1. Maths Expectations in the Early Years Foundation Stage

2. Aims and Objectives
Developmental stages of learning to count and the basic principals of counting in the early years.
Explore the resources we use.
Understand the basic end of year expectations within the Early Years Foundation Stage framework for maths.

3. The principals of counting in the early years:
The ‘one - one’ principal
The ‘stable order principal’
The ‘cardinal principal
The ‘abstract principal’
The ‘order irrelevance principal’
(Gelman and Gallistel 1978)
The ‘one - one’ principal – where children use a word to match each item.
The ‘Stable order principal’ – when children know the list of words must be consistant and follows a pattern.
The ‘cardinal principal’ - when children understand that it is the final word in the list that tell you how many items have been counted.
The ‘abstract principal’ – when children can count objects whether real or imaginary.
The ‘order irrelevance principal’ – when children realise it does not matter what order you count the objects in , as long as you only count each one once you will get the same answer.
(Gelman and Gallistel 1978)

4. Maths Mastery Structure
Autumn: 
Early Mathematics Experiences
Pattern and Early number
Numbers within 6
Addition and Subtraction within 6
Measures: Length, Shape and Sorting
A focused adult-led session with direct teacher input and high language expectations.

5. Principles of Maths Mastery
Teachers reinforce an expectation that all pupils are capable of achieving high standards in mathematics.
The large majority of pupils progress through the curriculum content at the same pace.
Differentiation is achieved by emphasising deep knowledge and through individual support and intervention.
Teaching is underpinned by methodical curriculum design and supported by carefully crafted lessons and resources to foster deep conceptual and procedural knowledge.
Practice and consolidation play a central role. Carefully designed variation within this builds fluency and understanding of underlying mathematical concepts in tandem.
Teachers use precise questioning in class to test conceptual and procedural knowledge, and assess pupils regularly to identify those requiring intervention so that all pupils keep up.

6. Early Years Foundation Stage Framework
Mathematics: Number
Early Learning Goal:
Children count reliably with numbers from one to 20, place them in order and say which number is one more or one less than a given number.
Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer.
They solve problems, including doubling, halving and sharing.
Difference between procedural and conceptual (importance of conceptual)
Don’t go beyond 20 before SECURE, i.e. can they sequence numbers to 20 if there were numbers missing (i.e. if there were only ten numbers)?
Don’t double, halve or share
Don’t do column methods

7. Early Years Foundation Stage Framework
Mathematics: Shape, space and measure
Early Learning Goal:
Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems.
They recognise, create and describe patterns.
They explore characteristics of everyday objects and shapes and use mathematical language to describe them.
Time – hour and half past, awareness, CONTEXT (give meaning)
Money – big issue in year one – give them experiences, they need to know the coins, give them real life meaning/context when learning money (cashless society and how important this is).

8. Mathematics Mastery in EYFS
Daily Maths Meetings – 10 minutes
Days of the week
Months of the year
Seasons
Counting
Shapes
Maths Mastery 3 x 40 minutes a week

11. Concrete – Pictorial - Abstract

12. School Resources
Share some of the practical tasks and challenges we set for the pupils to work through these stages and them build on their knowledge of place value.
Fish, people, numicon (12 not 1 and 2 but 10 and 2), place value grids, 100 squares, cubes, cuisenaire rods, bead grids (TO)
WHITEBOARDS – not permanent/can rub out

13. Ideas for home Counting, chanting, songs;
Everyday mathematics in the real world – counting stairs, counting steps, recognising door numbers
Missing numbers – play the fool! Count incorrectly can they correct you?
Make patterns using leaves/twigs/cones etc
Ordering by size, length
Sorting by a given criteria
Days of the week – today? tomorrow?
Number and maths is all around them, point it out to them and encourage them to acknowledge its importance in everyday life (not just a lesson at school). MATHS EXPERIENCES
Number formation – not always with a pencil
You can model typical errors:
Omitting words;
Words in wrong order;
Repetition of a word;
Not starting with ‘1’; and
Errors by analogy – “13, 14, fiveteen” or “19, tenteen”.
Children respond to counting activities , typically, in 3 ways:
Visual counters – just with their eyes.
Touch counters – finger to touch and say
Physical partitioners – those who move objects while counting.
Physical partitioners should be encouraged to avoid enumeration errors.
Children should also be encouraged to practice counting with a different set of arrays, straight lines being the most basic , followed by circles and then random arrays.

14. have an understanding of the concept of addition and subtraction
Essential Skills
‘Pupils need to
recognise, select and write the digits that represent the numbers to 20
have an understanding of the concept of addition and subtraction
have a range of strategies to support them in answering mathematical challenges

15. KS1 Expectations
Explain that with the Early Learning Goal SECURE, the chn then progress on to using and applying that knowledge, i.e. can they recognise a hexagon when upside down etc.