# Observation, Assessment and Planning in the Early Years 1

EYFS Mathematics information for parents 2017 Introduction What do we have to teach? In the Early Years Foundation Stage we teach using the DFE Statutory Framework for the Early Years Foundation Stage and the Development Matters Guidance. The teaching of Mathematics in the Early Years Foundation Stage (EYFS) is split into 2 areas:

Numbers Shape, space and measures Numbers

By the end of the Reception year it is expected that most children will be able to achieve most of the following: Count reliably with numbers from 1 to 20 (work in stages 0-5, 0-10, 0-20). Place 0-20 in order. Say which number is one more or one less than a given number to 20. Using quantities and objects, they add and subtract two single-digit numbers. Count on or back to find an answer. Solve problems, including doubling, halving and

sharing. Shape, Space, Measures By the end of the Reception year it is expected that most children will be able to achieve most of the following: Use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. Recognise, create and describe patterns. Explore characteristics of everyday objects

and shapes and use mathematical language to describe them. Numbers Basic Key Skills: Reciting numbers in sequence. Can use one-to-one correspondence Realises that anything can be counted (steps, claps, jumps). Understands that the number of objects stays the same even if they are moved around or grouped in different ways.

The importance of zero (understanding it is a quantity). Number Words and Numerals Look out for numerals and number words in everyday situations. Extended Counting Forwards 3, 4, 5, 6, 7... 6, 7, 8, 9, 10... 8, 9, 10, 11, 12

Backwards 11, 10, 9, 8, 7 6, 5, 4, 3, 2 This skill prepares children for addition and subtraction. Counting objects that cannot be moved or touched Counting actions or sounds Move around, or partition and recombine small groups of objects, and recognise that the total is still the same (pre-step to learning

number bonds). Counting up to 10 objects in any arrangement, not just when they are in a straight line Addition skills Use practical materials. Find the total number of items in 2 groups by counting all of them. Varied language adding total how many altogether makes equals Recognise that addition can be done in any order. E.g. 5 + 3 = 8 AND 3 + 5 also = 8,

8=5+3. Stages in Teaching Addition Step 1 Adding 2 groups of pictures/objects Step 2 3 5

2 Pictures with the corresponding numbers underneath Step 3 Using symbols + = 3+2=5 Step 4

3 + 2 = 5 Children shown a number sentence and asked to work it out using objects, drawings or fingers Step 5

3+2= Present children with a number sentence and they should use the skills they have learned to work this out (they may still use their fingers or objects). Step 6 Put the first number in your head 5 + 3= Child says 5 . 6, 7, 8 Not 1, 2, 3, 4, 56, 7, 8 This takes time and needs a secure knowledge of the number

system and what number comes next. This needs lots of practise. Subtraction Remember counting backwards practise Count a set of objects then remove some. Ask, How many are left? Varied vocabulary take away, minus, subtract, how many are left? Subtraction

How many apples are there? Take away 2 apples. How many do you have left? To extend this add numerals and calculation symbols (- and =). Subtraction

Eventually take the objects/pictures away and display the number sentence. Allow your child to use objects, drawings and fingers to work this out. 52=_ Applying their Knowledge Through Problem Solving Explore and solve problems in practical contexts Use meaningful examples that will be

motivate your child to use their mathematical skills. Encourage critical thinking and a have a go attitude. Asking questions such as What could we do next? and How shall we do it? Please refer to the examples in the accompanying leaflet. Keep maths practical and have fun! Bath-time (filling and emptying containers, counting, timing how long it takes to fill the bath) Counting rhymes

Talk about numbers in the environment (eg, front door numbers, number plates, road signs etc) Help with the cooking (measuring, weighing, ordering the recipe) Setting table places (how many plates/cups etc) Paying in shops (including change) Estimating amounts (how many apples/sweets?) Shopping helping to count out varying amounts of fruit and vegetables Maths Through Stories Title and Author

Mathematical Concept The Shopping Basket by John Burningham Counting, subtracting, concept of 1 less Six Dinner Sid by Inga Moore Counting, sharing

10 Red Apples by Pat Hutchings Counting, numbers One, Two, Three, Oops! By Michael Coleman Counting larger numbers Kippers Toybox by Mick Inkpen

Counting Handas Surprise by Eileen Browne Ordinal numbers, subtraction The Very Hungry Caterpillar by Eric Carle Numbers, counting, days of the week

The Bad Tempered Ladybird by Eric Carle Size, Time Bear in a Square by Stella Blackstone Shapes and Debbie Harter Useful websites/further reading www.foundationyears.org.uk/parents/ www.bbc.co.uk/schools/websites/4_11/site /numeracy.shtml

http://nrich.maths.org/frontpage choose Lower Primary www.wordpool.co.uk/nz/nzcontents.htm - list of numeracy based books

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