Maths in the EYFS Helping your children at home Aims of today -To - - PowerPoint PPT Presentation

Maths in the EYFS

Helping your children at home

Aims of today

• To understand what children need to be able to do

and know by the end of reception

• To get an insight into how maths is taught at St

Andrews Primary School

• Ideas of how to help your child with maths at home

EYFS Pedagogy

Mathematics is taught using concrete resources through …

• Play
• Role-play
• Games
• Songs
• Exploration
• Inside and outside

Maths in the EYFS

• Recognise some numerals of personal significance.
• Recognises numerals 1 to 5.
• Counts 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 beyond.
• Counts out up to six objects from a larger group.
• 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
• bjects.
• 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.

Number 40-60 months

• Recognise some numerals of personal significance.
• Recognises numerals 1 to 5.
• Counts 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 beyond.
• Counts out up to six objects from a larger group.
• 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.

Number 40-60 months

Maths in the EYFS

Number Early Learning Goal

Early Learning Goal (Expectation for the end of Reception) Children count reliably with numbers from one to 20, place them in order and say which number is one more

• r 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.

Maths in the EYFS

• Beginning to use mathematical names for ‘solid’ 3D

shapes and ‘flat’ 2-D 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.

Shape, Space and Measure 40-60 months

Maths in the EYFS

Shape, Space and Measure Early Learning Goal

Early Learning Goal (Expectation for 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.

Maths at St Andrews

Maths in the EYFS

l

Begin with language

Everyday language moving to mathematical language General Mathematical Big, small Biggest, smallest, bigger, smaller, longer, shorter, taller Round one, flat one Circle, square, sphere, cube, corner, edge Heavy, light, full, empty Heaviest, lightest, balanced, the same On, in, under Behind, next to, in between Less, more, a lot, the same Add, plus, altogether, makes, equals, take away, share, half, double Today, tomorrow Before, later, soon, weekend

Learning Mathematics through Stories

Days of the week Clock times Vocabulary and problem solving related to size One more - addition Money One less - subtraction Counting and addition Concept of more

Songs and Rhymes

Ten Green Bottles

Remember songs are on the internet and use things you have at home to help you make it practical!

Five Little Ducks Where’s the Teddy?

In the home

Setting the table and counting out the plates, knives and forks. Counting the stairs as you go up and down them in the building. Counting how long it takes to put shoes on Identifying the coins they have for pocket money and counting how much. Identifying numerals around the house

• St. Andrew’s CE VA

Primary School

Date Achieved Test

I can say the numbers in order to 5 I can count 5 objects accurately by moving them I can recognise numbers to 5 when not in order I can put numbers 0 to 5 in the right order

0 1 2 3 4 5

Suggested activities Rhymes

Teach your child any number rhymes or songs that you know, particularly ones that involve holding up a number of fingers, like Five little speckled frogs. Practise them regularly, with actions.

Dice game

Use a ‘dotted’ dice and write the numbers 1 to 6 on a sheet of paper (or use the numbered animals). ♦ Throw the dice. Can your child guess how many dots there are? Check by counting. ♦ Ask your child which number on the paper matches the dots on the dice.

Counting and putting numbers in order

Use old magazines, comics or greetings cards. Cut out pictures of animals, or anything else your child is interested in. Label the animals 1 to 5. ♦ Shuffle the animals. Put them in order from 1 to 5. ♦ Remove one animal. Ask your child which number is

• missing. Repeat with other numbers and more than one

missing number. ♦ Ask your child to say what number comes before or after a number you choose. Did you know more than 200 children go to St. Andrew’s Primary School?

Laverstock

Date Achieved Test

I can an say say the he numb numbers in n order from 0 0 to

• 10

10 I can an count 10 10 obje bjects accurately ly by by mov movin ing the hem I can an recognis ise num numbers to 10 10 whe when not not in n order I can an put put numb numbers 0 0 to 10 10 in n the he right t

• rder

0 1 2 3 4 5 6 7 8 9 10

Fun games to play at home Build a tower

For this game you need a dice and some building blocks or Lego bricks. Take turns to roll the dice. Count the spots on the dice and collect that number of bricks to build your own tower. The first to 10 wins! For a change, start with 10 blocks or bricks each. Take away the number

• n the dice. First to zero wins.

Roll a shape

Cut out 12 shapes. Make 3 triangles, 3 squares, 3 rectangles and 3 circles. Take turns to roll a dice and collect a shape that has that number of sides, e.g. roll a 4, collect a square. The first to have four different shapes wins. If you can name each shape you go first next time!

Collections

You will need number cards to 10 face down on the table. Take it in turns to secretly turn over a card and clap this many times while the Other player(s) closes their eyes and counts. If they count the correct number of claps they keep the number card. Repeat until all cards are

• gone. Who has the most cards?

Did you know the Laverstock and Ford Parish in shaped like a number 7?

Salisbury

Date Achieved Test

I can an say say the he numb numbers in order to

• 20

20 I can an recognis ise num numbers to 20 20 whe when not not in n order I can an count ba back from

• m 10

10 accurately ly I can an say say the he numb number that at is s one ne mor more than an any ny num number up up to

• 10

10 e.g.

• g. Wh

What at is s

• ne

ne mor more than an 5? 5? I can an say say the he numb number that at is s one ne less than an any ny numb number up up to

• 10

10 e.g. What is one less than 9? I can write numbers to 10

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Dicey counting

Take turns to roll a dice and count back to zero from the number

• thrown. For example, If you roll a four you have to say:

Four, three, two, one, zero!

One more, one less

For this game you need a dice, a coin and some building blocks or Lego bricks. ♦ Take turns to roll the dice. ♦ Build a tower with that number of blocks or bricks. ♦ Then toss the coin. Heads means take one brick off. Tails means add one on. ♦ The first to collect 20 bricks wins!

Counting

Practise counting. Start at 5, and count on from there to 11. Start at 9, count back from there to zero. Choose a different starting number each time.

Spot the difference

Draw a row of 5 big coloured spots. ♦ In turn, one player closes his or her eyes. ♦ The other player hides some of the spots with a sheet

• f paper.

♦ The first player looks and says how many spots are hidden. ♦ Try with other numbers of spots, e.g. five or seven. As your child gains confidence with numbers draw more spots (10 or 20)

Did you know that at 404 feet the spire at Salisbury Cathedral is the tallest spire in Britain?

Thank you for coming!