Download Maths EYFS Parents Meeting

Maths Parents’ Meeting
Wednesday 4th February 2015
WELCOME
‘ Mathematics is a creative and highly inter-connected discipline that has
developed over centuries, providing the solution to some of history’s most
intriguing problems.’
(National Curriculum in England, Sept. 2013)
Today’s Meeting
• To help you to understand the Maths
curriculum for EYFS and KS1.
• To understand how we teach in order to
cover the requirements of the curriculum.
• To identify the key ways in which you can
help your child at home and in school.
What is the Early Years
Foundation Stage?
• The Early Years Foundation Stage
(E.Y.F.S.) is the stage of education
for children from birth to the end of
the Reception year.
• It is based on the recognition that
children learn best through play and
active learning.
E.Y.F.S Framework
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Your child will be learning skills, acquiring new knowledge and
demonstrating their understanding through 7 areas of learning
and development
3 prime areas:
– Personal, Social and Emotional Development
– Communication and Language
– Physical Development
These prime areas are those most essential for your child’s healthy
development and future learning.
4 specific areas:
– Literacy
– Mathematics
– Understanding the Words
– Expressive Arts and Design
As children grow, the prime areas will help them to develop skills in these
areas
Mathematics in E.Y.F.S
‘A unique child’
EYFS
Curriculum.docx
In the Classroom
‘Positive relationships and enabling environments’
•Maths rich learning environment
•Rich learning opportunities
•Adult-led activities
•Free flow and child-initiated learning
•Exploration and play
•Stimulating resources
•Active learning
•Adult intervention and interaction
In and Out of the Classroom
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Number, shape and treasure hunts
Ball/ring games
Bikes and Scooters
Washing line numbers
Chalk, printing,playdough
Sand and water trays – finding objects, measuring and
comparing volume
Role play areas including shopping, cooking, sorting
and packing
Stories and rhymes
Using a balance to compare objects
Counting and dice games
Counting - as easy as 1,2,3!!
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Knowing number names in order
1 to 1 correspondence
Keeping track of objects counted
Last number is total of set
Recognising small numbers of objects without counting
them
• Counting objects that you can’t move, touch or see
• Knowing when to stop when counting out objects from
larger set
• Conservation
• Knowing that if an object is added or removed then
the number changes
Identifying and writing numbers
New Curriculum
Aims:
Become fluent in the fundamentals
Reason mathematically
Solve problems by applying their mathematics
Depth of understanding before acceleration through new
content
Challenge will be through the use of rich and sophisticated
challenges focussing on the application of knowledge
Curriculum content divided into domains
Number – place value, addition and subtraction, multiplication
and division, fractions
Measurement
Geometry – properties of shapes, position and direction
Statistics (Y2 onwards)
Ratio and Proportion (Y6) Algebra (Y6)
Investigations and problem solving to promote inter-connections
used throughout.
Key Stage 1 and the New Curriculum
Number and Place Value
•
Place value is central to mathematics. Recognising that the digit
‘5’ in the number 54 has a different value from the number 5 or
the ‘5’ in 504 is an important step in mathematical understanding.
• Count, both forwards and backwards, from any
number, including past 100
• Read and write numbers up to 100 as digits
• Count in 2s, 5s and 10s
• Find ‘one more’ or ‘one less’ than a number
• Use mathematical language such as ‘more’, ‘less’,
‘most’, ‘least’ and ‘equal’
Key Stage 1 and the New Curriculum
Calculation
• Use the +, -– and = symbols to write and understand simple
number calculations
• Represent and use number bonds and related subtraction
facts within 20
• Add and subtract one- and two-digit numbers, up to 20
• Solve missing number problems, such as 10 – ? = 6
• Begin to use simple multiplication by organising and counting
objects
Fractions
• Understand 1/ 4 and 1/2 to explain parts of an object or
number of objects
Key Stage 1 and the New Curriculum
Measurement
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Use practical apparatus to explore different lengths, weights and
volumes
Use language such as ‘heavier’, ‘shorter’ and ‘empty’ to compare
things they have measured
Recognise the different coins and notes of British currency
Use language of time, such as ‘yesterday’, ‘before’, days of the
week and months of the year
Tell the time to the hour and half-hour, including drawing clock
faces
Shape
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Recognise and name some common 2-d shapes, such as squares,
rectangles and triangles
Recognise and name some common 3-d shapes, such as cubes,
cuboids and spheres
Describe movements, including quarter turns
Calculation methods
Concrete objects
•
Pictorial
representations
Mental methods
Written methods
Experience maths using concrete objects. Physically move objects to ‘carry
out’ operation
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Use Numicon and Diennes to help understanding of number, relative size and
how operations link together.
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Draw pictures and symbols to represent numbers.
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Mental methods – securing children’s fluency, enabling them to use numbers
efficiently. Ensure a good understanding of place value.
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Use number tracks, number lines and 100 square
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Written methods – progressive approach. Initially using expanded method.
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Mental v’s written – choosing and using appropriate methods for the question
asked
Addition and Subtraction
2+3=
I buy 2 cakes and my friend buys 3 cakes.
How many cakes did we buy altogether?
(Children could draw a picture to help them work out the answer)
pictures
symbols
8+5=
8 people are on the bus. 5 more get on at the next stop. How
many people are on the bus now?
(Children could use dots or tally marks to represent objects – quicker than drawing a picture)
5–2=
I have five cakes. I eat two of them.
How many do I have left?
(Take away)
Drawing a
picture helps
children to
visualise the
problem
A teddy bear costs £5 and a doll costs £2.
How much more does the bear cost?
(Find the difference)
13 – 5 =
Mum baked 13 biscuits. I ate 5. How many were left?
(Take away)
Lisa has 13 felt tip pens and Tom has 5. How many more
does Lisa have?
(Find the difference)
Using dots
or tally
marks is
quicker
than
drawing a
detailed
picture
Addition and Subtraction
• Counting on 18 + 5 =
+1
18
+1
19
+1
20
+2
18
+1
21
+1
22
23
+3
20
23
24
Addition
• 47 + 35 = 82
+10
47
40
+10
57
8
+10
+3
67
30
77
6
+2
80
82
40
8
30
6
70
14
+
70 + 14 = 84
Subtraction
43 –
20
3
43 – 20 = 23
23 – 3 = 20
43 –
20
7
43 – 20 = 2 3
23 –
7= 16
Multiplication
Counting in steps
of …….
0
Using pictures
and symbols
5
10
15
20
3x2=6
2x4=8
Knowing
multiplication facts
25
Multiplication
Repeated
addition
2+2+2+2=8
4x2=8
2 multiplied by 4
4 lots of 2
14 x 2 = 28
Rectangular
array
5 x 3 or 3 x 5
Division
Sharing or grouping?
6 cakes shared between 2
6÷2=3
6 cakes put into groups of 2
Division
15 – I wonder
how many 5’s?
15 ÷ 5 = 3
0
5
Linking an
array to
division
10
15