Using Blocks for Maths and the Early Years

Young children are natural mathematicians, constantly counting, sorting, and making sense of quantities in their world. This carefully crafted sequence of ten activities harnesses that innate curiosity, guiding children through a playful exploration of numbers up to 10.

Designed with both typical early years learners and children with special educational needs in mind, each activity in this block builds purposefully on the last, creating a scaffolded pathway to numerical confidence. The sequence weaves together hands-on discovery, storytelling, and meaningful play experiences that align seamlessly with the EYFS framework and Development Matters 2021 guidance.

Rather than rushing through abstract concepts, these activities allow children to develop a genuine feel for numbers – understanding not just what they look like, but how they behave, relate to each other, and connect to their everyday experiences. From counting grapes at snack time to creating number stories with favourite characters, each lesson transforms mathematical learning into an adventure worth taking.

Overall Principles Guiding the Sequence:

• Concrete-Pictorial-Abstract (CPA) Approach: Activities progress from hands-on manipulation (concrete) to visual representations, laying groundwork for abstract understanding.
• Emphasis on Depth over Breadth: Focus on mastering numbers to 10 and their composition, aligning with Development Matters.
• Language-Rich Environment: Explicit use and encouragement of precise mathematical vocabulary.
• Play-Based and Child-Led Opportunities: Integrating choice and open-ended exploration to boost engagement.
• Continuous Provision: Encouraging the availability of blocks and related resources for independent exploration.
• Adaptations for SEND: Built-in scaffolding and adaptive teaching.

10 Sequenced Block Activities for Early Number Skills (Development Matters Aligned)

Core Resource: Varied sets of building blocks (e.g., Duplo, lego, wooden blocks, unit blocks) of different colours and sizes. Number cards, mats, and optional props.

Activity 1: Sensory Quantity Discovery – “Block Pour & Share”

Goal: To introduce quantity as a sensory experience; understanding “some,” “many,” “few,” and “none.”

Description: Provide a large container of varied blocks. Children scoop handfuls (or use a small scoop/cup) and pour them out, verbalising what they observe. “Look, I have some blocks! My friend has many blocks. Oh, your scoop is empty, you have none.” Encourage comparing their own handfuls: “I have few, you have many.”

Key Mathematical Vocabulary: Some, none, few, many, empty, full.

Skills Developed: Early quantity concepts, tactile exploration, sensory engagement, gross motor.

EYFS Link: Pre-cursor to Number ELG; focuses on early experiences with quantity.

Pedagogical Enhancement: Explicitly introduce and model comparative language (“few,” “many”).

Engagement Enhancement: Use different sized containers/scoops for varied ‘handfuls’. Incorporate water/sand play with blocks for multi-sensory input.

Adaptation for SEN: Use very large, easy-to-grasp blocks; allow two-handed scooping; adult models and repeats language with exaggerated intonation; use a clear visual (e.g., an empty basket vs. a basket with a few blocks).

Activity 2: One-to-One Counting & Sound – “Counting Cascade”

Goal: To establish robust one-to-one correspondence (one block, one touch, one word) and develop accurate counting.

Description: Children pick up blocks one at a time and drop them into a container that makes a clear sound (e.g., a metal tin, a plastic bottle, a bucket). They count aloud as each block drops, ensuring the count matches the drop. Start with numbers 1-3, then progress to 5, then 10.

Key Mathematical Vocabulary: One, two, three… (number names), count, drop, one-to-one, match.

Skills Developed: One-to-one correspondence, accurate counting, auditory feedback, fine motor control.

EYFS Link: Directly addresses “Cardinality and Counting” (Development Matters).

Pedagogical Enhancement: Emphasise the ‘one number for one block’ rule. The auditory feedback reinforces this. Introduce a visual prompt like a number path.

Engagement Enhancement: Use different shaped containers or make it a “challenge” to fill a container with a specific number of drops. Introduce different types of blocks that make varied sounds.

Adaptation for SEN: Use a large-mouthed container; provide blocks that are easy to manipulate and make a distinct sound; hand-over-hand prompting; adult counts alongside with clear, slow articulation.

Activity 3: Cardinality & Target Counting – “Tower Challenge”

Goal: To understand cardinality (the last number counted is the total) and count to a specific target number.

Description: Give children a target number (e.g., a number card or an adult-spoken number). Children count out blocks one by one and stack them to build a tower of that exact height. They then state, “My tower has [target number] blocks!”

Key Mathematical Vocabulary: How many?, total, altogether, count, tall, short, number names.

Skills Developed: Cardinality, counting to a target, numeral recognition (if using cards), fine motor (stacking).

EYFS Link: “Deep understanding of numbers to 10, including the composition of each number” (ELG – Number).

