Maths Information and Resources

Maths

 

On this page you will find resources to support the 'Count it' section on the 'Home Learning Grid'. Scroll down to the bottom for the WC 13th July worksheets.

 

The main focus in EYFS is that children are secure with numbers to 20. Being able to place these in order from biggest to smallest and smallest to biggest. They should know what is one more and one less than a given number to 10 and then to 20. 

 

Children should be supported to correctly form their numerals 0 - 9. 

 

How can I support my child?

Count forwards and backwards daily - make it fun, count the teddies on the bed, the pasta swirls on the dinner plate, the birds in the sky, how long it takes to get dressed in the morning. The tricky one is counting backwards from 20 - 0. Play games like 'hide and seek' that require children to count backwards. 

 

Form numbers 0-  20 daily -  Please use the numeral formation sheet below to support your child's numeral formation. If they form their numerals incorrectly, repeat the attached rhyme for that numeral and this will support them. Use paint, flour, soapy water, shampoo, chalk to form numbers to 20 on different surfaces. 

 

Number sentences daily - Give your child daily addition and subtraction questions.  Examples can be found on the 'Home Learning Grid'. Can they remember what these symbols mean + - =. 

 

Place numbers in order from 0-20 to help them remember what is one more and one less than a number - Use the numeral cards the children made in week 1 and play different games with them.

 

Numeral card game ideas:

- Hide the numbers in the garden, can you find me the number...

-Write a number line and leave some numbers out - can they spot the missing numbers and write them in. 

-I have ..... bears, find the number that is one more?

-I have .... Ice lollies in the box. What is one less? What will happen to my number? 

Addition - WC 23rd March
 
Topic 1 - Jack and the Beanstalk  
 
Please use the Jack and the Beanstalk addition sheet below to support your child with their addition work. They can simply use it as a reference, print it out and fill in, create their own, or draw it in their home learning books
Subtraction - WC 13th April
 
Topic 2 - Dinosaurs. 
 
Please use the dinosaur subtraction sheet below to support your child with their subtraction work. They can simply use it as a reference, print it out and fill in, create their own, or draw it in their home learning books.
 
Comparing objects by weight - WC 27th April
 
Topic 2 - Dinosaurs. 
 
The worksheets below are to further support children with their understanding of weight when looking at different objects. The children do not need to physically weigh something, but they should know and understand the difference between heavy and light and be able to compare up up three different objects by ordering several objects based on the weight of each.
 
We will also be looking at positional language - see the board game below. Children should understand positional language including: on, in, under, beside, in front of and behind, to name a few. 
3D shapes, Time and Money - WC 11th May
 
Topic 3 - Our African Adventure
 
The worksheets below are to further support children with their understanding of 3D Shapes.
Children should start hearing the names of 3D shapes including: cube, cuboid, sphere, cylinder, cone and pyramid. They do not need to be learning about vertices, and faces, but they will start thinking about each shape, describing what they see. 
 
We will also be looking at language related to time - see the day and night activity. Think about what you do at night and what you do during the day. 
 
We will also be looking at language related to money - Children will look at coins up to 20p. They will understand that 'P' means pence and they will start to use everyday language when talking about money. 
Sharing - WC 1st June 
 
Topic 4 - Mad about Minibeasts
 
Although there are lots of worksheets online to help your child. Learning the concept of sharing can be achieved by using physical objects, known as the 'concrete' part of our learning for maths. Therefore, a great way to understand sharing is by using objects that interest you child. Think about how we can count how many each 'friend' has when sharing and how we know the groups have been shared fairly and equally. 
 
 
Once secure about the concept of sharing, children should be encouraged to come up with their own understanding of how they can share a set number of objects between a set number of plates, bowls, people etc. For example: What happens when we share an odd amount like 17? 
Children should move on to drawing these groups, and cross off the items they are sharing once they move one into a group. 
 
We will also be revisiting addition and subtraction - a game to support this can be found on the Home Learning Grid. I would also love to see other games you have come up with at home to support this important concept. (Remember to recap the symbols and what they mean) 
 
We will also be looking at creating a tally chart and recording numbers - This can be completing alongside the minibeast hunt. Think about how we represent the number 5, by closing the gate. 
 
Over the next couple of weeks, I would like you to find out what your child finds tricky in maths. Think of a fun game to support them with the concept they find tricky and upload it to Tapestry for me to see. 

