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 • Recognise some numerals of personal significance. • Recognises numerals 1 to 5. EYFS • 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. Number • Counts an irregular arrangement of up to ten objects. • Estimates how many objects they can see and checks by counting them. 40-60 months • 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 • 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.
Maths in the EYFS Early Learning Goal (Expectation for the end of Reception) Number Children count reliably with numbers from one to 20, place them in order and say which number is one more Early Learning or one less than a given number. Goal 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. Shape, Space and • Can describe their relative position such as ‘behind’ or Measure ‘next to’. 40-60 months • 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.
Maths in the EYFS Early Learning Goal (Expectation for the end of Reception) Shape, Space and Measure Children use everyday language to talk about size, weight, capacity, position, distance, time and money Early Learning to compare quantities and objects and to solve Goal 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, Heaviest, lightest, balanced, the same empty On, in, under Behind, next to, in between Less, more, a lot, the Add, plus, altogether, makes, equals, take same away, share, half, double Today, tomorrow Before, later, soon, weekend
Learning Mathematics through Stories Money Clock times Days of the week One more - addition Vocabulary and Counting and Concept of more problem solving One less - subtraction addition related to size
Songs and Rhymes Ten Green Bottles Five Little Where’s the Ducks Teddy? Remember songs are on the internet and use things you have at home to help you make it practical!
In the home Counting the stairs as Setting the table and you go up and down counting out the them in the building. plates, knives and Counting how long it forks. takes to put shoes on Identifying the Identifying coins they have for numerals around the pocket money and house counting how much.
0 1 2 3 4 5 St. Andrew’s CE VA Date Test Suggested activities Achieved Primary School I can say the numbers in order Rhymes Teach your child any number rhymes or songs to 5 that you know, particularly ones that involve I can count 5 objects holding up a number of fingers, like Five little speckled frogs. Practise them regularly, with accurately by moving them actions. Counting and putting numbers in order I can recognise numbers to 5 Use old magazines, comics or greetings cards. Cut out pictures of when not in order animals, or anything else your child is interested in. Label the animals 1 to 5. I can put numbers 0 to 5 in the ♦ Shuffle the animals. Put them in order from 1 to 5. ♦ Remove one animal. Ask your child which number is right order 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. 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. Did you know more than 200 children go to St. Andrew’s Primary School?
0 1 2 3 4 5 6 7 8 9 10 Did you know the Laverstock and Ford Laverstock Parish in Date Test Achieved shaped like a number Fun games to play at home I can an say say the he numb numbers in n order from 0 0 to o 7? 10 10 Build a tower I can an count 10 10 obje bjects accurately ly by by For this game you need a dice and some building blocks or Lego bricks. movin mov ing the hem Take turns to roll the dice. Count the spots on the dice and collect that I can an recognis ise num numbers to 10 10 whe when not not number of bricks to build your own tower. The first to 10 wins! in n order For a change, start with 10 blocks or bricks each. Take away the number on the dice. First to zero wins. I can an put put numb numbers 0 0 to 10 10 in n the he right t order 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?
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