Maths made Easy!

What does maths look like in the Early Years?

What is the End Game?

The maths early learning goalNumbers

Children count reliably with numbers from one to twenty, 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.

What is the End Game?

Shape, space and measureChildren 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.

Expectations• The expectation is that these early

learning goals will be achieved by the end of this year.

• All children will learn at different rates and may be working at various age related levels. E.g.

Working towards age related

• Please give me 2• Recites numbers e.g.1, 2, 3, 4, 5• Recognises numbers and Experiments with representing. • Makes comparisons usinglanguage e.g.“more, a lot”• How many stairs to bed?

• Uses number names in play accurately.• Count in order up to ten.• Knows how may objects are in a set e.g. “There are

six bowls there” and try to match the correct number.

• Compare two sets of objects e.g. “He has less sweets than I do!” also saying when they have the same amount; equal.

• Points out numbers in the environment and will attempt representing them.

• Will try to count anything not only objects e.g. claps, steps etc.

• Shows curiosity about numbers and problems.• When separating groups of objects understands

the total is still the same.

Working at age related• Recognises numbers

• Counts ten objects and beginning to count beyond ten.• Counts six objects from a larger group.• Matches numeral and quantity correctly using numbers to ten.• Compares sets of objects using language such as ‘more’ and

‘fewer’• Finds the total number of objects 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 five and then ten

objects.• In practical activities and discussion, children are beginning to

use the vocabulary involved in adding and subtracting.• Begins to identify own mathematical problems based on own

interests and fascinations.

Working towards age related - SSM

• Notices simple shapes and patterns in pictures.• Beginning to categorise objects according to properties

such as, shape and size.• Begins to use the language of size.• Understands some talk about immediate, past, present and

future e.g. before, later and soon.• Anticipates specific time based events such as mealtimes

or hometime.

• Shows an interest in shape and space by playing with shapes or making arrangements with objects.

• Show interest and awareness of similarities in shapes in the environment.

• Uses positional language.• Shows interest in shape through construction or talking

about arrangements of shapes.• Uses shapes appropriately for tasks.• Beginning to talk about the shapes of everyday objects, e.g.

round and tall.

Working at age related• Begins to use mathematical names for ‘solid’ 3D shapes and

‘flat’ 2D shapes, and mathematical terms to describe shapes.• Selects a particular named shape.• Can describe their relative position such as ‘behind’ and ‘next

to.’• Orders two or three items by length or height.• Orders two items by weight or capacity.• Uses familiar objects and shapes to create and recreate

patterns and models.• Uses everyday language related to time.• Begins to use everyday language related to money.• Orders and sequences familiar events.• Measures short periods of time in simple ways.

How to help…• Count everything e.g. how many steps

from one door to the next door, stairs, cars, trees etc.

• Play games that require counting and comparisons e.g. bowling “there are more standing, there are less to hit now.”

• Sorting e.g. socks, coloured cars.• Odd one out.• Repeating patterns; copying or making.

Get your brains ready!

What shapes can you see?

How do we learn Maths in our school?• Carpet session each day linked to maths.• Table top activities and outdoor activities relating to maths.• Lots of discussion and talking.• Thinking• Self discovery• Problem solving• Use of different equipment• Asking questions• Links to real life• Intervention groups.

‘I hear and I forget. I see and I remember. I do and I understand.’

(Chinese proverb)

What was your maths learning like?

Maths is…

What maths have you done today?

Do we recognise these as maths?

Can I risk another 5 minutes in bed when I’ve got so much to do before going off to work/taking the kids to school?

Is there enough bread for all the sandwiches?

Have we got enough milk for everybody’s

breakfast?

Have I got time to put a load of

washing in the machine before

going out?What time do I need to leave if I’ve got to call at Mum’s on the way to St. Edward’s School?

Will there be time for me to nip to the loo and have a cup of coffee before starting

work?I could do with calling at the supermarket before picking up the children. I hope there’s time!

Have I got enough petrol in the car to get me to the School and

back?Have I got time and

space to overtake the car in front that’s going so slowly?

Measures from Shopping

Do I need a trolley, or will a basket be big enough?... I only need a loaf and a carton of milk!

What size box of fish fingers do I need if we all have 4 each for tea?

Will this sale price sweat shirt do for Joe for next year as well, given the rate he’s growing?

How much cash back will I need to ask for?

How much bread will I need to get for the sandwiches for John’s party?

Will I be able to fit it all in the car boot with the pushchair as well?

