How to Help in Early Years Maths

By the end of Reception these By the end of Reception these are the expectations.are the expectations. Children count reliably with numbers Children count reliably with numbers

from 1 to 20, place them in order and from 1 to 20, place them in order and say which number is one more or say which number is one more or less than a given number. Using less than a given number. Using quantities & objects, they add & quantities & objects, they add & subtract 2 single-digit numbers & subtract 2 single-digit numbers & count on or back to find the number. count on or back to find the number. They solve problems, including They solve problems, including doubling, halving and sharing. doubling, halving and sharing.

In simpler terms this means:In simpler terms this means:

To say the number names in To say the number names in order from 0-20 (Make sure that order from 0-20 (Make sure that your child says 16 not 60).your child says 16 not 60).

To count by touching : To count by touching : one object = one number.one object = one number.

To recognise the written number To recognise the written number 0-20. (Play some number 0-20. (Play some number games)games)

11

1 2 3 4 5 1 2 3 4 5

To put the numbers 0-20 in the To put the numbers 0-20 in the correct order.correct order.

To find one more than a given To find one more than a given number. number.

Count out chips or peas at dinner time. Count out chips or peas at dinner time. How many have you got? Shall I give you How many have you got? Shall I give you one more? How many do you have now?one more? How many do you have now?

How many sandwiches would you like for How many sandwiches would you like for lunch? Would you like one more? How lunch? Would you like one more? How many do you want?many do you want?

In the supermarket – how many people are In the supermarket – how many people are there in the queue? How many will there be there in the queue? How many will there be if one more person comes?if one more person comes?

To find one less than a given To find one less than a given numbernumber

Remember that one less means the same Remember that one less means the same as to take one away.as to take one away.

Share out some sweets. Give yourself one Share out some sweets. Give yourself one less. Ask your child how many you have less. Ask your child how many you have because you have one less.because you have one less.

Write the numbers in a line. Can the Write the numbers in a line. Can the children make their fingers do one jump children make their fingers do one jump backwards to find the number that is one backwards to find the number that is one less?less?

Share out something unevenly and ask Share out something unevenly and ask your child who has less.your child who has less.

An additional Objective is:An additional Objective is:

They solve problems, including They solve problems, including doubling, halving and sharing. doubling, halving and sharing.

This is a complicated one! It has This is a complicated one! It has lots of parts to it. lots of parts to it.

DoublingDoubling HalvingHalving SharingSharing

DoublingDoubling

Ask your child to double things in a Ask your child to double things in a practical sense eg double the number of practical sense eg double the number of chips, double the number of teddies. chips, double the number of teddies.

Once your child understands that this Once your child understands that this means to add the same number again ask means to add the same number again ask

them tothem to count the total numbercount the total number

HalvingHalving

This is doubling in reverse.This is doubling in reverse. Can your child guess how to cut a Can your child guess how to cut a

cake in half? What about if it had cake in half? What about if it had some strawberries on top? How some strawberries on top? How many strawberries would you have many strawberries would you have each?each?

Perhaps ask your child to give you Perhaps ask your child to give you half of their socks, shoes or half of their socks, shoes or colouring pencils. Stress that half of colouring pencils. Stress that half of a number means that both halves a number means that both halves are the same. are the same.

SharingSharing

This can be done at anytime.This can be done at anytime. An obvious choice would be to share some An obvious choice would be to share some

food at dinner time. Concentrate on giving food at dinner time. Concentrate on giving one to yourself then one to you your child one to yourself then one to you your child until all the food has gone. Then until all the food has gone. Then countcount the the food on each plate and highlight the fact food on each plate and highlight the fact that you both have the that you both have the same same number.number.

Another chance could be to share some Another chance could be to share some cards equally or to share some teddies on cards equally or to share some teddies on each side of a bed.each side of a bed.

Once your child has worked out how to Once your child has worked out how to share between two people you could move share between two people you could move onto sharing between a larger number of onto sharing between a larger number of people.people.

Another Objective is:Another Objective is:

Using quantities & objects, they Using quantities & objects, they add & subtract 2 single-digit add & subtract 2 single-digit numbers & count on or back to numbers & count on or back to find the number. find the number.

In simple terms this means:In simple terms this means:

To be able to add and take To be able to add and take away 2 single numbers. away 2 single numbers.

Use toys or biscuits or pieces of pasta. Use toys or biscuits or pieces of pasta. Show your child that adding means joining Show your child that adding means joining 2 groups of objects together and counting 2 groups of objects together and counting them again to see how many are in the them again to see how many are in the new group. Make this a physical new group. Make this a physical representation.representation.

