1. Rush Green Primary School
Nursery and Reception Maths Workshop
Wednesday 9th November, 2016
"A person who never made a mistake never tried anything new.” Albert Einstein

2. How do we teach your child?
Maths in real life situations - daily
Indoor and outdoor Maths tables – independent and focused activities
Whole class lessons - daily

3. The Development Matters Statements
Maths is divided up into two strands:
Numbers
Shape, Space and Measure

4. Number: months
Selects a small number of objects from a group when asked, for example, ‘please give me one’, ‘please give me two’.
Recites some number names in sequence.
Creates and experiments with symbols and marks representing ideas of number.
Begins to make comparisons between quantities.
Uses some language of quantities, such as ‘more’ and ‘a lot’.
Knows that a group of things changes in quantity when something is added or taken away.

5. Number: months
Uses some number names and number language spontaneously.
Uses some number names accurately in play.
Recites numbers in order to 10.
Knows that numbers identify how many objects are in a set.
Beginning to represent numbers using fingers, marks on paper or pictures.
Sometimes matches numeral and quantity correctly.
Shows curiosity about numbers by offering comments or asking questions.
Compares two groups of objects, saying when they have the same number. *
Shows an interest in number problems.
Separates a group of three or four objects in different ways, beginning to recognise that the total is still the same. *
Shows an interest in numerals in the environment.
Shows an interest in representing numbers.
Realises not only objects, but anything can be counted, including steps, claps or jumps.
Separate a group of objects in different ways, beginning to recognise that the total is still the same. Game of hide and seek with 4 teddies, 2 in one place, 2 in another (and other combinations), when you've found 2 how many more do we need to look for, get children to hide them (in 2 places but with different combinations).
Compare two groups of objects saying when they have the same number.  Give pretend sweets to 2 teddies, different amounts to each.  Is it fair?  Why not? What shall we do to make it fair?  Is that fair now (redistribute)? Why?

6. Numbers: months
Recognise some numerals of personal significance.
Recognises numerals 1 to 5.
Counts up to three or four objects by saying one number name for each item.
Counts actions or objects which cannot be moved.*
Counts objects to 10, and beginning to count beyond 10.
Counts out up to six objects from a larger group.
Selects the correct numeral to represent 1 to 5, then 1 to 10 objects.
Counts an irregular arrangement of up to ten objects. *
Estimates how many objects they can see and checks by counting them.
Uses the language of ‘more’ and ‘fewer’ to compare two sets of objects.
Finds the total number of items in two groups by counting all of them.
Says the number that is one more than a given number.
Finds one more or one less from a group of up to five objects, then ten objects.
In practical activities and discussion, beginning to use the vocabulary involved in adding and subtracting.
Records, using marks that they can interpret and explain.
Begins to identify own mathematical problems based on own interests and fascinations.
Count actions or objects that cannot be moved.  Yes, the steps or anything else that is permanently fixed - the idea being that it is more challenging than counting objects which you can move as you count.
Match then compare the number of objects in 2 sets.  Have caterpillars made by drawing round circles, compare for length, matching faces next to each other, count circles, talk about the whys and wherefores.
Count an irregular arrangement of up to 10 objects ie not placed in a line but scattered.

7. Numbers: Early Learning Goal
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.

8. Exceeding
Children estimate a number of objects and check quantities by counting up to 20.
They solve practical problems that involve combining groups of 2, 5 or 10 or sharing into equal groups.

9. SSM: 22-36 months Notices simple shapes and patterns in pictures.
Beginning to categorise objects according to properties such as shape or size.
Begins to use the language of size.
Understands some talk about immediate past and future, eg, ‘before’, ‘later’ or ‘soon’.
Anticipates specific time-based events such as mealtimes or home time.

10. SSM: months
Shows an interest in shape and space by playing with shapes or making arrangements with objects.
Shows awareness of similarities of shapes in the environment.
Uses positional language.
Shows interest in shape by sustained construction activity or by talking about shapes or arrangements.
Shows interest in shapes in the environment.
Uses shapes appropriately for tasks.
Beginning to talk about the shapes of everyday objects, e.g. ‘round’ and ‘tall’.

11. SSM: months
Beginning to use mathematical names for ‘solid’ 3D shapes and ‘flat’ 2D shapes, and mathematical terms to describe shapes.
Selects a particular named shape.
Can describe their relative position such as ‘behind’ or ‘next to’.
Orders two or three items by length or height.
Orders two items by weight or capacity.
Uses familiar objects and common shapes to create and recreate patterns and build models.
Uses everyday language related to time.
Beginning to use everyday language related to money.
Orders and sequences familiar events.
Measures short periods of time in simple ways.

12. SSM: Early Learning Goal
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.

13. Exceeding
Estimate, measure, weigh and compare and order object and talk about properties, position and time.

14. Home Learning In the street Recognising bus numbers.
Number plate hunt. Who can find a 7?
Add the numbers up from 2 different cars.
Comparing door numbers.
Counting – how many lampposts on the way to school?

15. Things your Reception child can do at home
Ordering the number cards to 20.
Writing numerals to 20.
Matching numerals to quantities.
Being able to say 1 more or 1 less than a number to 20.
Being able to add and subtract numbers to at least 20.
Counting in tens.
Being able to use the language 1st , 2nd and 3rd appropriately.

16. Home Learning Doing the washing Counting in 2’s – matching shoes.
Sorting by colour and size.
Matching/pairing up socks.
Find four shoes that are different sizes. Can you put them in order?

17. Home Learning Time What day is it? Yesterday, today, tomorrow?
Use timers, phones and clocks to measure short periods of time.
Count down 10/20 seconds to get to the table, get into bed, etc.
Recognising numbers on the clock. If you cover a number, what number was missing?

18. Home Learning
Food!
Can you cut your toast into 4 pieces? Can you cut it into triangles?
Setting the table. Counting the right number of plates etc. How many more do we need?
Can you make shapes/ patterns out of the knives and forks? Can you put them in the right place in the drawers?
Helping with the cooking by measuring and counting ingredients.
Setting the timer.
Positional language at dinner time: What is on the rice? Where are the carrots etc?

19. Home Learning Going shopping Reading price tags.
Counting items into the basket.
Finding and counting coins.
Using money to pay for items – change.
Comparing weights – which is heavier?

20. Home Learning Measuring Are you taller than a …?
Marking height on the wall.
Cut hand shapes out of paper. How many hands long is the couch? How long is the table? Which is longer?
Count the steps on the stairs.
How many steps from the gate to the front door?

21. Home Learning
Shapes
Cut a potato into shapes (circles, triangle etc). Use with paint to make pictures and patterns.
Cut out shapes from coloured paper/newspaper and arrange into pictures.
Shape hunt: Can you find a square in your house? (windows etc), a circle? …

22. Playdough – simple recipe
1 cup of plain flour
1 cup of water
1 tablespoon cooking oil
2 teaspoons cream of tartar
Half a cup of salt
food colouring and essences (optional)
Put all ingredients in a large saucepan, and heat slowly, stirring all the time until it forms
a ball. Keep it wrapped in cling film or in a covered tub to stop it drying out.
Then ….
Make numerals and shapes
Sort shapes into groups, or order by size
Make long and short wiggly snakes.

23. Questions ???