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Clocks and time - Clocks can be found in most home environments, therefore can be used to teach children about maths and support their mathematics development within the home environment. Clocks can promote children's knowledge and understanding of concepts such as time, which are mathematical concepts that they need to have an understanding about. The clocks can be used as an independent resource, or they can be used as part of an activity.
They can be used alone to teach the child about different parts of the clock and how they work, for example looking at the big hand, little hand and the different numbers. The clock can also be used to help children with their counting, as numbers 1-12 will be on the clock, and this can help children to remember numbers in that order, specifically if they are struggling to learn them.
It can be used as part of an activity or part of the daily routine which involves timing. For example, if it is tidy up time, the children will be told how long they have got and what time the clock will show, when it is the end of tidy up time.

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Breakfast - Pouring cereal - scoops
Breakfast is part of the child's every day life, which means they can get every day learning from it. For example, the child can learn about measuring, such as how much cereal and milk they are going to use. They could use a measuring jug to pour in how much milk they are going to have, and they could count how many scoops of cereal they are putting into the bowl.
The adult can use this opportunity to teach the child about mathematical concepts such as volume. This could be as simple (for younger children) as learning about the meanings of full and empty e.g. when the bowl is full of cereal and milk, and when it is empty after the child has eaten it all, which then allows for those words to be introduced through other areas of play, such as in sand and water activities.

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Snack time - Snack time routines gives children different mathematic learning opportunities that are unique to resources used during this time. For example, children will have the opportunity to sort and group different objects such as, cups, plates and cutlery that was used. When the children are finished with their cups and plates they may be asked to put them on a trolley in different piles or groups. Such as, all the cups go in one place, all the plates go in another, or they could break it down even more into groups of red plates, blue plates and yellow plates, then the child has to work out which pile theirs needs to go in. Another thing children can learn from snack time is counting the different types of fruit they have as well as how many pieces of the fruit they have. For example if they had some apple, pear and orange for snack, they could count that they have 3 different types of fruit and then they could count how many pieces of the fruit they have. Children can also learn about different shapes of the fruit, such as that bananas are curved, apples and oranges are circles, etc.. and the older children will be able to start to look at the 3D names of the shapes, as well as the 2D names.

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Crown, H (2014) Nursery World Early years 'failing' children at maths https://www.nurser yworld.co.uk/print_article/nursery-world/news/1148341/failing-children-maths?print=true# [Accessed 8/1/19])

p.g. 1 http://www.ddsb.ca/school/senecatrail/Documents/Math%20in%20Everyday%20Life.pdf Math in Everyday Life[Accessed 8/1/19])

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Tooth brushing - Tooth brushing routines allow for children to be exposed to mathematics within their everyday life routines. This is because the children will be learning about size and time. At my previous settings children aged 3 and older were given a tooth brush with their name on it and every day after lunch, all of those children would brush their teeth for 2 minutes and there would be a timer on or a song on for that length of time for the children to start to understand the concept of time and how long 2 minutes is. The way children are able to learn about different sizes is by using the tooth paste and squeezing it onto their tooth brush. For example, some people say that you need to have a circle of toothpaste the size of a pea, which can be introduced to the child as they try out different sizes and they can problem solve to work out which one they think is right.

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Going on a bus - A way children can learn about maths in everyday life is through every day tasks they may encounter, such as going on a bus journey. One aspect of mathematics children can learn about through this is positional language, e.g. on top, under, around the corner, up, down. These words can be used when talking with the child about the bus, where you are on the bus and where the bus is going, and these words will be building up the child's vocabulary. For example, you may ask the child where about you are going on the road, and you may be going under the bridge, under being the positional vocabulary used.
Another way maths can be promoted through a bus journey is by looking at the bus timetables and numbers with the children. This promotes their maths development because they are looking at the different numbers on the boards and the buses and trying to remember which number it is. The children will also be learning about the concept of time and different times throughout the day, which can be introduced through the time tables and knowing when to go for the bus, because of the time that it is due at.
The children are also able to learn about money and different coins and how much money they represent. This can be done through the children understanding that they have to pay the bus driver money to get on the bus and get a ticket. The children can be a part of this by them being the ones to give the driver the money. The children can then be talked to about the coins, their different sizes and the different amounts that they represent.

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Cooking - In the home environment, children are likely to have witnessed someone cooking or baking, which they could be included in. By including children in cooking activities, they are able to use maths in different ways to how they would through a counting activity at nursery or school. They will be able to use different instruments to measure out ingredients such as flour, sauce, eggs, whatever they are using to cook or bake with. Therefore the children are still able to count, but the activity is presented in a different way to how it possibly would be at the setting. They could count out how many scoops or pieces of ingredients that they need to put into their cooking which promotes their mathematics development because they are counting. The children could also be measuring out with weighing scales the different ingredients, which allows them to understand heavy and light, empty and full concepts as well as reading the scales to work out how much more or less they should have.

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It is important that both practitioners and parents/carers are able to highlight the importance of math to children within different environments such as at the setting, in the home environment and during routines in the child's day. According to ddsb.ca "When you highlight math in the things you do each day, you show that math is important." (p.g. 1 http://www.ddsb.ca/school/senecatrail/Documents/Math%20in%20Everyday%20Life.pdf Math in Everyday Life[Accessed 8/1/19]) The more positive highlights of math that the child encounters, the more positively they are going to think of math and tackle it at the setting and when they go into formal school, which is the mind-set and view we want them to have towards it. It is important that adults working with the children are able to highlight the importance of math to them as attitude of others towards math is a contributing factor as to why ELGs are not being met by all children in relation to math, because the adults supporting them have low confidence in their own mathematical abilities. According to Crown, H (2014) "'Too many early years settings fail to provide young children with a good start to their maths education,' it says while 'main problems' are 'the attitudes, mathematical confidence and understanding of those who work with young children.'" (Crown, H (2014) Nursery World Early years 'failing' children at maths https://www.nurser yworld.co.uk/print_article/nursery-world/news/1148341/failing-children-maths?print=true# [Accessed 8/1/19])