Mathematics
Our intent
Early Maths at Reddish Vale Nursery- Intent
We believe the best way for children to understand number and shape is by incorporating it into everyday life and using all opportunities to teach and reinforce key concepts.
Ofsted 2020
“Opportunities to learn mathematical skills are everywhere. Adults base these opportunities on real-life experiences. Children count conkers, twigs and threaded beads. They work out which items are the heaviest and lightest, and the tallest and smallest. Staff skilfully support children to develop their skills, knowledge and understanding of number.”
Teaching Core Concepts
The children’s understanding of these basic concepts is key to them developing and progressing further through the subsequent stages of knowledge. We do this through practical rehearsal, pretend play, group times and conversation. All this is vital in children grasping a basic understanding of why number matters and making it relevant to them. Rather than moving children on more quickly to formal calculations and written algorithms, it is the underlying concepts of mathematical application that are the focus.
Our teaching allows children to represent their mathematical understanding in ways correct for them, permitting personal and cultural knowledge to become tools. Teaching of mathematical content therefore, allows and actively supports opportunities for children to freely explore how they represent their mathematical understanding, exploring and elaborating their mathematical knowledge by drawing extensively on their personal and cultural knowledge in pretend play.
Here at Reddish Vale we use each interaction between staff and children as a way to question, extend or teach new knowledge or skills. Activities are planned to encourage talk and the promotion of mathematical language. The staff are highly skilled in extending children further. We spend time with the children rehearsing key mathematical language through play and problem solving activities. Children have access to open ended resources which lend themselves to this way of teaching maths.
“Every young child is entitled to a strong mathematical foundation which is built through playful exploration, apprenticeship and meaning-making. Children should freely explore how they represent their mathematical thinking through gesture, talk, manipulation of objects and their graphical signs and representations, supported by access to graphic tools in their pretend play. Effective early mathematics experiences involve seeking patterns, creating and solving mathematical problems and engaging with stories, songs, games, practical activities and imaginative play. Plenty of time is required for children to revisit, develop and make sense for themselves. This is supported by sensitive interactions with adults who observe, listen to and value children’s mathematical ideas and build upon children’s interests, including those developed with their families.” Birth to 5 matters – Non statutory guidance for the Early Years Foundation Stage
Implementation and impact
2 year old provision
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Implementation |
Impact |
Adaptations |
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Counting songs and stories are a part of everyday practice using props and counting gloves |
Children learn through repetition, and singing number rhymes throughout the day helps them to become familiar with numbers and the patterns between them. The use of different number rhymes helps children develop different mathematical skills. |
Use of Makaton and visuals Wide range of songs Songs in different languages/ cultures Symbolic representation of number (e.g. numicon) Modelling adapted to each child
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Number opportunities are everywhere (e.g. numbers to 3 on toilet doors) |
Young children have lots of important mathematical experiences every day. Numbers and shapes, measuring and solving problems are all needed for simple tasks. Young children need help to understand what maths is used for. |
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Snack time is used as a key time to promote mathematical concepts |
Children incorporate understanding into regular daily routines and use numbers to describe things. When children to use numbers 'in context', in practice, not just in theory, this deepens their understanding. |
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Tools are used to give children an understanding of the concept of number e.g. spots rather than numbers on bikes |
Children develop their own working theories by understanding the concept of number. They learn to communicate these to others and over time remember mathematical concepts. Maths is used for counting and quantities, but children also develop the other ways numbers are used. |
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Adults model key language of number e.g. number names, quantities. They offer solutions and suggestions as they engage in dialogue. Adults stretch and challenge children’s learning where this is deemed appropriate. They stimulate and provoke thinking.