Pedagogical Enhancement: Introduce varied target quantities, gradually increasing difficulty. Ask “How many are in your tower now?” to reinforce cardinality. Introduce a ten-frame mat for children to place blocks on as they count.

Engagement Enhancement: Turn it into a game: “Can you build a tower as tall as my hand?” or “Who can build a tower for the monster with exactly 5 blocks?” Offer varied types of blocks for stacking (e.g., interlocking, regular).

Adaptation for SEN: Start with numbers 1-3; use large, stable blocks; provide a visual outline of the target quantity (e.g., a picture of a 3-block tower); adult physically helps connect the number card to the tower.

Activity 4: Number Sequence & ‘One More’ – “Growing Towers”

Goal: To understand number sequence and the concept of ‘one more’.

Description: Children build a tower with a given number of blocks (e.g., 3). Then, challenge them to build the “next number” by adding one more block to their existing tower. “You have 3 blocks. What’s one more than 3? Yes, 4! Add one more block to make 4.” Repeat to build sequences (e.g., 1, 2, 3, 4, 5).

Key Mathematical Vocabulary: One more, next, before, after, sequence, plus one.

Skills Developed: Number sequencing, understanding ‘one more’, foundational addition.

EYFS Link: “Deep understanding of numbers to 10” (ELG – Number), early number composition.

Pedagogical Enhancement: Use a number line or number track alongside the tower for visual sequencing. Emphasise the inverse: “If 4 is one more than 3, then 3 is one less than 4.”

Engagement Enhancement: Use a “magic wand” to “transform” towers into the “next number.” Create a “number train” by adding carriages (blocks).

Adaptation for SEN: Clearly demonstrate adding one more; use highly contrasting blocks for the ‘one more’ addition; provide a physical number line for tracking; adult verbally counts the new total with the pupil.

Activity 5: Numeral Formation & Sensory Link – “Block Letters & Numbers”

Goal: To connect quantity to numeral formation through tactile and visual input.

Description: Provide large number cards (e.g., laminated, drawn on paper, or on a sensory tray). Children use blocks to trace the outline of the numeral. After forming the numeral, they can count the blocks used and then build a tower or line of that quantity next to the formed numeral, reinforcing the quantity-numeral link.

Key Mathematical Vocabulary: Number names, form, trace, quantity, match.

Skills Developed: Numeral recognition, pre-writing skills (number formation), fine motor precision, visual-motor integration, quantity-numeral correspondence.

EYFS Link: “Deep understanding of numbers to 10” (ELG – Number) – recognising numerals.

Pedagogical Enhancement: Encourage discussion about how many blocks it takes to form each number. Provide dotted outlines for tracing. Introduce multi-sensory trays (e.g., blocks in sand or rice to trace numbers).

Engagement Enhancement: Use different coloured blocks to make “rainbow numbers.” Challenge children to find the most efficient way to form the number.

Adaptation for SEN: Use chunky, easy-to-manipulate blocks; provide highly contrasting or textured number cards; allow finger tracing first; adult provides hand-over-hand support for tracing.

Activity 6: Quantity-Numeral Matching Game – “Block Match-Up”

Goal: To reinforce matching a quantity of blocks to its corresponding numeral and develop visual discrimination.

Description: Create pairs of cards: one with a numeral (1-10) and one with a corresponding quantity of dots/pictures. Children build a tower or line of blocks to match a quantity card. They then find the numeral card that represents that quantity and match them. Start with small numbers (1-5) before extending to 10.

Key Mathematical Vocabulary: Match, pair, same, different, how many?

Skills Developed: Numeral recognition, quantity matching, visual discrimination, early patterning.

EYFS Link: “Deep understanding of numbers to 10” (ELG – Number).

Pedagogical Enhancement: Introduce incorrect matches to prompt critical thinking (“Is this right? Why not?”). Discuss strategies for matching (e.g., counting dots, then finding the number).

Engagement Enhancement: Create a “memory game” version where children flip cards to find matches. Introduce “feely bag” blocks where children count by touch, then find the numeral.

Adaptation for SEN: Use large, high-contrast cards; limit the initial number range (e.g., 1-3); adult supports visual matching and verbalizes the count and number.

Activity 7: Quantity Comparison – “More, Less, Equal”

Goal: To compare quantities using ‘more than,’ ‘less than,’ and ‘equal to.’

Description: Children build two different towers or lines of blocks. They then compare them, identifying which has “more than,” “less than,” or if they are “equal to.” Encourage them to use one-to-one correspondence to compare directly (e.g., by lining them up or matching blocks one by one).

Key Mathematical Vocabulary: More than, less than, greater than, smaller than, equal to, same, different.

Skills Developed: Comparison of quantities, comparative vocabulary, critical thinking.

EYFS Link: “Compare quantities up to 10 in different contexts, recognising when one quantity is greater than, less than or the same as the other quantity” (ELG – Numerical Patterns).

