1. Mathematics in the Early Years Foundation Stage

2.  Count reliably with numbers from one to 20.  Recognise, read and write numbers to 20.  Place numbers in order.  Say which number is one more and one less than a given number.  Using quantities and objects, they add 2 single digit numbers and count on to find the answer.  Using quantities and objects, they subtract 2 single digit numbers and count back to find the answer.  They solve problems, including doubling, halving and sharing. By the end of the year……………

3. Mathematics is broken down into two strands in the Early Years Curriculum:  Numbers  Shape, Space and Measures Mathematics

4.  All children are at different levels in their number understanding and this is assessed upon entry into school.  Such information is used to plan a curriculum that is personalised and responsive to the children’s needs. A starting point…

5. Focuses on the child’s ability to: Count forwards and backwards to 20 Recognise numbers to 20 and beyond Order numbers independently Count objects reliably/ estimate Find 1 more or less, same Calculate Solve problems Numbers

6.  Singing number songs  Mathematical games  Counting on fingers and using different objects  Number rhymes, recording numbers  Ordering mixed up numbers on a washing line  Using puppets  Every child learns at a different time and at a different rate. Some find the concept of number very easy and others need more individual help. Number Fun!

7.  Children can often recite numbers up to ten by habit without any other concepts behind this. The difficult part is teaching children to associate, for example, the number 4 with four items.  This can take a long time but with constant play, demonstration and trial and error, your child will successfully be able to bring you five pencils and two rubbers, means 7. Getting it Right

8.  Children understand and begin to use the word ‘more’ from a very young age.  Children like to demand more sweets, treats, time and toys! They are able to make the connection between this word and its meaning. ‘I want more…!’ Just one more

9. Number stories using objects ‘There are four guests at the party and then one more arrives. How many people are there altogether?’ Strategy check: Understand concept of ‘more’ Add one Recount Check (fingers/numberline) More, more, more!

10.  Meaning?  Fewer/smaller amount/take away ‘We have five sweets. If I give one to Sam, there will be one less. How many will be left?’  Use a number line to calculate one less than a number to 10. Less?

11.  Compare two jars of marbles  Do they have the same number of marbles?  Which has more? Which has less?  How could we check?  Count the marbles in each jar  Use a number square or number line to check which number is bigger. Were we right? Marbles

12.  Vocabulary  Use of signs and actions  Link to understanding of concept of more/less  Make it visual and practical! ‘Two apples add three apples equals…’ 2 + 3 = Addition and subtraction

13.  Name and describe 2D and 3D shapes  Positional language  Order objects by length/weight/capacity  Money  Time to the hour and half hour  Patterns Shape, Space and Measure

14.  Helping At Home  Correcting number formation and practising writing numbers to 10 then 20.  Counting together.  Playing number games such as snap or bingo with numbers that we’ve cut out of a magazine.  Make patterns with buttons, pasta, lids etc. like “big, small, big.”  Cooking- sharing and measuring.  Looking around their environment for patterns and shapes.  Give instructions for an obstacle course, like “Go under the blanket”, “Go through the tunnel” and “Go behind the chair”.