for Parents of Foundation Stage Children Thomas & Ryan B Talan Robyn

Conten t Maths in the Foundation Stage Counting Recording maths Shape Practical maths at home Problem solving Q&A Please write any questions left unanswered by this presentation on the post-it notes provided.

Maths in the Foundation Stage Mathematics involves providing children with opportunities to develop and improve their skills in: counting; understanding and using numbers; calculating simple addition and subtraction problems; and describe shapes, spaces, and measures.

Number s Count reliably with numbers from 1 to 20 Place numbers 1-20 in order Say which number is one more or one less than a given number (1-20). Use quantities and objects to add and subtract two single-digit numbers and count on or back to find the answer. Solve problems, including doubling, halving and sharing.

Counting Learning to count is more complicated than we think because we have been doing it for so long! The children need to understand 5 principles. The one-one principle – one object, one number. The stable-order principle – sequencing numbers correctly. The cardinal principle - if the principles above have been followed, the number name allocated to the final object in a collection represents the number of items in that collection. The abstraction principle - anything can be counted and it does not have to be a physical object. The order-irrelevance principle – the order items are counted in does not matter as long as every item is counted once and only once. ounting.mp4

Recording maths - addition Pictures and objects: I eat 2 cakes and my friend eats 3. How many cakes did we eat altogether? May be recorded as = 5 but can be recorded and understood in child’s own style Symbolic: 8 people are on the bus. 5 more get on at the next stop. How many people are on the bus now? May be recorded as 8+5=13 but can be recorded and understood in child’s own style

Recording maths - subtraction Pictures and objects: I have five cakes. I eat two of them. How many do I have left? May be recorded as 5- 2 = 3 but can be recorded and understood in child’s own style Symbolic: Mum baked 9 biscuits. I ate 5. How many were left? May be recorded as 9-5=4 but can be recorded and understood in child’s own style

Recording maths - multiplication Pictures and objects: How many socks in three pairs? Symbolic: 3 pairs, 2 socks in each pair:

Recording maths - division Pictures and objects: 6 cakes shared between 2 Symbolic: 6 cakes shared between 2: p4

Shape, space and measures Use everyday language to talk about size, weight, capacity, position, distance, time and money. To compare quantities and objects. Solve problems. Recognise, create and describe patterns. Explore characteristics of everyday objects and shapes and use mathematical language to describe them.

Shape 2D – drawn on paper 3D – anything that can be picked up (no matter how thin) Mathematical language Shape names Shape properties - sides and corners Orientation – any way round! Pattern (repeating) – copy before making and describing their own

Practical maths Making maths practical by using real materials. Try some of these outside school with your child. Money Estimating in shops with food Using measuring cupsTalk about door at bath timeor bus numbers Cooking

Please remember: Each child is an individual and all children develop their mathematical understanding at a different pace.

Problem solving We want to teach maths through problem solving rather than just how to solve problems.

What is problem solving? Applying mathematical skills To select and apply strategies to solve problems in different contexts, checking results To organise work, using the correct language, symbols and notation To reason logically, look for patterns, make deductions and explain them.

Types of problem solving Find all possibilities Logic problems and puzzles Find rules and describe patterns

Finding all possibilities

Logic problems and puzzles

Find rules and describe patterns

Approaches to problem solving Collaborative problem solving in pairs or groups Open ended tasks low threshold, high outcome Use manipulatives create the problem physically

Reasoning Children need to develop ways to express their mathematical thinking so that they can… Explain Instruct Ask different kinds of questions Receive, act and build upon answers Analyse and solve problems Speculate and imagine Explore and evaluate ideas Discuss Argue, reason and justify Negotiate

Vocabulary of reasoning it could be …, because... it can’t be..., because... it won’t work, because … if … then … it would only work if … so … in that case …...and phrases like: since, therefore, it will/won’t work when …

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