Reception Maths Workshop End of year expectations Thursday 23rd March 2017

Early Learning Goal NUMBERS 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.

Children should be able to: Count objects accurately to twenty 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. Children should be able to: Count objects accurately to twenty recognise numerals 0-20 Put them in order 0-20 Say the number which is one more than a given number Say the number which is one less than a given number

Ideas Ask your child to count how many there are in a group of objects. Does your child count an object more than once? Encourage them to put them in a line or move them as they count.

Play number bingo Make some number boards and a set of 0-20 cards. Give each player a board. The caller pulls out one card at a time. If a player has the number on their board they cover it with a counter. The first person to cover all six shouts BINGO! You can make it trickier by playing one more than or one less than.

Children should be able to: Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. Children should be able to: Understand and talk about what adding and subtracting mean. Count out the correct objects to add or subtract. Count on when adding to groups. Count back when subtracting Use a number line to add and subtract. Count forwards or backwards to check the answer

When children first learn to add they will learn to count two groups of objects together, counting all the objects beginning at 1.

When children first learn to subtract they will learn that they need to take away the correct number and then count how many they have left.

A quicker method is to count on or count back from the first number A quicker method is to count on or count back from the first number. For example, if you are adding 6 and 5 then you THINK 6 and BEGIN COUNTING from 7:

Using a number line to add Example: 7 add 4 Start on number 7 Count on 4 jumps to the right (moving your finger above the numbers) See what number you land on Check your answer

Using a number line to subtract Example: 12 take away 4 Start on number 12 Count 4 jumps to the left (moving your finger under the numbers) See what number you land on Check your answer

Recording 10-3=7 5+2=7 Subtraction 10 take away 3 Children will start with this: And move on to this when they are ready: 10-3=7 Addition 5 add 2 Children will start with this: And move on to this when they are ready: 5+2=7

Solving problems, including doubling, halving and sharing. Children should be able to: Know that doubling is adding the same number to itself Find doubles of numbers up to 10 Know some doubling facts Know that halving is the same as making two equal groups Find half of a number using objects Share objects equally between groups Know that halving is the inverse of doubling

Doubling Example: What is double 2? Count out two objects Add another two objects Count on to find the total

Halving Example: What is half of 12? Count out 12 objects Make two groups by giving one object to each group at a time Count how many there are in each group

Sharing Example: I have 12 strawberries to share between 4 friends. How many strawberries does each friend get? Count out 12 objects Make 4 groups, giving one object to each group at a time Count how many are in each group

Early Learning Goal SHAPE, SPACE AND 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.

Size, Length and Distance Vocabulary big, bigger, biggest thick, thin small, smaller, smallest far, near, close long, longer longest medium tall, taller, tallest short, shorter, shortest wide, narrow

Size, Length and Distance Order 3 or more objects by size or length Encourage your child to compare size and lengths e.g. This slide is taller than that slide. My balloon is bigger than your balloon. Talk about the distance between objects and places.

Weight and Capacity Vocabulary weigh, weighs, balances heavy/light, heavier/lighter, heaviest/lightest balance, scales, weight full half full empty holds container

Weight and Capacity To order 3 objects by weight or capacity Compare the weight of different objects at home. E.g. This box is heavier than the book. Talk about scales and measuring when cooking. Talk about how full bottles and cups are. E.g. Your cup is half full now.

Position Vocabulary over, under beside, next to above, below opposite top, bottom, side between on, in left, right outside, inside up, down in front, behind forwards, backwards, sideways front, back across before, after close, far, near

Position Encourage your child to tell you where items are instead of pointing to them. Play games like hide the toy. Talk about direction when you are travelling

Time Vocabulary days of the week: Monday, Tuesday… next, last now, soon, early, late day, week quick, quicker, quickest, quickly morning, afternoon, evening, night slow, slower, slowest, slowly bedtime, dinnertime, playtime old, older, oldest today, yesterday, tomorrow takes longer, takes less time before, after fast, faster, fastest

Time Using a calendar to mark events to help your child develop their sense of time. It is useful when talking about how many days to talk about how many ‘sleeps’ until an event. Model using time vocabulary.

Money Vocabulary money pay coin change penny, pence, pound costs more price cheap, costs less, cheaper cost expensive buy sell spend, spent

Money Show children different coins Talk to them about money and the price of items when shopping Let them pay for items and collect the change

Patterns Children should be able to describe, continue and create repeating patterns using three or more objects or colours.

Shape Vocabulary cube triangle corner cuboid square vertices cylinder oblong face pyramid flat side sphere curved Edge cone straight circle round

Shape Children should be able to name common 2D and 3D shapes. They should be able to describe some of their properties e.g. This is a cylinder. It has two circular faces and one curved face. It can roll. A cube has six square faces and eight vertices. It has twelve edges.