Little Fingers

Content Name

Little Fingers

Content Type

Partner Content

Description

Little Fingers explores the concepts of more and less. Children are shown a specific number of fingers by the song leader, and the children show the song leader more fingers when challenged to show more, and less fingers when challenged to show less.

Curricula

• Country

  England

  Key Stage:

  EYFS, Key Stage 1

  Years:

  Age 3-4, Reception, Year 1

  Subjects:

  • Mathematics

  Topics:

  • ELG: Number
  • Number - number and place value

  Programmes of Study:

  • Have a deep understanding of number to 10, including the composition of each number
  • identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least
  • given a number, identify 1 more and 1 less

• Country

  Northern Ireland

  Key Stage:

  Foundation Stage, Key Stage 1

  Years:

  P2, P3, P1

  Subjects:

  • Mathematics and Numeracy

  Topics:

  • Counting and Number Recognition

  Programmes of Study:

  • Count forwards and backwards in steps of one within 5/10, from different starting points.
  • Count in the form and context of number rhymes, jingles and stories.

• Country

  Scotland

  Level:

  Early, First

  Years:

  Age 3-4, P1, P2

  Subjects:

  • Numeracy and Maths

  Topics:

  • Number, Money and Measure

  Programmes of Study:

  • I am developing a sense of size and amount by observing, exploring, using and communicating with others about things in the world around me
  • I have explored numbers, understanding that they represent quantities and I can use them to count, create sequences and describe order.

• Country

  Wales

  Step:

  PS 1, PS 2

  Years:

  Reception, Year 1

  Subjects:

  • Mathematics and Numeracy

  Topics:

  • The number system is used to represent and compare relationships between numbers and quantities.

  Programmes of Study:

  • I have experienced the counting sequence of numbers in different ways, reciting forwards and backwards, and starting at different points.
  • I can use my experience of the counting sequence of numbers and of one-to-one correspondence to count sets reliably. I can count objects that I can touch, and ones that I cannot.
  • I can use mathematical language to describe quantities, and to make estimates and comparisons such as ‘more than’, ‘less than’ and ‘equal to’.

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