Mathematics

Reception Workshop

Polly Calvert – Foundation Stage Leader

Arabella James – Reception

Please sign in and take:

PowerPoint presentation

Activity ideas handout

Evaluation form

Objectives of the workshop

• Explain Maths in the Early Years at Fox

• Explore resources used in class

• Increase confidence and understanding in

supporting your child

• Discuss strategies for helping your child in

a range of contexts

Mathematics

Consists of 2 sections

• Numbers

• Shape, Space and Measure (SSM)

Number: Early Learning Goal

“Children count reliably with numbers from one to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing.”

• Recognise some numerals of personal significance.

• Recognises numerals 1 to 5.

• Counts up to three or four objects by saying one number name for each item.

• Counts actions or objects which cannot be moved.

• Counts objects to 10, and beginning to count beyond 10.

• Counts out up to six objects from a larger group.

• Selects the correct numeral to represent 1 to 5, then 1 to 10 objects.

• Counts an irregular arrangement of up to ten objects.

• Estimates how many objects they can see and checks by counting them.

Numbers Line of progression – Development Matters 40-60 Months

Counting and Recognition of Number Skills

Concepts and mathematical vocabulary

Counting and recognition of number skills

• Number rhymes

• Quantity

• 1:1 correspondence

• Number recognition

• Order of a number line

• Being able to spot errors (eg. 3, 4, 5, 8, 7)

• Number formation

• Use numbers to solve problems

• Estimation

Key vocabulary on class boards weekly!

Focus on vocabulary and language:

• Uses the language of ‘more’ and ‘fewer’ to compare two sets of objects

• Finds the total number of items in two groups by counting all of them

• Finds one more or one less from a group of up to five objects, then ten objects

• In practical activities and discussion, beginning to use the vocabulary involved in adding and subtracting

• Records, using marks that they can interpret and explain

Numbers

Line of progression – Development Matters 40-

60 Months

Key Calculation Skills

Concepts and mathematical vocabulary Calculation Skills

• Context

! Spoken and concrete first (eg. use real coins, use your fingers) and abstract later (eg. writing as 1+2=3)

• Counting on and back

• Recognise difference in quantities

• Find one more / less than a number

• Language

– before, after, in between

– more / less, greater/fewer

• Begin to use addition and subtraction language

– Add , plus

– Minus , take away, subtract

– Equals , altogether

• Apply mathematical ideas to practical problems – doubling/halving/sharing

• Explain thought process

• Number sentence

Questioning • How are the eggs arranged in the egg box?

• How many eggs are there altogether in the box?

• Show me five fingers. Use both hands.

• Show me another way to do it.

• We have four easels.

• There are seven children who want to paint. How many more easels do we need?

• How many blocks can we fit in this box? How could we make a good guess?

How do you know? Can you show me how you did it?

Is there another way?

Shape, Space and Measures: Early

Learning Goal

“Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them.”

Shape, Space and Measures

Line of Progression – Development Matters 40-60

Months

• Beginning to use mathematical names for ‘solid’ 3D shapes and ‘flat’ 2D shapes, and mathematical terms to describe shapes.

• Uses familiar objects and common shapes to create and recreate patterns and build models

• Can describe their relative position such as ‘behind’ or ‘next to’

• Orders two or three items by length or height.

• Orders two items by weight or capacity.

• Beginning to use everyday language related to money

• Uses everyday language related to time

• Orders and sequences familiar events

• Measures short periods of time in simple ways

Concepts and mathematical vocabulary Shape, Space and Measure

• Shapes

– Shapes in the world around us

– Shapes in pictures

– Names of 2D and 3D shapes

– Properties of shapes (corner, side/edge, face, vertex/corner)

– Sorting shapes and other objects by type and properties

• Patterns

– What makes a pattern

– Patterns in the world around us

– Create a pattern

Concepts and mathematical vocabulary Shape, Space and Measure

• Positional Language

– On top of

– In between

– In front of

– Behind

– Next to / alongside

– Along

– Over

– Under

– Through

• Language

– Weight (heavy / light)

– Capacity (full / empty)

– Length and height (tall / short ; long / short)

– Time (before/next/after, morning/evening/night time, long ago/recently)

– Distance – far away/close/nearby

What does Mathematics look like

in the classroom?

