Maths WorkshopMaths Workshop1111thth September 2015 September 2015

ReceptionReception

What are the expectations?What are the expectations?During the reception year we follow the statutory framework for the During the reception year we follow the statutory framework for the

Early Years Foundation Stage. This curriculum is split into three Early Years Foundation Stage. This curriculum is split into three prime areas of learning:prime areas of learning:

Communication and languageCommunication and language

Physical DevelopmentPhysical Development

Personal, Social and Emotional DevelopmentPersonal, Social and Emotional Development

And four specific areas of learning:And four specific areas of learning:

LiteracyLiteracy

MathematicsMathematics

Understanding the WorldUnderstanding the World

Expressive Art and DesignExpressive Art and Design

We are looking at the area of ‘mathematics’ today.We are looking at the area of ‘mathematics’ today.

The Early years Profile is a picture of each child built up over the year. Children are assessed against the expectations over the year and a final statutory judgement is made in the final term of the year.

How and when is maths taught in How and when is maths taught in Reception?Reception?

Maths is taught in different ways and at different Maths is taught in different ways and at different times throughout the year in reception.times throughout the year in reception.

When children first come into reception maths is When children first come into reception maths is taught mainly through children’s play. Activities taught mainly through children’s play. Activities are structured carefully to allow maths concepts are structured carefully to allow maths concepts to be taught, learned and practised. to be taught, learned and practised.

Maths sessions are also taught where groups of Maths sessions are also taught where groups of children will be delivered a maths lesson.children will be delivered a maths lesson.

How and when is maths taught in How and when is maths taught in Reception?Reception?

At present in reception we teach a mental At present in reception we teach a mental and oral maths session every day for and oral maths session every day for about 20 minutes. This is where the about 20 minutes. This is where the children will do about three different children will do about three different maths activities in quick succession and maths activities in quick succession and has the aim of practising children’s quick has the aim of practising children’s quick mental recall of maths facts.mental recall of maths facts.

Let’s have a go!Let’s have a go!

How and when is maths taught in How and when is maths taught in Reception?Reception?

We also teach maths through play and We also teach maths through play and directly to small groups of children at a directly to small groups of children at a time.time.

Small groupsSmall groupsA new concept is taught and practised or A new concept is taught and practised or a concept that has already been taught is a concept that has already been taught is appliedapplied

Learning maths through playLearning maths through playAll day, every day, maths is encouraged in children’s play. When there is a free flow activity in reception, where children choose their learning and adults are facilitating that learning we call this our ‘Learning Journey.’ At this time children will be accessing all areas of reception including our outdoor classroom.

There may be a maths focus in the sand, in the water, a game out on a table or on the carpet etc.Children are taught how to ‘play’ the games and can then apply and practise their maths skills during this ‘Learning Journey’ time.

Sand• Numbers – make that many….•3D shapes – building with wet sand or ‘printing’ in sand and looking at the ‘faces’ of a shape• Finding hidden treasure and then sorting and counting into sets• Writing numbers in the sand

Water•Counting sets of objects•Numbers in the water

Full and empty

Writing numbers in flour.

Playdough• Making shapes• Counting out given amounts – making buttons on a coat, worms in the garden etc•Discussing length – making long and short snakes for example/

Small world• Ordering objects through size, colour or type• Labelling how many of something• Adding eg - how many of each insect

Blocks•Fitting shapes together to make a structure. •Counting how many of each shape you need/have used•Problem solving – which shapes will make the structure stronger?

Writing numbers on whiteboards.

Counting the number of bricks in a tower.Can you make it taller?Can you make it shorter?Which one is the shortest?

Choosing the right 3D shapes to make a house.“How many tiles have you got on the roof?”

Creative area• Using a ruler to draw a straight line – reading the numbers• Selecting correct shapes and sizes for something they need to make• Counting out the correct number of buttons they need to stick on something• Counting how many children are in the creative area. ‘Oh dear! There are too many! What shall we do? How many need to come out?”

Making a colour pattern with the threading.

Choosing shapes to build a car.

Other areas of the classroom•Counting out pennies in the role play shop•When there are too many children in the shop – using subtraction and understanding of more or less to work out how many children need to come out!•Ordering the large number tiles on the carpet and spotting missing numbers or numbers the teacher has swapped around! This is also done with the washing line of numbers such as in the role play area.•Working on the computer and interactive whiteboard playing maths games•Playing games in the maths area, solving problems, sorting shapes etc.•Music – counting songs•Reading – counting books

Making pictures using 2d shapes.

Do you know the names of the shapes?

Do you know the shape properties.

Making Welsh cakes. Measuring the

ingredients out.

Ordering numeral cards and counting out that

many counters.

Fitting the 3D shapes into the box

Reading the numbers on the till.

Challenge your child to make a tower teller than

yours.

Compare how many bricks the two towers

have

Put numbers on the bricks for your child to

order

See if they can make a pattern with the bricks (eg – blue, red, blue,

red…)

Measuring in the construction area!

Choosing the best shapes to make a model.

Making telephones and putting numbers on.

Outside•Counting and sorting the bikes – how many people can have a bike? A scooter? Etc•Number hunt – hiding numbers then collecting and ordering•Building structures using large blocks etc and looking a the shapes and how to fit them together•Jumping, hopping, skipping with a rope etc – a given number (roll the dice then read the number and do that many!)•Looking at the beans growing in the garden – which is the tallest, shortest etc?

• Discuss the shape of the hoops

• How many ‘hoolas’ can you do?

• Who did more? Who did less?

• Can you do 10 skips with your hoop?

Making the most of opportunities

It’s about finding, planning and otherwise seeing and making the most of opportunities to allow children to learn, practise and apply their maths skills.

You have a hand out with some ideas of ways to do this at home.

Rehearsing and using the language of maths is an important element of this.For example – when your child is reading the numbers on the house doors, you can ask “which is the biggest number?” which number is largest?” “Oh, so 29 is more than 17 then?”

Repetition!

It’s important to continually go over and over skills the children have been taught even when you feel they know it!

So if your child can recognise the numbers to 10, go over this and see if they can do this when they have to apply it. So, can they recognise the numbers when they are on your shopping list of how many yoghurt pots you need, or when it’s on a house door etc?

Let’s look at some of our resources!......

…….and any questions….