Young children have a natural interest in number and it is important to foster this interest by providing mathematical learning opportunities across all areas of provision, not just through daily activities in the maths corner.
The outdoor play area provides enormous potential for mathematical learning. By providing a rich mathematical environment outdoors, children can revisit skills or concepts in different ways and build upon their understanding.
On target
* Provide target games such as skittles.
* If you haven't got a set, simply roll or throw a ball at plastic bottles and count the number that have been knocked over.
* Alternatively, number bottles from 1 to 5 or 1 to 10 and keep a tally of the numbers that have been knocked over.
* While playing, model appropriate mathematical language, help with counting and calculations and encourage the children to predict and estimate by posing questions such as: 'How many do you think you will knock down?' 'You knocked down three this time, do you think you will knock more next time?' 'If you knock one more down, how many will that be altogether?'
'Is this your first or second throw?'
* Encourage the children to link written numbers with counting by providing writing materials and clipboards to scribe results.
* Children with less experience can often recite numbers in order without having any real understanding that each number represents a specific amount of events or objects. Count with them to encourage understanding of the process of matching numbers to items or events, and as they become more confident, link the written numeral with the numbers that they have counted.
* Play other games on a similar theme such as hoopla or throwing beanbags into a bucket or bowl and counting the results.
On the hop
* Drawing a hopscotch grid on the ground with numbers 1 to 10 provides opportunities for all sorts of games and encourages number recognition and ordering of numbers.
* Children can jump along the numbers counting as they move. They can count up from 1 or down from 10; count up or down from a given number or jump and count in twos - 2, 4, 6, 8, 10 or 1, 3, 5, 7, 9.
* Support children by joining in with their counting and reinforcing the numbers.
* Introduce large dice, which the children can move forwards or backwards a given number of squares.
* Provide large pieces of chalk for children to practise drawing numerals and to create their own hopscotch grids.
* Use carpet tiles with numbers as an alternative to a hopscotch grid.
Children can sort out the order in which they are laid on the ground to jump or step along.
High energy
* Many children are active outdoors, so provide the space and equipment for them to play energetic games that naturally involve counting. For example, encourage them to count the number of skips they make, how many times they catch a ball and how long it takes to run from the nursery to the fence and back, to hop, jump or skip round a given area or to complete an obstacle course.
* Encourage children to recite numbers before starting energetic activities such as rolling hoops, kicking balls or going down the slide. Model '1, 2, 3, GO!' 'Or 3, 2, 1, GO!'
In every area
When appropriate, incorporate number into the full range of outdoor activities, for example:
* Organise treasure hunts and count the number of items found.
* Encourage the children to count while using construction materials.
* Peg out and count articles of clothing, or other items, on washing lines.
Tidying-up time
* Encourage children to count items of equipment, such as balls and beanbags, when taking them out or tidying them away. Use number labels on containers to help the children connect written numbers with the counting process.
Assessment
* Use outdoor activities to assess children's levels of understanding and inform your planning of other activities that will help to consolidate and extend their mathematical learning and take account of their interests and preferred outdoor activities.