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Children develop confidence in mathematical concepts in a supportive environment. Children are guided to reach their zone of proximal development, i.e. the difference between what a learner can do without help and what he or she can achieve with guidance and encouragement from a skilled partner. |
3/4 year old provision
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Implementation |
Impact |
Adaptations |
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Number and shape hunts are used in the outdoor area. |
Children are able to develop their number recognition skills and become familiar with numbers in real-life. They develop their observation skills. |
Use of Makaton and visuals Wide range of songs Songs in different languages/ cultures Symbolic representation of number (e.g. numicon) Modelling adapted to each child
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Numbers are displayed in all areas |
Children’s learning is enhanced through concepts echoed across areas of provision and learning. Children understand that mathematical learning does not simply happen at the maths table but outside, in the home corner and block area as well. Learning is reinforced when children ‘stumble across’ numbers on cars and in the writing area and home corner. |
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Bikes are numbered |
Children talk about and use numbers through their own interests. For example children will learn to say “I’m waiting for the number 3 bike” or will match the bike to the correct parking space. |
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All opportunities are used to promote number and key mathematical concepts |
Children develop their own working theories by understanding the concept of number. They learn to communicate these to others and over time remember mathematical concepts. |
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During snack time there is a focus on more, less, counting and predicting |
Children incorporate understanding into regular daily routines and use numbers to describe things. Children learn to use numbers 'in context', in practice, not just in theory which deepens their understanding. |
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Visual timetables promote a sense of time |
Children are able to use visual timetables to predict what will happen next. Children know the things that must happen first, before they can do the activity that they are often focused on. Children also understand where they are in the day, by knowing what has gone before and what will come after the present moment |
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Provision is resourced with natural open ended resources |
The use of open ended resources means children can extend their learning and reflect on their thinking. Through the use of open-ended aspects to their problem-solving, reluctant children are more likely to “have-a-go” and develop math self-confidence. |
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Nature school is used to promote opportunities for mathematical vocabulary |
Children learn to explore many aspects of the maths curriculum through nature, including number, shape, symmetry, estimation and measuring. |
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Open questions are used to involve problem solving. |
Open-ended questions have no right or wrong answers, but help to broaden children’s thinking processes, to develop their speech and language skills, and to build confidence in their ability to express themselves. |
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Use of Numicon to support understanding. |
Through Numicon, children learn about physical shapes, and patterns and help form a foundation for children. Using the CPA approach (concrete, pictorial, abstract), Numicon turns abstract concepts into tangible and visual ones. This helps children form connections between numbers, shapes and values. |
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| Building Blocks for Maths 2022.pdf | Download |
Counting principles
The one-one principle – this involves children assigning one number name to each object that is being counted. Children need to ensure that they count each object that is being counted only once ensuring that they have counted every object. Children will sometimes count objects more than once or miss an object out that needs to be counted. Encourage children to line up objects and touch each one as they count saying one number name for each object.
The stable-order principle – children understand when counting that the numbers have to be said in a certain order. Children need to know all the number names for the amount in the group they are counting. Adults can therefore encourage children to count aloud to larger numbers without expecting them to count that number of objects immediately.
The cardinal principle – Children understand that the number name assigned to the final object in a group is the total number of objects in that group. In order to grasp this principle, children need to understand the one-one and stable-order principles. From a larger group, children select a given number and count them out. When asked ‘how many?’ children should be able to recall the final number they said.
The abstraction principle – this involves children understanding that anything can be counted including things that cannot be touched including sounds and movements. When starting to count many children rely on touching the objects in order to count accurately.
The order-irrelevance principle – this involves children understanding that the order we count a group of objects is irrelevant. There will still be the same number. Encourage children to count objects left to right, right to left, top to bottom, bottom to top
The mathematical curriculum is organised into strands of:
Number Shape Measure Patterns Space
Knowledge and Skills progression in maths
Click here for our knowledge and skills progression table
Teaching Core Concepts
The children’s understanding of these basic concepts is key to them developing and progressing further through the subsequent stages of knowledge. We do this through practical rehearsal, pretend play, group times and conversation. All this is vital in children grasping a basic understanding of why number matters and making it relevant to them. Rather than moving children on more quickly to formal calculations and written algorithms, it is the underlying concepts of mathematical application that are the focus.
Our teaching allows children to represent their mathematical understanding in ways correct for them, permitting personal and cultural knowledge to become tools. Teaching of mathematical content therefore, allows and actively supports opportunities for children to freely explore how they represent their mathematical understanding, exploring and elaborating their mathematical knowledge by drawing extensively on their personal and cultural knowledge in pretend play.
Every interaction counts
Here at Reddish Vale we use each interaction between staff and children as a way to question, extend or teach new knowledge or skills. During group times the children are encouraged to count the numbers in group, how many children want snack and milk and how many we have left. We use the children’s birthdays to help to teach about time and key concepts such as 1 more. The bikes are numbered and children are encouraged by staff to match and recognise numerals. Activities are planned to encourage talk and the promotion of mathematical language. The staff are highly skilled in extending children further.
Importance of Play
We spend time with the children rehearsing key mathematical language through play and problem solving activities. Examples of this are exploring number marks, numbers and label and early counting all of which is done through a child centred approach. Children have access to measuring tools, clocks, calendars, balancing equipment and other open ended resources which all lend themselves to this way of teaching maths.