1+2 Area of learning:
Mathematical development
Learning intentions:
Counting 1 to 10 and recognising numerals
Young children need frequent practice throughout the day to learn good mathematical skills. Learning to count is not only about remembering a sequence, it is also about learning that there is one-to-one correspondence between the objects being counted and the value that they represent. Counting to five accurately is, therefore, a great achievement for the youngest children.
1. Counting ladybirds
Make counting activities fun and attractive for children about three years old, who are stimulated by bright colours and objects that are interesting to handle. At this stage they are still learning by using all their senses.
* Collect 15 small pebbles, about 5cm across.
* Paint them to look like ladybirds - five green, five red and five yellow.
* Add black spots and faces.
* Leave to dry and then varnish to create a smooth, shiny surface.
* Mix the ladybirds up on a table.
* Ask children to describe what they see and relate their experiences of ladybirds.
* Ask them if all the ladybirds are the same colour and identify the different colours.
* Invite the children to sort the ladybirds into colour groups.
* Ask them to count the number of ladybirds in each group.
* Give lots of praise and encouragement. Counting the ladybirds three times will give the children practice and develop their memory of the sequence. At the end, mix up the ladybirds and see how well the children can solve the task again.
2. Tea party
More experienced children who have been at nursery some time need to feel challenged by the counting exercises on offer. Again, practising one-to-one correspondence is important.
* Use dough and a tea set with small knives and forks, rolling pins and cutters.
* The task is to set the table, and make dough food for each plate, counting out equal amounts of food for each guest.
* Refer continuously to the number of pieces of food being made and ask the children to put them on plates as they are completed.
* Remind the children to put the same quantity on each plate and to check each time how many pieces of dough are already there.
It is likely that the physical activity will help children to concentrate, so they will be motivated to join in the counting. Objects they make themselves are much more interesting to count. Give prompts for counting and repeating the exercises.
3. All in a row
Provide more sophisticated activities for children who have begun to recognise numerals to ten to promote counting. They may enjoy using tally signs to record what they are doing.
* Use small colourful rubber objects such as bears, vehicles or dinosaurs for counting.
* Give the children a set of plastic numbers from 1 to 10.
* Ask them to line up the numbers in the correct sequence and name each one as they go, then to match the number of objects to the correct numeral. Encourage them to line up the objects neatly by each number.
* Suggest that they try to record what they have done on paper.
* They can practise writing the numbers on a sheet of paper, in a column on the left, and on the right represent the objects using tally signs. This activity enables the children to record how they solved a practical problem and provides an excellent example of mathematical work for display.
4. Conduct a class survey
Create a challenging maths activity for the most experienced children by asking them to conduct their own survey of their friends' journeys to school.
* Ask the children to copy their friends' names from their name cards and write them in a column on the left-hand side of a piece of paper.
* Get the children to survey their friends about how they travel to school. Beside each name, write or draw that child's method of travel. Next, add up how many children use which methods of transport and write that down.
* Using small interlocking bricks of one size, the children should build towers to represent each group counted, using a different colour for each one.
* They can then place these towers, in height order, lying flat on a sheet of paper, in front of them - making their own three-dimensional bar chart.
* Ask them to draw and cut out pictures that correspond to the different forms of travel to place at the base of each tower, and to write the appropriate number to go at the top of each tower.
* Record the work by taking photographs for display in the mathematics area. Later enter them in the children's progress files.
SERIES GUIDE
* This series aims to demonstrate the type of activity practitioners should provide to help children of different experiences progress towards a given goal, ie stepping stone 4.
* The stepping stones are not age related though it is likely that activities suggested in stepping stone 1 will be best suited to three-year-olds, with later activities suitable for progressively older children. However, practitioners must bear in mind that children come to early years settings with different experiences, interests and abilities and will progress in different ways towards a given goal.