# Maths activities

Discussion in 'Early Years' started by jellybellysmum, Jul 28, 2008.

1. ### jellybellysmum

Hi have posted this on primary too. I am having a low ability Y1 and Y2 class in September. Y1 are still working on ELG and Y2 not much better I think. I am doing a carousel of activities for literacy so chn visit each activity throughout the week but am struggling for maths. They will obviously need lots of practical activities but not sure what to do. Any ideas?? I have a full time TA as well as me in the class and have a role play area, reading area, creative table, but really struggling for maths ideas. ANy help appreciated, thanks in advance.

2. ### jellybellysmum

Hi have posted this on primary too. I am having a low ability Y1 and Y2 class in September. Y1 are still working on ELG and Y2 not much better I think. I am doing a carousel of activities for literacy so chn visit each activity throughout the week but am struggling for maths. They will obviously need lots of practical activities but not sure what to do. Any ideas?? I have a full time TA as well as me in the class and have a role play area, reading area, creative table, but really struggling for maths ideas. ANy help appreciated, thanks in advance.

4. ### jellybellysmum

thanks that will be a big help. Any other ideas should I do a carousel of maths activities or just have a teacher and ta based activity each day and try and work through them all?????

5. ### MszEstablished commenter

Because your class is Y1/2 I would have a carousel of numeracy activities (I wouldn't for reception)

Number recognition and counting
? Use a pegged number line for counting, matching, missing number and jumbled up number games.
? Make a moveable number line using yoghurt pots. Label the pots with numbers. Children choose correct number of objects to put inside each pot and place in order.
? Make a vertical number line, using the children's handprints.
? Make a tactile number line using materials such as sandpaper, fur, cord, velvet etc. for a multi-sensory approach.
? Label attractive boxes with different numbers. Children place correct number of natural objects in each box e.g. shells, fir cones, conkers, feathers
? Place a few wooden/plastic numbers in a feely bag. Can children pull out a given number by feel only?
? Place wooden/plastic numbers in separate envelopes. Slowly pull them out one by one to reveal a small part of the number. How soon before the children can guess what the number is?
? Hang number cards on a mug tree. Can children hang the correct number of objects on each mug peg? Use scrunchies, rubber bands, bracelets, curtain rings
? Hang numbered pockets on the wall. Children place correct number of items in each pocket.
? Thread correct number of cotton reels/beads on to numbered laces.
? Hold a small number of marbles in your hand and slowly drop one by one into a covered container. Children listen carefully and tell you how many you dropped in.
? Show a number of objects on the floor. Cover them up. Can the children remember how many?
? Go for a number walk with a number card. See how many times the children can see that number e.g. on a bus, shop, menu, house, car
? Go for a number walk and take photos of numbers in the environment. Make a display of the photos.
? Collect examples of numbers on packaging, magazines, labels etc. from the environment and set up a display.
? Stick a number on each side of a box/tin. Children clip the correct number of pegs to each side of the container.
? Hide pieces from a number jigsaw around the room. Children have to go and find the pieces, bring them back to a central point and help put the jigsaw together.
? Label bikes and create numbered 'parking bays'. See if the children can park their bikes in the correct bays.
Music
? Play musical instruments behind a screen a certain number of times. Can children tell you how many bangs on the drum, shakes of the maracas etc?
? Play an instrument a certain number of times. Can the children play their instrument the same number of times?
? Sing and act out number rhymes and songs.
Sand, water and malleable materials
? Find foam numbers in water or sand
? Make numbers out of playdough
? Draw numbers with fingers in shaving foam/paint/gloop
? Catch given numbers of floating objects in nets.
? Fill and empty a variety of containers (tall, short, thin, wide, large, small etc.) with water, sand or materials such as lentils and rice.
Creative Area
? Make models with different sized, shaped, coloured and textured boxes and materials.
? Print with different shaped objects.
? Collage large numbers and shapes.
Cooking and snack time
? Make number shaped biscuits
? Stick certain number of currants/chocolate drops etc. on cakes/biscuits
? Make a recipe book using pictures and numbers of cupfuls/spoonfuls needed for each recipe.
? Make menus with prices, for the role-play cafe.
? Cut up fruit into segments and portions. Talk about halves, quarters and shapes.
? Encourage children to pour drinks for themselves.
? Share out biscuits/fruit together with the children.
? Count out fruit, biscuits, drinks
Physical
? Knock over numbered skittles
? Throw large dice and clap, jump, hop catch ball etc. correct number of times
? Throw correct number of beanbags into numbered containers
? Jump along numbered carpet tiles in order from 1-5/10
? Use large chalked shapes on the ground. Throw a shape dice, children run to correct shape. A harder version would be to add colours so children have to run to the red square, the green circle etc.
? Throw correct number of quoits over numbered cones.
Measuring and time
? Draw round hands and/or feet and cut out. Use for measuring activities and games.
? Give children a length of string, fabric or a ruler. How many things can they find that are longer/shorter?
? Place some pegs in a line on a pegboard. Can children add or take away pegs to make the line longer/shorter?
? Give children different sized containers. See how many conkers, cones, shells etc. they can fit inside them.
? Use role-play to encourage the children to find things to fit e.g. the right sized hat, belt, bag, container etc.
? Make a time line with photos of what the children do in the day e.g. register, snack, outdoor play ... encourage them to refer to it during the session.
? Use a sand timer at tidying up times in order to help children learn about the concept of time.
Shapes
? Collect flat and 3D shaped items from the environment and make a display e.g. tins, food packets, money
? Stick a large favourite picture on to a piece of card. Cut into two or more shapes according to the ability of the child and see if they can put the picture together again.
? Carefully cut/break for example a toothpaste box, a flowerpot (watch edges) into pieces. Can the child put the item back together again?
? Play with flat shapes on the floor and find which are the same and which fit together.
? Cut sponges into different shapes and use to print shape pictures.
? Place shapes into a bag. Ask children to pull out a circle, a square, a curvy shape, a straight shape etc. by feel only.
? Go on a shape walk. Take a shape with you and look for that shape in the environment.
? Use shapes freely to make own pictures and patterns.
? Make shape biscuits.
? Make shapes with playdough.
? Mark out large shapes on the floor. Children run round to music and go and stand inside a given shape when the music stops.
? Children march/dance round to music. When the music stops, they make a shape with their body.

