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Maths in Reception Chawson First School October 2013

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Today Share with you how maths is taught in Year R Be introduced to Maths Story Sacks

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**A Specific Area – Mathematics – split into**

Numbers – which includes calculating Shape, space and measure

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**Early Learning Goal – Number**

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. Early Learning Goal - Shape 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.

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**Number Count to ten and beyond**

We have a number of the week. This week it is number 4 Recognise numbers – including when they are out of sequence. Orders numbers – including when gaps are present e.g. 4, 7, 9 are in order even though some of the ‘song’ is missing. Counting objects – with one to one correspondence.

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**Modelling 1 to 1 counting – touching each item as you count.**

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**We sing lots of songs to encourage counting such as**

1,2 3,4,5 Once I caught a fish alive, 6,7,8,9,10, then I let it go again. Why did you let it go? Because it bit my finger so! Which finger did it bite? This little finger on my right!

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**Or 10 fat sausages sizzling in a pan**

One went POP and the other went BANG 8 fat sausages etc 6 4 2 0 fat sausages … none went POP and none went BANG Join in if you know the words!

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**Calculating Joins in with number rhymes and songs**

Compares quantities in sets – says which group has most counts to check. Finds one more or less from a group of objects. Understands addition as joining groups and words such as altogether, and makes. Understands subtraction as taking away – using objects or number lines to count on. Solving problems such as sharing objects out or counting in different steps. If I put 2 seeds in each pot and there are 3 pots how many seeds will I need?

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**Please put yourself into the mind of 4/5 year old for this activity!**

Please take yourself a small pile of counters (less than 10). Work in pairs or groups to split your pile How many counters do you have in each pile. Put them together again. Can you split the pile a different way? How many different ways have you found?

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**Shape, space and measures**

Talks about, recognises and creates patterns Sorts objects into groups talking about choices. Use everyday words to describe position, eg under, behind, next to. Learn terms 2D and 3D shape. Name and talk about common shapes – number of sides, curved straight. Recognise these shapes around them in different orientations. A square on its side might be called a diamond by children, but is still a square. Orders items according to criteria using mathematical words to compare – greater, smaller, heavier, lighter, taller, shorter, longer, shorter (length, height, weight, capacity, money, time)

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Play time again! Using your sorting objects on the table can you sort them into different groups. Colour and size? Can you make a sequence with 2 colours? 3 colours? Size changes as well? Happy sorting...

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**Counting dots and matching to numbers**

Using 3D shapes in construction – this was an exercise course for Benji. Counting dots and matching to numbers

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Number writing

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**Making shapes with rubber-bands on geo-boards.**

Puzzles – involving looking for patterns and at shape. Making shapes with rubber-bands on geo-boards.

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**Making a repeating pattern**

using lego blocks.

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**Combining outside activities with maths. **

Building a tall tower – lots of counting and maths vocabulary

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**Playing ‘What’s the time Mr Wolf?’, counting out number of steps.**

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**Matching dots on ducks to numbers on shells in the water tray.**

Printing with shapes.

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**Sorting bears by colour, counting and ordering by most to least common.**

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**Talking about the numbers whilst ordering them.**

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**We play lots of games that involve counting and adding**

We play lots of games that involve counting and adding. This one is spotty dogs.

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**Making a picture using 2D shapes**

Making a picture using 2D shapes. Can you name the shape and talk about its properties?

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**Numicon - We use a great resource called Numicon**

We use it for number recognition. The children develop a mental image to go with the number. We use it for number bonds. It can help children see subtraction We can use it for sequences. We can even use it to make pictures!

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**“Adults who help children to play are adults who help children to learn.”**

What mathematical activities could you get out of playing with this lego?

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**How can you help at home? Talk to your children… When playing**

Helping with cooking On a journey Walking to and from school Bedtime stories Shopping Encouraging use of maths vocabulary – modelled by yourself in day to day quality discussions in the above activities. – keep it fun and light don’t turn everything into a lesson.

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**Sheet explaining activity and giving vocabulary **

Maths Story Sacks As part of feedback from families a couple of years ago, parents wanted some maths support to go along with the reading and phonics. These were generously funded by CFSA – this is the 3rd year of using them but we have just had to replace missing, books, games, and other parts. Please take care of the resources particularly checking parts. Each bag has – A book Sheet explaining activity and giving vocabulary Activity – game or equipment with instructions.

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