Christ the Saviour CE Primary School

Mathematics Workshop Reception Parents

November 2013

Amy Lee & Graeme Rathbone

Aims

•  Explain how mathematics fits into the Early Years Foundation Stage Curriculum

•  Explain what mathematics teaching and learning looks like within Reception

•  Maths Makes Sense (whole school approach) •  Explain how we teach calculation in Reception

and Key Stage 1 (KS1) •  Share some ideas of how you can help your

child with their mathematics  

WHAT MAKES A GOOD MATHEMATICIAN?

Number facts Use & Apply skills and knowledge

Conceptual understanding Generalise

Perseverance Risk-takers Challenge Vocabulary

Think mathematically Problem solvers

Fluent calculators

   

Video    mathema+cs  in  the  Early  Years.  

EYFS Profile How does mathematics fit in?

•  The prime areas of learning: - communication and language��� - physical development��� - personal, social and emotional development���

•  The specific areas of learning: - literacy - mathematics - understanding the world - expressive arts & design

(DfE 2013)

Characteristics of Effective Learners (the process of learning)

•  Playing & exploring – engagement - Finding out and exploring - Being willing to have a go - Using what they know in play

•  Active learning – motivation -Being involved and concentrating -Keeping on trying/persevering -Enjoying achieving what they set out to do

•  Creating & thinking critically – thinking - Having own ideas - Choosing ways to do new things & finding new ways (DfE 2013)

What are the implications for mathematics?

How is mathematical learning achieved in Reception?

•  Structured play, adult-led activities and child-initiated learning

•  Cross-curricular learning

•  Whole-class teaching (10 – 15 mins per day)

•  Small focus-group teaching

What Mathematics looks like in Reception

Adult-led Play •  Allows adults to model

mathematical skills and introduce concepts

•  Adults can focus on specific aspects of learning and address misconceptions

•  Adults can demonstrate and encourage the use of mathematical language

Adult-Led Play

Whole-Class Teaching

•  Teachers  plan  together  to  introduce  and  teach  key  concepts  consistently  across  the  year  group  

•  Children  work  together  to  develop  not  only  their  mathema+cs  abili+es,  but  general  listening  and  a?en+on  skills  

•  Allows  teachers  to  teach  and  model  skills,  concepts  and  language  and  assess  where  more  support  may  be  needed  

Child-Initiated Play

•  Children choose their own mathematical learning

•  Allows children to explore different approaches and reach conclusions themselves

•  It allows them to practice skills and language in a safe and personal way

•  Encourages critical thinking, problem solving and perseverance

Child-Initiated Activities

Child-Initiated Activities

Child-led activities allow the children to follow their own interests and encourages children to find and solve mathematical problems that grab their attention.

With Us, Everything Turns Into Mathematics

•  We are always comparing and contrasting, always questioning and always problem solving

•  We are constantly talking about size, weight, time, position and capacity

•  We add, we take away and we never, ever stop counting  

Curriculum Progression Early Learning Goal 11

Numbers: Children count reliably with numbers from one to 20, 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.

Progression to Year 1 •  count to and across 100, forwards

and backwards, beginning with 0 or 1, or from any given number

•  count, read and write numbers to 100 in numerals; count in multiples of twos, fives and tens

•  read and write numbers from 1 to 20 in numerals and words.

•  add and subtract one- digit and two-digit numbers to 20, including zero

•  read, write and interpret mathematical statements involving addition (+), subtraction (-) and equals (=) signs

•  recognise, find and name a half & a quarter as one of two equal parts or 1 of 4 equal parts of an object, shape or quantity  

Curriculum Progression Early Learning Goal 12 Shape, space and measures: 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.

Progression to Year 1 •  compare,  describe  and  solve  

prac+cal  problems  for:  *lengths  and  heights    -­‐  long/short,  longer/shorter,  tall/short,  double/half  *mass/weight  heavy/light,  heavier  than,  lighter  than  *capacity  and  volume  –  full  empty,  more  than,  less  than,  half,  half  full,  quarter  *+me  -­‐  quicker,  slower,  earlier,  later  

•   recognise  and  name  common  2-­‐D  and  3-­‐D  shapes,  including:    

•  describe  posi+on,  direc+on  and  movement,  including  half,  quarter  and  three-­‐quarter  turns.    

Early Numbers & Counting

“0,1,2,3,4,5,1,2,3,4,5,1,2,3,4,5” •  Spontaneous counting becomes more refined

•  Children will experiment •  We need to value partial understanding •  Acknowledge all counting and be aware of their

developing competence •  Number rhymes/songs should include: counting

back and counting forward, no or none, counting in pairs, counting to 5, 10 and beyond

More Advanced Counting – Key Concepts

•  one-to-one correspondence •  the same order •  anything can be counted •  it does not matter which object you start with

when counting

 

Problem solving & Mathematical Graphics

•  children making their own choice to represent their mathematical thinking

•  children making their own meanings – both independent and co-constructed (rather than copied)

•  children’s own graphics (drawings, writing, symbols, marks)

•  children’s own layouts •  children challenging

themselves as they explore their mathematical thinking and meanings, communicate their ideas and solve problems.

Calculation •  Compare groups/quantities using one-to-one

correspondence to find the difference – early subtraction

•  share objects equally by counting how many in each group – early division

•  count groups of the same number of objects and add them together – early multiplication

•  count back from a fixed number when taking away – subtraction

•  count on from a fixed number when combining two groups of objects – addition

•  Find one more or two fewer by counting on or back – early addition and subtraction

 

Calculation Strategies –one to one

Calculation Strategies – Counting from 1

Calculation Strategies – Counting on

Maths Makes Sense

•  Whole school approach & progression •  Mathematics as a language. The symbols speak

to us and tell us what to do •  Exaggerated actions and vocabulary •  Concrete materials to abstraction

•  Direct teaching, guided practice, partner teaching

MMS Expectations Reception

•  Read what an addition or subtraction Maths Story with 1-digit whole numbers including 1⁄2 and says

•  Read what an addition or subtraction Maths Story with 1-digit whole numbers including 1⁄2 and means

•  Act the Real Story for an addition or subtraction Maths Story with 1-digit whole numbers including 1⁄2 and 1⁄4 with cups

•  Share objects into equal groups and count how many in each group

Big Ideas - Addition & Subtraction

This is what a MMS lesson might look like My turn: 2 + 3 - 2 = ½ + 2 + ½ = Your turn: 4 + 1 + 3 = 2 – 1 + 0 = ½ + ½ + 2 + ½ =

   

Your turn…

1 ÷ ½ = ? ½ ÷ ¼ = ?

Big Ideas - Multiplication & Division

My  turn:      2  x  3  =            ½    x    3  =            6  ÷  2  =  

 Your  turn:    2  x  4  =            ¼  x  4  =            2  ÷  ½  =  

 

How can you help you child with mathematics?

•  CtS Website resources •  Digit formation •  Mathematical vocabulary (learnt and applied in

context rather than being drilled) •  Value their mathematical mark making •  Encourage and enthuse •  Remodel – vocabulary/counting sequences etc. •  Make mathematics everyday & every moment •  Wow Booklets

We need to help learners shift from thinking ‘I can’t do this’ to ‘I can’t do this yet’; to encourage, in all learners, a ‘can do’ attitude. Developing an ‘I can’t do this yet’ disposition means being comfortable with getting stuck on some mathematics. This runs counter to many children’s experiences in mathematics lessons where a measure of being good at maths is how quickly you can get to the answer.

 Mike  Askew