1. Maths Workshop for Foundation Stage Parents
Cheam Park Farm Primary Academy
Thursday 28th September 2017
By Sam Maskell

2. Agenda 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

3. What do you want from this workshop?

4. 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

5. 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

6. Understanding the concept of a number

7. 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

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

10. Numbers (N)
Number rhymes
Represent numbers using fingers, marks on paper
Match numeral to quantity
Compare quantities
Recognise numerals 0-10 then 10-20
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

11. 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

12. 3D shapes-What‘s in the bag? 2D shapes- Peek a boo

13. Shopping game Adding

14. 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….?’

16. 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.

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

18. 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.

19. 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.
32+12 =
Mastery element
Plenty of 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.

20. Egg Boxes

21. Now it’s your turn to be 5 again!
Visit the table activities exploring numbers, calculations, shape, space and measure
Spend approximately 30 minutes playing
Make notes / answer the questions on your handout
Ask the staff to explain anything you are unsure of

22. Useful websites ICT games http://www.ictgames.com/resources.html
Coxhoe
Count us in games
Cbeebiesm

23. BBC bitesize
Crickweb
Primary resources
Topmarks

24. Count on
Maths dictionary
Teaching Money
Maths magic
Maths cats

25. 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………..

26. Enjoy! Fun Fun Fun!

27. Where happy children love to learn

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