EYFS maths
developing early number sense
Here is a useful information video for parents explaining what early number sense is. This will give you an overview of early years maths and why it is taught in small steps.
Useful links for home
Try these number rhymes - www.bbc.co.uk/teach/school-radio/nursery-rhymes-counting-songs/zn67kmn
www.bbc.co.uk/iplayer/group/b08bzfnh - Here is the link to all of the Numberblocks episodes - we watch the episodes that are relevant to what we are covering in maths at school.
Here is the link to some useful videos about Cardinality, Number Sense and Subitising - www.ncetm.org.uk/features/cardinality-and-number-sense/?utm_source=NCETM+Newsletters&utm_campaign=7e468a0f6d-primary-round-up-october-2021&utm_medium=email&utm_term=0_13f8d631f4-7e468a0f6d-222336393
Here is the link to some useful videos about Cardinality, Number Sense and Subitising - www.ncetm.org.uk/features/cardinality-and-number-sense/?utm_source=NCETM+Newsletters&utm_campaign=7e468a0f6d-primary-round-up-october-2021&utm_medium=email&utm_term=0_13f8d631f4-7e468a0f6d-222336393
home learning
counting
The children have been developing their counting skills - reinforcing their understanding of cardinality – that the last number in the count tells us ‘how many’ things there are altogether in a set of objects – and they have been further practising their 1:1 correspondence skill, by counting numbers at the same time as moving or tagging objects.
We have used the rhyme - Five Little Peas in a Peapod Pressed
We have used the rhyme - Five Little Peas in a Peapod Pressed
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The children have been asked to count out 5 objects - closely linking this to the five fingers on their hand.
Can you collect 5 objects? Can you do it with 5 objects that are all the same? … 5 that are the same but different colours? … 5 that are different sizes? … 5 that are completely different? We watched the Numberblock 5 episode - the children were encouraged to do a high five, a low five and a five to the side! www.bbc.co.uk/iplayer/episode/b08d630h/numberblocks-series-1-7-five |
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more & fewer
The children have explored two groups of objects deciding who has more and who has fewer.
Our stem sentences have been:
_______ has more than ________.
_______ has fewer than ________.
Perhaps you could go for a walk. Try and encourage your child to use the vocabulary of more and fewer when comparing groups of items - what items can you find? Who has more leaves? Who has fewer stones?
There are some challenges below you can try.
Our stem sentences have been:
_______ has more than ________.
_______ has fewer than ________.
Perhaps you could go for a walk. Try and encourage your child to use the vocabulary of more and fewer when comparing groups of items - what items can you find? Who has more leaves? Who has fewer stones?
There are some challenges below you can try.
| t-n-2546700-eyfs-maths-uses-the-language-of-more-and-fewer-home-learning-challenges_ver_1.pdf |
composition of numbers 1, 2, 3 and 4
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The children have been exploring how numbers can be composed of 1's and we have begun to investigate the composition of the numbers 3 and 4. We have looked at how:
1 and another 1 is 2 1 and 1 and 1 makes 3 3 can be composed of 1 and 2 1 and 1 and 1 and 1 is 4 What can you find 2 of at home? What can you find 3 of at home? When looking at the number 3, we have explored this through the story Goldilocks and the Three Bears (click on the title to share the Goldilocks rhyme at home). You could set up a picnic for three of your teddy bears/soft toys - what can you find 3 of to share with them at home? You can watch these Numberblocks episodes at home (click on the episode links below): Number 2 Number 3 Number 4 |
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Counting time
We have been learning some counting rules.
Can you count how many claps up to 5 and show how many on your fingers?
Can you count how many jumps up to 5 and show how many on your fingers?
- When we count, we need to remember that the last number we say is how many there are (Cardinality principle)
- We need to give one number name to each object and it helps to move the objects as we count them (1:1 correspondence)
Can you count how many claps up to 5 and show how many on your fingers?
Can you count how many jumps up to 5 and show how many on your fingers?
subitising 1, 2, 3
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The children have enjoyed exploring the numbers 1, 2 and 3.
We have been subitising (saying how many we can see without counting). You could use these dotty cards (these images are quite small - so you could create your own using the file below to give you ideas of how to create your own cards). Show them really quickly and then hide the card - can they say how many and show you are their fingers? |
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| dot-pattern-cards-1-3.pdf |
What can you find 1, 2 or 3 of at home?
We even looked at some images and were 1, 2 and 3 hunters - can you spot groups of 1, 2 or 3 in these images? Tell your parent what you can see and how you know.
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number rhyme time
The children have loved joining in with these singing rhymes. Click on the title to open the rhyme:
Five Little Ducks
Five Little Monkeys
1, 2, 3, 4, 5 Once I caught a fish alive
Five Currant Buns
Five Little Speckled Frogs
Five Little Ducks
Five Little Monkeys
1, 2, 3, 4, 5 Once I caught a fish alive
Five Currant Buns
Five Little Speckled Frogs