Maths KIRFs

 

To develop your child’s fluency and mental maths skills, we have decided to introduce KIRFs (Key Instant Recall Facts) throughout school. KIRFS are a way of helping your child to learn by heart, key facts and information which they need to have instant recall of.

 

KIRFs are designed to support the development of mental maths skills that underpin much of the maths work in schools. They are particularly useful when calculating: adding; subtracting; multiplying or dividing. They contain number facts such as number bonds and times tables that need constant practice and rehearsal, so children can recall them quickly and accurately.

 

Instant recall of facts helps enormously with mental agility within maths lessons. When children move onto written calculations, knowing these key facts is very beneficial. For your child to become more efficient in recalling them easily, they need to be practised frequently and for short periods of time.

 

Each half term, children will focus on a Key Instant Recall Fact (KIRF) to practise and learn at home for the half term. They will also be available on our school website under the maths section. The KIRFs include practical ideas to assist your child in grasping the key facts and contain helpful suggestions of ways in which you could make this learning interesting and relevant. They are not designed to be a time-consuming task and can be practiced anywhere – in the car, walking to school, etc. Regular practice - little and often – helps children to retain these facts and keep their skills sharp. Throughout the half term, the KIRFs will also be practiced in school and your child’s teacher will assess whether they have been retained.

 

Over their time at primary school, we believe that - if the KIRFs are developed fully - children will be more confident with number work, understand its relevance, and be able to access the curriculum much more easily. They will be able to apply what they have learned to a wide range of problems that confront us regularly.

Repeating Patterns and Doubling- WC 15th June 
 
Topic 4 - Mad about Minibeasts
 
Over the next two weeks we will be looking at repeating patterns using colours, shapes and objects and there are several worksheets to support this on here.
It is important for you child to start recognising these in everyday activities too. For example using leaves, foods, toys etc. I would also like children to be able to start creating their own patterns both symmetrical and repeating in their home learning books. 
 
We are going to look at doubling. Doubling is when we multiply by 2 so we have to double the number. It is important to know that EYFS children will not learn the 'x' symbol. When doubling I always have two sides. Both sides must be the same and then we add them together. We know when we add numbers together our number gets bigger.

So if I have a butterfly like the one below and I have 1 spot on one side, to double it I must have 1 spot on the other side, I had one spot now I have two. I have doubled my number.

Double 1 is 2. (1+1=2) 

It is important as always, to introduce this using objects so children can physically move them to support their learning and understanding of this concept. 

 

We will also be revisiting addition and subtraction - a game to support this can be found on the Home Learning Grid. I would also love to see other games you have come up with at home to support this important concept. (Remember to recap the symbols and what they mean)  
 
Any exposure children have to numbers is  great so keep this going. Can you spot the house numbers on a walk, the car registration numbers, can you count the boats in the harbour, the children on the tv, can you share the peas between the family members, can you measure out the ingredients. It is important to continue visiting these important concept daily. 
Capacity- WC 29th June 
 
Topic 5 - I do like to be beside the seaside
 
Over the next week we will be looking at capacity. We will be physically filling bottles and containers to show containers that are full, empty, half-full, half-empty, nearly-full and nearly-empty. We will begin to represent capacity by drawing different levels and finish by estimating capacity of varying size containers. We will predict how much of an item they can hold, record our prediction and check our answers by filling up the containers. 
 
Capacity is a great summer maths lesson - Get involved in the bath, outside with the hose, washing the dishes, filling buckets at the beach. There are some brilliant fun ways to support your child's understanding of this concept. 
Money- WC 6th July
 
Topic 5 - I do like to be beside the seaside
 
Over the next week we will be revisiting money. We will be reminding ourselves the value of coins, and matching coins to the correct value. We will then look at addition with money to work out the cost of different ice-creams that we can buy.
 
A great way to support this is to look at real money, feel the shapes, size and most importantly, encourage your child to look at the number on the coin so that they can understand its value. Do the big coins mean they are worth more money? 
 
Finally, we will recap our numbers to 20, and matching a numeral to a quantity through lotto and bingo games.
Recap Maths- WC 13th July
 
Topic 5 - I do like to be beside the seaside
 
I have uploaded several different worksheets this week. I would plan to complete one a day. Children will need to have some parts explained to them, but these sheets will act as a recap and a guide to what they already know.