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Washing Line Questions
Reception
Resources: 0-30 washing line (numbered both sides, two tone shades)
Counting and recognising numbers
1. Point to a number, children say number out loud
2. Say a number. Child goes to washing line and finds the number
3. Remove a number from the washing line. Children count along line to find which
number is missing
4. Mix up two numbers on the washing line. Children count along the line and find the
muddled numbers
5. Mix up two numbers on the line, children count down the line and try to find the
muddled numbers
6. Turn over one number (to white), children start counting in ones up/down from that
number
7. Turn over one number. Child says the number and counts out corresponding number
of pennies, cubes or other objects
8. Child or teacher performs action e.g. clapping a number of times. Children count
silently and identify the correct number on the washing line.
9. Turn 2,4,6…. over. Say these numbers out loud and continue the sequence. Can any
one name the numbers they have said
10. Turn over 1,3,5,… Can anyone name these numbers?
11. Working with numbers to 10: Remove numbers 6-10. Muddle up the remaining
numbers, can children sort them out
12. Working with numbers to 10: Remove 2,3,4,7,9. Can children order remaining
numbers
13. What is the smallest number?
14. What is the greatest/biggest/largest number?
15. What number comes before / after / next to … ?
16. Turn over two numbers [to white]-‘Give me a number that is between the white
numbers’
17. What is the first/second/third…number?
18. Give me the 10th number
19. Give me the last number
20. What number is the last but one
Adding and subtracting
1. Which is greater/ smaller, 3 or 7 etc… ?
2. Give me a number 1 greater/1 more than 4
3. Give me a number 1 fewer/less than 6
4. Point to a number. Child counts out one more/one fewer pennies than the number
shown
5. There are two people on the bus. One more gets on, how many are there on the bus
altogether? Point to the number on the washing line and model the calculation
2+1=3. Say together: 3 is one more than 2; 2 add 1 makes 3
6. There are 6 people on the bus, then one gets off. How many people are left on the
bus? Point to 5 on number line, say together: 5 is one less than 6; 6 take away 1
leaves / makes 5; model calculation 6-1=5
7. Count on 3 starting at 4. Which number do we stop at? Say together, three more
than four makes 7; 4 add 3 makes 7
8. There were four cakes on the plate, now there are 3. How many have gone? Find
four on the number line, count back to three; say together, three is one less than
4; model calculation 4-1=3
9. Count to 2 using number line, count on two more, say together 2 add 2 is 4
10. Start at 11. How many more do we need to count on to get to 16? Count together;
say 11 and 5 more makes 16, model calculation 11+5=16
Shape and space
1. How many corners has a 2D shape, eg square, circle, triangle, rectangle?
2. How many sides has a 2D shape?
3. How many sides has a 2D shape?
4. How many edges has a 2D shape?
5. How many faces has a 3D shape, eg cube, cuboid, sphere, cone, cylinder?
6. How many sides do 2 squares have etc?
7. I am thinking of a shape with …. faces/edges/corners… what could it be?