The same can be done for taking away.The same can be done for taking away. Keep reinforcing the words Keep reinforcing the words addadd and and take take

away. away. You cannot say it too much!You cannot say it too much!

To count on or back to find the To count on or back to find the numbernumber

This means to recognise the This means to recognise the order of numbers and to use order of numbers and to use them to help to find the answer them to help to find the answer to an addition or subtraction to an addition or subtraction problem.problem.

Ask your child to point to a Ask your child to point to a number then ask them to add by number then ask them to add by counting forwards, or take away counting forwards, or take away by counting backwards.by counting backwards.

A ruler makes a great A ruler makes a great numberline or you could make numberline or you could make your own – on paper, in flour, in your own – on paper, in flour, in rice, with playdough shapes. rice, with playdough shapes. Make it fun!Make it fun!

We then move on to Shape, We then move on to Shape, Space and Measure.Space and Measure.

Children are to use everyday Children are to use everyday language to talk about language to talk about sizesize, , weight, weight, capacitycapacity, , distancedistance, , timetime & & moneymoney to compare quantities, & objects & to to compare quantities, & objects & to solve problemsolve problem

They explore characteristics of They explore characteristics of everyday objects & shapes & use everyday objects & shapes & use mathematical language to describe mathematical language to describe them.them.

This is very easy to support in This is very easy to support in the ‘real’ world.the ‘real’ world.

ShapeShape – Talk about the shapes – Talk about the shapes around you. What are they around you. What are they called? How many sides/ called? How many sides/ corners do they have? Have corners do they have? Have they got straight or curved they got straight or curved edges? Are they 2D (flat) edges? Are they 2D (flat) shapes or are they 3D shapes?shapes or are they 3D shapes?

WeightWeight

Is something heavy or light?Is something heavy or light? Which is heavier?Which is heavier? Which is lighter?Which is lighter?

Try cooking with your child using Try cooking with your child using lots of measuring language.lots of measuring language.

Shopping bags – are they heavy Shopping bags – are they heavy or light?or light?

CapacityCapacity

Use a selection of containers in the bath.Use a selection of containers in the bath. Ask your child to help with the washing up.Ask your child to help with the washing up.

Which holds more water? Which one is Which holds more water? Which one is bigger/smaller? Is it full or empty?bigger/smaller? Is it full or empty?

DistanceDistance

Keep it simple.Keep it simple. Is it a long way or a short way?Is it a long way or a short way? Will it take a long or short time Will it take a long or short time

to get there?to get there? Perhaps count your steps Perhaps count your steps

somewhere. Is it going to be a somewhere. Is it going to be a lot of steps? Let’s check ….lot of steps? Let’s check ….

TimeTime

Again keep it simpleAgain keep it simple Talk about Talk about Morning, afternoon, evening.Morning, afternoon, evening. Breakfast, lunchtime, dinnertimeBreakfast, lunchtime, dinnertime Daytime, nightime.Daytime, nightime. Introduce before and after Introduce before and after

vocabulary.vocabulary. OnlyOnly then then think about looking at a think about looking at a

clock.clock.

MoneyMoney

Don’t panic! Your child does not have to be Don’t panic! Your child does not have to be able to add up large values or to able to add up large values or to understand change.understand change.

This means that your child should talk This means that your child should talk about using money to buy something and about using money to buy something and perhaps start to talk about pence and perhaps start to talk about pence and pounds. pounds.

Encourage your child to look at the coins – Encourage your child to look at the coins – What numbers can they see? How much is What numbers can they see? How much is it? What colour is it? What do they think it? What colour is it? What do they think they could buy with it? Is it a lot of money?they could buy with it? Is it a lot of money?

Take your child with you to the shops.Take your child with you to the shops.

And last but not least ……..And last but not least ……..

They are expectedThey are expected to to create and describe patterns. create and describe patterns. Look at patterns around you – stripy Look at patterns around you – stripy

shopping bags, patterned wall paper, shopping bags, patterned wall paper, wrapping paper.wrapping paper.

Ask your child to copy a repeating Ask your child to copy a repeating pattern of 2 or 3 different shapes or pattern of 2 or 3 different shapes or colours eg using coloured pencils, colours eg using coloured pencils, pasta shapes, potato print shapes.pasta shapes, potato print shapes.

Remember that it’s quality not Remember that it’s quality not quantity that counts.quantity that counts.

Keep it short and sweet and Keep it short and sweet and relevant to everyday life.relevant to everyday life.

Make it fun!Make it fun!