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Introduction To Number: Related Areas of Learning and Development

This document provides an introduction to the number unit for early years learners. It includes the related early learning goals around counting and recognizing numbers from 1 to 20. The document outlines prerequisites, potential barriers, and ways to assess learning. It suggests next steps such as extending counting to larger numbers and related units on recognizing numerals and counting small sets of objects.

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KLS-KAFRABDOU KAUMEYA
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47 views

Introduction To Number: Related Areas of Learning and Development

This document provides an introduction to the number unit for early years learners. It includes the related early learning goals around counting and recognizing numbers from 1 to 20. The document outlines prerequisites, potential barriers, and ways to assess learning. It suggests next steps such as extending counting to larger numbers and related units on recognizing numerals and counting small sets of objects.

Uploaded by

KLS-KAFRABDOU KAUMEYA
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOC, PDF, TXT or read online on Scribd
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Unit N0: Introduction to number

Introduction to number
EYFS Aspect of learning Related Early learning goal1
• Numbers • Children count reliably with numbers from one to 20

Busy Ant Maths F Topic


• Counting and recognising numbers

Vocabulary
number, one, two, three, four, … , ten; first, second, third, fourth, fifth, compare, more, most, less, fewer, least,
enough, not enough, too much, same, lots, few, none, match, sort, order, count, how many?, last, before, after,
next, between

Related Areas of Learning and Development


Prime area of learning Aspect of learning Early years outcome
Communication and Listening and attention Two-channelled attention – can listen and do
language for short span
Understanding Responds to instructions involving a two-part
sequence
Speaking Uses talk to organise, sequence and clarify
thinking, ideas, feelings and events
Physical development Moving and handling Shows increasing control over an object in
pushing, patting, throwing, catching or kicking it
Personal, social and Managing feelings and Aware of the boundaries set, and of
emotional development behaviour behavioural expectations in the setting
Making relationships Initiates conversations, attends to and takes
account of what others say
Explains own knowledge and understanding,
and asks appropriate questions of others

Specific area of learning Aspect of learning Early years outcome


Literacy Writing Gives meaning to marks they make as they
draw, write and paint
Understanding the world The world Looks closely at similarities, differences,
patterns and change
Expressive arts and Exploring and using media and Uses simple tools and techniques competently
design materials and appropriately
Being imaginative Creates simple representations of events,
people and objects
Plays alongside other children who are
engaged in the same theme

1
This unit does not cover a 40–60+ months Early years outcome/Early learning goal. This unit is a Busy Ant Maths Foundation introductory unit to
EYFS Aspect of learning: Number.

1
Unit N0: Introduction to number

Prerequisites for Learning


• Children will need to have experience of number in a variety of different contexts, for example: that numbers
are used to say how many objects there are in a set; to indicate the order of objects, such as numbers on a
street or page numbers in a book; to name or label something, such as the number 15 bus. Some children may
know that some numbers are ‘bigger’ than others, but they may not know the value or position associated with
each number.
• Children need to be able to recite the numbers from one to ten with increasing accuracy, although they may
not yet be able to count a set of objects or be able to recognise the corresponding numerals.

Overcoming Barriers
• Children may not be able to recognise the difference between numbers that are used for counting or ordering,
and numbers that are used to label something. For example, they may not know that the football player wearing
a number 8 shirt is not the eighth best player, or has scored eight goals. Highlight the numbers that occur in the
world around them, for example, a phone number, bus numbers or a house number, and discuss why numbers
might be used instead of names.
• Children may make consistent errors when reciting numbers. They may miss out numbers, or always start from
a number other than one when counting a group of objects. Use number rhymes and songs to reinforce the
sequence of numbers from one to ten.

EYFS Profile Assessment


Look, listen and note
• Does the child notice numbers around them, for example, number tracks and grids displayed and used in the
classroom, signs and labels, indoors and outdoors, as well as in games and stories/rhymes? Do they comment
on these?
• Observe the child as they use numbers in their play. If they use numbers spontaneously, do these reflect
different quantities, for example, hundreds and millions to represent large quantities?
• Is the child able to use one-to-one correspondence, for example, can they match one teddy to one hat? Are
children able to use associated language of quantity, such as, 'too many' or 'not enough'?
• Observe occasions when the child spontaneously uses ordinal numbers, for example, when lining up to go
outside, ‘Caie is first and Leo’s second’, when tidying up resources, ‘Put the little ones away last,’ and so on.
Does the child use these in the appropriate contexts? Are they accurate in their use?

Characteristics of Effective Learning


Playing and exploring
Is the child naturally inquisitive about the numbers around them? Are they able to relate their experiences of
number to classroom discussions and activities?

Creating and thinking critically

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Unit N0: Introduction to number

Is the child able to sort objects according to their similarities and differences, explaining the criteria they have
used? Are they able to order objects, making connections with what comes before and what comes after?

Related Early Learning Goal


Children count reliably with numbers from one to 20, place them in order and say which number is one more or
one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and
count on or back to find the answer. They solve problems, including doubling and halving.

EYFSP Exceeding Development Descriptor


11 Numbers
Children estimate a number of objects and check quantities by counting up to 20. They solve practical problems
that involve combining groups of two, five or ten, or sharing into equal groups.

Next Steps
• If the children consistently recognise numbers 1–10 accurately, and are able to count out the corresponding
number of objects for each of these, increase their experience of numbers and quantities to work within the
range 11–20.
• Continue to provide them with opportunities to see these numbers, to practise writing them and to have
practical experience of counting out these quantities.

Related units
• N1 – Recognise some numerals of personal significance Homework Guide:
• N6 – Count up to three or four objects by saying one number name for each item
N0 Sets of numbers and objects

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