Take a look at the Lancs site http://www.lancsngfl.ac.uk/curriculum/math/index.php?cate...
they also have mixed age planning
http://www.lancsngfl.ac.uk/curriculum/math/index.php?cate...
also the Wirral
http://www.wirral-mbc.gov.uk/maths/Merseyside-Unit-Plans/...

6. ### moien

Msz, do you have a list like that for literacy?

7. ### MszEstablished commenter

learning in communication, language and literacy.

? providing opportunities for children to communicate thoughts, ideas and feelings and build up relationships with adults and each other;

? incorporating communication, language and literacy development in planned activities in each area of learning;

? giving opportunities to share and enjoy a wide range of rhymes, music, songs, poetry, stories and non-fiction books;

? giving opportunities for linking language with physical movement in action songs and rhymes, role play and practical experiences such as cookery and gardening;

? planning an environment that reflects the importance of language through signs, notices and books;

? providing opportunities for children to see adults writing and for children to experiment with writing for themselves through making marks, personal writing symbols and conventional script;

? providing time and opportunities to develop spoken language through conversations between children and adults, both one-to-one and in small groups, with particular awareness of, and sensitivity to, the needs of children for whom English is an additional language, using their home language when appropriate;

? planning opportunities for children to become aware of languages and writing systems other than English, and communication systems such as signing and braille;

? early identification of, and response to, any particular difficulties in children's language development;

? close teamwork between, where appropriate, bilingual workers, speech therapists and practitioners;

? opportunities for children who use alternative communication systems to develop ways of recording and accessing texts to develop their skills in these methods.

(Curriculum guidance for the Foundation Stage 2000)

Aspects

Language for Communication
Language for Thinking
Linking Sounds and Letters
Writing
Handwriting

Included are short articles/ resources/ ideas on -

Adult's Role in developing communication skills
Audit of speaking and listening
Using pictures to stimulate talk
Summary of strategies for encouraging young children to talk
Sound Rhythms in words
Sound patterns
Strategies for promoting Literacy through Play

Adult's Role in developing communication skills

* Talk to babies and young children about anything
* Show children what you are talking about
* Use plain language appropriate to the child's level of understanding and development
* Use repetition to reinforce/introduce new ideas
* Copy the child's words/sounds including any extensions or corrections to positively reinforce and extend the child's vocabulary
* Be lively
* Remember turn taking in language exchanges
* Ask open questions
* Look at children when talking with them
* Be at their level when talking
* Let children initiate conversations and listen to what they have to say
* Share books, stories and rhymes with babies and young children

Audit of speaking and listening

Do You:

* Model verbal skills
* Model non-verbal communication
* Provide opportunities for meaningful talk
* Ask 'thinking' rather than 'knowing' questions
* Give children time to think.
* Tell children what you think
* Tell children when you are not sure what they mean
* Engage children in genuine conversations
* Encourage children to engage each other in conversation
* Plan in opportunities for listening to children
* Play with spoken language
* Tell stories
* Encourage children to tell stories
* Encourage children to retell stories
* Provide examples of different forms of communication
* Plan opportunities for children to listen to each other

