Coopersale Theydon Garnon Maths Workshop

• Maths is everywhere in the world around them. • They will need to be able to use maths in everyday life. • Maths enables children to think logically and become good problem solvers. Therefore: • It is vital to lay secure foundations in early mathematics. • We want children to engage with all areas of mathematics. • We must give children the tools to help them to develop a better understanding of the mathematical world in which they live.

Good practice in the teaching and learning of Mathematics Children are given clear purposes and context for mathematics that are real in life and in play. • First hand experiences both indoors and outdoors. • Adults modelling how to be a mathematician • Sustained shared mathematical thinking between adult and child is essential.

How we teach and support children’s mathematical learning at Coopersale • By having a mathematical rich environment • Whole class teacher directed learning (this happens everyday). • Small group work activities. • Enhanced provision in response to needs and interests of the children to encourage the exploration of mathematical concepts. (Enhanced provision is the free choice activities that are available to them when it is choosing time)

What is Mathematics? It involves: • working with numbers (including calculating, Adding, and taking away, using the language of one more, one less and so on) • shapes, space and measures. The following strands are embedded in our teaching of the above areas: • seeking patterns, • making connections, • recognising relationships, • counting, sorting and matching.

Numbers • Counting songs and rhymes. • One to One correspondence (Children find this difficult, using their finger to count a group of objects. If your child finds this difficult, to make the task simpler for them, you can put the group of objects in rows, or get the child to move each object they count, away from the group.)

Counting Questions to do with this activity: How many are there? How many would we have if we had one more? How many would we have if we had one less? How many would we have if we had double? This leads into what is double? How many would we have if we had half?

Number Recognition Number fans and digit cards Numicon (colour coded number pieces) Number lines (Number lines will be used near the end of the year, as the children need to learn basic concepts of number before moving onto more abstract ideas.)

Numbers - calculating The children use a variety of resources to solve addition and subtraction problems. Beads, numicon, food, bears and fingers.

Using the number line • Counting up and down the line. • Addition problems activity. • Subtraction problems activity. Again we stress this will be introduced to children when they are ready near the end of the year.

Now we’ve explored bead strings and number lines it’s your turn Now we’ve explored bead strings and number lines it’s your turn! You can now choose which of these strategies you would like to use to solve the following problem and then record your findings in a number sentence. Can you help me solve a number problem. I am finding it hard to do this on my own… can you help me? There are two magic frogs in my cauldron and 3 magic frogs next to my cauldron. How many frogs are there altogether? Which mathematical symbols are you going to need to use? This would lead onto the children think what does altogether mean. These challenges would be made available near the end of the year.

Measure • We begin learning how to measure by first comparing and ordering length and height and then by using non-standard units.

Tallest, taller shortest

Non-standard units, mean when you measure something that is not considered a reliable measurement. For example you may use cubes to measure the weight of an object on a set of scales, or the length of an object. We always link activities to our topic, so next week we will use giants feet to measure things in our room!

Once these activities are modelled by the teacher, children can freely access them or can take part in a focus group.

How you can support your child at home? • Numbers in our environment – on doors, car registration plates, telephone numbers and price tickets. Why not encourage your child to look out for numbers around them and try to help them identify which numbers are which. • Children always benefit from plenty of counting practice and singing number rhymes. • Sorting into sets – e.g. sorting cutlery before it is put away • Sorting beads/buttons/counters by colour • Laying places at the table and counting the places and the cutlery • Using mathematical language when looking at books, e.g. how many people can you see in the picture? • Playing with sand and water with a variety of different sized containers • Helping you weigh ingredients when cooking • Handling money, e.g. sorting coins • Learning positional language through hearing it used as often as possible – ‘Can you put the cups IN the cupboard?’ • Learning number rhymes and finger games • Playing games which involve counting e.g. snakes and ladders • Comparing length – ‘Which is longest?’ ‘Who is tallest?’ etc.

Have a look at these links Have a look at these links!!! They are great for accessing maths activities or information relevant to EYFS mathematics. http://www.topmarks.co.uk/maths-games/3-5-years/counting - number games https://www.youtube.com/watch?v=e0dJWfQHF8Y – COUNTING SONG https://www.youtube.com/watch?v=AnZOFYmp-_E – Information on maths in early year https://www.youtube.com/watch?v=sppcp-alo_Y – Story bots are great to access fun number rhymes

Any questions? Have a look at the activities behind… have a go and see how they might help your child and their learning. These activities my be approached with an adult or as a free choice activity! The most important thing is that you and your child have fun!