1. Teaching and Learning of Maths in Reception at Mary Exton Primary School

2. Aims
To explain the expectations for Maths as detailed in the Early Years Outcomes
To detail our approach to Maths in school
To provide practical ideas to help enhance Maths learning at home

3. Remember…….

4. Expectations In Reception
Maths is split into two distinct areas:
Number
Shape, Space and Measures
There are specific skills that the children need to achieve during the year in order to meet the Early Learning Goals for Maths by the Summer Term.

5. Teaching Maths lessons every day in the morning
Alternate weeks Maths is the first lesson of the day when new concepts are taught
Followed by a Maths specific Group Time
Group Time – 2 adult guided groups based on ability and 3 independent groups with adult support
Maths before lunch is a revision session of previous learning

6. Busy Time During play is when the most meaningful learning takes place
When the children independently practice the skills they are been taught
Adults take the children’s learning forward through targeted questioning.

7. Maths is Active! Which item is the heaviest and which is the lightest?
Which shape have you found?
How can we check?
How many sides does that shape have?
Can you find the number 3?
Can you describe the shape you have found?
Can you add the two numbers together that you have found?
How many would you have if I took one away?
How do you know when you have enough flour?
What number is the coat peg?
Let’s count the number of spoonful's it takes?
What is one less / more than that number?
How will you know if you have too much flour?

8. Number – the starting point
Reciting numbers in order to 20 and back to 0 – Maths Magician
Counting reliably – 1:1 correspondence –

9. Recognising numerals 1-10 and putting them in order.
Knowing one more or one less than a given number.

10. Finds the total number of items in two groups by counting all of them.
Recording number in their own way – show examples

11. Number - Solving Problems
Which jar contains the most sweets?
Finding doubles and counting in 2’s using the wellies.
Estimate how many seeds are in the pumpkin.
Sort the cows by colour.
How many ways can you make the same size number from Numicon?

12. Number – the goal Can count reliably with numbers from one to 20
Can place 1-20 in order
Can 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
Can solve problems, including doubling, halving and sharing.

13. Shape, Space and Measures – the starting point
Names 2D and 3D shapes and mathematical terms to describe shapes.
Use shapes to create and recreate patterns

14. 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.

15. 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.
We have Phonics and then lunch?
I go to bed at 7 o’clock.
Yesterday I went to the park with mummy.
That costs £1 million pounds, Mrs Taylor.

16. Shape, Space and Measures Solving Problems
How can you show me who is the tallest?
Which 3D shapes are the best for building walls?
What is the longest race track you can make only using 10 of the 3D shape bricks?
Can you draw a shape with no corners?
Use the play dough to make a family that are all different sizes. Describe them to me.

17. Shape, Space and Measures – the goal
Confidently use mathematical language to talk about size, weight, capacity, position, distance, time and money.
To compare quantities and objects and to solve problems.
Can recognise, create and describe patterns using mathematical language.
Can explore characteristics of everyday objects and shapes and use mathematical language to describe them.

18. Helping at Home
Numbers are all around us and lots of games can be played with them. Such as:
Can you find me a number 1 more or 1 one less than….?
Which is the biggest/smallest number?
Can you order these numbers?

19. Can you cut your toast in half. How many pieces do you have
Can you cut your toast in half? How many pieces do you have? What happens if you cut those pieces in half?

20. Can you match up the pairs of socks. How many pairs do you have
Can you match up the pairs of socks? How many pairs do you have? How many socks are there altogether?

22. Thank you for coming
Please feel free to ask any questions. Some useful websites: