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Using fingers article

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Math Teachers Should Encourage Their Students to Count Using Their Fingers in Class - The Atlantic

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https://www.bbc.co.uk/iplayer/episode/b08cr24d/numberblocks-series-1-how-to-count

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https://learningtrajectories.org/

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http://prek-math-te.stanford.edu/counting/anna-counts

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https://www.youtube.com/watch?v=mW1mzghSyfI&feature=youtu.be

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https://blog.heinemann.com/supporting-counting?utm_content=41204722&utm_medium=social&utm_source=twitter

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https://learn.teachingchannel.com/video/visualizing-number-combinations

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developing number through tidying up article

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Snack time booklet

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http://www.emwest.co.uk/early-years-snack-time-instructions/

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https://www.ncetm.org.uk/in-the-classroom/early-years/

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https://learn.teachingchannel.com/video/visualizing-number-combinations

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Little Girl Argues with Dad About Counting - YouTube

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*The continuous provision/ environment supports the teaching input.
*The environment provides opportunities for first hand experiences in using concrete  open ended materials.
*The adults role- effective and knowledgeable.
*The teaching sequence is organised appropriately (White Rose Maths).
*The outdoor/ indoor environments are linked.

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09:45:49	 From  Clare Moss : We have been prioritising counting in all its forms across school
09:46:28	 From  Clare Moss : We are next wanting to develop further our continuous maths provision
09:48:53	 From  Nicol Winfield : Ensuring that maths is highlighted across the school day, during routines, play and other curriculum areas
09:48:54	 From  Dronfield Infants - Kirsty Denton : I have put some in the padlet
09:49:00	 From  Nicol Winfield : Ensuring that maths is highlighted across the school day, during routines, play and other curriculum areas
09:49:15	 From  Nicol Winfield : sorry somehow just sent it to Clare!
09:50:01	 From  Nicol Winfield : resourcing provision with appropriate books, manipulatives, building blocks for example
09:51:21	 From  Dronfield Infants - Kirsty Denton : me
09:56:57	 From  Clare Moss : I think they are useful for example being able to problem solve e.g how many cups in the role-play area

