Mathematics – EYFS

Below, you will find a range of resources to help support your child on their mathematical journey.

At Maple Cross, we find ways of teaching the Early Years Framework in an engaging way, whilst ensuring that there is an appropriate level of challenge for every child. Children who demonstrate good understanding of a particular mathematical idea will be challenged through a combination of reasoning, explaining and conceptualising to develop deep understanding, in line with Curriculum Guidelines. If you would like to view the full calculation policy, years 1-6, you can download it here.

The following is taken from our School Calculation Policy. If you would like to view the policy in it's entirity, follow the link above
Numbers
• Uses some number names and number language spontaneously.
• Uses some number names accurately in play.
• Recites numbers in order to 10.
• Knows that numbers identify how many objects are in a set.
• Beginning to represent numbers using fingers, marks on paper or pictures.
• Sometimes matches numeral and quantity correctly.
• Shows curiosity about numbers by offering comments or asking questions.
• Compares two groups of objects, saying when they have the same number.
• Shows an interest in number problems.
• Separates a group of three or four objects in different ways, beginning to recognise that the total is still the same.
• Shows an interest in numerals in the environment.
• Shows an interest in representing numbers.
• Realises not only objects, but anything can be counted, including steps, claps or jumps.
Shape, space and measure
• Shows an interest in shape and space by playing with shapes or making arrangements with objects.
• Shows awareness of similarities of shapes in the environment.
• Uses positional language.
• Shows interest in shape by sustained construction activity or by talking about shapes or arrangements.
• Shows interest in shapes in the environment.
• Uses shapes appropriately for tasks.
• Beginning to talk about the shapes of everyday objects, e.g. ‘round’ and ‘tall’.
Numbers
• Recognises some numerals of personal 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.
• 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.
 
Space, shape 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.
This is a useful guide to what you can expect your child to experience and learn during Early Years. Page 22 – 25 for Nursery maths guidance Page 27 – 33 for Reception maths guidance
What to do at home – let your children have a go and make mistakes. When they make mistakes ask them what has gone wring and how they think it could be solved.
  • Play board games that involve a dice, e.g. ludo.
  • Play with jigsaws of increasing complexity.
  • Count and sort different objects up to ten.
  • Cooking – weigh and talk about the amounts. Which is heavier or lighter? How do you know?
  • Play 'I spy with my little eye the number . . . ' Look out for numbers on car number plates, homes, shops etc.
  • Count things you do, e.g. count the stairs as you walk up or down, how many trees between home and the shops?
  • Play with shapes and make pictures using shapes.
Here are some online games your child will enjoy playing:
Teddy numbersCounting out amounts and recognising numerals
Underwater counting – Counting an amount and recognising the numeral.

Gingerbread ordering game – Order the gingerbread man and support your child to understand sequencing.

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