1. Mathematics in the Early Years How many different ways can you make 5?

2. The aim of the Early Years Mathematics curriculum is to: Help children to develop and improve their skills in counting. Deepen their understanding of sequencing and using numbers. Calculating simple addition and subtraction problems. Describe shapes, spaces, and measures.

3. Number Count reliably with numbers from 1 to 20. Place numbers 1-20 in order. Say which number is one more or one less than a given number. Using quantities and objects, add and subtract two single-digit numbers. Count on or back to find the answer to + and –. Solve problems, including doubling, halving and sharing. Shape, Space & Measures Use everyday language to talk about size, weight, capacity, position, distance, time and money. Compare quantities and objects and to solve problems. Recognise, create and describe patterns. Explore characteristics of everyday objects and shapes and use mathematical language to describe them.

4. Children are often very good at reciting numbers in the correct order but this does not mean that they have a solid understanding of numbers. Children need lots of practical experiences to help them to understand the value and meaning of numbers. In this way, children begin to understand that counting and maths are about real life and are important and useful.

5. SortingMatching CountingEstimating Reading numbersWriting numbers SequencingEstimating ComparingNumber rhymes

6. Number hunting. Count anywhere and everywhere. Count in tens to 100, count in twos or fives. Play counting games using dice, e.g. snakes and ladders. Can you think of a number....? Roll dice – can you do that many hops/skips/claps. Number lines and number squares. Setting the table – how many cups do we need? Dot to dot.

7. To begin with children are encouraged to use practical resources to help their counting and calculations. This then develops into children being encouraged to draw pictures to help explain their thinking.

8. Number sentences are used to help children show their mathematical working out. At this stage they are usually accompanied by a visual aid. 13 + 2 = 15 Vertical number sentences are not taught until Year 3, this is to make sure that the children are very secure in their understanding of place value (tens and units) before moving onto a column method: 13 + 2 15 Please try not to record sums in this way as it will confuse your child.

9. Calculations are very concrete at this stage, rather than abstract. Children need to understand the value of each number. Practical equipment should be used to help provide a visual reference. Number lines are a helpful way for children to show their working out. Children are often encouraged to draw their own number lines once they get into Year 1 & Year 2.

10. Children learn about measures in a very practical way. Exploration and experimentation is encouraged. Children learn to measure and weigh initially with non- standard units, for example cubes, feet, hands etc before being introduced to standard units (cms, ml, g).

11. Sorting and matching objects in different ways e.g colour, shape, size. Talk about, recognise and recreate simple patterns. Name simple 2D & 3D shapes. Compare quantities using balance weighing scales. Compare lengths using non standard measure e.g footsteps, cubes. Telling the time (o’clock and half past).

12. Role Play – shops, post office, cafe, train station, laundrette. Washing up – capacity, comparing, estimating. Baking – measuring, accuracy, reading a scale, sharing. Going to the shops – reading prices, value of money. Reading an analogue clock – planning a journey, bedtime. Timers. Matching & sorting odd socks – size, pattern, counting in 2’s. Measuring rooms using sensible units. Height chart. Labels – which container has the largest capacity? Jigsaw puzzles.

13. www.ictgames.co.uk http://www.bbc.co.uk/schools/numbertime/ Apps for ipad or iphone: Eurotalk Maths Age 4-6 Board Games: