Developing a strong grounding in number is essential so that all children develop the necessary building blocks to excel mathematically. Children should be able to count confidently, develop a deep understanding of the numbers to 10, the relationships between them and the patterns within those numbers. By providing frequent and varied opportunities to build and apply this understanding, such as using manipulatives, including small pebbles and tens frames for organising counting; children will develop a secure base of knowledge and vocabulary from which mastery of mathematics is built. In addition, it is important that the curriculum includes rich opportunities for children to develop their spatial reasoning skills across all areas of mathematics including shape, space and measures. It is important that children develop positive attitudes and interests in mathematics, look for patterns and relationships, spot connections, ‘have a go’, talk to adults and peers about what they notice and not be afraid to make mistakes.

Teaching and Learning for Maths at Barrow Hedges

In addition to adult led learning sessions for maths, children experience maths in all areas of indoors and outdoors provision. For example, children might count how many ‘fossil bones’ they have found hiding in the stony area, they may sort animals that have ‘wings’ or ‘no wings’ in the investigation area, they explore distance when rolling cars down a ramp. The possibilities for exploring mathematical concepts in play are endless. We ensure that there is equipment in all areas to facilitate this. The children work towards the ELG for Number and Numerical Patterns:

Children at the expected level of development by the end of Reception will:

• Have a deep understanding of number to 10, including the composition of each number
• Subitise (recognise quantities without counting) up to 5
• Automatically recall (without reference to rhymes, counting or other aids) number bonds up to 5 (including subtraction facts) and some number bonds to 10, including double facts.” (ELG for Number)

Children at the expected level of development by the end of Reception will:

• Verbally count beyond 20, recognising the pattern of the counting system.
• Compare quantities up to 10 in different contexts, recognising when one quantity is greater than, less than or the same as the other quantity.
• Explore and represent patterns within numbers up to 10, including evens and odds, double facts and how quantities can be distributed equally.” (ELG for Numerical Patterns)

At Barrow Hedges, adults support children’s learning of mathematics through using engaging resources. The children love to learn through Numberblocks.  Numberblocks provide a stimulus and an engaging context to support children’s knowledge. We even love to make our very own ‘Numberblocks Land’ where children can consolidate their understanding on counting, number recognition, addition, subtraction, shape and much more.  

Here's an example of high quality interactions that support mathematics development, captured on our electronic platform, Tapestry. 

 

We are having a lovely time exploring the sweetie shop. We have fun chatting about our favourite sweets. (N) "I love lollipops. I like to suck them and I like strawberry ones." (C) "I love starbursts, they are square sweets in wrappers and you can get different coloured ones. I like purple but you don't get purple. They are really chewy and sometimes they stick to your teeth." (R) "I like the ones that are like chocolate in the ice cream but I don't know it's name. Sometimes I make my own sweets cause I mix it up and then put in the freezer, then I add sprinkles on. Oh my it's so yummy!" (S) "I love hazelnut chocolate and also sticky toffee. I love it cause it's so sticky and it's made out of toffee." (T) "My favourite sweeties are marshmallows cause I like putting them in hot chocolate and that makes them melt." We filled the jars to get the shop ready. We looked carefully at the numbers on the front to tell us how many sweeties needed to be in each jar. The picture of Numicon helped us to read the number. Everyone filled up their jars using the tools to keep all the sweeties clean for the customers. (C) "Yes because your hands might be dirty so we shouldn't touch them unless we are eating them ourselves." Good thinking C! (R) "I made 14. Look it has a ten Numicon and a 4 one. Ten and four makes 14" (T) "I need 16. So 1, 2, 3, (T counts carefully to 16 really concentrating.) I need ten and six. That makes 16." T chats with Mrs Covey about how there is one group of tens or ten ones, everyone finds this is a bit tricky. we are only just learning about how many tens and ones are in each number. (C) "I need 51." C counts all the way past 15 to 17. Ah let's look at your number again. C finds the number on the number line. "Oh, number 15. I need to take some away, two I think." C then matches the Numicon too. (S) "I need 13. That's a blue Numicon with ten and a yellow one." (N) "I need ten and 1 more to make 11. Eleven is ten and one." Fantastic learning! I love how you all count carefully, how you match teen numbers and use the tools carefully and with control. Later we are all excited to write about our favourite sweets.

We can use the sounds we know and even remember finger spaces this time. Super writing. Have a look! 😊

 

Watch this video to found out more about mathematics teaching and learning in Reception: