Maths Workshop for Foundation Stage Parents Cheam Park Farm Infants Tuesday 29 th September2015 By Sam Maskell

Agenda for the evening Introductions Mathematics in the Foundation Stage Mathematics in a ‘typical’ week in Reception Workshops - everyone to take part in the hands on activities How you can help at home, websites, shopping list, questions, video

What do you want from this workshop?

Aims for the Maths workshop To become aware of the Mathematics Curriculum in the Early Years Foundation Stage To become aware of the importance of understanding number To become aware of the way we teach mathematics in class and ways you can help at home To become aware of the strategies and methods we use for calculation

ALPHABET LAND! A B C D E F G H I J K L M N O P Q R S T U V W X Y Z

Understanding the concept of a number

History – how the teaching of Mathematics has changed since we were at school We know much more about how children learn e.g. hands on, practical, visual, through play There is greater emphasis on understanding rather than rote learning of simple processes Learning is not a race; everyone's brain works at its own pace It is important that children are secure with the number system

Early Years Foundation Stage Mathematics Consists of 2 parts 1) Number 2) Shape, space and measure

Numbers (N) Number rhymes Represent numbers using fingers, marks on paper Match numeral to quantity Compare quantities Recognise numerals 0-10 then Count objects, actions and sounds up to 10, then 20 Estimate how many objects are in a group and check Find the total number of objects in 2 groups Find 1 more and 1 less from a group of objects Use the vocabulary involved in adding and subtracting Add and subtract two single digit numbers Use marks to record calculations Count on and back from any number between 0 and 20 Solve problems involving doubling, halving and sharing

2) Shape, Space and Measures (SSM) Shows awareness of similarities of shapes in the environment Shows an interest in shapes in the environment Uses positional language e.g. behind, next to, in between Begins to use mathematical names for 3D and 2D shapes Describe shapes using the terms curve, straight, side, corners, edges, faces Selects a particular named shape Use everyday language related to time Orders 2 or 3 items by size, length, height, weight capacity Uses familiar objects and common shapes to create patterns and build models Begins to use everyday language related to money Orders and sequences familiar events Measures short periods of time in simple ways

3D shapes

Shopping game

How do we teach Maths in the Foundation Stage? Practically Through play Through songs and rhymes Through books, the computer and Smartboard Modelling good, accurate vocabulary Through questioning Through focused activities where children can be supported and extended Through short carpet inputs Links to our topic or Big Book of the week where possible Through questioning ‘I wonder what / if….?’

Our weekly Maths lessons We have a Maths focus for the week Daily 10 minute carpet inputs to introduce, teach and reinforce the weekly theme, extend the children or tackle any difficulties 1 directed/adult led activity a week which every child must do at some point during the week, in small groups. This is directed by the teacher or teaching assistant and can be in the outside area, on the computer, in the role play, construction, sand or other areas or working at a table Throughout the week we provide opportunities for children to explore or apply what they have learnt independently, on the Maths table in the classroom, through activities set up outside the classroom e.g. in the sand and water tray, or on the computer.

Subtraction with objects and pictures no – or = signs allowed!!!

Singapore Maths The facts… Singapore have delivered the best Maths Education for 30 years. In the 1960’s they carried out extensive research, adopting theories from all over the world to come up with the Singapore Approach. 3 components – Visualise. Generalise. Make Decisions. CPA approach for visualisation Concrete – introduce objects, practical apparatus to play with Pictorial – move onto drawing pictures, representing ideas e.g. number lines, drawing shapes Abstract – apply what they have learnt in any context Children are pushed onto the abstract too quickly and don’t have a secure understanding of the process or concept.

Singapore Maths It is vital to encourage children to share their methods to enhance their understanding. Value all methods – but reinforce that some methods are more effective or quicker than others. It is more beneficial to find 5 ways of doing 1 question than doing 1 method for 5 questions = Mastery element Plenty or practice to embed ideas. Applying knowledge in the concrete, pictorial and abstract Differentiation is not a different activity or higher numbers but using different methods and strategies.

Egg Boxes

Now it’s your turn to be 5 again! Visit the table activities exploring numbers, calculations, shape, space and measure Spend approximately minutes playing Make notes / answer the questions on your handout Ask the staff to explain anything you are unsure of

Peek a boo shape !

Useful websites ICT games Coxhoe Count us in games Cbeebiesm

BBC bitesize Crickweb Primary resources Topmarks

Count on Maths dictionary Teaching Money Maths magic Maths cats

How can you help at home? Follow the methods taught in school! Make activities practical, turn them into a game. Children learn best when they are having fun! Be positive and give lots of praise! Don’t rush your child through the stages - check they have a secure understanding of the basic skills ESPECIALLY number Check they can apply these skills in different contexts e.g. using money, sharing the sweets, setting the table, recognising numbers at the shops Use the correct vocabulary Ask if you are not sure about the home learning But most importantly………..

Enjoy!

Where happy children love to learn Our Early Years video….

Please complete an evaluation form before you leave Thank you for listening and taking part!