09:57:20	 From  Dronfield Infants - Kirsty Denton : I'm not sure about predictive power but if we embed Maths skills early on then the children will  find it easier to acquire the next skills
09:57:32	 From  Clare Moss : Spatial awareness also helps
09:58:15	 From  Nicol Winfield : We know from meta analysis conducted by authorities such as the EEF that early mathematical understanding is strongly associated with later school achievement but whether maths skills have the greatest predictive power...
09:58:48	 From  Clare Moss : Thinking Critically 
10:00:36	 From  Nicol Winfield : completely agree that both need to be considered when considering how children learn
10:03:02	 From  Nicol Winfield : I think as Kirsty said, it will ‘help’ as children need the pertinent prior knowledge and skills to build on
10:04:18	 From  Clare Moss : Think it will help children embed key concepts around them for example in nature, petals are small
10:05:56	 From  Clare Moss : Thinking of my own 4 year old at home as well. She is exploring 4 in everything she sees at the minute to expand her understanding. This in turn develops her questioning skills
10:08:29	 From  Clare Moss : Confidence to work with others 
10:08:52	 From  Nicol Winfield : The ability to explain their ideas verbally or through marks
10:09:11	 From  Clare Moss : Ability to share with others as it will help them understand fairness
10:09:29	 From  Nicol Winfield : Makes connections - sees number everywhere
10:09:57	 From  Helen.Poyser : The skills to organise an area of their environment e.g. grouping/ pattern
10:15:02	 From  Nicol Winfield : confidence to challenge misconceptions
10:16:39	 From  Dronfield Infants - Kirsty Denton : They would be able to recognize numbers and count in a range of situations 
10:16:52	 From  Clare Moss : Understanding of more and less, shape, ability to see patterns in lots of situations
10:16:55	 From  Helen.Poyser : Confident in the order of number, 1 more, 1 lessand apply this is inddiferent situations
10:17:01	 From  Nicol Winfield : A strong knowledge of composition - knowing a number can be made up of many other smaller numbers
10:17:38	 From  Nicol Winfield : Many children struggle later in school without this knowledge
10:19:45	 From  Clare Moss : Lack of hands on counting and real life experience of this. 
10:20:27	 From  Nicol Winfield : if the provision is not carefully planned for and thought through - as you mentioned earlier, even why things are positioned in certain ways / areas
10:20:42	 From  Clare Moss : Language barriers to understanding e.g I talked about finding a space in P.E but one child interpreted it as Space in terms of planets. Children easily misinterpret words.
10:22:17	 From  Nicol Winfield : Linked to Clare’s idea, lack of engagement with number in the home (parental engagement)
10:22:23	 From  Dronfield Infants - Kirsty Denton : These language barriers can be pertinent in EAL children we need to plan experiences to make sure they acquire this language 
10:23:38	 From  Dronfield Infants - Kirsty Denton : linked to parental engagement we need to make sure there is a common language from school to home
10:25:36	 From  Nicol Winfield : Parents’ education and home learning
10:25:47	 From  Clare Moss : Parents' education and home learning
10:26:14	 From  Dronfield Infants - Kirsty Denton : parents education and home learning
10:26:48	 From  Helen.Poyser : Parents, education and home learning and growth mindset
10:26:52	 From  Dronfield Infants - Kirsty Denton : growth mindset and mathematical reasoning
10:27:26	 From  Dronfield Infants - Kirsty Denton : Growth mindset so important need to dispel the I can't do maths 
10:30:43	 From  Clare Moss : Lots of focus in schools too on reader of the week. 
10:30:52	 From  Clare Moss : less on mathematician of the week
10:32:51	 From  Clare Moss : yes please
10:33:01	 From  Dronfield Infants - Kirsty Denton : yes please to maths questionnaire
10:37:51	 From  Nicol Winfield : I think I need to give more thought to different representations of number but presented alongside each other to highlight the connections as you suggested. This was part of my common practice when teaching in year 6. I have maybe worried about overloading young children but know that there is huge value in this.
10:42:13	 From  Clare Moss : We have been very focused on number 1. The relationship between number and quantity. This needs to be embedded in Key stage 1 more
10:42:26	 From  Clare Moss : At our school
10:42:46	 From  Dronfield Infants - Kirsty Denton : I think this year we have done more representations than we have ever done and it is beginning to show in their recognition of amounts but we need to plan more for magnitude.
10:44:10	 From  Dronfield Infants - Kirsty Denton : If anyone is interested Rebecca Cummins on TES produces some good number hunt activities with number representations
10:46:56	 From  Dronfield Infants - Kirsty Denton : https://www.tes.com/teaching-resources/shop/rebecca_cummins1


11:25:05	 From  Clare Moss : This needs clarification to parents
11:27:30	 From  Clare Moss : Less confident with the subitising terminology
11:27:58	 From  Nicol Winfield : That I haven’t stressed the importance of subtilising with my Phase 1 team
11:28:55	 From  Kirsty Denton : We do a lot of whole class subitising but now need to put this in planning for independent learning
11:30:19	 From  Helen.Poyser : I agree with Kirsty we do quite a bit of whole class but I think we could promote this further with independent learning

