Welcome to our Reception workshop Problem Solving, Reasoning and Numeracy (PSRN)

1. Welcome to our Reception workshopProblem Solving, Reasoning and Numeracy (PSRN)

2. Numbers for Labels and Counting (NLC) Calculating Shape, Space and Measure (SSM) PSRN Consists of 3 sections which are made up of Early Learning Goals:

3. Says some number names in familiar contexts, such as nursery rhymes Counts reliably up to three everyday objects Counts reliably up to six everyday objects ELG 4 Says number names in order ELG 5 Recognises numerals 1 to 9 ELG 6 Counts reliably up to 10 everyday objects ELG 7 Orders numbers, up to 10 ELG 8 Uses developing mathematical ideas and methods to solve practical problems ELG 9 Recognises, counts, orders and writes and uses numbers up to 20 Numbers for labels and Counting (NLC)

4. Calculating • Responds to the vocabulary involved in addition and subtraction in rhymes and games • Recognises differences in quantity when comparing sets of objects • Finds one more or one less from a group of up to five objects • ELG 4 Relates addition to combining two groups • ELG 5 Relates subtraction to taking away • ELG 6 In practical activities and discussion, begins to use the vocabulary involved in adding and subtraction • ELG 7 Finds one more or one less than a number from 1 to 10 • ELG 8 Uses developing mathematical ideas and methods to solve practical problems • ELG 9 Uses a range of strategies for addition and subtraction, including some mental recall of number bonds

5. Shape, Space and Measure • Experiments with a range of objects and materials showing some mathematical awareness • Sorts or matches objects and talks about sorting • Describes shapes in simple models, pictures and patterns • ELG 4 Talks about, recognises and recreates simple patterns • ELG 5 Uses everyday words to describe position • ELG 6 Uses language such as ‘circle’ or ‘bigger’ to describe the shape and size of solids and flat shapes • ELG 7 Uses language such as ‘greater’, ‘smaller’, ‘heavier’ or ‘lighter’ to compare quantities • ELG 8 Uses developing mathematical ideas and methods to solve practical problems • ELG 9 Uses mathematical language to describe solid (3D) objects and flat (2D) shapes

6. Concepts and mathematical vocabulary • 1:1 correspondence • Context - Concrete first (eg. use real coins), abstract later (eg. writing as 1p+2p=3p) • Number order • Being able to spot errors (eg. 3, 4, 5, 8, 7) • Vocabulary (in all three areas) • Positional Language • Describing shapes and patterns • Measures – capacity, weight, length, time • Calculating • More and less (difference in quantities) • Addition and subtraction • Questions

7. How you can support PSRN whilst walking home and in the shops? • NLC • Looking at numbers around environment (eg. door, clock and bus numbers, number plates etc.) • How many red cars? How many buses pass us? How many steps between shops/ end of road? Etc. • Talk about prices when you are out shopping (change) • Calculating • So we saw 2 red cars, How many would we have seen if we saw 1/ 2 more? There are 3 cars parked and 1 drives away, how many are left? We counted 4 black cars and 2 red cars. How many are there altogether? • SSM • What patterns can you see on the walls/ clock/ bricks/pavement etc? • Talk about the position of objects – e.g. it’s on the chair, under the table, next to the table etc • Talk about 2D and 3D shapes, identify them in your environment, match them.

8. How you can support PSRN whilst at home? • NLC • How many knives do we need? How many forks? How many blocks high can you build out of lego? Etc. • Looking at food products for numbers • Reading Story books – Look at page numbers • Numbers on shoes/clothing • Calculating • Laying the table - What if 1 more person comes to dinner? How many knives/ forks/ glasses would we need? How many altogether now? • Find out whole family’s shoe size – Who is the largest? How do you know? • Play memory/snap with pairs of numbers (doubles, number bonds, number and quantity recognition –eg. dice) • SSM • Talk about the size of objects, compare them which is bigger/smaller, taller/shorter, longer/shorter e.g. look at an adults and child’s shoe/clothes, cutlery, different sized tower, etc • Create patterns using blocks, hanging washing out, cutlery, socks etc. • Introduce them to weight through cooking – heavier/lighter/ full/empty/ estimating • Talk about the position of objects – e.g. it’s on the chair, under the table, next to the table etc • Make models/pictures with shapes • Number rhymes and songs

9. How you can support PSRN whilst at the park? • NLC • How many times can you bounce this ball? Etc. Count anything and everything! Count walking along, count skips, count people, dogs etc. • Calculating • How many dogs can you see? What if 3 more came? How many would there be altogether? How do you know? • SSM • Which is the tallest tree? Can you find a different tree and describe it? What patterns/shapes can you see around you? Can you describe our journey to the park?

10. What does PSRN look like in the classroom? • A typical lesson – 3 carpet sessions a week • Two focused adult-led activities per week. • One table is always set up with PSRN related activities eg. game/ dominoes/ drawing around numbers/ sorting set • Outside classroom has independent planned PSRN activities

11. How are the eggs arranged in the egg box? How many eggs are there altogether in the box? Show me five fingers. Use both hands. Show me another way to do it. We have four easels. There are seven children who want to paint. How many more easels do we need? Example questions

12. Maths Challenge Are you taller or shorter than a door? Are you taller or shorter than an armchair? Are you taller or shorter than a window sill? Ideas for at homeavailable soon on www.fox.rbkc.sch.uk Maths Challenge Do 10 jumps in each room of your house. Count each jump to make sure you do 10. Practise writing number 10 at home.

13. We hope you have enjoyed this workshop and learnt something. Please complete an evaluation form to let us know how we are doing!