Effective teaching of Early Maths

Effective teaching of Early Maths “Skills- based learning” Getting children to think and talk mathematically

Objectives Teachers will be enabled to Adapt their teaching methodologies to promote the development and acquisition of mathematical skills through the content of the number strand in the early maths curriculum. Incorporate the use of mathematical language as a core element of every Maths lesson.

Select and use appropriate Maths equipment to further enhance the acquisition of mathematical skills in the classroom. Adapt a Problem-Solving approach as a central methodology in the teaching and acquisition of skills through content. Self-reflect on their existing practice and provide feedback on new approaches suggested during the workshops.

Skills Applying and problem-solving Communicating and expressing Integrating and connecting Reasoning Implementing Understanding and recalling P68/69 psc

Skills • Applying and problem-solving (HO) • Communicating and expressing (HO) • Integrating and connecting (HO) • Reasoning (HO) • Implementing (LO) • Understanding and recalling (LO) P68/69 psc

Early Understanding in Number SortingRelationships and Operations UnderstandingCounting and numberrecognition

SORTING – a line of development Sorting Sort a random collection Sort a one-property collection in one way Sort a two property collection in two ways Sort a three property collection in three ways Revisiting random collections Partition sets into subsets Combine sets Sorting and logic games

Sorting Activities – Towards the notion of a set Children will sort random collections and talk about them

Sorting Activities – Towards the notion of a set Children will sort one-property collections in one way and talk about their arrangements

Sorting Activities – Towards the notion of a set Children will sort two-property collections in two different ways and talk about their arrangements

Sorting Activities – Towards the notion of a set Children will sort three-property collections in three different ways and talk about their arrangements

Combining sets Children will combine 2 or more sets and talk about their arrangements

Consolidating sorting using logic blocks Feely bag pg 45 Copy Cat pg 43 Guess my secret pg 45

Sorting Activities Children will sort random collections again and talk about them. Note language.

Key message: The Learning Process

Key message: The Learning Process Higher Order Abstract Lower Order Concrete

Using Pictorial Representation Children will use Tree/Venn/Carroll diagrams to sort for one property and talk about their arrangements Non - set

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Counting and RecognitionLine of Development Count forwards / backwards within 5/10/20/99/199 from different starting points Quick recognition of quantities 5/10/20 Sensible guess of quantities within 10/20

Counting Activities Look for VARIETY In the activities In the involvement of the children In the learning being promoted

Counting Activities Involvement of the children Physical activity Chorus response Individual Response

Counting Activities Learning being promoted Counting forwards and backwards Recognising/ordering numbers Counting quantities Counting from different starts After/before more/less

Relationships and Operations Copy a pattern Continue a pattern Devise a pattern Compare equal/unequal sets Find components within 5/10/20 Add/subtract within 5/10/20 Consolidate experiences within 5/10 using Cuisenaire

Copy a pattern

Continue a pattern

Devising a pattern

Less More Language of Relationships Same

Comparing Sets

Comparing Quantities within 5

Partitioning sets within 5 Children are ready to partition when They can count collections within 5 They recognise numerals up to 5 They have conservation of number up to 5

Partitioning sets within 5 Model partitioning sets into subsets within 5 Model the language – altogether, 5 is the same as 3 and 2 Start partitioning with 5 and then go down to smaller numbers Teacher’s role is to create sets so the children can make decisions around partitioning for size/colour

Key Steps Teacher demonstrates activity and provides language Children record findings pictorially Children begin to use associated language Children do practical activities with support from teacher

Partitioning Calculate mentally within 5 Box numbers game Make Five

Partitioning sets within 10/20 Extension of work within 5 Children need to have conservation of number to 10/20 Teacher introduces the written record Children record their findings using the written record

Operations – Addition Add two numbers practically within 5 and talk about their findings Teacher uses a base board and number cards to demonstrate the process of addition

altogether make and 2 3 5

Operations – Subtraction Subtract two numbers practically within 10 and talk about their findings Teacher uses a base board and number cards to demonstrate the process of subtraction

4 7 3 leaves take away

Addition/Subtraction within 10 There is merit in delaying the introduction of mathematical symbols until children are very secure in all aspects of operations Ready Set Go Maths, p.77

Commutative aspect of addition Subtraction as the inverse of addition Subtract practically by taking away Add on/Subtract mentally within 10 Add on/Subtract the second number practically within 10

Cuisenaire Readiness check p.87 Conservation of number and length needs to be secure First understanding of components of number, addition and subtraction should be established with random materials.

Number activities with Cuisenaire Make a little train p.90 The step pattern p.92

Addition using Cuisenairep.93

Box Addition using Cuisenairep.94

Effective teaching of Early Maths