M ATHEMATICS IN THE E ARLY Y EARS Oak Base

ACTIVITIES Overview of Mathematics in reception. In small groups 10 minutes on each learning table. Any Questions?

"Children must be supported in developing their understanding of Numeracy in a broad range of contexts in which they can explore, enjoy, learn, practise and talk about their developing understanding. They must be provided with opportunities to practise and extend their skills in these areas and to gain confidence and competence in their use." EYFS 2008

W HAT DOES NUMERACY FOCUS ON IN RECEPTION ? This area concentrates on a child's development in: Number (using numbers as labels for counting and calculating). Understanding shape, space and measures.

N UMBER How children gradually use and know numbers and counting in play – gradually recognising and using numbers effectively to solve problems. Number rhymes support development of mathematical language and develop awareness of skills involved in counting.

N UMBER RHYMES To include: Counting back and forward (Once I caught a fish alive, 10 green bottles) ‘no’ or ‘none’ (5 little speckled frogs) Counting in pairs (2, 4, 6, 8 Mary at the Cottage Gate) Counting to 5, 10 and beyond Practise independently (puppets, soft toys, props)

H OW DO CHILDREN DEVELOP COUNTING SKILLS ? Begin by counting spontaneously Point finger at objects they are counting Orally use number names as they count One - One correspondence Count in order Anything can be counted It doesn’t matter what object you start with!

K EY CONCEPTS OF COUNTING I know that the last number I say in the count is the name used to represent the number in the group. I don’t need to count, I can see that there are three – not necessarily starting at 1. I know I need to check my counting because sometimes I miscount.

W HAT DO WE LEARN IN OAK ? Counting to 3, 6, 10 then 20 Recognise numerals 1-5 then 1-10 and then 0-20 Ordering Numerals Match numerals to number in a set Write numerals Record Solve problems

A DDITION AND SUBTRACTION Children develop an awareness of the relationship between numbers and amounts. Numbers can be combined by ‘adding together’ Can be separated by ‘taking away’ Two or more amounts can be compared When counting two groups – How many do we have altogether ? How many do we need to take away ? Other Vocabulary: “As many as, more, most, less, least, make, left over, difference between, too many and too few.”

W HAT DO WE LEARN IN OAK ? Recognise 1 more and 1 less Combine two groups to create total Relate subtraction to taking away Use range of mathematical vocabulary Problem solve Recognise differences in quantity Mental recall of number bonds

W HAT DO WE LEARN IN OAK BASE ? Compare groups using 1:1 correspondence to find the difference (early subtraction) Share objects 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 2 groups of objects (addition)

S HAPE, SPACE AND MEASURES Children learn, through talking about, exploring and manipulating shapes and quantities, and developing appropriate vocabulary, children use ideas to solve problems and develop ideas.

WHAT DO WE LEARN IN OAK ? Recognise and describe ‘flat’ 2D shapes and ‘solid’ 3D shapes Recreate and recognise patterns Sorts or orders items or events Begins to use everyday language related to money Uses everyday language related to time Use comparative language Positional language Solve problems

E VERYDAY LANGUAGE Gradually introduce mathematical language of shape and space, position, movement, pattern, symmetry and measurement. Measures – Time (e.g. tomorrow) Measuring and Comparing lengths (e.g. longer) Measuring heights and recording (e.g. taller) Using measures (e.g. cooking)

H ELPING YOUR CHILD DEVELOP THEIR NUMERACY Give your child enough time, space and encouragement to discover and use new words and mathematical ideas, concepts and language in their own play. Encourage your child to explore real life problems, to make patterns and to count and match together. Real experiences, such as counting knives and forks for place settings when laying a table, will use numbers for a purpose. Counting objects into a container is helpful, especially if a big sound is made!

R OTATION OF R ESOURCES Please share different ideas about the resources that we have on that table and how you might use them at home.

Q UESTIONS