{"id":3543,"date":"2022-05-09T11:12:23","date_gmt":"2022-05-09T10:12:23","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/fa\/falkirkearlyyears\/?p=3543"},"modified":"2022-05-09T11:12:23","modified_gmt":"2022-05-09T10:12:23","slug":"high-quality-maths-and-numeracy-gatherings","status":"publish","type":"post","link":"https:\/\/blogs.glowscotland.org.uk\/fa\/falkirkearlyyears\/high-quality-maths-and-numeracy-gatherings\/","title":{"rendered":"High Quality Maths and Numeracy Gatherings."},"content":{"rendered":"

This week our Blog follows on from High Quality Literacy Gatherings by Frances McMahon<\/a> and looks at how we can explore maths and numeracy through quality gatherings.<\/p>\n

Across Falkirk Council there are many fantastic examples of early maths and numeracy experiences taking place daily through high quality spaces, interactions, and experiences. Adult-led gatherings happen both organically as we respond to our learners as well as through intentional planning. Carefully planned adult-led experiences which are playful are important as part of a balanced approach to play pedagogy. Adult-led experiences in maths and numeracy allow children to develop their thinking and extend their skills and knowledge. More information o adult-led gatherings can be found here The importance of high quality gatherings \u2013 Falkirk Early Learning (glowscotland.org.uk)<\/a><\/p>\n

Below are some ideas for adult led gatherings to develop children\u2019s core maths and numeracy skills.<\/p>\n

Supporting Matching, Sorting and Classifying <\/u><\/p>\n

Scavenger Hunt \u2013 provide an exciting container for children to go off and collect interesting items from their environment then talk about their collections with others.<\/p>\n

Investigative provocations \u2013 Create an investigation area for sorting. Provide a different collection every week. Considering things that stretch, roll,\u00a0make noise, have holes.<\/p>\n

Kim\u2019s game \u2013 Children guess the item that\u2019s missing to develop their matching skills<\/p>\n

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Supporting Shape<\/u><\/p>\n

Make patterns of sounds – using\u00a0musical instruments or claps beginning with 2 sounds\u00a0and encourage children to\u00a0copy.<\/p>\n

In dance and movement activities, create repeated patterns for children to copy.\u00a0 Provide visual aids to allow children to create their own repeated patterns of movements.<\/p>\n

Silhouette\u00a0symmetry\u00a0–\u00a0Use a torch to reflect outlines\u00a0of\u00a0symmetrical\u00a0objects on to a wall. Encourage children to\u00a0 guess what it could be or pin paper on the wall for them to mark out the shape.<\/p>\n

Chalking and\u00a0Walking –\u00a0Draw or tape\u00a02D shapes\u00a0using large\u00a0chalks.\u00a0Encourage the children to walk, stride, hop or skip\u00a0round\u00a0the shape while\u00a0commenting on\u00a0the attributes of the shape e.g.\u00a0that triangle has 3 corners,\u00a0the rectangle has\u00a02 long sides and 2 short sides.<\/p>\n

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Weaving, sewing and printing experiences using 2D and 3D materials.<\/p>\n

Supporting Measure <\/u><\/p>\n

Measure all around\u00a0us –\u00a0Children can\u00a0select\u00a0items\u00a0in their environment to measure. E.g. How many steps does it take to get from one place to another?<\/p>\n

Baking\u00a0by Measure\u00a0–\u00a0We know that cooking, in particular, baking are great experiences to support early measures.\u00a0Using scales, jugs, spoons etc.<\/p>\n

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Supporting Position and Movement <\/u><\/p>\n

Instructional games provide children with the opportunity to understand position and movement e.g. 2 steps forwards, 3 steps sideward.<\/p>\n

Chalk, paint or tape down roads, tracks or shapes for children to move around with their\u00a0bodies, bikes, prams or small world toys such as cars.<\/p>\n

Action games and rhymes provide children with the opportunity to refine moment skills where children can demonstrate for each other.<\/p>\n

Developing knowledge of movement and position through fine motor play e.g. playdough, threading, bead pictures, small world play etc.<\/p>\n

Experiences taken from Falkirk Council Natural Numeracy Self-Led CLPL<\/p>\n

Maths Through Stories, Songs and Rhymes <\/u><\/p>\n

Stories are an invaluable resource for extending children\u2019s learning in maths and numeracy. There are many stories with explicit themes and there are others which allow children to develop their understanding through the context of the story. A story time gathering may also lead into other gatherings as children share experiences of the characters in real life. Eg \u2013 creating maps to go a treasure hunt or baking a cake like the character in the story. For more information on maths through stories check out MathsThroughStories.org – HOME<\/a> and Books that support numeracy – Scottish Book Trust<\/a>.<\/p>\n

Songs and rhymes help children develop important numeracy skills through rhythm, beat, sequence and repetition. Songs and rhymes which encourage number and counting should be a staple part of young learners\u2019 time in Early Years. Action songs, dancing and yoga also encourages the development of numeracy and mathematical skills.<\/p>\n

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This is not an exhaustive list of ideas to develop early maths and numeracy skills within ELC\u2019S, please feel free to leave a comment of any other adult led literacy activities that have worked well in your setting or tweet about them.<\/p>\n

For more information on how to develop core numeracy skills please refer to the Natural Numeracy CLPL which can be found on Falkirk Early Learning – CLPL and Local Information (sharepoint.com)<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

This week our Blog follows on from High Quality Literacy Gatherings by Frances McMahon and looks at how we can explore maths and numeracy through quality gatherings. Across Falkirk Council there are many fantastic examples of early maths and numeracy experiences taking place daily through high quality spaces, interactions, and experiences. Adult-led gatherings happen both …<\/p>\n","protected":false},"author":11020,"featured_media":3545,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[7502],"tags":[],"class_list":["post-3543","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-learning-teaching-assessment"],"jetpack_featured_media_url":"https:\/\/blogs.glowscotland.org.uk\/fa\/public\/falkirkearlyyears\/uploads\/sites\/1373\/2022\/05\/09110440\/10-green-bottles.jpg","_links":{"self":[{"href":"https:\/\/blogs.glowscotland.org.uk\/fa\/falkirkearlyyears\/wp-json\/wp\/v2\/posts\/3543","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.glowscotland.org.uk\/fa\/falkirkearlyyears\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.glowscotland.org.uk\/fa\/falkirkearlyyears\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/fa\/falkirkearlyyears\/wp-json\/wp\/v2\/users\/11020"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/fa\/falkirkearlyyears\/wp-json\/wp\/v2\/comments?post=3543"}],"version-history":[{"count":2,"href":"https:\/\/blogs.glowscotland.org.uk\/fa\/falkirkearlyyears\/wp-json\/wp\/v2\/posts\/3543\/revisions"}],"predecessor-version":[{"id":3549,"href":"https:\/\/blogs.glowscotland.org.uk\/fa\/falkirkearlyyears\/wp-json\/wp\/v2\/posts\/3543\/revisions\/3549"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/fa\/falkirkearlyyears\/wp-json\/wp\/v2\/media\/3545"}],"wp:attachment":[{"href":"https:\/\/blogs.glowscotland.org.uk\/fa\/falkirkearlyyears\/wp-json\/wp\/v2\/media?parent=3543"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/fa\/falkirkearlyyears\/wp-json\/wp\/v2\/categories?post=3543"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/fa\/falkirkearlyyears\/wp-json\/wp\/v2\/tags?post=3543"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}