Transcript Document

How we Promote Mathematical
Development through
Continuous Provision at SRS
Context
• Mainly Emirati school.
• British curriculum and Arabic and Islamic curriculum.
• FS1 full day of dual language teaching.
• FS2 3 sessions of dual language teaching each week, one being a
focus on Maths.
Challenges
New Building
Challenges
New Staff
New
Classrooms
BUT ….
Limited
Resources
Why do we feel so strongly about using real life
resources?
What are the benefits of using familiar items but in a
different way?
KHDA says “… Promote opportunities for children to make choices in their learning, providing a
suitable range of resources…the curriculum should be personalized. Inspectors will assess the quality
and diversity of age appropriate resources. Inspectors will judge attainment and progress in the early
years in the main child development domains including cognitive development through
experimentation and practical problem solving.”
EYFS says ….”provide stimulating resources which are
accessible and open ended so they can be used in a
variety of ways. Make sure resources are relevant to
children’s interest and first hand experiences. Provide
areas with materials reflecting children’s family lives
and communities. Provide a range of materials and
objects to play with that can work in different ways
for different purposes eg household implements…”
TIMMS (Trends in International Mathematics and
Science Study)
PISA (Problem Solving)
Part of Sheikh Mohammed”s UAE National Agenda for
the UAE to be in the top 15 and 20 highest performing
countries of the world respectively. As such private
schools in Dubai have been set individual targets to
enable this to happen.
BECAUSE OUR
CHILDREN LOVE IT !!!!!!
How do we incorporate Maths at SRS?
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Continuous provision.
Enhanced provision.
Dual language teaching.
Guided group work.
Daily Maths input.
Displays.
Children’s interests.
Planning that offers coverage over the year in a spiral curriculum.
Maths everyday in all areas of provision.
Activity Time
• Can you devise a mathematical based activity
using the provided resources?
• What Mathematical skills have you used?
• What other areas of learning have you included ?
Sock Activity
• Beginning to categorise objects according to properties such as shape
or size.
• Estimates how many objects they can see and checks by counting
them.
Football shirts
• Order numbers from low to high.
• Can say when a number is missing.
• Can recognise numerals
Skittles
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Can add two numbers together.
Can say which number is greater or less.
Sticks and Stones
• Can represent and name 2D shapes.
• Can make repeating patterns.
• Use everyday language to talk about size, weight, position, distance
Toy Cars
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Order items by size.
Sort objects with different criteria.
Measure non standard units
Count up to 10 and beyond.
Lock and Key
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Find number facts to 10.
Add two single digit numbers together.
Subtract two single digit numbers.
Uses the language of ‘more’ and ‘fewer’ to compare two sets of
objects.
Rubber Ducks
• Recognise numerals to 10.
• Can order numerals to 10.
Pots, Pans, Pasta
• Use the language of weight and capacity and size.
Cardboard boxes
• Talk about properties of 2D shapes and 3D shapes.
• Can describe their relative position such as ‘behind’ or ‘next to’.
• Experiment with building 3D shapes.
Fruit and Veg
Recognise some numbers of personal significance
Count up to 3 or 4 objects by saying 1 number name for each item
Count out up to six objects from a larger group
Count actions or objects that things that cannot be moved
Select the correct numeral to represent 1 to 5 then 1-10 objects
Recognise numerals 1- 5
Count an irregular arrangement of up to 10 objects
Estimate how many objects they can see and check by counting them
Uses language of ‘more’ and ‘fewer’ to compare two sets of objects.
Find the total number of items in two groups by counting all of them
Begins to identify own mathematical problems based on own interests and fascinations
In practical activities and discussion, begin to use the vocabulary involved in adding and subtracting
Find one more or less from a group of up to 5 objects, then 10 objects.
Records, using marks that they can interpret and explain
Children count reliably with numbers from one to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and
subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing.
Key Points from today…
• Maths can be done with any objects and they don’t have to cost the
earth.
• Maths applications should be hands-on and fun.
• Maths development can be included in all areas of continuous and
enhanced provision.
Questions