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Blog
Discover how rich mathematical thinking unfolds naturally through the power of routine, conversation and play.
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by Pinnacle Learning Research School
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Katie is EYFS Lead at Werneth Primary School, a large 2 form entry primary school in Oldham
I have been a primary school teacher for 13 years and have worked across EYFS, KS1 and KS2. I have worked at Werneth Primary School for over 10 years, and have been part of the school’s Senior Leadership Team as the EYFS Lead since 2022. As part of this role, I have used the evidence base from the EEF Early Years Toolkit to lead on communication and language approaches, early literacy and numeracy strategies and parental engagement. I led Science across the school for over 6 years and have implemented approaches from the EEF’s recent Improving Primary Science Guidance.
Werneth Primary School Early Years leader and ELE, Katie Moores, is passionate about creating meaningful mathematical experiences that are woven naturally throughout the school day. As a practitioner at Werneth Primary School, Katie champions an approach to early mathematics that values conversation, play, routine and rich mathematical thinking beyond the traditional maths lesson.
At 8:45am, Reception children happily walk into their classroom. Coats are being hung up, water bottles are placed on the table and children are eagerly sharing stories from home. During register time the children count to see how many children are here today.
One child excitedly exclaims, “28! We’re all here!” Another child adds, “that’s 1 more than yesterday! I’m glad we are all here!”
As the teacher records the number of children on the board, a pair of children talk about the numerals that she writes down, commenting to their friend, “that 2 isn’t worth 2! It is worth 2 lots of ten and that’s twenty!” The teacher smiles and looks at the tens-frames on the board. The children talk about how the “two full tens-frames show us twenty.” Another adds, “We need to add one more counter to that tens-frame to show 8! It’s 28 today!”
It is just approaching 9 o’clock. No one has opened a maths workbook, there are no number lines in sight- yet rich mathematical thinking is already unfolding naturally through conversation, routine and play.
We know the importance of creating opportunities to learn mathematics throughout the day, and these need to be carefully planned in order to have the most impact.
Throughout a typical day in any EYFS or KS1 classroom, children will participate in taught maths through dedicated teaching time. Yet evidence tells us that this isn’t enough. Ensuring that children are provided with mathematical opportunities through their environment and routine each day cannot be left to chance. When done well, this can often look effortless, however a lot of careful planning has gone on by practitioners, and these opportunities are by no means incidental.
Reinforcing mathematical vocabulary and creating opportunities for discussion of mathematics
Maths has a language of its own. If this is not carefully planned and sequenced throughout the year, it can be overwhelming and abstract- especially to younger children. The gradual introduction of formal mathematical language allows children to have a clear and solid grasp of words and their meaning. The end goal being that children can confidently participate in conversation using accurate mathematical language. For example, when teaching number bonds to ten, children need the language surrounding number composition, including the vocabulary linked to strategy and resources. This may include, “tens frames”, “part”, “whole” “altogether” and “amount.” Mathematical language cannot be left to chance, a carefully planned sequence of vocabulary ensures a consistent approach across EYFS and KS1.
At Werneth Primary School, we teach children 5 mathematical words in our dedicated maths lessons. These 5 words are revisited throughout the week and are reinforced during small adult-led group times ensuring children have a comprehensive understanding of their meaning. These words are dual coded and are placed alongside weekly maths activities and resources so that children can apply this new vocabulary accurately and in their play.
Highlight mathematics across the day
We looked carefully at how we integrate maths throughout the day ensuring that activities and routines allow our children to revisit previous maths skills, build upon what they already know, and provide appropriate challenges. Alongside our dedicated maths lessons, we plan ‘maths talk’ throughout the day. This takes place during morning and afternoon registration, snack time, tidy up time and hometime. Here we count, compare, add, subtract, reason and problem solve. For example, during snack time we count out the amount of apples and bananas we need, we discuss the most popular fruit of the day and compare this to the day before. The children now naturally discuss amounts and make comparisons- this has become an embedded part of their daily discussions.
Maths games
We have found that teaching maths through board games is a wonderful way to build upon children’s existing mathematical knowledge and understanding. Each half term, children are taught a new maths game including classic board games such as ‘Snakes and Ladders’, ‘Shut the Box’, domines, bingo and ‘speedy numbers.’ As outlined in the EEF guidance these,
“build on children’s mathematics knowledge, generate repeated practice in a motivating context, and give children and practitioners an opportunity to discuss strategies and ideas. Practitioners should select specific games to suit current objectives to provide appropriate challenge.”
Using Recommendation 2 of the EEF’s Improving Mathematics in the Early Years and Key Stage One helps practitioners to weave meaningful mathematical experiences into everyday routines, conversations and play, helping children to see maths not simply as a lesson, but as a natural and valuable part of the world around them.
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