Maths Workshop Maths Workshop 24.11.201524.11.2015

Aims of the WorkshopAims of the WorkshopTo raise standards in maths by working closely with parents.To provide parents with a clear outline of the key features of maths teaching. To provide parents with strategies that they can use at home to support children’s maths development.

1. Number

2. Shape, Space and Measure

In foundation we teach two In foundation we teach two strands of maths…strands of maths…

Expectations in Expectations in MathematicsMathematics

The progress children have to achieve in mathematics is vast!

This is why we expect children to be able to:

Recognise numbers 1-10 Count objects 1-10 Rote count 1-20before they start school.

Early Learning Goal for Early Learning Goal for NumberNumber

Children count reliably with numbers from one to twenty, place them in order and say which is one more or one less than any 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.

Stages of Number Stages of Number Development Development

Recognise numbers 1-10 Match numeral to quantity 1-10 Count up to 10 objects Order numbers 1-10

Find one more than any number 1-10

Find one less than any number 1-10

Stages of Number Stages of Number Development Development

Stages of Number Stages of Number DevelopmentDevelopment

Recognise teen numbers 11-20 Match numeral to quantity 11-20 Count up to twenty objects

Stages of Number Stages of Number Development Development

Adding two groups of objects. Counting on from the first group. Using objects then recording as a

written calculation (number sentence).

Counting on from a given number on a number line then mentally.

Stages of Number Stages of Number Development Development

Subtraction. Using objects then recording as a

written calculation (number sentence).

Counting back from a given number on a number line then mentally.

Stages of Number Stages of Number DevelopmentDevelopment

Numicon

Example

Stages of Number Stages of Number DevelopmentDevelopment

One more than any number to 20.

One less than any number to 20.

Stages of Number Stages of Number Development Development

Doubling e.g. 5 + 5 = 10 Halving and sharing e.g. Half of 10 is 5

Practical number problems e.g. If James has 4 dinosaurs and Luke has

4 dinosaurs, how many dinosaurs do they have altogether?

Helping at HomeHelping at Home Mathematics booklet Building number into daily activities so children

don’t realise they are doing it! E.g. Looking at bus numbers.

Counting shopping into the basket. Ask them to get you one more fork for dinner. Adding the oranges and apples in the fruit bowl. Websites e.g. www.topmarks.co.uk

Early Learning Goal: Shape, Early Learning Goal: Shape, Space and Measure Space and Measure

Children 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.

Shape coverageShape coverageThroughout FS we will be working on the following objectives: Naming and describing 2D and 3D shapes Unpicking shape properties using vocabulary linked to sides, straight, curved, facesSee 2D and 3D shape songs- http://www.bbc.co.uk/education/clips/zhnvcdm

http://www.bbc.co.uk/education/clips/zps34wx

For length For length

When measuring length we use: String Cubes Hands/feet Rulers, metre sticks All the time using vocabulary- longer, shorter, longest, shortest to make comparisons

For weight For weight When measuring weight we use: Cubes, objects from around the room Grams/ kilograms Balance scales – human balance scales and actual scales Weighing scales

Again using comparative language- heavy, light, heavier, lighter, heaviest, lightest

For capacityFor capacity

When measuring capacity we use our water area and dilute juice to make comparisons Initially we compare which containers hold the least or most. We then order them by how much they hold More challenging- we begin to use ml and l to compare containers and read scales

Helping at HomeHelping at Home Mathematics booklet Building number into daily activities so children don’t

realise they are doing it! E.g. Create repeating patterns using socks

when putting the washing away. Junk modelling-2D/3D shapes and size. Using money to pay in shops (naming coins). Baking (weighing ingredients).

THANK YOU!THANK YOU!

Thank you for your time and continued support

Any questions?