Foundation Stage

1. Foundation Stage Maths

2. Mathematics Two main areas • Number • Shape, Space and Measure

3. 4-5 year old number development Key counting concepts (40-60+ months): • Recognise numerals 1 to 5 • Count up to three or four objects by saying one number name for each item • Counts actions or objects which cannot be moved • Counts objects to 10, and beginning to count beyond 10 • Counts out up to six objects from a larger group • Selects the correct numeral to represent 1-5 then 1-10 objects • Counts an irregular arrangement of up to tem objects • Estimates how many objects they can see then checks by counting. • Uses the language of more and fewer to compare two sets of objects.

4. Oneness of one etc To develop a strong sense of number, children need lots of experiences of each number. For example: • Count lots of different types of objects – big, small, spread out, pattern, random, etc • Count actions and sounds as well as things • Count in different contexts To begin with focus on numbers to 5 but numbers in environment should be up to 10 and beyond

5. https://www.bbc.co.uk/iplayer/cbeebies/episode/b08d630h/numberblocks-series-1-fivehttps://www.bbc.co.uk/iplayer/cbeebies/episode/b08d630h/numberblocks-series-1-five

6. Numbers in the environment You will have numbers for different purposes: • Cardinal numbers • Ordinal numbers • Nominal numbers

7. Cardinal numbers The number of items in a set, the quantity but not the order of things

8. Ordinal numbers A term that describes a position within an ordered set or a group of numbers in order

9. Nominal numbers Using the number as a label

10. 4-5 year old number development Key addition/subtraction concepts (40-60+ months): • Finds the total number of items in two groups by counting them all • Says the number that is one more than a given number • Finds one more or one less from a group of one to five objects, then ten objects • In practical activities and discussions, begins to use the vocabulary involved in adding and subtracting. • Records using marks that they can interpret and explain. • Begins to identify own mathematical problems based on own interests.

11. CPA Approach C – Concrete P – Pictorial A – Abstract

12. Subitising Recognising the size of a set from the pattern or structure of the set without having to count the number of objects

13. How subitising works Perceptual subitising • Recognising a small number of items without using a pattern or any mathematics to help Conceptual subitising • Using the pattern or arrangement of items to recognising the number, eg dots on dice or dominoes

14. What might make subitising difficult? • Very young children don’t have enough experience of number to be able to subitise. • Children need to develop spatial awareness skills before they can subitise • Some texts, such as worksheet, don’t have clear enough patterns and the elements become confused.

15. ELG • 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.

16. Exceeded • Children estimate a number of objects and check quantities by counting up to 20. They solve practical problems that involve combining groups of 2, 5 or 10, or sharing into equal groups.

17. Shape, Space and Measure • 40-60 months • Beginning to use mathematical names for ‘solid’ 3D shapes and ‘flat’ 2D shapes, and mathematical terms to describe shapes • Selects a particular named shape • Can describe their relative position such as ‘behind’ or ‘next to’ • Orders two or three items by length or height • Orders two items by weight or capacity • Uses familiar objects and common shapes to create and recreate patterns and build models • Uses everyday language related to time • Beginning to use everyday language related to money • Orders and sequences familiar events • Measures short periods of time in simple ways

18. Pattern Children who can recognise and make patterns are more likely to be successful mathematicians.

19. Pattern pre-skills There are skills children need before they can understand pattern: • They need to be able to sort/classify • They need to be able to talk about things that are the same and things that are different

20. Exploring pattern Use some resources to create the pattern type provided

21. Symmetrical patterns Work with a partner: One partner creates a pattern for the other partner to make a symmetrical pattern. Is it easier: • Sitting next to each other • Sitting opposite each other • Making it at the same time • Making it after the first partner has created it

22. The language of pattern What language do you model when teaching pattern?

23. Children’s understanding of pattern Can children: • Spot a pattern • Use pattern in their play • Use symmetry • Use positional language appropriately • Make and describe line patterns • Copy a pattern sequence accurately • Create a pattern sequence • Describe a pattern sequence • Make a growing pattern

24. SSM in continuous provision

25. ELG • 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.

26. Exceeded • Children estimate, measure, weigh and compare and order objects and talk about properties, position and time.

27. Supporting at home • Completing the homework activities • Use incidental learning when out shopping, sorting washing etc. • Baking with children. • Using specific language ie – longer, shorter, taller, heavy, light. • Use the number lines and hundred squares we send home. • Noticing patterns and rote counting in 1’s, 2’s, 10’s.