11:38:25	 From  Jayne Carter : numberblocks thoughts....
11:39:16	 From  Kirsty Denton : It showed them how it was easier to count if you put in a straight line and the last number you get to is how many
11:40:40	 From  Clare Moss : Stresses the importance of order
11:40:58	 From  Nicol Winfield : Love how it highlights three rules of counting - can imagine children using these to self reflect
11:41:21	 From  Helen.Poyser : Repetition, Repetition, Repetition! visuals, it also gave a set of rules to follow
11:43:24	 From  Clare Moss : We made our own in F1 last year with the Lego as our class number line it worked really well
11:44:12	 From  Helen.Poyser : It can also be accessed in the home environment providing consistency for the children and educating parents of rules etc 
11:51:38	 From  Clare Moss : I think our children often count items more than once. They need lots more experience in different contexts
11:51:51	 From  Helen.Poyser : Our children have been struggling with the one-one principle- we have had to introduce asking the children to physically move the object for them to grasp this concept.
11:51:52	 From  Kirsty Denton : I've have twin boys in my class that really struggle with counting beyond 3 once they get to three the next number they associate with the next object is random.
11:51:57	 From  Nicol Winfield : Following count, if asked how many in a set, children sometimes count out items again - shows that they don’t see the last number indicates the amount in the set
11:52:41	 From  Nicol Winfield : Need to follow with a stem sentence - ‘there are 5 x in the set’
11:52:42	 From  Kirsty Denton : In general they find it hard to count sounds and actions because they can't touch it
11:58:43	 From  Clare Moss : It helps with unpicking those children who still have not got it. Makes it very clear
11:59:38	 From  Nicol Winfield : it’s interesting to think about how we can enable this progression through our daily routines
12:15:31	 From  Jayne Carter : 2 more mins pls...
12:17:49	 From  Clare Moss : Think its is a really useful resource for clarifying thinking
12:18:50	 From  Kirsty Denton : It's so useful in one of our EYFS classes we have a very able child it means we can move him on without creating gaps
12:18:58	 From  Nicol Winfield : It’s great as a practitioner transitioning to early years in helping me to develop a specialist level of subject knowledge

12:25:13	 From  Clare Moss : Quite abstract for her to see the missing 4
12:25:30	 From  Clare Moss : She knows she has to have an end number
12:26:29	 From  Nicol Winfield : Whether or not I could see correctly, she used her five fingers on her hand to stress 5
12:26:51	 From  Kirsty Denton : interestingly when she included 4 she then went on to count past 5 
12:26:52	 From  Clare Moss : Counting objects in variety of contexts 
12:27:36	 From  Kirsty Denton : jumping on numberlines 
12:30:48	 From  Nicol Winfield : to recite number names in order
12:32:02	 From  Nicol Winfield : he didn’t show the understanding that the last number in the count indicates the amount in the set, he gave a random number name
12:41:19	 From  Kirsty Denton : children being able to subitise before they know the number name. I like to idea of children coming up with their own subitising arrangements for their friends great to add to different areas of provision
12:42:10	 From  Kirsty Denton : I liked numbers hidden in a number too
12:43:07	 From  Helen.Poyser : Very informative article which gives some alternatives ideas to use
12:44:00	 From  Helen.Poyser : The number talk activity is a good was of looking at part, part whole which we have been doing
12:44:00	 From  Clare Moss : he The Numicon and then cubes show clearly the importance of showing in different ways 
12:44:36	 From  Nicol Winfield : Just the idea that games are so important in developing this
12:52:26	 From  Helen.Poyser : She is using equipment the children are confident with (Tens frame) to help them subitise. She gives the children the opportunity to re-evaluate their answer by exploring different concepts.
12:52:29	 From  Clare Moss : Great for getting children to explain reaoning
12:52:34	 From  Clare Moss : in a simple form
12:52:41	 From  Nicol Winfield : I’ve seen similar videos but liked how she continued with the number 8 rather than changing it each time
12:52:48	 From  Clare Moss : reasoning
12:56:12	 From  Clare Moss : counting for cardinality
12:57:21	 From  Nicol Winfield : number conservation
12:57:27	 From  Kirsty Denton : Hierarchical inclusion 
12:57:56	 From  Kirsty Denton : counting for cardinality
12:58:06	 From  Helen.Poyser : Counting for cardinality
12:58:23	 From  Kirsty Denton : thank you
12:59:08	 From  Nicol Winfield : no problem
12:59:12	 From  Kirsty Denton : yes that's fine
12:59:13	 From  Helen.Poyser : yes

13:32:34	 From  Nicol Winfield : familiarity
13:32:47	 From  Kirsty Denton : they like the familiar, to know what's next
13:32:51	 From  Helen.Poyser : familiarity provides a secure feeling
13:35:03	 From  Kirsty Denton : yes
13:35:18	 From  Helen.Poyser : yes

13:52:01	 From  Kirsty Denton : counting on and back
13:52:25	 From  Kirsty Denton : the language of more and less
13:52:38	 From  Kirsty Denton : Using visuals to check accuracy

