Page 96 - EY Teacher's Handbook 2024-2025

TEACHERS SHOULD:

Have a Math “Word Wall” at child's eye level and used by children to review.

Use interactive games and resources such as the use of the monthly calendars in daily class
discussion, recognising number for the day, patterns ABAB (red blue numbers) or ABC (triangle circle

square) and actively add special events (birthday candles to calendar for the month).
FS2 should track days using an arrow to point to day and may say month as well.

Times of the day, seasons and hour/half hour

FS1 should focus more on the day and times within day like morning snack, lunch,
afternoon, and bedtime Use workbooks to teach patterns, number, prediction and sequencing.

Teacher led lessons should be for skills such as to form numbers and identify shapes and positional
language games involving movement and actions, manipulatives to represent number and missing

numbers.

Understand spiral progression in the teaching of Mathematics
Understand spiral progression in the teaching of Mathematics
Be aware of different strategies that can be used for children with different educational needs

e.g. specific learning difficulties, gender differences, more able children-literacy selections for boys and

girls, hands on activities, topics, multiple intelligence approaches and assessments (oral, visual,
tactile).

Work with other staff to identify and deliver strategies to support children with differing needs.

Use various, types of materials (kind), breadth, depth, assessment and ability or interest groups.

Be aware of resources in the branch library and classrooms, listed in the Topic plans, found on
UK and Ministry websites, and on the EPG Early Years intranet, both new and in use, that can be
used to support the planning, teaching and assessment of Maths and promote understanding among

children appropriate for their age and interests.

Teach concept of number in relation to real world examples – numbers on bus, license plate,
house numbers TV channels, temperature on a stove or microwave for time, numbers on a calendar

or watch or other locations in their environment. Children need to see purpose of numerals (1-10) as
well as the concept of number matching to objects and the symbols. Calculating numbers should be

in practical contexts such as comparing groups.