• Number word sequences – Place bears on a numeral track in order, count sequence forwards and backwards, start at different numbers.•Read and Write numbers - Use number die instead of dot die. Make play dough numbers and match with number of bears in set. •Structuring Numbers – Grouping – Recognise spot patterns on dice. Using 2 coloured bears, can you find different ways to make sets of 4, 5, 6, etc. bears?•Counting and Comparing Collections – Who has the most/least number of bears?•Counting Strategies , Early addition and subtraction/ facts to 10 – You have four, what do you need to make 6?•Early Multiplication and Division – Children can try to share the bears equally. Try counting into 2s.•Mental Agility – Basic Facts - Use 5 bears and find out all the number facts to make 5 – teach your partner all the facts.•Patterns and Relationships – Match and create patterns using different coloured bears.•Solve Simple Number Stories – Children throw 4 and then 2 with their dice. They have six altogether !

This activity can be used to support the following domains at 1 *, 2 ** and 3***• Number word sequences – Place bears on a numeral track in order, count sequence forwards and backwards, start at different numbers.•Read and Write numbers - Use number die instead of dot die. Make play dough numbers and match with number of bears in set. •Structuring Numbers – Grouping – Recognise spot patterns on dice. Using 2 coloured bears, can you find different ways to make sets of 4, 5, 6, etc. bears?•Counting and Comparing Collections – Who has the most/least number of bears?•Counting Strategies , Early addition and subtraction/ facts to 10 – You have four, what do you need to make 6?•Early Multiplication and Division – Children can try to share the bears equally. Try counting into 2s.•Mental Agility – Basic Facts - Use 5 bears and find out all the number facts to make 5 – teach your partner all the facts.•Patterns and Relationships – Match and create patterns using different coloured bears.•Solve Simple Number Stories – Children throw 4 and then 2 with their dice. They have six altogether !

Roll a die and take bears from a tub to that amount. Sort them into coloured dishes.

•How many yellow bears do you have? How many green bears? How many do you have all together?•How many more do you need to make 10?•What number do you want to get when you throw the die? What do you think?•How many large bears do you have? How many medium/small? How many all together?•Place bears in two sets - discuss which group has more/ less bears. How do you know? •Put 1 – 5 (1 - 10) numeral cards in feely bag. Pick a number, collect that many bears, place on a 5 frame (10 frame). How many more to make 5 (10).

Roll a die and take bears from a tub to that amount. Sort them into coloured dishes.

•How many yellow bears do you have? How many green bears? How many do you have all together?•How many more do you need to make 10?•What number do you want to get when you throw the die? What do you think?•How many large bears do you have? How many medium/small? How many all together?•Place bears in two sets - discuss which group has more/ less bears. How do you know? •Put 1 – 5 (1 - 10) numeral cards in feely bag. Pick a number, collect that many bears, place on a 5 frame (10 frame). How many more to make 5 (10).

Compare BearsCompare Bears

This activity can be used to support the following domains at 1 *, 2 ** and 3***• Number word sequences – Count forwards and backwards as you fill/empty the bowls with oats.•Read and Write numbers - ‘Write’ numbers in the oats.•Structuring Numbers – Grouping – Make up groups of bowls/spoons. 5 bears are coming for tea, we have 3 bowls here, how many more do we need? •Counting and Comparing Collections – Put bowls/spoons in order of size - biggest to smallest, shortest to longest.•Counting Strategies , Early addition and subtraction/ facts to 10 – If you have 3 bowls, how many more do you need to make 5?•Early Multiplication and Division – Children can try to share the oats equally. Each bear has 2 bowls each, how many bowls have been eaten? 2, 4, 6…•Mental Agility – Basic Facts - Use 5 bowls/spoons and find out all the number facts to make five.•Patterns and Relationships – Match the spoons to the bowls, add a blueberry to each bowl.•Solve Simple Number Stories – Act out the story.

This activity can be used to support the following domains at 1 *, 2 ** and 3***• Number word sequences – Count forwards and backwards as you fill/empty the bowls with oats.•Read and Write numbers - ‘Write’ numbers in the oats.•Structuring Numbers – Grouping – Make up groups of bowls/spoons. 5 bears are coming for tea, we have 3 bowls here, how many more do we need? •Counting and Comparing Collections – Put bowls/spoons in order of size - biggest to smallest, shortest to longest.•Counting Strategies , Early addition and subtraction/ facts to 10 – If you have 3 bowls, how many more do you need to make 5?•Early Multiplication and Division – Children can try to share the oats equally. Each bear has 2 bowls each, how many bowls have been eaten? 2, 4, 6…•Mental Agility – Basic Facts - Use 5 bowls/spoons and find out all the number facts to make five.•Patterns and Relationships – Match the spoons to the bowls, add a blueberry to each bowl.•Solve Simple Number Stories – Act out the story.