13:53:16	 From  Clare Moss : Lots of opportunity for open ended questions
13:53:28	 From  Clare Moss : How did you work that out
13:54:14	 From  Clare Moss : Identify gaps in language that need plugging in these routines
13:54:33	 From  Nicol Winfield : Describing what can be seen, manipulating things to demonstrate ideas, asking questions to promote mathematical thinking in the absence of an adult
14:00:52	 From  Clare Moss : Real life problem solving
14:01:16	 From  Nicol Winfield : numerals in environment - reinforcing that they represent a given number
14:12:05	 From  Jayne Carter : 2 more mins pls...
14:14:28	 From  Nicol Winfield : This was interesting, I think I have thought less about this outside
14:14:48	 From  Kirsty Denton : I agree with Nicol
14:15:55	 From  Clare Moss : We have done lots of subitized signs in our lunchtime play equipment with photos of the objects
14:16:13	 From  Kirsty Denton : we have individual trollies for each class at the moment so these could be labelled with numbers and subitising
14:17:05	 From  Helen.Poyser : At our setting I think sharing the learning intentions visually to refer to with the supporting staff would help develop less experienced staffs knowledge, a clear vision for all.
14:17:07	 From  Clare Moss : Teaching Zero
14:17:16	 From  Clare Moss : In real life contexts
14:17:55	 From  Helen.Poyser : Talking more about the finishing number and changing this regularly at tidy up time.
14:19:31	 From  Clare Moss : Stones with older children 
14:19:46	 From  Clare Moss : As the maths concept harder
14:21:39	 From  Clare Moss : Just the play equipment one
14:22:26	 From  Eva Stergiou : amazing thank you
14:29:06	 From  Clare Moss : Understanding how many children for Snack
14:29:35	 From  Nicol Winfield : How many pieces of fruit - is there one for each person?
14:29:35	 From  Clare Moss : Problems are open ended enough to challenge through questioning 
14:29:40	 From  Helen.Poyser : One-one principle
14:31:02	 From  Clare Moss : Problem facilitator
14:31:10	 From  Helen.Poyser : Created opportunities for sustained shared thinking
14:31:32	 From  Nicol Winfield : scaffolding to lead to developing independence

15:12:21	 From  Nicol Winfield : No - all clear
15:12:35	 From  Clare Moss : Seems clear
15:13:01	 From  Clare Moss : Jayne can you add on your email
15:13:33	 From  Jayne Carter : jayne.carter6@icloud.com
15:13:44	 From  Clare Moss : Thanks 
15:15:01	 From  Eva Stergiou : thank you very much
15:15:06	 From  Nicol Winfield : huge thanks Jayne, have a lovely Christmas break!
15:15:15	 From  Helen.Poyser : Thank you Jayne
15:15:27	 From  Kirsty Denton : bye everyone and thanks Jayne. Merry \christmas
15:15:39	 From  Clare Moss : Thanks Jayne some great ideas and thoughts to get things moving on in my setting. 
15:15:55	 From  Jayne Carter : bye everyone thank you

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'I like solving problems' article

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https://youtu.be/b6itkKkziH8

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Pre session reading: please include your thoughts about this article below.....(please add your name..)

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Pre session reading: please include your thoughts about this article below.....(please add your name..)

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https://learningtrajectories.org/

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BBC iPlayer - Numberblocks - Series 1: One, Two, Three!

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Why Play Math Games? - National Council of Teachers of Mathematics (nctm.org)

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Games example 1

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Games example 2

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Tidying Routines

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Siegler research into board games (additional reading)

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Siegler research into board games (additional reading)

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https://jamboard.google.com/d/1gzyhJ2m2Wsn_vcKx5EOTiBF9tLlK4BmtZLk8_IuI4uA/edit?usp=sharing

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https://www.pinterest.ph/pin/494762709039265170/
This had a post box to post estimates and a hundred square to check, for more able it had number words too

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Think this is good for getting lots of more challenging questions going

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Linked to capacity

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Tin can alley
Stack empty tins (with no sharp edges) into piles of six, three at the bottom, then two, then one. Use rolled-up socks to knock the tins down. How many can you knock down with three socks?

