1. How to Help in Early Years Maths

2. By the end of Reception these are the expectations. Children count reliably with numbers from 1 to 20, place them in order and say which number is one more or less than a given number. Using quantities & objects, they add & subtract 2 single-digit numbers & count on or back to find the number. They solve problems, including doubling, halving and sharing. Children count reliably with numbers from 1 to 20, place them in order and say which number is one more or less than a given number. Using quantities & objects, they add & subtract 2 single-digit numbers & count on or back to find the number. They solve problems, including doubling, halving and sharing.

3. In simpler terms this means: To say the number names in order from 0-20 (Make sure that your child says 16 not 60). To say the number names in order from 0-20 (Make sure that your child says 16 not 60). To count by touching : one object = one number. To count by touching : one object = one number. To recognise the written number 0-20. (Play some number games) To recognise the written number 0-20. (Play some number games)

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5. To put the numbers 0-20 in the correct order. To put the numbers 0-20 in the correct order. To find one more than a given number. To find one more than a given number.  Count out chips or peas at dinner time. How many have you got? Shall I give you one more? How many do you have now?  How many sandwiches would you like for lunch? Would you like one more? How many do you want?  In the supermarket – how many people are there in the queue? How many will there be if one more person comes?

6. To find one less than a given number To find one less than a given number  Remember that one less means the same as to take one away.  Share out some sweets. Give yourself one less. Ask your child how many you have because you have one less.  Write the numbers in a line. Can the children make their fingers do one jump backwards to find the number that is one less?  Share out something unevenly and ask your child who has less.

7. An additional Objective is: They solve problems, including doubling, halving and sharing. They solve problems, including doubling, halving and sharing. This is a complicated one! It has lots of parts to it. This is a complicated one! It has lots of parts to it.  Doubling  Halving  Sharing

8. Doubling Ask your child to double things in a practical sense eg double the number of chips, double the number of teddies. Ask your child to double things in a practical sense eg double the number of chips, double the number of teddies. Once your child understands that this means to add the same number again ask them to count the total number Once your child understands that this means to add the same number again ask them to count the total number

9. Halving This is doubling in reverse. This is doubling in reverse. Can your child guess how to cut a cake in half? What about if it had some strawberries on top? How many strawberries would you have each? Can your child guess how to cut a cake in half? What about if it had some strawberries on top? How many strawberries would you have each? Perhaps ask your child to give you half of their socks, shoes or colouring pencils. Stress that half of a number means that both halves are the same. Perhaps ask your child to give you half of their socks, shoes or colouring pencils. Stress that half of a number means that both halves are the same.

10. Sharing This can be done at anytime. This can be done at anytime. An obvious choice would be to share some food at dinner time. Concentrate on giving one to yourself then one to you your child until all the food has gone. Then count the food on each plate and highlight the fact that you both have the same number. An obvious choice would be to share some food at dinner time. Concentrate on giving one to yourself then one to you your child until all the food has gone. Then count the food on each plate and highlight the fact that you both have the same number. Another chance could be to share some cards equally or to share some teddies on each side of a bed. Another chance could be to share some cards equally or to share some teddies on each side of a bed. Once your child has worked out how to share between two people you could move onto sharing between a larger number of people. Once your child has worked out how to share between two people you could move onto sharing between a larger number of people.

11. Another Objective is: Using quantities & objects, they add & subtract 2 single-digit numbers & count on or back to find the number. Using quantities & objects, they add & subtract 2 single-digit numbers & count on or back to find the number.

12. In simple terms this means: To be able to add and take away 2 single numbers. To be able to add and take away 2 single numbers.  Use toys or biscuits or pieces of pasta. Show your child that adding means joining 2 groups of objects together and counting them again to see how many are in the new group. Make this a physical representation.  The same can be done for taking away.  Keep reinforcing the words add and take away. You cannot say it too much!

13. To count on or back to find the number This means to recognise the order of numbers and to use them to help to find the answer to an addition or subtraction problem. This means to recognise the order of numbers and to use them to help to find the answer to an addition or subtraction problem.

14. Ask your child to point to a number then ask them to add by counting forwards, or take away by counting backwards. Ask your child to point to a number then ask them to add by counting forwards, or take away by counting backwards. A ruler makes a great numberline or you could make your own – on paper, in flour, in rice, with playdough shapes. Make it fun! A ruler makes a great numberline or you could make your own – on paper, in flour, in rice, with playdough shapes. Make it fun!

15. We then move on to Shape, Space and Measure. Children are to use everyday language to talk about size, weight, capacity, distance, time & money to compare quantities, & objects & to solve problem Children are to use everyday language to talk about size, weight, capacity, distance, time & money to compare quantities, & objects & to solve problem They explore characteristics of everyday objects & shapes & use mathematical language to describe them. They explore characteristics of everyday objects & shapes & use mathematical language to describe them.

16. This is very easy to support in the ‘real’ world. Shape – Talk about the shapes around you. What are they called? How many sides/ corners do they have? Have they got straight or curved edges? Are they 2D (flat) shapes or are they 3D shapes? Shape – Talk about the shapes around you. What are they called? How many sides/ corners do they have? Have they got straight or curved edges? Are they 2D (flat) shapes or are they 3D shapes?

17. Weight Is something heavy or light? Is something heavy or light? Which is heavier? Which is heavier? Which is lighter? Which is lighter? Try cooking with your child using lots of measuring language. Try cooking with your child using lots of measuring language. Shopping bags – are they heavy or light? Shopping bags – are they heavy or light?

18. Capacity Use a selection of containers in the bath. Use a selection of containers in the bath. Ask your child to help with the washing up. Ask your child to help with the washing up. Which holds more water? Which one is bigger/smaller? Is it full or empty? Which holds more water? Which one is bigger/smaller? Is it full or empty?

19. Distance Keep it simple. Keep it simple. Is it a long way or a short way? Is it a long way or a short way? Will it take a long or short time to get there? Will it take a long or short time to get there? Perhaps count your steps somewhere. Is it going to be a lot of steps? Let’s check …. Perhaps count your steps somewhere. Is it going to be a lot of steps? Let’s check ….

20. Time Again keep it simple Again keep it simple Talk about Talk about  Morning, afternoon, evening.  Breakfast, lunchtime, dinnertime  Daytime, nightime.  Introduce before and after vocabulary. Only then think about looking at a clock. Only then think about looking at a clock.

21. Money Don’t panic! Your child does not have to be able to add up large values or to understand change. Don’t panic! Your child does not have to be able to add up large values or to understand change. This means that your child should talk about using money to buy something and perhaps start to talk about pence and pounds. This means that your child should talk about using money to buy something and perhaps start to talk about pence and pounds. Encourage your child to look at the coins – What numbers can they see? How much is it? What colour is it? What do they think they could buy with it? Is it a lot of money? Encourage your child to look at the coins – What numbers can they see? How much is it? What colour is it? What do they think they could buy with it? Is it a lot of money? Take your child with you to the shops. Take your child with you to the shops.

22. And last but not least …….. They are expected to They are expected to create and describe patterns. create and describe patterns. Look at patterns around you – stripy shopping bags, patterned wall paper, wrapping paper. Look at patterns around you – stripy shopping bags, patterned wall paper, wrapping paper. Ask your child to copy a repeating pattern of 2 or 3 different shapes or colours eg using coloured pencils, pasta shapes, potato print shapes. Ask your child to copy a repeating pattern of 2 or 3 different shapes or colours eg using coloured pencils, pasta shapes, potato print shapes.

23. Remember that it’s quality not quantity that counts. Keep it short and sweet and relevant to everyday life. Make it fun!