Maths Workshop W E D N E S D A Y 2 1 ST F E B R U A R Y
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1 Maths Workshop W E D N E S D A Y 2 1 ST F E B R U A R Y T H E M E T H O D S A N D A P P R O A C H E S T O T E A C H I N G M A T H S A T S C H O O L H A V E C H A N G E D O V E R T I M E, S O T H E W O R K Y O U R C H I L D D O E S I N N U R S E R Y A N D R E C E P T I O N M I G H T L O O K V E R Y D I F F E R E N T F R O M Y O U R E X P E R I E N C E O F M A T H S A S A C H I L D. T O B E S T S U P P O R T Y O U R C H I L D, I T S I M P O R T A N T T O T R Y A N D U S E T H E S A M E M E T H O D S T H A T Y O U R C H I L D I S L E A R N I N G A T S C H O O L
2 Aims To cover the expectations of Maths in EYFS. To highlight importance that Maths is everywhere. To unpick Number and Shape, Space and Measure.
3 Maths in the EYFS The mathematics curriculum in the EYFS is split into two categories; Numbers and Shape, Space and Measure. Maths is taught in a purposeful, practical way and children use play and exploration to acquire mathematical skills. A large majority of mathematical work is practical and learning takes place in many different contexts around the classroom and outside.
4 National Expectations Nursery (Number) Development Matters states that by the end of Nursery a child: Uses some number names accurately in play. Can recite numbers in order to 10. Knows that numbers identify how many objects are in a set. Is beginning to represent numbers using fingers, marks on paper or pictures. Sometimes matches numeral and quantity correctly. Compares two groups of objects, saying when they have the same number. Shows an interest in number problems. Shows an interest in numerals in the environment. Shows an interest in representing numbers. Realises not only objects, but anything can be counted, including steps, claps or jumps.
5 National Expectations Nursery (SSM) Development Matters states that by the end of Nursery a child: Shows an interest in shape and space by playing with shapes or making arrangements with objects. Shows awareness of similarities of shapes in the environment. Uses positional language. Shows interest in shape by sustained construction activity or by talking about shapes or arrangements. Shows interest in shapes in the environment. Uses shapes appropriately for tasks. Is beginning to talk about the shapes of everyday objects, e.g. round and tall.
6 National Expectations Reception (Number) Development Matters states that by the end of Reception: 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.
7 National Expectations Reception (SSM) Development Matters states that by the end of Reception: 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.
8 Numbers and Numerals In maths it is important to know that numerals should be the last thing we teach the children. Visual and conceptual Maths should come first. A child may be able to count from 0-10 or 0-20, but it is important that they understand the quantity of a number. Jumping and clapping to symbolise an amount is key when focusing on number. Maths in the EYFS should not be about rote learning.
9 Numicon Numicon is a visual tool which supports many Mathematical concepts. It is weighted so can be used when looking at weight and measures. The holes in Numicon are big enough so you can put your fingers through to count. A key tool to use in addition and subtraction. Develops children into confident problemsolvers working in groups and independently.
10 Numicon Key concepts We use Numicon to help support the teaching of: 1) Pattern 2) Counting 3) More than 4) Less than 5) Addition 6) Subtraction 7) Counting in 2s, 5s and 10s 8) Doubling, halving and sharing
11 Numicon in the classroom
12 Maths in the environment Maths is everywhere. One way of encouraging the use of simple mathematical language and concepts is by going on a maths walk. This can be in your garden, on the way to school or even when out shopping. Look for shape, number and pattern in the environment. You will be amazed at what you can find.
13 Maths at home Maths is everywhere in the home. With the support of parents, children can grasp many mathematical concepts through their play. Maths through Play. Children will begin to: 1) Know and understand early maths language of measurement, shapes, spaces, positions, early numbers, order and patterns 2) Know the sequence of numbers 3) Begin to understand positional words, e.g. in, on, outside 4) Show an awareness of time 5) Be aware of shapes in their environment 6) Be aware of 1-to-1 correspondence 7) acquire new vocabulary 8) Learn number rhymes and songs, e.g. one, two, buckle my shoe etc. When we say a child knows her numbers what we often mean is that she can recite the names of numbers in ascending order. This is quite useful to be able to do, but it means very little in itself. Children need to come to know what the number system really means. They can be helped to do this through play
14 Key points Do little and often Praise Play lots of games Remember that Maths should be FUN Now its your turn to have a go at some activities.
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