EYFS Mathsat

Arden Primary School

There are 2 aspects of maths in the EYFS

• Numbers – Within play and other practical situations, children count and order numbers. They add and subtract quantities and explore / solve problems involving doubling, halving and sharing.

• Space, shape and measure

- Using and understanding the names for shapes and properties of shapes. Noticing patterns and learning about measurements such as weight, capacity, position, time and money.

30-50 months (Numbers) At this age, children should…• Use some number names and number language spontaneously

• Use some number names accurately in play.

• Recite numbers in order to 10

• Know that numbers identify how many objects are in a set.

• Begin to represent numbers using fingers, marks on paper or pictures

• Sometimes matches numeral and quantity correctly.

• Show curiosity about numbers by offering comments or asking questions.

• Compare two groups of objects, saying when they have the same number.

• Show an interest in number problems.

• Separate a group of three or four objects in different ways, beginning to recognise that the total is still the same.

• Show an interest in numerals in the environment

• Show an interest in representing numbers.

• Realise not only objects, but anything can be counted, including steps, claps or jumps.

What you could do:• Count as often as possible with your child. Count forwards and backwards,

sometimes starting at different numbers• Point out numbers that are found all around us in everyday contexts and make

marks to show amounts or maybe write numbers with your child

40-60 months (Numbers) At this age, children should…• Recognise some numerals of personal significance • Recognise numerals 1 to 5

• Count up to three or four objects by saying one number name for each item

• Count actions or objects which cannot be moved • Count objects to 10, and beginning to count beyond 10

• Count out up to six objects from a larger group • Select the correct numeral to represent 1 to 5, then 1 to 10 objects

• Count an irregular arrangement of up to ten objects

• Estimate how many objects they can see and check by counting them.

• Use the language of ‘more’ and ‘fewer’ to compare two sets of objects.

• Find the total number of items in two groups by counting all of them

• Say the number that is one more than a given number.

• Find 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.

• Record, using marks that they can interpret and explain.

• Begin to identify own mathematical problems based on own interests and fascinations.

What you could do:

Involve your child in the everyday events and routines in your home – talking about and practising the concepts above.(setting table)Helping your child to develop an understanding of how to solve number problems, for example, there are 6 eggs in the box, if we use up 3, how many will be left? Or guessing how many crayons in a box then counting them all to check

Early Learning Goal (Numbers)By the end of the Reception Year children should -

• Count reliably with numbers from 1 to 20, place them in order and say which number is one more or 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. (use vocabulary, explain thinking)

30-50 months (space, shape and measure)

At this age children should:

• Show an interest in shape and space by playing with shapes or making arrangements with objects.

• Show awareness of similarities of shapes in the environment.

• Use positional language.

• Show interest in shape by sustained construction activity or by talking about shapes or arrangements.

• Show interest in shapes in the environment.

• Use shapes appropriately for tasks.

• Begin to talk about the shapes of everyday objects, e.g. ‘round’ and ‘tall’.

What you could do:

Help your child whilst playing with construction toys – building blocks, lego etcTalk about shape names and how many sides they havePoint out shapes in everyday objects such as wheels or windowsAsk your child to find or place objects by giving clues such as “It’s under the chair” and using words such as “first”, “third” etc

40-60 months (space, shape and measure)

At this age children should:

• Begin to use mathematical names for ‘solid’ 3D shapes and ‘flat’ 2D shapes, and mathematical terms to describe shapes • Select a particular named shape

• Can describe their relative position such as ‘behind’ or ‘next to’

• Order two or three items by length or height • Order two items by weight or capacity

• Use familiar objects and common shapes to create and recreate patterns and build models

• Use everyday language related to time • Begin to use everyday language related to money

• Order and sequence familiar events • Measures short periods of time in simple ways.

What you could do:

Help your child to notice the sequence of events in a day /week

Tell them the names for 2D and 3D shapes

Point out what is the tallest or shortest in a group of objects or put a range of items into height order together

Early Learning Goal (Shape, space and measure)

• 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

Thank You for your support

Remember – Practical activities can be the best way for young children to develop secure mathematical understanding. Involve them and talk to them about numbers, shapes and measures in everyday routines and play activities.

Count as often as possible– forwards and backwards, starting from different numbers. Work out simple maths problems with your child – demonstrating and talking about them.

Get children used to the number symbols (numerals) by pointing these out on doors, buses, and all around.

If you have any questions, please ask.

THANK YOU FOR LISTENING!