3.3y–5y12 minFamily timeFree playQuiet time
Sock Staircase Add-and-Take
Make a simple 'number staircase' so your child can see how a starting number changes when you add or take away objects.
What you'll need
Essentials
- 10 paper squares (or socks) to use as staircase steps
- pen or marker
- 10 small safe counters (blocks, pasta pieces, bottle tops)
Nice to have
- tape to keep steps in place
- a small toy figure or car to move on the staircase
Movement level: low
What you'll do
The 4-step guide, with what to look for at each step, is for signed-in parents.
What this develops
- MilestoneCounts objects one-to-oneMind· 4y–4.5y· stretch· Steps 2, 3
- MilestoneRecites the counting sequenceMind· 4y–5y· core
- MilestoneBegins to identify own mathematical problems based on own interests and fascinations.Mind· 3.3y–5y· stretch· Step 4
- MilestoneUses talk to organise, sequence and clarify thinking, ideas, feelings and events.Mind· 3.3y–5y· stretch· Step 4
- MilestoneReceptive opposite understandingMind· 4y–5y· core· Steps 2, 3
- MilestoneTalks about own interests and ideasMind· 4y–5y· core· Step 4
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
- Selects the correct numeral to represent 1 to 5, then 1 to 10 objects.Observable behaviour from Development Matters
- Counts an irregular arrangement of up to ten objects.Observable behaviour from Development Matters
Where it comes from
- Source
- Development Matters in the EYFS (DfE, 2012)
- Original guidance
- “Use number staircases to show a starting point and how you arrive at another point when something is added or taken away.”
- License
- Open Government Licence v3.0
- Attribution
- © Crown Copyright 2012 (Development Matters in the EYFS, DfE)