Maths in Foundation

“Children need to be active in their learning – hands on and brains on” Dr Sue Rogers, Senior lecturer in Early Childhood studies, University of Plymouth We believe in a play based approach to the teaching of mathematics, one that is both appropriate to the learning needs of young children and that meets curriculum requirements.

Why play? One of the most powerful self-motivating contexts for mathematics in the home is play and thus it can provide a meaningful link between home and school. During quality play children are making decisions, imaging, reasoning, predicting, planning, experimenting with strategies and recording. All of these processes, integral to play, are also essential for mathematical thinking.

What does a Maths session look like at Bowhill? An adult led, focussed maths session once a week with half the class Based on a maths set or theme or both Clear structure to every session, including counting activities (forwards and backwards), number recognition, ordering numbers, 1 more and 1 less, sorting and pattern work. Focus on one area of mathematics which includes teacher modelling and opportunities for the children to follow up independently.

Additional Opportunities for Maths We provide opportunities through which children can make connections with what they know, and new mathematical experiences and language by modelling appropriate mathematical vocabulary and symbols during daily routines and activities, such as: Counting the lunch choices for the day, finding the most and least popular and the difference between the two. Finding how many children are at school each day Writing numerals and algorithms in play and encourage children to have a go in a safe context.

Early Learning Goals 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. 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.

Children count reliably with numbers from 1 – 20, place them in order and say which number is 1 more or 1 less than a given number.

Counting vs. Poetry A child who can interact with number, but may struggle remembering the sequence shows a greater understanding of number compared to a child who can remember the sequence, but struggles to interact with numbers.

Understanding the meaning behind the numeral, and the number out of sequence, is what is needed to help children understand counting, and begin to add and subtract. Children will find it easier to visualise numbers as shapes and/or patterns, making it easier to add 1 more, or take 1 away.

Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. Children need a secure understanding of number before they are able to calculate.

How we teach addition We use objects and stories to give children concrete experience of addition. We keep all sessions practical so children are able to see separate groups which are then combined to find the total. E.g. + = 6 We model saying, writing and reading number sentences to go with the calculations.

How we teach subtraction We use objects and stories to give children concrete experience of subtraction. We keep all sessions practical as with addition. E.g. 4 – 2 = 2 Children can then begin to record the calculations in number sentences themselves.

Language At this stage it is important that children are immersed in the language of mathematics. For addition we will use the words: add, plus, and, combined with, sum, total, how many altogether and others. For subtraction we will use the words: take away, subtract, minus, take. For equals we will use the words: equals, makes, leaves, is the same as.