# Numeracy in the Early Years Foundation Stage. Aims of the session To explain numeracy in the Foundation Stage To understand what and how it is taught.

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Numeracy in the Early Years Foundation Stage

Aims of the session To explain numeracy in the Foundation Stage To understand what and how it is taught Progression of skills Supporting your child at home

Mathematics Mathematics is broken down into two strands in the Early Years Curriculum: Numbers Shape, Space and Measures

A starting point… All children are at different levels in their number understanding and this is assessed upon entry into school Such information is used to plan a curriculum that is personalised and responsive to the children’s needs

How? Through short teaching inputs, guided group work and through their independent play In purposeful contexts Exploiting mathematical potential of the environment Effective questioning

Numbers Focuses on the child’s ability to: Count forwards and backwards to 20 Recognise numbers to 20 and beyond Order numbers independently Count objects reliably/ estimate Find 1 more or less, same Calculate Solve problems

Number Fun! Singing number songs Mathematical games Counting on fingers and using different objects Number rhymes, recording numbers Ordering mixed up numbers on a washing line

‘I want more…!’ Children understand and begin to use the word ‘more’ from a very young age. Children like to demand more sweets, treats, time and toys! They are able to make the connection between this word and its meaning

More, more, more! Number stories using objects ‘There are four guests at the Ball and then one more arrives. How many people are there altogether?’ Strategy check: Understand concept of ‘more’ Add one Recount Check (fingers/numberline)

Less? Meaning? Fewer/smaller amount/take away ‘We have five role play bands. If I give one to Sam, there will be one less. How many will be left?’ Use a number line to calculate one less than a number to 10.

Marbles Compare two jars of marbles Do they have the same number of marbles? Which has more? Which has less? How could we check? Count the marbles in each jar Use a number square or number line to check which number is bigger. Were we right?

Please note… *Children must be secure about the order of numbers before they can be asked to work out what number becomes before or after How can you check that they are? Don’t race ahead! COUNT COUNT

Addition and subtraction Vocabulary Use of signs and actions Link to understanding of concept of more/less Make it visual and practical! ‘Two dolls add three dolls equals…’ 2 + 3 =

Shape, Space and Measure Name and describe 2D and 3D shapes Positional language Order objects by length/weight/capacity Money Time Patterns

Celebrating achievements Records of assessment and evidence of understanding Explanation of Parent Contribution book Consistency across environments Celebrations of milestones/learning moments Look, listen, note

Resources Numberline Number square Magnetic numbers Hand puppets Beads Roll and Write numbers Abacus Whiteboards Hoops and everyday objects Dominoes, counters, dice

Time for questions Evaluation forms

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