1. Developing Early Skills in Mathematics.

2. Mathematics
The teaching and learning of Mathematics is split into two different aspects.
Number
Shape, Space and Measures.
Children will be assessed against the Early Learning Goal for each aspect at the end of the academic year.

3. Expectations
By the end of the year children are expected to be able to:
Count reliably with numbers from 1-20
Place these numbers in order
Say what is one more or one less than a given number to 20
Use quantities and objects to add and subtract 2 single digit numbers
Count on and back to find the answer
Solve problems including doubling, halving and sharing

4. How do children learn about number?
Children need to see numbers continuously in order to develop their recognition.
Positive role model- show how you use your number skills (counting knives and forks when laying the table etc)
Using every opportunity- e.g when you’re out shopping- “Can you get me 6 apples?” etc

5. How do we teach number?
Daily Maths activities rehearsing and reinforcing skills.
Weekly small group activities to target specific skills.
Twice a week, differentiated maths activities
(3 groups or more when possible)

6. Meaningful Contexts
Maths can be quite abstract and surreal for young children unless it is made meaningful.
Counting the number of children having a packed lunch or school dinner etc
Practical, hands-on activities to allow children to physically move the objects they are counting.
If 2 children are in the role play area and 2 more come to join in, how many children all together?- modelling mathematical language in a meaningful way.

7. Topic Related
Where possible, mathematical activities will be linked into our theme/topic.
Counting gingerbread men, ordering them according to their size, number of buttons etc.
Counting fish in the sea.
Using sea creatures to create number problems.

8. Writing sums?
There is no expectation for a child in Foundation Stage to be using a formal written method for their calculations.
Adults model different ways to show “working” and children are encouraged to show their thinking in their own way (mark making, pictures, numbers or a combination)

9. Numbers all around! How could you incorporate numbers into your home?
Bath crayons?
Number labels with post-its?
TV remote
Phones
Games and books

10. Shape, Space and Measure

11. Expectations
By the end of the year children are expected to be able to
Use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects to solve problems.
Recognise, create and describe patterns.
Explore characteristics of everyday objects and shapes and use mathematical language to describe them.

12. How do we teach Shape, Space and Measure?
Practical, fun activities to engage interest
Regularly reinforce language
Use real objects (e.g how many cubes long is the giraffe’s neck?)
Using everyday objects to measure and balance.
Incorporate elements of SSM into our daily sessions and focussed teaching groups.

13. Child Initiated Learning
Numbers and shapes are displayed in our learning areas for children to become familiar with.
Readily available resources for children to freely access and explore.
Adults to support and challenge through questioning and discussion – ideal opportunities to assess and extend learning through the child’s interests.

14. Play time!