By the end of the evening we hope you will all be feeling …
Maths in the Foundation Stage! Nursery and Reception make up the foundation stage.
We begin introducing maths by encouraging the children to explore and play. Our environment is set up to encourage children to play with numbers. We use software which will support children’s early calculations.
We use unifix cubes to teach simple addition and subtraction calculations. The children can then physically add on or take away cubes, this is also a useful tool for teaching difference. If you place a tower of 6 unifix cubes besides a tower of 10 unifix cubes you can clearly see the difference is 4.
Numicon was invented for children with special educational needs, and in particular, children with Down’s Syndrome. It is a really useful resource and we use it to teach calculation. Again it is useful when discussing difference.
Meaningful context We use calculations as part of our school day. Counting lunch boxes and fruit to ensure we have enough to go round.
Meaningful context Children are naturally inquisitive about numbers and maths generally within their environment. They enjoy exploring and playing with both natural and man made materials. Many children readily turn to counting within their play. Number songs are a great way to start young children ‘s number knowledge. Children like practical challenges such as : Can you find any numbers in your house? Can you write them down? Can you add them together? etc Enjoy
Addition - Stage 1 Children are encouraged to develop a mental picture of the number system in their heads to use for calculation. They develop ways of recording calculations using pictures, etc. 3+2=5
Addition - Stage 2 Bead strings or bead bars can be used to illustrate addition including bridging through ten. They use numberlines and practical resources to support calculation. 0 1 2 3 4 5 6 7 8 9 10
Addition - Stage 3 Children will begin to use ‘empty number lines’ themselves starting with the larger number and counting on. First counting on in tens and ones. Then helping children to become more efficient by adding the units in one jump (by using the known fact 4 + 3 = 7). Followed by adding the tens in one jump and the units in one jump. Bridging through ten can help children become more efficient. Use partitioning to reflect mental methods E.g. 47 +78 = 70 + 40 + 8 + 7 =
Subtraction – Stage 1 Children are encouraged to develop a mental picture of the number system in their heads to use for calculation. They develop ways of recording calculations using pictures etc. 6-2=4
Subtraction – Stage 2 Children then begin to use numbered lines to support their own calculations - using a numbered line to count back in ones. Bead strings or bead bars can be used to illustrate subtraction including bridging through ten by counting back 3 then counting back 2. 13-5=8 The numberline should also be used to show that 6 - 3 means the ‘difference between ‘6 and 3’ or ‘the difference between 3 and 6’ and how many jumps they are apart. -1 -1 -1 _______________________________________________________________ __ 0 1 2 3 4 5 6 7 8 9 10
Subtraction – Stage 3 Counting back: First counting back in tens and ones. Becoming more efficient by subtracting the units in one jump. Progressing to subtracting the tens in one jump and the units in one jump.
Multiplication – Stage 1 and 2 Children will experience equal groups of objects. They will work on practical problem solving activities involving equal sets or groups. 3 lots of 2
Multiplication – Stage 3 Repeated addition 5 + 5 + 5 = 15 or 3 lots of 5 or 3 x 5 Repeated addition can be shown easily on a number line: and on a bead bar:
Division - Stage 1 and 2 Children will understand equal groups and share items out in play and problem solving. 6 shared into 3 groups.
Division – Stage 3 Grouping or repeated subtraction There are 6 sweets, how many people can have 2 sweets each?
Addition – Stage 4 Numberlines Start with the largest number.
Addition – Stage 5 Column method where we carry over below the line
Subtraction – Stage 4 When solving the calculation 89 – 57, children should know that 57 does IS NOT AN ADDITIONAL AMOUNT it is what you are subtracting from the other number. Therefore, when using objects at home or at school, children would need to count out only the 89.
Subtraction Using a numberline to count up rather than take away when the numbers are close together.
Multiplication - Stage 5 Grid method then add up the answers
Division – Stage 4 Numberline 24 ÷ 4 = 6 How many 4s are there in 24? Then involving remainders. 13 ÷ 4 = 3 r 1
Addition – Stage 6 Children should extend the carrying method to numbers with at least four digits.
Subtraction – Stage 6 and 7 Partitioning and decompositionDecomposition Where the numbers are involved in the calculation are close together or near to multiples of 10, 100 etc counting on using a number line should be used.
Multiplication - Stage 6 GridGrid method HTU x U TU x TU
Division – Stage 6 Short division HTU ÷ U Any remainders should be shown as integers, i.e. 14 remainder 2 or 14 r 2.
Using and Applying Our Calculations Policy teaches the mechanics of maths. We also focus on the application of these skills on investigation activities. A selection of activities have been set up around the hall. Please feel free to have a go when you have your refreshments. Teachers are on hand to help.