Composition of numbers to 5

Subitising to 5

Objective: Children recognise small amounts up to 5 without counting and say how they see them.

What to do

1. Show a dot card for two seconds, then cover it.
2. Ask: how many did you see? How did you see them?
3. Show the card again so children can check.
4. Show the same number in a different pattern and talk about what is the same.
5. Finish with animals in the tray: show a small group, cover it, ask how many.

Misconceptions

Adapting

• Support: Use 1 to 3 only, with real objects before cards.
• Challenge: Show two cards at once: how many altogether?
• SEND and EAL: Use fingers and gesture alongside number names; pair with a talk partner.

Look for

• Says how many without counting for 1 to 3
• Describes the pattern, for example 2 and 2
• Recognises the same number in different arrangements

Picture cards for this session

Five frames: how many, and how many more to make 5

Objective: Children use a five frame to show amounts to 5 and say how many more are needed to make 5.

What to do

1. Fill the frame from the left, one in each space, saying the numbers together.
2. Show a five frame card and ask a child to make the same on the big frame.
3. Ask how many spaces are empty.
4. Ask how many more we need to make 5, then fill the spaces to check.
5. Children take turns to show a number and ask a friend how many more.

Misconceptions

Adapting

• Support: Work with 3 and 4 only, filling the frame together.
• Challenge: Hide the frame: I have 2, how many more to make 5?
• SEND and EAL: Use the words full and empty with gesture; let children show answers with counters.

Look for

• Fills the frame from the left
• Says how many without counting when the frame shows 4 or 5
• Knows how many more to make 5

Picture cards for this session

Part-whole: composition of 3 and 4

Objective: Children explore how 3 and 4 can be split into two parts using a part-whole model.

What to do

1. Put 3 counters in the whole circle and count them together.
2. Move some counters into each part and say what you see.
3. Say the sentence together: 1 and 2 make 3.
4. Return the counters to the whole and find a different way.
5. Repeat with 4, recording each way children find.

Misconceptions

Adapting

• Support: Use 3 only with large objects children can hold.
• Challenge: Find every way to split 4 and explain how they know they have them all.
• SEND and EAL: Model the sentence slowly with gesture; let children point to parts.

Look for

• Says the parts and the whole
• Finds more than one way
• Uses the sentence 'and ... make ...'

Picture cards for this session

Composition of 5: every way to make 5

Objective: Children find the different ways to make 5 from two parts.

What to do

1. Count the 5 animals together.
2. Children move some animals into each field.
3. Say the parts: 2 and 3 make 5.
4. Make a class record of each way found with counters on the mat.
5. Ask: have we found them all? How do you know?

Misconceptions

Adapting

• Support: Start with 1 and 4: move one animal at a time.
• Challenge: Order the ways from 1 and 4 to 4 and 1 and talk about the pattern.
• SEND and EAL: Use the animals' names and simple sentences; let children show rather than say.

Look for

• Knows the whole stays 5
• Finds several ways to make 5
• Begins to see a pattern in the ways

Picture cards for this session

Number bonds to 5, including zero and take away

Objective: Children recall number bonds to 5, including zero, and begin to see take away as finding a missing part.

What to do

1. Show 5 conkers, then hide some under the cup.
2. Ask: how many can you see? How many are hiding?
3. Lift the cup to check and say the bond together.
4. Hide none, then all: talk about 5 and 0 and 0 and 5.
5. Use the beads: push some across and say how many are left.

Misconceptions

Adapting

• Support: Hide 1 or 2 conkers only.
• Challenge: Play without seeing the 5 first: there are 5 altogether, 3 are showing.
• SEND and EAL: Use gesture for hiding and showing; repeat key words with the actions.

Look for

• Says the hidden part without counting
• Knows 5 and 0 make 5
• Explains how they know

Picture cards for this session

Observation prompts: eyfs.ma.number.1

Look for

• Splits a group of up to 5 into two parts
• Knows the whole stays the same when it is split
• Finds more than one way to make the same number

Listen for

• "2 and 3 make 5."
• "It's still 5, I only moved them."

Next steps

• Not yet: split 3 with real objects and say the parts together.
• Secure: find all the ways to make 5 and talk about the pattern.

Observation prompts: eyfs.ma.number.2

Look for

• Says how many up to 5 without counting
• Recognises the same number in different patterns

Listen for

• "I saw 2 and 2, that's 4."
• "It's 3, I didn't need to count."

Next steps

• Not yet: practise with 1 to 3 using dice patterns.
• Secure: use mixed arrangements of 4 and 5.

Observation prompts: eyfs.ma.number.3

Look for

• Recalls bonds to 5 without counting
• Knows 5 and 0 make 5
• Finds a hidden part

Listen for

• "There's 1 hiding because 4 and 1 make 5."
• "None are hiding, that's 0."

Next steps

• Not yet: play hiding games with 3 conkers.
• Secure: try bonds to 6 with a ten frame.

Dear parents and carers,

Over the next three weeks your child is learning how small numbers up to 5 are made of parts. For example, 5 can be 2 and 3, or 4 and 1.

We use real objects, five frames and part-whole pictures. Children learn to see small amounts at a glance without counting each one.

Ideas to try at home

• Put 5 grapes on two plates in different ways and talk about each plate.
• Hide some of 5 small toys under a cup: how many are hiding?
• Spot dice patterns in board games and say how many without counting.

Thank you for your support, the Reception team