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WELCOME

WELCOME. St. Ethelbert’s Catholic Primary School Reception Meeting on Numeracy: Mathematical Development (MD) w ith Miss Taylor and Mrs Butchard - Thursten. Aims. To inform parents about what is taught To assist parents with ideas on how to help their child with maths

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WELCOME

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  1. WELCOME St. Ethelbert’s Catholic Primary School Reception Meeting on Numeracy: Mathematical Development (MD) with Miss Taylor and Mrs Butchard- Thursten

  2. Aims • To inform parents about what is taught • To assist parents with ideas on how to help their child with maths • To give parents the School Numeracy booklet • To answer any questions

  3. The Early Years Foundation Stage (EYFS) • Numbers • Shape, space and Measure http://early-education.org.uk/sites/default/files/Development%20Matters%20FINAL%20PRINT%20AMENDED.pdf

  4. Numbers... • Recognise some numerals of persona significance. • Recognises numerals 1 to 5. • Counts up to three or four objects by saying one number name for each item. • Counts actions or objects which cannot be moved. • Counts objects to 10, and beginning to count beyond 10. • Counts out up to six objects from a larger group. • Selects the correct numeral to represent 1 to 5, then 1 to 10 objects. • Counts an irregular arrangement of up to ten objects. • Estimates how many objects they can see and checks by counting them. • Uses the language of ‘more’ and ‘fewer’ to compare two sets of objects.

  5. Numbers continued... • Finds the total number of items in two groups by counting all of them. • Says the number that is one more than a given number. • Finds one more or one less from a group of up to five objects, then ten objects. • In practical activities and discussion, beginning to use the vocabulary involved in adding and subtracting. • Records, using marks that they can interpret and explain. • Begins to identify own mathematical problems based on own interests and fascinations. • Early Learning Goal: 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.

  6. Shape, space and measure... • Beginning to use mathematical names for ‘solid’ 3D shapes and ‘flat’ 2D shapes, and mathematical terms to describe shapes. • Selects a particular named shape. • Can describe their relative position such as ‘behind’ or ‘next to’. • Orders two or three items by length or height. • Orders two items by weight or capacity. • Uses familiar objects and common shapes to create and recreate patterns and build models. • Uses everyday language related to time. • Beginning to use everyday language related to money. • Orders and sequences familiar events. • Measures short periods of time in simple ways. • Early Learning Goal: Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them.

  7. Important note • Children develop at their own rates, and in their own ways. The development statements and their order should not be taken as necessary steps for individual children. • They should not be used as checklists. The age/stage bands overlap because these are not fixed age boundaries but suggest a typical range of development.

  8. Practical tips for numbers and calculating Real contexts: • Recognising door numbers. • Laying the table for dinner-how many place settings? • Singing number rhymes. • Sharing fruit/sweets – has everyone got the same amount? • How many cars/dolls have you got? How many will you have if we take two away?

  9. Practical tips for Shape, Space and Measure Real contexts: • Recognising shapes in the environment-both 2D and 3D-using their mathematical names. • “Can you stand on the chair? Can you sit behind your brother? Can you put this cake under the cover? Can you put this rubbish in the bin?” • When shopping-discuss sizes, lengths, weight/capacity. • Recognising patterns in the environment. Conversation

  10. Tips on how to help your child with numeracy • Providing a real context • Conversation and discussion • Link to child’s interest • Counting for a purpose • Making maths fun!

  11. Thank you for attending this information meeting Please fill out the short questionnaire provided

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