• A typical lesson – 3 carpet sessions a week –

warm up activity/song, new learning, talk task,

paired task to develop learning

• One or two focused adult-led activities per week.

• Maths related activities always available

• Outside classroom has independent planned

Maths activities

• Home learning once a week to support learning in

class. Mainly practical and games based.

Resources we use at school

How can you help at home?

What can you do to support your

child? • Walking home

• In the shops

• In the park

• At home

…..Remember the 2 aspects of Mathematics!

Numbers (including number recognition, counting and calculating) and Shape, Space and Measure

Talk!

How you can support maths

whilst walking home and in the

shops? • Number recognition and counting

– Looking at numbers in the environment (eg. door, clock and bus numbers, number plates etc.)

– How many red cars? How many buses pass us? How many steps between shops/ end of road? Etc.

– Talk about prices when you are out shopping (change). Think out loud!

• Calculating

– So we saw 2 red cars, How many would we have seen if we saw 1/ 2 more? There are 3 cars parked and 1 drives away, how many are left? We counted 4 black cars and 2 red cars. How many are there altogether? Choose a context which motivates your child.

• SSM

– What patterns can you see on the walls/ bricks/pavement etc?

– Talk about 2D and 3D shapes, identify them in your environment, match them.

– Discuss durations of journeys – ‘our walk home takes 5 minutes, which means it is a short walk home’

– Show your child the money you are using when shopping and discuss its appearance and value

How you can support

maths whilst at the park?

• Number recognition and counting

– How many times can you bounce this ball? Etc. Count anything

and everything! I..e. walking along, count skips, count people,

dogs etc.

– I will count how many seconds it takes you to run to the wall and

back. Can you do it faster?

• Calculating

– How many dogs can you see? What if 3 more came? How many

would there be altogether? Show me how you know.

• SSM

– Which is the tallest tree? Can you find a different tree and

describe it? What patterns/shapes can you see around you? Can

you describe our journey to the park?

– Can you follow my directions to get around the climbing

equipment?

How you can support maths

whilst at home?

• Number recognition and counting

– How many knives do we need? How many forks? How many blocks high can you build out of lego? Etc.

– Looking at food products for numbers

– Numbers on shoes/clothing/remote control/telephone/TV Guide/oven

– Reading Story books – Look at page numbers

• Calculating

– Laying the table - What if 1 more person comes to dinner? How many knives/ forks/ glasses would we need? How many altogether now?

– There are 4 biscuits – you and your brother can halve them. How many will you get each?

– Find out whole family’s shoe size – Whose are the largest? How do you know?

– Play memory/snap with pairs of numbers (doubles, number bonds, number and quantity recognition –eg. dice). Playing cards. Darts. Board Games…

• SSM

– Talk about the size of objects, compare them - which is bigger/smaller, taller/shorter, longer/shorter e.g. look at an adults and child’s shoe/clothes, cutlery, different sized tower, etc

– Create patterns using blocks, hanging washing out, cutlery, socks etc.

– Introduce them to weight through cooking – heavier/lighter/ full/empty/ estimating

– Talk about the position of objects – e.g. it’s on the chair, under the table, next to the table etc

– Discuss daily routines and time until significant events – use images to support

– Look for shapes in the home

• Number rhymes and songs

Resources

Put names of songs

into youtube for tunes!

Alice the Camel

Pirate Song

5/10 green bottles

There were 10 in the bed

5 current buns

Monkey song

Online Resources

http://www.teachingyourchild.org.uk/number-songs.htm

• Sing up – EYFS songs

• BBC EYFS http://www.bbc.co.uk/schools/websites/eyfs/

- activities across all curricula areas (go to Maths section)

• Topic Box: http://topicbox.net/foundation_stage (go to

Mathematical Development tab)

• Sparklebox and Twinkl – printable resources

We hope you have enjoyed this workshop

and learnt something. Please complete an

evaluation form to let us know how we are

doing!

Questions?