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7/30/2019 Maths for Labels and Counting
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Mathematical Development
Numbers as labels and for counting
Labels
Children will:
See numbers as labels around them all the time, both indoors and
outdoors. Some examples of what they might see are:
House numbers, bus numbers, car number plates, numbers on TVs and
videos, numbers on coins, calculators, mobile phones ...
Begin to learn that numbers indicate and mean something at an early
age.Begin to recognise their shape, learn their names and start to count.
Counting
Children will:
Say numbers in order.
Match numbers to objects when they have been counted
Point to each object in turn as they say the number
Realise that, for example, five objects are still five, however they are
arranged
What you can do to help
Use lots of mathematical language during activities and routines Use stories and rhymes to develop understanding of number Encourage children to use number language and concepts Provide numbers in different forms e.g. puzzles, number games,
magnetic numbers, wooden numbers, foam numbers ...
Display numbers around the room and regularly refer to them. Use a pegged number line for missing number and jumbled up number
games
Use dice for counting games and activities Use number labels with the children e.g. on bikes, on targets during
physical play, on badges, during snack-time, on signs e.g. for how many
children can be in the role play area or how many aprons hang on the
hook ...
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Mathematical Development
Calculating
Children will:
Use numbers in practical, meaningful situations/contexts
Talk about numbers in their everyday life
Begin to make deductions about these numbers
Start comparing (leads to subtraction)
Start combining (leads to addition)
Start sharing and grouping (leads to division)
Start adding groups of the same number of objects (leads to
multiplication)
What you can do to help:
Model language for them e.g. more, less, the same as, fewer,altogether, each, number before, number after ...
Ask questions such as: How many more? Are there enough? How manymore do we need? Have we all got the same? Who has most?
Encourage children to solve problems during activities e.g. How manymore will there be if I add two more biscuits? Oh dear, there aren't
enough beakers for everyone. What shall we do?
Use stories such as 'The Three Billy Goats Gruff' or 'The Three LittlePigs' to encourage understanding of number concepts e.g. two Billy goats
have gone over the bridge so how many are left?
Act out stories and rhymes so children can physically experience numberconcepts
Use a variety of natural and manmade materials for children to sort andgroup
Play games where children are required to see how many there arealtogether or how many are left e.g. skittles Encourage children to start making simple recordings by drawing and
making their own marks e.g. a tally of how many cars pass by on the
road or how many children want juice or milk this morning.
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Mathematical Development
Shape, Space and Measures
Shape
Children will:
Develop an awareness of similarities and differences in the form and
shape of objects
Explore the different properties of shapes e.g. those which will roll,
those which sit flat on the table, those which have corners, how many
sides a shape has, solid and flat shapes
Start to name some familiar shapes in the environment e.g. plates are
round, cans are cylinders, windows might be squares or rectangles etc.
Space
Children will:
Handle shapes and fit them together
Use shapes to build models
Arrange shapes to create pictures and patternsStart to understand and use shape and positional language e.g. teddy is
sitting next to dolly, the ball is behind the chair ...
Measures
Children will:
Pack, fill, empty and make things fit
Compare sizes and quantitiesBegin to use objects for measuring e.g. blocks, footprints
Begin to understand amounts e.g. using water and sand
Learn about orders in routines and events
Begin to understand and use time measures e.g. o'clock, today, last
week, this afternoon, tomorrow ...
Begin to understand about how long it takes to do something
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Shape, Space and Measures (continued)
What you can do to help:
Encourage children to play with, explore and use a variety of different3D and flat shaped objects
Help them to notice and describe the different properties of shapes Make shapes with playdough, clay, in cooking Draw their attention to different shapes in the environment Model shape, size and positional language and encourage them to use it Provide games and activities involving shape, position and patterns Encourage children to make their own arrangements and patterns of
shapes
Let children cut out their own shapes and make pictures from them Play feely games e.g. put a shape or object in a bag so children can'tsee it, pass round the circle, who can feel the shape and guess what it
is? Use different shaped objects in construction and junk modelling Use 'time' language during everyday routines, if possible using a time
line. Use sand timers and battery timers to measure short periods of time Display different clocks and watches Use sand and water to encourage children to measure amounts Use strips of paper, string, footprints etc to find tallest, shortestobjects and to measure distance Pose problems e.g. Which shape could we use for a wheel? Which shell is
small enough to fit in the box? How many chairs can we fit in here? How
can we find out which is the longest? Play guessing games e.g. stick different lengthed straws in a sand tray
so that they all look the same height. Get children to guess which is
the longest/shortest before taking the straws out. Pass same sized
boxes containing different sized objects round the circle and ask
children to guess which box has the largest object in it
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