Using pictures/photos to stimulate talk

* Photos of them playing in the setting- just put them on a table or in a small photo album and listen to the talk
* Photos of them/ their family from home
* Pictures of children from different countries playing - what are they playing? What are they saying? Do you play a game like this? etc
* Photos of children showing different emotions- what has happened? What will happen next? How do they feel? Have you ever felt like this? etc
* Prints of modern art - what could it be?
* Prints of art depicting children or animals, what happened just before the artist painted the picture? Did they keep still the whole time? etc
* Photos of objects from unusual angles.
* Photos of high magnification.
* Postcards
* Photos of areas/objects in setting. Children in pairs, one has the picture and needs to describe the object/place so that their partner can find the object/place.

Summary of strategies for encouraging young children to talk

* Model verbal skills
* Model non-verbal communication
* Provide opportunities for meaningful talk
* Ask 'thinking' rather than 'knowing' questions
* Give children time to think.
* Tell children what you think
* Tell children when you are not sure what they mean
* Engage children in genuine conversations
* Encourage children to engage each other in conversation
* Opportunities for listening to children
* Play with spoken language
* Tell stories
* Encourage children to tell stories
* Encourage children to retell stories
* Provide examples of different forms of communication

Sound Rhythms in words

Use -

* Real objects
* Toys
* Pictures

Ideas -

* Clap the rhythms of the word together
* Send the rhythm of the word you are holding up around the circle
* Clap the word without saying the word out loud, hear it in your head
* Adult to clap a rhythm - which fruit etc is it?
* Take an object/ picture etc out of a bag/box - clap the rhythm, everyone else echo the rhythm.
* Put two together.

Sound Patterns

Car = brum brum
Snake = hiss

Make different sound patterns -
On own
With a partner

Show and do sound pattern for others
Tape sound patterns - can others copy them?
Draw your sound patterns, can others make them?

Use pictures
Use words

Flower = sniff sniff
Bee = buzz

Make different sound patterns -
On own
With a partner

Show and do sound pattern for others
Tape sound patterns - can others copy them?
Draw your sound patterns, can others make them?

Use pictures
Use words

Strategies for promoting Literacy through Play

Stories

* Act out/ change/share
* Paint/make books
* Use for starting point for role play, small world, own story
Make/ build things for characters

Texts -

* Link real texts to areas in classroom/displays/notice boards
* Imaginative play - magazines, directories, newspaper,forms,etc
* Building area- books on bridges, buildings etc

Rhythm and rhyme - listening and identifying sounds

* Tape machine - recorded stories / own recordings
* Role play - objects from nursery rhymes in area
* Musical instruments- using for effect in stories/ to sing rhymes etc
* Language games - tongue twister etc.

Words- their names are special - exploit them

* Name badges for characters in role play
* Word cards in drama to decide what a character does/ feels like
* Hide words around room - make a sentence to say where treasure is.
* In puppet area have props that begin with same letter

Mark making- opportunities and reasons.

* Telephone promotes talk, add a directory promotes reading, add pad and pen promotes writing
* Real props for role-play - real reasons for writing- café and health inspector. Garage and noise level complaints example.
* Writing box/trolley so can be taken anywhere - good resources/ varied and often checked
* Non -permanent writing opportunities - wipe boards/ sand/ rice etc
* Value writing - it is a means of communication- needs an audience -display and use it.
* Making books - see sheet
* Message boxes

Role Play-

* Chose a theme that naturally has literacy opportunities e.g. Castle - not much literacy - Visitors attraction - lots of literacy
* Setting relevant to children - but extension is needed too.
* Visit a real example if possible
* Setting that can have more than one area within - extend to outdoors eg. Post office/ zoo
* Setting with range of characters
* Setting where different uses of print would be used
* Allow children to design and build
* Discuss observations of play with children- and literacy that has resulted from the play.
* Play as a character

Environment-to promote speaking and listening

* Areas for specific materials/ small group/large group/ cosy spaces for two
* Space to move and explore
* Balance between noisy and quiet areas
* Display areas and boards
* Class rules - all have right to be listened to
* Provide time to listen attentively
* Act on children's opinions and decisions

* Modelling in play situations and real situations
* Introduce new vocabulary
* Introduce new ideas/ extend thinking
* Parents - explain importance of learning literacy through play.

8. ### mally93

Thanks for providing such a comprehensive list of ideas. Much appreciated.

9. ### mrsnewko

Wow Msz what a fantastic list of activities/ideas. These will be very useful for me too, many thanks for sharing.

10. ### moien

thanks very much Msz