Math's in the Early Years Foundation
Stage
Beeds
Beeds and small object would be quite frequently used in EYFS setting
Being able to fix small objects
Allows them to develop their fine motor skills and hold a pencil
Bags
Games
combine with physical development
Other blocks
You can use them for addition and subtraction
Make links between 3 objects and the numerical 3
Number lines
Understanding how to the concept of number lines
Activity Ideas
I want to be able to do it for the first time. And maybe it's a very normal one. Yeah?
And also you can go a bit more kind of right at the start.
You just count the principles of counting principles of number.
So you can ask children to put five on a string and then spread them out.
And then it will be sent to them to go to the store when the spreader reads out that
the person's only has one more.
So I'm working with that, looking at the kind of counting principles so you can use
beads for that as well.
So beads are five versus five. Sometimes you will see really tiny beads in reception.
Why do we want children to use those tiny beads in reception?
Not many, you don't think once, but it's smaller ones.
,But that counts a bit. They might just have an activity And why we want them to do it
What they're developing is that doing that Not necessarily relating to us, but what
they're developing Yes, exactly Yeah, the beads and small objects And kind of
creating small objects will be quite frequently used by the subjects, even in your
mom.
So if you will have children who kind of kind of pull the pencil properly.
It's very likely that they are seen by a school center.
One of their targets will be to actually be able to face small objects because that will
help them to double the time of the time of the grasp.
That will help them to pull the pencil. Okay, awesome. Okay, another table. So
maybe let's look at this resource. Because this resource looks really fun. I'm pretty
sure this six would love this resource for all the wrong reasons.
But what do you think of this resource in reception?
I'm going to put my hands on my clothes, and my face, so that it's going to be a little
bit rounder.
And you said that you can put your face, and my cast on, on top.
And then I'm going to put my whole arm on top. And then I'm going to cast it on the
table, on the table, and so on.
Yeah. Yeah, what else we can do with these? Because we've got number three here
and then kind of three squares here.
Or we've got triangle here, six, and then six triangles.
So what else we can do with this? So we'll say we can be thinking about throwing.
So if I want to teach number ones to 10, let's say, and I want to kind of use this,
number one to 10, and I want to involve some kind of throw-ins maybe, what I could
do, that's an open question for anyone.
I want to kind of do some active lesson actually throw-ins, and it's number one to 10,
or I'll say addition five.
What I can do, what again I could come up with. Remember in reception for an E-
vibe, I don't have to be necessarily working with the whole class.
I can just get into the room of children then other people come.
So it doesn't have to be kind of somatic to have the children running and throwing.
But I could do any game. Think of any game you could play or you see me make up
a game that would involve throwing right cushions to make a certain number.
, Can you see a game happening there? I say I will have a gulabu on the floor and I
will say 10 and the children left to run find it for cushions that make 10 and then
throw them inside of the la-bou.
And as late as they get that dry they get formed or whatever.
I can make rules. So I can use this like kind of for different things.
I can do this theory because I have one with this. The simple version might be as
much as five, three, and the exam should be really easy to learn.
I can combine it with physical level of math as well.
Because that's how E-Vise operates. E-Vise will have, and we'll say that's 20-minute
teacher at the front session, 10-minute teacher at the front session, particularly
reception, like they were in phonics, but they were in maths, but they would learn
reading, but they would learn writing.
But then most of the learning will happen in small groups, right?
And that some will be tablets, some will be adult life.
So we need to be thinking about this. And on top of that, IVFS is very thematic. So
we're not going to have many isolated lessons.
There will be some isolated lessons, but lots of learning will happen across the
subject.
Although we have some specific areas, and we have some primary areas, you will
see that they need to be as best, certain, and overlap.
And as lots of focus on, say, personal development, they don't have one hour of
personal development to be on that timetable and reception.
It's kind of happening all the time through different activities.
They might have, let's say a circle time, which will be specific to that, the day will be
constantly learning the skills in different subjects.
So that's a beauty of EYSS. What does one of the early learning goals or links to
development matters?
So you might want to find this more. You can maximize the use of that resource.
Okay, let's look at this code activity. This is quite fun. How we could use those little
balls and those little people.