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Maybe suggest children play games such as guess who and battleship with each over facetime etc (supervised) to allow cotact with friends

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Maybe suggest children play games such as guess who and battleship with each over facetime etc (supervised) to allow cotact with friends

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09:37:46	 From  Clare Moss  to  Jayne Carter(Privately) : We have used some this week about daily routines
09:58:26	 From  Kirsty Denton  to  Jayne Carter(Privately) : feel of the bristles
09:58:32	 From  Clare Moss  to  Jayne Carter(Privately) : Model lining them up to look at size
09:58:46	 From  Kirsty Denton : material they are made of
09:59:01	 From  Kirsty Denton : What they are used for
09:59:18	 From  Eva Stergiou  to  Jayne Carter(Privately) : looking on different sizes
10:00:28	 From  Clare Moss : Comparing
10:00:29	 From  Kirsty Denton : observation
10:00:34	 From  Clare Moss : grouping 
10:00:44	 From  Clare Moss : categorising
10:00:46	 From  Kirsty Denton : vocabulary and language
10:01:37	 From  Clare Moss : estimation
10:01:40	 From  Eva Stergiou  to  Jayne Carter(Privately) : maybe the material?
10:01:44	 From  Eva Stergiou  to  Jayne Carter(Privately) : wood or plastic?
10:02:07	 From  Clare Moss : What is similar what is different
10:07:32	 From  Eva Stergiou : they can see that something is missing
10:07:56	 From  Kirsty Denton : it puts it in clear groups
10:10:33	 From  Eva Stergiou : more able children may notice the difference in the pattern
10:13:44	 From  Clare Moss : That they are not the same
10:14:07	 From  Clare Moss : possibly objects
10:14:33	 From  Clare Moss : think word quantity/ amount hard for children
10:20:47	 From  Clare Moss : Are they doing the organisation aspect?
10:21:17	 From  Kirsty Denton : making sure there is the same amount because they are matching 1-1
10:21:43	 From  Eva Stergiou : she emphasizes the word 'Match' and focuses on mathematical language 'how many? 3 of everything?'
10:27:04	 From  Clare Moss : He needs to count to check
10:27:15	 From  Clare Moss : maybe not able to subitise
10:27:55	 From  Clare Moss : Same square probably helped
10:28:04	 From  Clare Moss : organisation challenged it
10:34:43	 From  Clare Moss : ok

10:50:18	 From  Kirsty Denton : it was interesting because one of the boys I have chosen is working at a 1 to 2 year old it can be used as good bench marking evidence
10:52:41	 From  Kirsty Denton : look at how it can go into outside provision so it is reinforced
11:08:43	 From  Jayne Carter : 2 more mins pls
11:14:54	 From  Kirsty Denton : I see numbers as an independent number. I think children see numbers all around them as a singular 
11:20:37	 From  Clare Moss : As part of some work in year 1 through ANNA Ephgrave we had a daily ordinal number line up as part of whole school rountine.  teacher modelled this daily
11:21:15	 From  Clare Moss : You could go backwards to do ordinal e.g 30th 29th 28th
11:22:23	 From  Eva Stergiou : I use visual timetable. I usually say first we do that second we do that and third....
11:26:51	 From  Clare Moss : Haven't done yet but would be good to think of ways to do in current situation online.
11:27:19	 From  Clare Moss : E.g 1st activity today, 2nd activity, 3rd activity. 
11:55:15	 From  Jayne Carter : we do have 5 mins left but if you have had enough time pls let me know & we will get going!
12:03:27	 From  Eva Stergiou : what I do with the child I am supporting is that we re using flashcards with dots and he puts pegs on them, put them next to each other and he compares them.
12:07:14	 From  Clare Moss : Guess
12:07:35	 From  Clare Moss : using and applying your mathematical knowledge
12:08:05	 From  Kirsty Denton : using what we know about number representations
12:09:27	 From  Clare Moss : Maybe group in 10's or 5's
12:19:54	 From  Kirsty Denton : I'm going to set up an estimation station as it covers a range pf skills especially if they record on post its
12:21:27	 From  Clare Moss : It is really open ended for all ages. The teacher can differentiate learning for abilities using questions
12:35:57	 From  Clare Moss : My Next step - to hold zoom staff meeting about the Learning Trajectories
12:36:11	 From  Clare Moss : To model Estimation station online
12:37:00	 From  Kirsty Denton : Set up an estimation station and begin to use learning trajectories in some observations alongside the White Rose Maths so we've got a clearer idea of next steps
12:37:35	 From  Eva Stergiou : I will set an estimation station too. like the one with the jars
13:21:23	 From  Jayne Carter : Ready to start?
13:21:36	 From  Eva Stergiou : I like the fact that it covers many things like smaller bigger, one less apple two more left etc

