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Bennett, E and Wiedner, J, 2012, Everyday Maths Through Everyday Provision, Routledge, Abingdon

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Snack times
By having snack time allows children to recognise different shapes of what they are having. They may not know what all the shapes are but they will be able to recognise they are different by their shape. For example, banana's may be cut up in circles, strawberries may be in half like a triangle or a carrot my be in a rectangle shape. Children may recognise the different sizes of the fruits or of the food that they are eating. For example, a sausage roll will be bigger than a cocktail sausage, or a pepper stick my be thinner than a carrot stick. Counting can be involved in snack time when children are picking snacks as they are able to count how many fruits that they are/ have on their plate. For example, if children were making fruit kebabs then they could count the amount of fruit that they are putting on the stick. Patterns/sequences is also co-operated through the fruit kebab activity. As children are picking the fruit to put on the stick they can put them in coloured patterns or they can put them in a sequenced order of the fruits that they are picking.
Children can tidy away after themselves by group sorting the plates and the cups. This can be done by children putting there finished plates and cups in coloured sections on a trolley in the setting.

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Setting the table
This activity helps children with their numbers because they will need to work out how many children are sitting at one table they will need to use numbers and count the amount of chairs and the place settings. For example, if there are 4 children sitting at a table then the child will need to work out how many forks, knifes, spoons, cups and plates to put on the table. Children will be learning their lefts and rights of how the place settings need to be set out; such as the forks are on the left and the knifes are on the right. Then that the cups go on the right of the place setting. This daily routine helps children learn maths without realising. Children will be learning patterns and sequences of which order cutlery's need to be in. For example, to lay a table it goes fork then knife. This will be repeated all around the table. at the end of the sittings for dinner, children may be asked to tidy away after themselves but they have to sort out where the place settings go. For example, forks, knifes and spoons may need to be put in separate pots which helps children match the items and sort them into the same piles. Also they may need to stack their plates up in colour co-ordination.

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Tidying up
By children tidying up it allows them to understand the concept of time. If children tidy up at the same time everyday they will begin to understand the numbers and words of different time phrases. For example, if they have to tidy up at 10 o'clock everyday then they will begin to allocate that tidy up time must mean its 10 o'clock. Also if children are being timed then for so many minutes then they will begin to realise how long time can be or how short it may be, such as 2 minutes. Children may have to problem solve when they are tidying up because they may not know where a certain object goes so they will have to work out where it may go such as a toy car. If they don't know where it goes then they may have to look around the room to find where the box of cars are. when children are tidying up they may count the items off the floor/table into the correct box where it belongs. This is promoting mathematics in the setting for children. Within the picture below children will be exposed to mathematics by how full the dust pan will be getting. Children may understand that once the pan is full it needs emptying. This is developing their volume/capacity skills because they will need to know when to empty the pan so the rubbish doesn't go over the floor again. Also in the picture attached children may understand what items are too big for them and what are too small because it may be harder to operate the object. Within one of my settings, children weren't allowed to use the adult brush because of health and safety for them and others around them but they were allowed to use a dust pan and brush.

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Cooking
in environments such as the home or in the setting will help children understand the concept of numbers. When reading a cook book there will be numbers of how many ingredients/ grams they have to put into the bowl or add to a mixture to help them make whatever they are making. For example, if children were baking a cake and they need 3 cups of flour then they can count the amount of cups they are putting into the bowl. They will be exposed to numbers when reading the cook book or when an adult is reading out of how many ingredients they need. Children will have to measure out the ingredients they need by a jug or by some scales. By using scales, means children are exposed to weight. For example, they may need 50 grams of butter where they will need weigh it out on the scales. If they need 50 grams of milk then they will need to measure it out by using a jug. Sizes of ingredients that may be asked by the recipe such as a small lemon or 2 big oranges. This will make children think about the size of the item that they are picking up and using for their mixture. Finally, when cooking, timing is a key element because when cooking the mixture if you put it in the oven for too long, then the item will burn but if you put it in for a short amount f time then the item will be under cooked. Children can use a timer to calculate how much time that the mixture needs to be in the oven for or in the fridge if it needs to set. Children could use an egg timer for this process.

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At the beach
This supports mathematics by using weight, volume and capacity because when children are making sand castles they may use sea water to help the sand stick together or to make a motor. Children will have to fill the bucket up which can be quite heavy and the capacity of how much water is in the bucket. Children may count the amount of sand castles that they make or how many shells they can find on the beach. They may even collect stones that are on the sand. The children may put the shells or stones in size order which will help children recognise that the same items may be in different sizes. Children may even make a sequence of the different shells and put them in a line to make sequences. These sequences may be big then little or swirly then cone shapes. Children can match the different shells and stones together by putting them in different piles. These piles maybe shapes, colour or same features. children can use the sand to make marks which can lead to making number figures. for example, chidlren may write 0-10 in the sand by using their fingers or using a stick.

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Shopping Trips
By having shopping trips with children allows them to understand shapes of different items that they may need on a shopping list. For example, they will understand that apples are round, banana's have curved edges and that a star fruit is shaped in a star. if the list has duplications of different objects such as we need 6 small lemons. This will make children think about what size they need to get and count into the trolley/basket how many they have got. Children will be exposed to different numbers and forming's of numbers put together. For example, above or below every item the price will be there and children may try and work out how much it is or they are exposed of what it says by an adult. Children may be asked to get something from behind, next to, above or below an item which exposes the concept of positional language. For example, they may be asked to get a salsa dip which is next to the cheese and onion crisps. Children also may be asked to get a pint of milk and they will have to work out which size is a pint of milk. children may work out what two items cost together and get the right amount of money out to pay for them items. The EYPs or adult that the child is with may allow the child to pay the shop worker the right amount of money.

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Children are being exposed to mathematics in their everyday life by the objects that are around them. These objects are visible for children and it helps them to process what the different concepts are. Early learning of mathematics starts as a baby. Children are born with the ability to learn and processes new materials. according to Bennett and Weiner (2012, page 1) “Humans are born mathematical, with even the youngest babies showing mathematical awareness” {Bennett, E and Wiedner, J, 2012, Everyday Maths Through Everyday Provision, Routledge, Abingdon.}