So, What else we can do? We'll see if we can do the addition, so we can add, so we
can change the attack and have two red and one yellow and then you can say oh
two and one makes three so I could do that or well first up I could do this for
subtraction yeah three people and I was one for the top I don't know if you can see
Stage
Beeds
Beeds and small object would be quite frequently used in EYFS setting
Being able to fix small objects
Allows them to develop their fine motor skills and hold a pencil
Bags
Games
combine with physical development
Other blocks
You can use them for addition and subtraction
Make links between 3 objects and the numerical 3
Number lines
Understanding how to the concept of number lines
Activity Ideas
I want to be able to do it for the first time. And maybe it's a very normal one. Yeah?
And also you can go a bit more kind of right at the start.
You just count the principles of counting principles of number.
So you can ask children to put five on a string and then spread them out.
And then it will be sent to them to go to the store when the spreader reads out that
the person's only has one more.
So I'm working with that, looking at the kind of counting principles so you can use
beads for that as well.
So beads are five versus five. Sometimes you will see really tiny beads in reception.
Why do we want children to use those tiny beads in reception?
Not many, you don't think once, but it's smaller ones.
,But that counts a bit. They might just have an activity And why we want them to do it
What they're developing is that doing that Not necessarily relating to us, but what
they're developing Yes, exactly Yeah, the beads and small objects And kind of
creating small objects will be quite frequently used by the subjects, even in your
mom.
So if you will have children who kind of kind of pull the pencil properly.
It's very likely that they are seen by a school center.
One of their targets will be to actually be able to face small objects because that will
help them to double the time of the time of the grasp.
That will help them to pull the pencil. Okay, awesome. Okay, another table. So
maybe let's look at this resource. Because this resource looks really fun. I'm pretty
sure this six would love this resource for all the wrong reasons.
But what do you think of this resource in reception?
I'm going to put my hands on my clothes, and my face, so that it's going to be a little
bit rounder.
And you said that you can put your face, and my cast on, on top.
And then I'm going to put my whole arm on top. And then I'm going to cast it on the
table, on the table, and so on.
Yeah. Yeah, what else we can do with these? Because we've got number three here
and then kind of three squares here.
Or we've got triangle here, six, and then six triangles.
So what else we can do with this? So we'll say we can be thinking about throwing.
So if I want to teach number ones to 10, let's say, and I want to kind of use this,
number one to 10, and I want to involve some kind of throw-ins maybe, what I could
do, that's an open question for anyone.
I want to kind of do some active lesson actually throw-ins, and it's number one to 10,
or I'll say addition five.
What I can do, what again I could come up with. Remember in reception for an E-
vibe, I don't have to be necessarily working with the whole class.
I can just get into the room of children then other people come.
So it doesn't have to be kind of somatic to have the children running and throwing.
But I could do any game. Think of any game you could play or you see me make up
a game that would involve throwing right cushions to make a certain number.
, Can you see a game happening there? I say I will have a gulabu on the floor and I
will say 10 and the children left to run find it for cushions that make 10 and then
throw them inside of the la-bou.
And as late as they get that dry they get formed or whatever.
I can make rules. So I can use this like kind of for different things.
I can do this theory because I have one with this. The simple version might be as
much as five, three, and the exam should be really easy to learn.
I can combine it with physical level of math as well.
Because that's how E-Vise operates. E-Vise will have, and we'll say that's 20-minute
teacher at the front session, 10-minute teacher at the front session, particularly
reception, like they were in phonics, but they were in maths, but they would learn
reading, but they would learn writing.
But then most of the learning will happen in small groups, right?
And that some will be tablets, some will be adult life.
So we need to be thinking about this. And on top of that, IVFS is very thematic. So
we're not going to have many isolated lessons.
There will be some isolated lessons, but lots of learning will happen across the
subject.
Although we have some specific areas, and we have some primary areas, you will
see that they need to be as best, certain, and overlap.
And as lots of focus on, say, personal development, they don't have one hour of
personal development to be on that timetable and reception.
It's kind of happening all the time through different activities.
They might have, let's say a circle time, which will be specific to that, the day will be
constantly learning the skills in different subjects.
So that's a beauty of EYSS. What does one of the early learning goals or links to
development matters?
So you might want to find this more. You can maximize the use of that resource.
Okay, let's look at this code activity. This is quite fun. How we could use those little
balls and those little people.
So, What else we can do? We'll see if we can do the addition, so we can add, so we
can change the attack and have two red and one yellow and then you can say oh
two and one makes three so I could do that or well first up I could do this for
subtraction yeah three people and I was one for the top I don't know if you can see
