3.3y–5y10 minFree playFamily timeQuiet time
Many Ways to Make the Same Total
A playful number-problem activity where the adult shows genuine interest in the child's strategy, celebrates different solutions, and encourages explaining and checking by counting.
What you'll need
Essentials
- 10 small objects (e.g., coins, blocks, bottle tops)
- two bowls/plates OR two areas on the table/floor
- paper and pen (for quick notes or simple recording)
Nice to have
- a small cloth (to cover objects for quick estimate moments)
Movement level: false
What you'll do
The 3-step guide, with what to look for at each step, is for signed-in parents.
What this develops
- MilestoneReports the counted totalMind· 4.3y–5y· stretch
- MilestoneCounts objects one-to-oneMind· 4y–4.5y· stretch· Steps 1, 3
- MilestoneCompares object propertiesMind· 2.8y–5y· core· Steps 2, 3
- MilestoneVerbal opposite identificationMind· 4.5y–5y· stretch· Step 2
- MilestoneReceptive opposite understandingMind· 4y–5y· core· Step 2
- MilestoneBegins to identify own mathematical problems based on own interests and fascinations.Mind· 3.3y–5y· core
- Milestonecounts up to 5Mind· 2.5y–3.3y· stretch· Step 1
What it practices
- Finds the total number of items in two groups by counting all of them.Observable behaviour from Development Matters
- Uses the language of ‘more’ and ‘fewer’ to compare two sets of objects.Observable behaviour from Development Matters
- Counts an irregular arrangement of up to ten objects.Observable behaviour from Development Matters
- Estimates how many objects they can see and checks by counting them.Observable behaviour from Development Matters
Where it comes from
- Source
- Development Matters in the EYFS (DfE, 2012)
- Original guidance
- “Show interest in how children solve problems and value their different solutions.”
- License
- Open Government Licence v3.0
- Attribution
- © Crown Copyright 2012 (Development Matters in the EYFS, DfE)