# Welcome to Bransgore’s Maths Workshop. Purpose of Today’s Workshop To explain how maths is taught in Foundation Stage To explain the four elements of.

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Welcome to Bransgore’s Maths Workshop

Purpose of Today’s Workshop To explain how maths is taught in Foundation Stage To explain the four elements of CLIC To look in detail at the first two elements of CLIC To provide opportunity to discuss the teaching and learning of mathematics Purpose of Today’s Workshop To explain how maths is taught in Foundation Stage To explain the four elements of CLIC To look in detail at the first two elements of CLIC To provide opportunity to discuss the teaching and learning of mathematics

Maths in the Foundation Stage Curriculum

When do we do maths? Daily maths input Focus groups Continuous provision Play

CLIC Big Maths, Beat That- weekly assessment

Numicon

What is CLIC? The Core Four! What is CLIC? The Core Four! Counting Learn Its It’s Nothing New Calculation Counting Learn Its It’s Nothing New Calculation

The Core Four! 1.Learn to count 2.Learn to remember facts as totals 3.Learn to apply those facts in new situations through “swapping” the “thing” being counted 4.Learn to structure all the previous three into a formal calculation The Core Four! 1.Learn to count 2.Learn to remember facts as totals 3.Learn to apply those facts in new situations through “swapping” the “thing” being counted 4.Learn to structure all the previous three into a formal calculation

Core numeracy = counting skills, known number facts, calculation methods. Core numeracy = counting skills, known number facts, calculation methods. In Big Maths skills and knowledge in the core proceeds ahead of outer numeracy. Core numeracy = counting skills, known number facts, calculation methods. Core numeracy = counting skills, known number facts, calculation methods. In Big Maths skills and knowledge in the core proceeds ahead of outer numeracy. Outer numeracy = using and applying core numeracy in problem solving and with measures, shape etc. Development follows behind core Outer numeracy = using and applying core numeracy in problem solving and with measures, shape etc. Development follows behind core

Counting Skills Counting Skills 1.Through play and adult modelling child knows when to count 2.Child recognises the last number counted is the total 3.Child can count with to 1:1 correspondence (recalling names in sequence and visually checking the objects) 4.Counting objects in a line 5.Counting objects in a group or pile Counting Skills Counting Skills 1.Through play and adult modelling child knows when to count 2.Child recognises the last number counted is the total 3.Child can count with to 1:1 correspondence (recalling names in sequence and visually checking the objects) 4.Counting objects in a line 5.Counting objects in a group or pile

Actual Counting As children develop the flow of counting, first to 10 and then beyond, children can begin to develop skills that improve the counting process Shortcutting Counting 1.Knowing the “Learn It” fact 3+4=7 means never again having to count to 3 then count on 4 more. 2.Knowing that “It’s Nothing New” to calculate 30+40=70 3.If you also know 2+6=8 4.Then we know 32+46=78 The first “Learn Its” e.g. 1+1=2 are the beginnings of shortcutting. Another valuable skill in shortcutting is… Actual Counting As children develop the flow of counting, first to 10 and then beyond, children can begin to develop skills that improve the counting process Shortcutting Counting 1.Knowing the “Learn It” fact 3+4=7 means never again having to count to 3 then count on 4 more. 2.Knowing that “It’s Nothing New” to calculate 30+40=70 3.If you also know 2+6=8 4.Then we know 32+46=78 The first “Learn Its” e.g. 1+1=2 are the beginnings of shortcutting. Another valuable skill in shortcutting is…

Just Seeing! To support the counting process children need daily opportunities to see, use and explore the 1 to 6 dice faces. (Games, interactive whiteboard etc.)

Counting On How counting moves into, and supports, recall of addition facts What number is one more than…? If the child has to stop and count to check, then they are still at the “counting” phase. If the child just knows the answer, it has become a “Learn It”. Communicate this to children when it happens. In preparation for addition “Learn Its” children should experience counting on first. Counting On How counting moves into, and supports, recall of addition facts What number is one more than…? If the child has to stop and count to check, then they are still at the “counting” phase. If the child just knows the answer, it has become a “Learn It”. Communicate this to children when it happens. In preparation for addition “Learn Its” children should experience counting on first.

Counting In Multiples Counting with PIM Help the children by continually changing the “thing” being counted – dinosaurs, bears, pennies, bananas, metres, grams, tens, fives etc. Counting In Multiples Counting with PIM Help the children by continually changing the “thing” being counted – dinosaurs, bears, pennies, bananas, metres, grams, tens, fives etc.

Learn Its Learn Its are useful number facts – you can’t learn every number fact, but some are useful to know. There are thousands of number facts that could be learned, so the Progress Drives are really vital for the children to point them to the “useful” ones and guide them through the learning sequence, so they feel they are getting somewhere. Learn Its are learnt so well that recall is instant. Do they know it as well as they know their name? Learn Its Learn Its are useful number facts – you can’t learn every number fact, but some are useful to know. There are thousands of number facts that could be learned, so the Progress Drives are really vital for the children to point them to the “useful” ones and guide them through the learning sequence, so they feel they are getting somewhere. Learn Its are learnt so well that recall is instant. Do they know it as well as they know their name?

Learn Its By breaking the Learn Its down into smaller chunks the task is made far less daunting and is made do-able. Learn Its are not targets; targets can be missed – Learn Its are “MUST HITS!” Learn Its By breaking the Learn Its down into smaller chunks the task is made far less daunting and is made do-able. Learn Its are not targets; targets can be missed – Learn Its are “MUST HITS!”

Switchers 3 add 4 must be the same as 4 add 3 This can be done by rotating the arrangement of the objects Crucial question phrasing for Switchers is “If 3 add 2 is 5, then what must 2 add 3 be?” Note use of “must be” as opposed to “what is”.Switchers 3 add 4 must be the same as 4 add 3 This can be done by rotating the arrangement of the objects Crucial question phrasing for Switchers is “If 3 add 2 is 5, then what must 2 add 3 be?” Note use of “must be” as opposed to “what is”.

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