Pencaitland Nursery have been celebrating Maths Week Scotland
Look at all the learning opportunities through provocations and invitations
Thank you to West Barns Nursery for this great idea to support numeracy skills with this motivating and fun number line. The game is so adaptable, with children using items already in the area, such as natural resources such as leaves, stones, cones - or anything else that comes to hand. Allowing the children to make these decisions adds to their feeling of responsibility and achievement.
Giving children the opportunity to problem solve - what number comes next? Are you sure that's the right amount of cars for that numeral? How do you know? ' Do we have enough cones for the number 8? helps develop mathematical thinking - making new connections with existing knowledge.
Windygoul Primary are sharing videos to support numeracy learning. In this video, we see recognising and ordering numbers.
I can say forward number word sequences
I can say backward number word sequences
I can read numeral sequences
I can sequence numerals
I can identify and recognise numerals
DEVELOPING NUMBER WORD SEQUENCE
Learning Outcomes
● I can say forward number word sequences to at least 20
● I can say backward number word sequences from at least 20
● I am beginning to work out the number word after and number word before
● I can read numeral sequences to at least 10
● I can sequence numerals to at least 10
● I can identify and recognise numerals to at least 10.
● I can work out the missing number or numeral in a sequence to at least 10
Number line 0-20 with string and pegs
Ask children:
To read numeral sequences
To sequence numerals
To identify and recognise numerals
To identify the missing numeral
To say what number comes before, after, in-between, first, second
Home Learning Tip: You could use your washing line and the children can make clothes to hang up
Numeral track 0-5, 0-10 and 0-20
Ask children:
To sequence the numerals
To identify and recognise numerals
To say which number is missing when you remove a numeral
To say what number comes before, after, in-between, first, second
Home Learning Tip: You can make a chalk line outside, 0-5 first and add to to make the line 0-10 and then 0-20 - ask your child to find the space for each number
Numeral cards 0-5 first then 0-10 then 0-20 in a bag
Ask children:
To pick a card – ask a child to pick a card, then to do actions for that number, e.g. 10 star jumps, 5 taps on the head, 8 claps
To hand out numerals – ask children to do jobs if they have a certain numeral, e.g. pick the story if you have 5, add the day on the calendar if you have 3
To hold numerals up as you call them out
Home Learning Tip: This is a great way to make tidying up or getting ready for bed a game - can you pick up 5 toys and put in the box?
Pictures and props for numeracy songs
Ask children:
To make the props for the song with you
To sing songs that count up and down
To answer questions about the song as you sing
To count 'how many now'
To count 'how many left'
To say what the next number will be
Suggested songs: Five little ducks, Five little monkeys, Five little men, Five little speckled frogs, There were ten in the bed
Home Learning Tip: You can find songs online to sing along
Number Structuring for Addition and Subtraction - On track in Nursery
DEVELOPING PERCEPTUAL COUNTING
Learning Outcomes
● I can count perceived items presented in different ways
● I can count items in one collection
● I can count out a requested number of items
● I can count items in a row forwards and backwards
● I can count items in two collections
● I can estimate within my number range
Dots in a straight line
Ask children :
To estimate how many dots are in the one collection
To count the dots forwards and backwards
To put two dot cards together – how many dots do they think there are on each card? How many on both cards? Ask them to count the two collections
To ask them to check their answers
Home Learning Tip: Make the cards together - can they put them in the right order?
Dots in domino pattern e.g. cards or dice
Ask the children:
To match two cards the same.
To count the dots
If they can recognise the symbol without counting the dots
Ask them to roll two dice and count the two collections
Home Learning Tip: When playing board games ask the children what the number is. Give them time to count the dots themselves.
Dots in random arrays
Ask the children:
To estimate how many dots are in the one collection
To count the dots forwards and backwards
To put two dot cards together – how many dots are there
To count the two collections - can they check their answer?
Home Learning Tip: Paint dots with water and paint and try to count them before they dry
UNDERSTANDING FAIRNESS IN EQUAL GROUPS AND SHARES
Learning Outcomes
● I can describe, organise and make equal groups
● I can describe, organise and partition equal shares
● I understand that for shares to be equal, a quantity may remain
● I can break a whole into parts (amounts and items)
● I can estimate within my number range
Items to count, group and share – e.g. counters, teddies, sorting set, play dough, pebbles, shells or pine cones, a cake, an apple. Trays, card circles, baskets or bowls to share them into.
Ask the children:
To put the items in groups and explain their reasons for the groupings
To share the items between the children in the group - ask them to guess how many each will receive before being divided up
If they can make the groups equal - observe if they use words such as share, equal and same - talk about any items left over
DEVELOPING AN UNDERSTANDING OF FAIR SHARING
Learning Outcomes
● I can break a whole into parts and can describe how I made it fair
● I can estimate how many fair shares there are
Playdough can be shared
Ask children:
To explain how they will divide something whole into parts
To say whether it is an equal or fair share and why they think that
Home Learning Tip: You can do this when preparing and serving food
Can you see the domino patterns on the toadstools?
Ask the children to select the right card from the snack folder
Can the children match the domino pattern on the keyring to the number on the lock?