Welcome to Reception’s Maths Workshop Thursday 24 th January 2013

1. Welcome to Reception’sMaths WorkshopThursday 24th January 2013

2. Sir Peter Williams review of Mathematics teaching in the EYFS: “ Children should be given opportunities in a broad range of contexts, both indoors and outdoors, to explore, enjoy, learn, practise and talk about their developing mathematical understanding. Such experiences develop a child’s confidence in tackling problem solving, asking probing questions, and pondering and reasoning answers across their learning. Vitally important is ensuring children’s mathematical experiences are fun, meaningful and build confidence.”

3. How children learn in the Foundation Stage • Adult led activities to teach the skills. • Rich environment with plenty of opportunities to build on their learning of these skills. • Continual assessment to plan next step. • Differentiated questioning to scaffold learning.(see sheet with examples of questions) • Progression

4. September 2012 Development Matters • Mathematics • Numbers • Shape, Space and Measure • Assessed as ‘emerging’, ‘expected’, ‘exceeding’

5. Numbers– ‘Emerging’ Early Learning Goals • Selects the correct numeral to represent 1 to 5 then 1 to 10 objects. • Counts an irregular arrangement of up to ten objects. • Estimates how many objects they can see and checks by counting them. • Uses the language of ‘more’ and ‘fewer’ to compare two sets of objects. • Finds the total number of items in two groups by counting all of them. • Says the number that is one more than a given number. • Finds one more or one less from a group of up to five objects then ten objects. • In practical activities and discussion, beginning 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 and fascinations.

6. Numbers – ‘Expected’ Early Learning Goals • Children count reliably with numbers from one to 20. (reciting v counting) • Place them in order. • 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. • They count on or back to find the answer. • They solve problems, including doubling, halving and sharing.

7. Numbers – Exceeding Early Learning Goals • To estimate a number of objects and check quantities by counting. • Solve practical problems that involve combining groups of 2,5 or 10, or sharing into equal groups. Eg: • Children count reliably with numbers from one to 30, 60-69, 100, 100+ • Order any 2 digit number, then any 3 digit number, then numbers with decimal places • Partitioning 2 digit numbers, 3 digit, 1 decimal point digit number, 2 decimal point digit number, 3 decimal point digit number. • Anticipate what 1 more/less then 2 more/less will be without recounting • Count in multiples of 10, 5, 2, 3, 4, 9, 6, 7, 8 • Count along a number line without numbers

8. Big Maths • Whole school framework to track each child throughout their journey from Nursery to Year 2 and effectively plan the next step in their learning to ensure consistent progression.

9. Space, Shape and Measure – ‘Emerging’ Early Learning Goals • Beginning to use mathematical names for ‘solid’ 3D shapes and ‘flat’ 2D shapes, and mathematical names 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 height or length • Orders two items by capacity or weight. • 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.

10. Space, Shape and Measure – ‘Expected’ Early Learning Goals • Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities 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.

11. Space, Shape and Measure – Exceeding Early Learning Goals • Estimates, measures, weighs, compares and orders objects and talks about properties, position and time. Eg; • Children use the terms ‘regular’ and ‘irregular’ when discussing shapes. • Children understand right angles and use the terms ‘acute and ‘obtuse’ • Children understand the terms used in standard measurements and are able to use a wider range of measure. • Children are able to read a 12 hour clock and calculate measurements of time.

12. How to support what we do at school • Modelling enthusiastic learning • Make maths meaningful eg: setting the table • Pocket money: paying in shops • Encourage problem solving • Cooking • Estimating • Clocks • Stories and rhymes with counting • Correct number formation • Play board games together. • Make your own resources • (number cards, track games, number lines)