FS MATHS WORKSHOP Monday 2nd October 2017

AIMS OF TODAY Explain how mathematics fits into the Early Years Foundation Stage Curriculum Explain what mathematics teaching and learning looks like within Reception Explain how we teach calculation in Reception and Key Stage 1 Share some ideas of how you can help your child with their mathematics Ashley

EYFS PROFILE HOW DOES MATHEMATICS FIT IN? The prime areas of learning: communication and language physical development personal, social and emotional development The specific areas of learning: Literacy Mathematics understanding the world expressive arts & design Hannah

HOW IS MATHEMATICAL LEARNING ACHIEVED IN RECEPTION? Structured play, adult- led activities and child- initiated learning Cross-curricular learning Whole-class teaching (10 – 15 mins per day) Small focus-group teaching Hannah

ADULT LET PLAY Allows adults to model mathematical skills and introduce concepts Adults can focus on specific aspects of learning and address misconceptions Adults can demonstrate and encourage the use of mathematical language Hannah

WHOLE CLASS TEACHING  Teachers plan together to introduce and teach key concepts consistently across the year group Children work together to develop not only their mathematical abilities, but general listening and attention skills Allows teachers to teach and model skills, concepts and language and assess where more support may be needed Hannah

CHILD-INITIATED PLAY Children choose their own mathematical learning Allows children to explore different approaches and reach conclusions themselves It allows them to practice skills and language in a safe and personal way Encourages critical thinking, problem solving and perseverance Hannah

WHAT MAKES A GOOD MATHEMATICIAN? Know number facts Able to find pattern Able to use and apply skills and knowledge Perseveres Takes risks Thrives when challenged Uses mathematical vocabulary Thinks mathematically Problem solvers Fluent calculators Ashley – Goal to develop these skills as early as possible By age 7, a child can tell you if they are good or bad at maths

Ashley

It is critical that children learn to represent numbers in as many ways as possible. Each of these representations broadens the meaning of the number for the student. Numerals are only one form of representation.

PATTERNS Underpins all mathematical ideas Maths is all about finding patterns and making generalisations Exploring patterns helps children understand some basic algebraic ideas Facilitates children’s generalizations about number, combinations, counting, strategies and problem solving ashley

NUMBER Children first meet number words as a strict sequence of sounds… One, two, three... Then children use those same words as adjectives… Two pebbles, five sweets... Finally, children start using those number words as nouns… Six add two equals eight... Similar to phonics – name starts with c, just sounds – some children get it, some need constant exposure Rote counting – recite the sequence 1:1 correspondence

Concrete Similar to phonics – name starts with c, just sounds Rote counting – recite the sequence 1:1 correspondence

COMMON MISCONCEPTIONS Skipping objects when counting Counting objects twice Number conservation (spreading objects out makes the number bigger) Not recognising that where you begin counting doesn’t matter Similar to phonics – name starts with c, just sounds Rote counting – recite the sequence 1:1 correspondence

NUMBER LINES Ash 5 and 10 as benchmarks

CALCULATION IN FS Compare groups/quantities using one-to-one correspondence to find the difference – early subtraction Share objects equally by counting how many in each group – early division Count groups of the same number of objects and add them together – early multiplication Count back from a fixed number when taking away – subtraction Count on from a fixed number when combining two groups of objects – addition Find one more or two fewer by counting on or back – early addition and subtraction ashley

PREPARING FOR YEAR 1 ashley

HOW TO SUPPORT AT HOME Number formation Mathematical vocabulary (learnt and applied in context rather than being drilled) Value their mathematical mark making Encourage and enthuse Remodel – vocabulary/counting sequences etc. Make mathematics everyday and every moment Play lots of games with dice Education City (logins to be sent home) Hannah How many people in our family? How many plates do we need?

Useful Websites https://www.topmarks.co.uk/maths-games/3-5-years/counting http://www.bbc.co.uk/schools/websites/4_11/site/numeracy.shtml http://www.ictgames.com/resources.html Education city – Login and password

QUESTIONS??? both