1. FS MATHS WORKSHOP
Monday 2nd October 2017

2. AIMS OF TODAY
Explain how mathematics fits into the Early Years Foundation Stage Curriculum
Explain what mathematics teaching and learning looks like within Reception
Explain how we teach calculation in Reception and Key Stage 1
Share some ideas of how you can help your child with their mathematics
Ashley

3. EYFS PROFILE HOW DOES MATHEMATICS FIT IN?
The prime areas of learning:
communication and language
physical development
personal, social and emotional development
The specific areas of learning:
Literacy
Mathematics
understanding the world
expressive arts & design
Hannah

4. HOW IS MATHEMATICAL LEARNING ACHIEVED IN RECEPTION?
Structured play, adult- led activities and child- initiated learning
Cross-curricular learning
Whole-class teaching
(10 – 15 mins per day)
Small focus-group teaching
Hannah

5. ADULT LET PLAY
Allows adults to model mathematical skills and introduce concepts
Adults can focus on specific aspects of learning and address misconceptions
Adults can demonstrate and encourage the use of mathematical language
Hannah

6. WHOLE CLASS TEACHING
 Teachers plan together to introduce and teach key concepts consistently across the year group
Children work together to develop not only their mathematical abilities, but general listening and attention skills
Allows teachers to teach and model skills, concepts and language and assess where more support may be needed
Hannah

7. CHILD-INITIATED PLAY Children choose their own mathematical learning
Allows children to explore different approaches and reach conclusions themselves
It allows them to practice skills and language in a safe and personal way
Encourages critical thinking, problem solving and perseverance
Hannah

8. WHAT MAKES A GOOD MATHEMATICIAN?
Know number facts
Able to find pattern
Able to use and apply skills and knowledge
Perseveres
Takes risks
Thrives when challenged
Uses mathematical vocabulary
Thinks mathematically
Problem solvers
Fluent calculators
Ashley – Goal to develop these skills as early as possible
By age 7, a child can tell you if they are good or bad at maths

10. Ashley

11. It is critical that children learn to represent numbers in as many ways as possible. Each of these representations broadens the meaning of the number for the student. Numerals are only one form of representation.

12. PATTERNS Underpins all mathematical ideas
Maths is all about finding patterns and making generalisations
Exploring patterns helps children understand some basic algebraic ideas
Facilitates children’s generalizations about number, combinations, counting, strategies and problem solving
ashley

13. NUMBER
Children first meet number words as a strict sequence of sounds…
One, two, three...
Then children use those same words as adjectives…
Two pebbles, five sweets...
Finally, children start using those number words as nouns…
Six add two equals eight...
Similar to phonics – name starts with c, just sounds – some children get it, some need constant exposure
Rote counting – recite the sequence
1:1 correspondence

14. Concrete Similar to phonics – name starts with c, just sounds
Rote counting – recite the sequence
1:1 correspondence

15. COMMON MISCONCEPTIONS
Skipping objects when counting
Counting objects twice
Number conservation (spreading objects out makes the number bigger)
Not recognising that where you begin counting doesn’t matter
Similar to phonics – name starts with c, just sounds
Rote counting – recite the sequence
1:1 correspondence

16. NUMBER LINES
Ash
5 and 10 as benchmarks

17. CALCULATION IN FS
Compare groups/quantities using one-to-one correspondence to find the difference – early subtraction
Share objects equally by counting how many in each group – early division
Count groups of the same number of objects and add them together – early multiplication
Count back from a fixed number when taking away – subtraction
Count on from a fixed number when combining two groups of objects – addition
Find one more or two fewer by counting on or back – early addition and subtraction
ashley

18. PREPARING FOR YEAR 1
ashley

19. HOW TO SUPPORT AT HOME Number formation
Mathematical vocabulary (learnt and applied in context rather than being drilled)
Value their mathematical mark making
Encourage and enthuse
Remodel – vocabulary/counting sequences etc.
Make mathematics everyday and every moment
Play lots of games with dice
Education City (logins to be sent home)
Hannah
How many people in our family? How many plates do we need?

20. Useful Websites
Education city – Login and password

21. QUESTIONS???
both