Pedagogical Enhancement: Introduce the concept of “difference” informally (e.g., “How many more does this tower have?”). Use comparison symbols (<, >, =) if appropriate for some children, but focus on language.

Engagement Enhancement: Introduce “balance scales” where children put blocks on each side to visually see which is “more” or “less.” Create a “compare the monsters’ height” game.

Adaptation for SEN: Start with towers that have a very clear difference (e.g., 1 vs 5); provide a comparison mat with a line down the middle; adult models and repeats the comparative language.

Activity 8: Part-Part-Whole & Number Composition – “Magic Number Box”

Goal: To understand that a whole number can be made up of two or more parts (foundational addition/subtraction).

Description: Provide a “magic number box” or a large ‘part-part-whole’ mat (e.g., a large circle for the ‘whole’ and two smaller circles for ‘parts’). Give children a set number of blocks (e.g., 5). They place all the blocks in the ‘whole’ circle, then ‘magically’ separate them into the two ‘part’ circles. They verbalise the composition: “2 and 3 make 5!” or “5 is made of 2 and 3.” Experiment with different compositions for the same number.

Key Mathematical Vocabulary: Whole, part, combine, make, add, is made of, number bond.

Skills Developed: Number composition, foundational addition (combining), decomposition (breaking apart), understanding number relationships, number bonds to 5 and then to 10.

EYFS Link: “Deep understanding of numbers to 10, including the composition of each number” and “automatic recall of number bonds up to 5 (including subtraction facts) and some number bonds to 10 (including double facts)” (ELG – Number).

Pedagogical Enhancement: Use two different coloured sets of blocks to clearly show the two parts. Ensure practice with number bonds up to 5 first, then progress to 10, including doubles.

Engagement Enhancement: Use a puppet who “magically” arranges the blocks into parts. Have children record their “number sentences” using simple drawings or number cards (e.g., “2 + 3 = 5”).

Adaptation for SEN: Use a clear physical divider for the ‘parts’ (e.g., a tray with compartments); provide specific numbers of blocks; adult models the splitting and combining, verbalising slowly.

Activity 9: Simple Story Problems – “Block Adventures”

Goal: To apply number composition and decomposition to simple addition and subtraction story problems.

Description: Tell a simple number story (e.g., “There were 3 blocks on the rug. I put 2 more blocks there. How many blocks are altogether?”). Children use their blocks to act out the story and find the answer. Encourage them to tell their own stories.

Key Mathematical Vocabulary: How many altogether?, in total, take away, left, more, less, problem.

Skills Developed: Problem-solving, visualising mathematical concepts, early addition/subtraction, listening comprehension.

EYFS Link: “Automatically recall number bonds up to 5 (including subtraction facts) and some number bonds to 10 (including double facts). Subitise up to 5.” (ELG – Number); applies composition skills.

Pedagogical Enhancement: Use clear, concise language. Introduce ‘add’ (+) and ‘take away’ (-) symbols visually. Model using the “magic number box” from Activity 8 to solve problems.

Engagement Enhancement: Use props beyond blocks (e.g., toy animals, cars) within the story. Encourage children to draw their own block stories.

Adaptation for SEN: Use very short, simple stories with clear actions; repeat the story problem slowly; physically move blocks to match the story’s actions; provide a simple visual sequence of the story.

Activity 10: Creative Application of Number Rules – “Architects of Numbers”

Goal: To creatively apply learned number concepts in an open-ended building challenge, flexible thinking.

Description: Challenge children to build a structure following a specific number rule. Examples: “Build a tower that is exactly 7 blocks tall.” “Build a house where each side uses an even number of blocks.” “Build something using only blocks in pairs (groups of 2).” “Can you build a pattern of blocks: 1 red, 2 blue, 1 red, 2 blue?”

Key Mathematical Vocabulary: Odd, even, pattern, rule, height, width, length, measure.

Skills Developed: Creative problem-solving, applying number concepts in a new context, flexible thinking, pattern recognition, sustained engagement with mathematical ideas.

EYFS Link: “Explore and represent patterns within numbers up to 10, including evens and odds, double facts and how quantities can be distributed equally” (ELG – Numerical Patterns); applies all previous number knowledge.

Pedagogical Enhancement: Provide examples of structures that meet the rules. Encourage peer collaboration and discussion about how they met the rules.

Engagement Enhancement: Introduce “challenge cards” with different number rules. Allow children to design their own number rules for others to follow. Display their creations and celebrate their efforts.

Adaptation for SEN: Provide a visual for the ‘number rule’ (e.g., a number ‘5’ next to a measuring tape symbol); limit the number of rules; allow children to work with a partner; focus on the process and effort to meet the rule, not just the perfect outcome. Provide specific, large block types that are easier to manipulate for rule-following.

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