Foundation Stage Mathematics Curriculum Evening Wednesday 18 th November 2015

What does our teaching look like? Learning maths is about more than learning some facts Whole class lessons Group lessons with activities differentiated to meet the needs of a specific group Independent activities when children initiate their own learning and challenge themselves (child initiated learning) Inside and outside ICT Practical tasks Real life situations

Sorting 2D and 3D shapes Patterns Length Mass Capacity Time Sequencing Positional and directional language Money Mathematics - Shape, Space and Measure

THE EARLY LEARNING GOAL REVISED SEPTEMBER 2012 Shape, space & measure: 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 Measure Sorting – what is the same and what is different? Explain The difference between 2D and 3D shapes The mathematical names of shapes eg circle, sphere Recognise shapes in the environment Use mathematical vocabulary to describe the properties of a shape: corners, faces, curved Fit shapes together to make pictures Create patterns

more …. Shape, Space and Measure Repeat patterns (continue and invent) using colour, shape and numbers Use vocabulary to talk about length, mass, capacity and timevocabulary to talk about length Use NON STANDARD units of measurement The vocabulary of time: days of week, months of year, today, yesterday, tomorrow, afternoon, morning, o’ clock Sequence events of the day using correct vocabulary Positional and directional vocabulary: behind, next to, underneath

Mathematics - Number Counting Recognising numbers Estimation Calculation – addition & subtraction; sharing, doubling & halving Problem solving Recording

THE EARLY LEARNING GOAL REVISED SEPTEMBER 2012 Number: 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 2 single- digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing.

Counting Saying the number names in order Practise counting backwards particularly through teens numbers Count on and back from any number Count objects reliably including moving objects and things that cannot be moved Know that when you are counting it is the last number you count that represents the number of objects in the group You say one number name for each object you count Count out an amount from a larger group The numeral can represent an amount. It is just a symbol Number lines go from left to right and top to bottom Match the numeral to the amount counted Recognise and order numbers to 20

Numicon Used from Reception to Year 6 at Meadowside Helps children understand numbers Learn by doing Learn by seeing (odd and even numbers) Exploits their strong sense of pattern Helps to recognise connections Numbers form a highly organised system – which is full of patterns Explains concept image

Mathematical Thinking with Numicon Develop reasoning Generalisation (looking for patterns) Being systematic Use and apply abstract ideas in real situations

Each child’s understanding of numbers might include: A Numicon Shape A position on the number line A numeral A word Images Counting experiences Everyday life interpretations It is our job to help them make the links

Calculation Real life situations Simple problems 4 operations We do not talk about doing “sums” anymore!

Addition Commutative Counts all to find total Counts on to find total 1 or 2 more Finds the total number of items in 2 groups (or more) by counting all of them Number bonds Add, more, and, total, finding the sum, plus, altogether, how many?

Subtraction It is not commutative 1 or 2 less than a number Take away an amount from another, recount to find out how many are left Take away by counting back Compare amounts – how many more? How many less? Number bonds (numicon, fingers) Find the difference e.g. for giving change Take away, minus, less, fewer than, find the difference

(Multiplication) Commutative How many times Doubling Counting in 2s, 5s and 10s Counting coins e.g. 2p and 10p coins Café numbers (the “tens” numbers) Pairs - counting pairs, counting hands Double - 2 times the same amount

(Division) It is not commutative Sharing in real life situations eg I have 6 cakes for 3 teddies. How many will they each get? Halving – split the amount into 2 Breaking an amount into groups to find out how many groups

Problem Solving The application of what we know to unscramble a real life situation 2 people are at the bus stop and 2 more come. How many are there now? 5 children are at school and 2 go home. How many are left? Rhymes such as 10 in the bed, 5 currant buns Role play: snack shop, cafe

Recording Children record their thinking and answers in different ways: marks, cut and stick Drawings: help visualise a problem e.g. 6 ducks in a pond and 2 more get in. How many altogether? Is the answer bigger or smaller? Is it add or take away? Acting it out! Numicon

Maths is fun…try these websites