Will this piece of wrapping paper be big enough to wrap John’s present?

Can we afford to re-carpet the living room this month when the carpet we want is £35 a square metre?

Will all the tracks from my new CD fit on to my I Pod?

Real life problems

Mrs Hill made a bracelet. First she put on 2 red

beads, then she put on 3 green beads and a blue

bead. If this pattern was to continue what colour would

the 14th bead be?

Vocabulary…..

Lots of children’s books use

mathematical language, we must use stories as a source of

tapping into the subject.

Understanding the Value of Numbers

10

Counting

Give them opportunities to sort collections – it will encourage them to count and talk about similarities and differences, shapes, sizes, colours

Please don’t throw out any of your bottle tops, throw them into a tin and your child will have great fun sorting through them

Begin to make a collection of odd socks (different sizes, colours and lengths, encourage your child to investigate them), hide shapes/numbers inside them and describe what you can feel.

Sorting

Look for numbers

Routines• Do we engage our children in our

routine details or do we do it all without reference to them?

• How many sleeps till we go to grandma’s

• Cross it off on a calendar alongside your child

Sharing food

Shopping• Children these days have less opportunities than

we did to use money

• Adults use money differently from twenty years ago

• Help your child to recognise coins

• Play ‘shops’ with them

• Let them ‘price’ the items

Get your brain ready

What number comes before and after…

16

• Common misconceptions• True or false

• The bigger the size of the coins, the more I can buy with it.• Turn your purse/wallet and pockets out! Let children sort and

play with it, and most importantly…TALK ABOUT IT• Does your child have virtual pocket money?

• We can only begin counting at 1.

• I have six counters in a line and 6 counters in a group, the line has more.

• I have three counters but I want four how many more do I need? 4

Play games to support Maths

• Dominoes• Cards• Die games• Jigsaws• Outdoors: hide numbers/shapes and

children go on a treasure hunt• Chalks/Magic painting

Maths tomorrow• Can you help me find a pound in my

purse for the car park machine• How many white strips on the

crossing?• Let’s look for Number plates with ‘3’

on!• Will you help me press my card’s

numbers on the machine• First one to see something round…

How to help…• Laying the table is a good idea. Alternatively you can do this in a play

situation as indicated below.

• Dough Cakes: Make some dough cakes and ask your child to give one to each of their soft toys. Use very small numbers at first, when this is secure introduce a wider range of addition and subtraction vocabulary, e.g. plus, add, how many altogether, more, take away, less, subtract, difference, minus.

• Counting: As you count objects together touch each one. This helps children to understand they are counting one thing at a time.

• Counting opportunities arise with everyday objects such as cutlery or biscuits. Ask your child to guess how many objects there are before counting them together. It is important to build confidence through positive comments.

• Counting Game/Throwing Games: Games which involve throwing a number of objects, such as rolled up socks, in a waste paper bin or cardboard box can give good counting practice.

• Counting Trays: Use paper plates for this activity. Write a number on the plate. Provide a pile of dried pasta or bricks and show your child how to count the appropriate number onto each plate before he or she has a try. Underline 6 and 9 to avoid confusion.

Counting Everyday Objects: You will find many daily opportunities to count aloud together. Cooking is a wonderful way to introduce a child to practical maths and extend vocabulary. Count baking cases, spoons of sugar or chocolate buttons. You can also use buns for simple addition and subtraction.

Estimating: Asking a child to guess how many items are on a tray will help to develop this. Always count them out together afterwards, so that the child can see how close the child was.

Recognising the symbols: A fun way to help recognition of numbers is to select a few number cards. Take one from the pile without letting your child see it. Ask your child to guess which one you have as you gradually expose the number from behind a screen (e.g a book) – we are now working on recognising numbers to 20.

Ordering Numbers: Make some cards with numbers on one side and the corresponding number of spots on the other; hide them in the garden, ask your child to find them and arrange them in number order.

Useful websites• www.bbc.co.uk/cbeebies/numberjacks/games/numberjacks• http://www.bbc.co.uk/cbeebies/the-numtums/games/numtums-

flying-numtums/

• www.counton.org• http://

resources.hwb.wales.gov.uk/VTC/2008-09/maths/irf08_15/english/Flash/index.html

• www.ictgames.com• www.bbc.co.uk\schools• www.crickweb.co.uk• www.mathszone.co.uk• www.nrich.maths.orgwww.topmarks.co.ukwww.mad4maths.comwww.maths-games.org