Phase Meeting Maths in Reception Wednesday 8th March 2017 Staff Shared\Foundation Stage\Parent Workshops\Maths

Workshop Structure Parent Voice What does Maths look like in the Early Years? The Key Principles of Counting Mark-Making & Recording Opportunities Investigation Stations Variation within Measures Maths Meetings Problem-Solving Opportunities Everyday Maths at Home New Learning Useful Websites Question Time

Parent Voice How were you taught Maths at school? What are your early memories of Maths lessons? Where would you place yourself on the confidence scale when it comes to Maths?

What does Maths look like in the Early Years? Making Maths ‘real’ for children – giving it familiar contexts with meaningful purposes. Putting ‘Maths’ opportunities in all of the 7 learning areas (cross-curricular links) – inside and outside the classroom! Problem Solving Activities & Open-Ended Child Led Investigations. Implementing the Maths Mastery Scheme: Depth vs. Breadth in Maths Lessons, e.g. mastery of smaller numbers vs. bigger numbers. Using the CPA model to teach key concepts (C = Concrete P = Pictorial A = Abstract). Giving children the opportunity to reason and explain and to record their findings systematically.

The CPA Model C = Concrete P = Pictorial A = Abstract “One part is 4 and one part is 6. I know that 6 and 4 makes 10.”

A Typical Maths Lesson Prior Learning New Learning Variation CPA Model Activity (Independent Task) Explanation & Reasoning (Sentence Structure) Depth (Challenge Slide) Review

What are the key concepts that we want our children to master when it comes to counting?

Counting: The Key Principles Cardinality The last number said is the number of the group and it does not matter what order you count objects in (regular & irregular arrangements) 1:1 correspondence Counting things that move/you can’t see (abstract principle) Selecting a set amount of objects from a bigger group of objects, e.g. Can you fetch me 9 pens? Comparison Comparing two amounts (objects and numbers) Looking at numbers in relation to one another Looking at one more/one less (fewer) Composition Exploring different models to look at the conservation of number, e.g.’s (3+2=5) (1+4=5) (5+0=5).

Early Mark-Making in Maths

Recording Opportunities in Maths

Investigation Stations The Staircase Image What do you notice? Why? Does this happen every time?

Investigation Stations Trio Grids: Part Part Whole Model How many ways are there to make the number 5? Have you got all of the different ways? How do you know? Prove it! “One part is 2 and one part is 3. I know that 2 and 3 makes 5.” 5

Investigation Stations 10 Nice Things - A game for 2 - Each of you has 10 ‘nice things’ – mixed set of objects - A die (could be a dot or a numeral,1–6 or 1–3) - Take it in turns to roll the die and gives the number of things, according to the number on the die to the other person - This goes on until one child has lost all its 10 nice things (or until they wish to stop)

Ladybirds Activity – The Number ‘7’ Investigation Stations Ladybirds Activity – The Number ‘7’ - A game for 2 - Count out 7 counters each - Move the counters on to both sides of the ladybird - Explain how you see the number ‘7’ E.g. “I see the number 7 as 3 counters on one side and 4 counters on the other.” Move on to addition number sentences: 3 + 4 = 7 and 4 + 3 = 7 Repeat the above using a different arrangement of the number 7

Investigation Stations Making Magic 10 “Make 10, make 10…1 and 9 make 10.” - Using the numicon, have a go at making the number 10 using your number bonds (a ‘pair’ of numbers) How many ways are there to make the number 10? Have you got all the ways? How do you know? Can you represent your findings as number sentences? What do you notice about your number pairs? Do you spot any patterns?

Variation within Measures

Maths Meetings Maths Meetings can be used to consolidate key areas of Maths in your class. Maths Meetings provide an opportunity to teach and revise Calendar Maths and also allows the daily integration of Maths into the surrounding environment.

Developing Opportunities for Problem-Solving Construction - finding shapes which fit together or balance Pattern-making - creating a rule to create a repeating pattern Shape pictures - selecting shapes with properties to represent something Puzzles - finding ways of fitting shapes to fit a puzzle Role-play areas – working out how much to pay in a shop Measuring tools – finding out how different kinds of scales work Robots - e.g. bee-bots: directing and making routes

Everyday Maths at Home Children need to see that maths is useful and necessary in everyday life It’s not just something that “happens” in maths lessons When do you use maths in your everyday life?

What new learning will you take away from today’s workshop?

Useful Websites Nrich – EYFS Activities: https://nrich.maths.org/early-years Top Marks: http://www.topmarks.co.uk/ Maths Mastery: https://www.mathematicsmastery.org/

Please can you fill in a parent survey before you leave! Any Questions? Please can you fill in a parent survey before you leave!