Fill the sand tray with porridge oats and provide bowls and spoons to order by size.

•How many small spoons will it take to fill Baby bear’s bowl? Can you guess? What do you think?•If you fill Baby bears bowl using the biggest spoon, would you need more spoonful's or less?•Baby bear’s cousins have come to visit, Koala bear and Polar bear. How many more bowls and spoons do you need? You had 3 bowls. How many more do you need to make 5?

Fill the sand tray with porridge oats and provide bowls and spoons to order by size.

•How many small spoons will it take to fill Baby bear’s bowl? Can you guess? What do you think?•If you fill Baby bears bowl using the biggest spoon, would you need more spoonful's or less?•Baby bear’s cousins have come to visit, Koala bear and Polar bear. How many more bowls and spoons do you need? You had 3 bowls. How many more do you need to make 5?

Three Bears BowlsThree Bears Bowls

This activity can be used to support the following domains at 1 *, 2 ** and 3***• Number word sequences – Count forwards and backwards as you share out the food.•Read and Write numbers - ‘Read’ how many pieces of picnic food each bear should have from each tub. Make a visual menu with amounts next to food.•Structuring Numbers – Grouping – Make up groups of play food. Each bear can only have 5 things on their plate, 3 pine cone cookies, 2 breadstick twigs and 1 pebble grape. Change the number of items allowed.•Counting and Comparing Collections – Who has the most/least number of breadstick twigs/pine cone cookies?•Counting Strategies , Early addition and subtraction/ facts to 10 – You have 4, what do you need to make 6? I have 3 ‘grapes’ and baby bear has 4 ‘grapes’. How many altogether?•Early Multiplication and Division – Children can try to share the play food equally. Try counting into 2s.•Mental Agility – Basic Facts - Use 5 twigs and find out all the number facts to make 5.•Patterns and Relationships – Match and create patterns using natural play food on the plates.•Solve Simple Number Stories – Polar bear has arrived! What happens now?

This activity can be used to support the following domains at 1 *, 2 ** and 3***• Number word sequences – Count forwards and backwards as you share out the food.•Read and Write numbers - ‘Read’ how many pieces of picnic food each bear should have from each tub. Make a visual menu with amounts next to food.•Structuring Numbers – Grouping – Make up groups of play food. Each bear can only have 5 things on their plate, 3 pine cone cookies, 2 breadstick twigs and 1 pebble grape. Change the number of items allowed.•Counting and Comparing Collections – Who has the most/least number of breadstick twigs/pine cone cookies?•Counting Strategies , Early addition and subtraction/ facts to 10 – You have 4, what do you need to make 6? I have 3 ‘grapes’ and baby bear has 4 ‘grapes’. How many altogether?•Early Multiplication and Division – Children can try to share the play food equally. Try counting into 2s.•Mental Agility – Basic Facts - Use 5 twigs and find out all the number facts to make 5.•Patterns and Relationships – Match and create patterns using natural play food on the plates.•Solve Simple Number Stories – Polar bear has arrived! What happens now?

Provide bears, a blanket, plates, cups and natural play food such as feathers, shells, conkers, pine cones, pebbles, twigs, etc. in tubs

•Give each bear a cup, bowl and matching plate. How many bears are there at the picnic? How many breadstick twigs are there in the tub? How many do you think the bears will get each? How do you know?•Baby bear’s cousin Koala bear has joined in and brought some pine cone cookies. How many more bowls, cups and plates do you need? How many pine cone cookies are there? •Who has the most on their plate? Who has the least?•Can the play food be shared equally?

Provide bears, a blanket, plates, cups and natural play food such as feathers, shells, conkers, pine cones, pebbles, twigs, etc. in tubs

•Give each bear a cup, bowl and matching plate. How many bears are there at the picnic? How many breadstick twigs are there in the tub? How many do you think the bears will get each? How do you know?•Baby bear’s cousin Koala bear has joined in and brought some pine cone cookies. How many more bowls, cups and plates do you need? How many pine cone cookies are there? •Who has the most on their plate? Who has the least?•Can the play food be shared equally?

Teddy Bear’s PicnicTeddy Bear’s Picnic