o Numbers

o Shapes, space and measures

Mathematical development focuses on key skills in counting, calculating and using numbers, as well as matching, classifying, recognising patterns, shapes and measures.

At Douglas Valley we build problem solving and mathematical learning into all aspects of the curriculum to ensure it takes place in a meaningful context for children.

Children will:

o Have opportunities to hear mathematical language relating to number, comparing, calculating, shape, space, measures, patterns and problem solving

o Listen to and join in with number rhymes and songs and play mathematical games

o Have opportunities to develop problem solving and thinking skills in meaningful contexts

o Count in a variety of situations and play activities

o Be involved in activities that include sorting, comparing, classifying, matching and sequencing

o Experience, recognise and recreate patterns

o Begin to use and recognise numbers

o Through practical activities record numbers in ways that are meaningful to them – mathematical mark making.

Practitioners aim to provide a learning environment that is mathematically rich and promotes problem solving and thinking skills. Correct mathematical language is modelled and children are encouraged to use correct language. Mathematical experiences are promoted through areas of continuous provision to encourage children to talk about, describe and begin to understand how to count, use numbers and work with shape, space and measures. Practitioners build these experiences into play activities across the indoor and outdoor learning environments. The experiences are combined with adult led activities to target, support and challenge children and are complemented by activities that take place as part of the daily routines.

The progress children make in problem solving, reasoning and number is judged against the development matters statements in the Early Years Foundation Stage.