EYFS Bite-size Training Mathematics: Numbers. Aims and outcomes Participants to: know the early learning goal in relation to numbers understand how to.

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EYFS Bite-size Training Mathematics: Numbers

Aims and outcomes Participants to: know the early learning goal in relation to numbers understand how to work with children to aid their understanding of numbers know how the physical environment and resources support children in their understanding of numbers gain confidence in planning for this area of learning and development for children of different ages and stages

In advance Before the training session you will have read Handout 1: What quality looks like in practice: Mathematics: Numbers If you have not read the handout, please inform the trainer.

Step 1 (5 -10 mins) Read the early learning goal relating to numbers: ‘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.’ Think about what the early learning goal means for you in practice. Working in twos, think of three examples of interesting number activities which you do in practice, write them on post-it notes to share with the whole group.

Numbers in practice

Step 2 (10 mins) In small groups of 3 or 4 discuss the following questions: Under 3s Do mobile babies and toddlers have regular heuristic play sessions which encourage them to begin to develop their understanding of numbers, counting and calculating? Are we good at taking advantage of the opportunities to develop number skills which are presented in everyday activities such as giving each child a cup or matching buttons to buttonholes? 3-5s How well do we interest both boys and girls in mathematical problem solving - providing resources for counting and sorting which attract both boys and girls, encouraging counting and number recognition in superhero play or posing problems which involve princesses and fairies? Do we show interest in how children solve problems and how they record the processes they use?

Step 3 (5-10 mins) o Thinking about what you read in Handout 1 and what you have learned today, work on your own to plan a number activity to use with the children you work with. o Share your ideas with a colleague.

After the training, part 1 o After the training use Handout 3: Individual Action Plan to plan three or four things you will do in the next two weeks to improve your provision for Mathematics: Numbers. o Give your action plan to your trainer within the next seven days.

After the training, part 2 o Use Handout 2: Environment Audit to check how well you have arranged your indoor and outdoor spaces and resources to enhance children’s understanding of numbers. o Make a note of any changes you need to make or resources which need to be replaced. o Hand in the completed audits to your trainer.

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