13:26:16	 From  Jayne Carter : making up plays with my sister & brother or by myself. I loved the imagination involved in it but also that I could keep adding to  the stories. Imagination, creativity, problem solving, social skills, confidence etc...
13:28:10	 From  Eva Stergiou : I was building small shelters in my house with my brother using different objects like pillows and duvets
13:28:38	 From  Eva Stergiou : we were trying to make it really dark so we used problem solving

13:28:50	 From  Eva Stergiou : and communicate

13:29:54	 From  Kirsty Denton : I loved board games especially monopoly, the competition involved as well as the maths skills counting forwards and back, giving change counting money

13:30:26	 From  Clare Moss : Connect 4, my sister
13:37:23	 From  Clare Moss : Very true, children need lots of modelling to do this.
13:46:08	 From  Clare Moss : We play games a lot. We have a library staff have created for these. 
13:46:31	 From  Clare Moss : We have made some as some of these allow for more open ended experiences
13:47:30	 From  Kirsty Denton : we try and introduce simple games in the maths area children can play together independently

13:56:25	 From  Eva Stergiou : counting out louds helps them with the repetition of numbers


14:10:42	 From  Eva Stergiou : ohhh I add them under the comments of powerpoint slides
14:10:46	 From  Eva Stergiou : sorry
14:11:11	 From  Jayne Carter : that's fine- ive got them!
14:42:30	 From  Jayne Carter : 5 more mins pls
14:42:56	 From  Eva Stergiou : I add an idea Jayne I hope this is what you were asking
14:44:05	 From  Jayne Carter : great thank you!
14:48:00	 From  Kirsty Denton : can i talk about mine then I will upload
14:54:21	 From  Eva Stergiou : It was a lovely session Jayne
14:54:36	 From  Kirsty Denton : no and thank you
14:55:05	 From  Eva Stergiou : Thank you very much Jyne
14:55:28	 From  Jayne Carter : bye thank you for a great day take care

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https://www.bbc.co.uk/bitesize/topics/zjkphbk/articles/zd4b382

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https://www.ncetm.org.uk/classroom-resources/ey-numberblocks-support-materials/

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https://nrich.maths.org/early-years-old

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10 ways to help your child with maths Cbeebies

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10 ways to help your child with maths Cbeebies

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https://www.bbc.co.uk/cbeebies/joinin/numberblocks-help-your-child-with-maths?collection=numbers-and-letters&xtor=CS8-1000-[Discovery_Cards]-[Multi_Site]-[SL09]-[PS_PROGRAMMES~N~~P_TenWaysToHelpYourChildWithMaths]

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https://learningtrajectories.org/

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Photos - Number Talk Images (weebly.com)

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Oxford Owl for School and Home

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http://buildingnumbersense.blogspot.com/p/number-talks.html

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https://www.bbc.co.uk/iplayer/episode/b08dr1l3/numberblocks-series-1-the-whole-of-me

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Children's mathematical graphics: understanding the key concept article

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Children's mathematical graphics: understanding the key concept article

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Children's Mathematical Graphics_ Understanding the Key Concept

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Challenges young children experience with written mathematics

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Challenges young children experience with written mathematics

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challenges childrden face with written maths (3)

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https://youtu.be/zDjp7rTXtsk

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https://jamboard.google.com/d/1fnHYSZYA4PXqAFkFNJGeMiuHUpC30Con6dDSqQKVDSI/edit?usp=sharing

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https://jamboard.google.com/d/1VltriXpOrDQgXIhPCzH-zDDIGyznAg7g3DSHm4ohZLY/edit?usp=sharing

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Mathematics in the Early Years: What matters? | impact.chartered.college

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Mastering Number Information And Application 2021 (1)

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primary 2 Representation and Structure (1)