Mathematics Workshop
October 2014
Miss Hughes
Maths Subject
Leader
What is Mathematics?
Numbers
Shape Space and Measure
Numbers
Children count reliably with numbers from 1
to 20, place them in order and say which
number is 1 more or 1 less than a given
number.
Using quantities and objects, they add and
subtract 2 single-digit numbers and count on
and back to find the answer.
They solve problems, including doubling,
halving and sharing.
Problem solving examples:
 When counting, don’t always begin at 0 or 1. You say a
number and your child counts on from there. Count
backwards from any number.
 How many sausages do you want for dinner? I would like 2.
I wonder if we have enough?
 Can you lay the table? There are 4 of us. How many forks
do we need? Can you count them as you out them out? How
many would we need if 4 more people were having dinner
too?
 If I have 6 cherries and I am going to share them with
you, how many would we have each? What if I had 7
cherries?
 How many conkers have you collected? If you find 1 more,
how many is that altogether? Or if you dropped 1 how many
would you have left?
 How many skittles have you knocked over? How could you
check? How many does that leave standing?
 You have made a long roll of plasticine. Show me how we can
turn it into a number 3?
 Look at numbers in the environment, door numbers, buses,
number plates, birthday cards.
 Have a set of number cards, initially from 0 to 10 and then
onto 20 and put them in order. Forwards and backwards.
 Daddy has 9 counters, but he has given Naomi 3. Let’s
count back together as he hands them over: That’s
8,7,6 (using fingers). So Daddy has 6 left.
 I have 4 apples in the bowl and have bought another
3. Count with me as I add them to the bowl. 4 already,
5,6,7. I have 7 apples now.
 Playing board games, using a dice. You are on square
5 and have thrown a 3. How will you work out where
you are going to land?
 Counting EVERYTHING i.e. items when out shopping.
 Children find it particularly hard to go from 29 to 30,
39 to 40 etc.
 1 more and 1 less, with biscuits etc.
 There are 4 cows in the field and 3 sheep in the
other field, how many animals altogether?
Shape Space and Measure
 Children use 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.
 Water play, full, empty, half full, how many cups will
it take to fill the jug? Will the big jug fill more or
less cups?
 Looking at the times of day and periods of time.
 Looking at shapes at home and in the environment,
using the correct mathematical names.
 Comparing the weight of items are they heavier or
lighter? Are big things always heavy?
 Using 1p and 2p coins to play shops. Tapping on a 2p
coin twice when counting it.
 Making different amounts using 1p and 2p coins.
 Looking for patterns in the environment.
 Making patterns with Lego, finger painting, fruit!
 Understanding the difference between a long
distance and a short distance.
Using Numicon
Numicon is a maths resource that uses
a series of structured images to
represent numbers.
It can be quite difficult to explain to a child
the mathematical concept of ‘five’.
But the Numicon shape for ‘five’ looks like
‘one less’ than six and ‘one more’ than four.
Numicon shapes are designed to
exploit three of young children’s key
strengths in order to help them
understand number:
Learning from doing
Learning from seeing
Children’s strong sense of pattern.
Rationale for using Numicon
Quality first learning
Inclusive
Progressive
Children can understand number relationships
Children can do calculating without counting
Children learn mathematical language
Children learn to make connections and to use
and apply their understanding.
Exploring and making
connections
Numicon provides a structure for children to
explore and make connections within a
number rich environment.
There are lots of practical experiences with
Numicon in sand, water, dough and so on.
.
Importance of mathematical
language
The development of children’s language
is ongoing throughout all activities
because mathematical language and the
way it is used e.g. familiar words used in
unfamiliar context, switching between
using numbers as adjectives and nouns,
can present children with problems.
Firm Foundations for all learners
 Ordering Numicon Shapes, giving them number names
and attaching numerals.
 Grouping objects into Numicon patterns without
counting.
 Combining Numicon in addition.
 Comparing Numicon shapes in subtraction.
 Confidently using the language of addition and
subtraction.
Addition
Children can calculate using
Numicon, without relying on
counting.
Using Feely bag, 2 sets of
Numicon shapes 1-10, numeral
cards 1-10.
Equivalence
Children learn that = means a
balance – not just where to put
the answer!
Use balance scales, 2 sets of
Numicon shapes 1-10, word
cards.
Subtraction
Taught first as “take away”
Children learn to use the action for the sign
before needing to write the symbol.
Use 1 set of numeral shapes 1-10, spinners, dice
and can also use subtraction covers. (Black card
or grey shapes)
Place Value
Make 19 then put numeral cards
underneath. Change to 15, which
digit changes as the shape
changes? Then build 25 – which
digit needs to change this time?
Multiplication
 Introduced through language, action and sign.
 Use Numicon pieces to show properties of
multiplication.
 The word “product” or the idea of finding an answer
is not discussed until children fully understand the
action of finding “lots of”.
 Division is introduced as the inverse of multiplication.
If you would like to ask any questions
please feel free and speak to me
afterwards.
There are resources at the back of
the hall to have a look at.