Mathematics in the EYFS: Numbers - Figure it out

Written and printed numbers, when they appear as figures, are called numerals. There are four main kinds of written and printed numerals young children will meet. These are those that:

• are used to name or code objects, such as the 73 bus or 14 Hillcrest Road

• tell you 'how many', such as '6 eggs'

• refer to a measurement, such as age, price, height, weight, speed, time ('I'm 3', 'it costs £3', 30cm, 30mph, 6 o'clock)

• give an order and identify positions, such as page numbers or winners in a sporting competition.

Numerals

How children learn

Children meet numerals at home on birthday cards, microwave ovens, television, and so on. In early years settings they meet even more.

It is important for them to see numbers, hear numbers spoken, say the words themselves ('I live at Number Four' or 'I'm four') and write numbers.

Before writing the 'proper' numerals, children often draw pictures or make marks to represent an amount: three lines to represent '3', for example.

Practitioners should encourage this mark-making, as it is more meaningful to young children than abstract numerals. Only later do children begin to use the everyday symbols we all use.

To help children read numerals:

• Display numbers for various purposes, in a variety of ways. Hang a washing line of numbers across the room; remove one number, or swap two over, and challenge the children to spot what you've done.

• Play with numeral dice, where the numerals show the number of objects to be collected or given away. Play board games, number cards, dominoes with numerals instead of spots, number lotto and number jigsaws.

• Play simple games with large floor and wall number grids, floor number lines and tracks, large number tiles and number friezes and 100-grids.

• Regularly use calendars, digital clocks and watches, and calculators.

• Have a large supply of manufactured numerals to use as props when singing number rhymes with actions, or recording scores when playing games.

• Do measuring activities where you use equipment that shows numerals, such as tape measures, weighing scales and stop-clocks.

To help children identify the shape of numerals:

• Make numerals out of sandpaper, dough or card covered in glitter; children can wear a blindfold, feel the numbers, and try to identify them.

• Put wooden numerals in a feely bag for children to identify.

To help children write numerals:

• Introduce activities where recording has meaning for the children: set up outdoor games where they need to keep score, and help them record how many objects they have collected.

• Children offer their own suggestions for recording numbers, and you demonstrate standard ways of doing this. The children then try them out.

Ask questions such as:

* I wonder why that number is on that sign?

* That number doesn't look right. I wonder if it is upside down?

* Can you find the number on the calculator that shows your age?

* Let's write a number to show how many conkers we have collected.

* Here are two numbers that look a bit like each other. They are 3 and 5.

Can you find a number that looks like 6?

* Have we got all the numbers yet? Let's put them in order and see if any are missing.

Progression in reading and writing numbers

* Shows an interest in written or printed numbers

* Offers comments or asks questions about written numbers

* Recognises and names some numerals that have personal significance

* Recognises and names numerals 1 to 5, then 1 to 9

* Makes marks, perhaps as part of a picture, and 'reads' them as numbers

* Draws pictures to represent an amount: say, puts three bears in a box and draws three 'bears' on the lid

* Makes own marks or tallies to record numbers: for example, knocks down three skittles then draws I I I

* Writes strings of numbers, not necessarily in order, unrelated to any amount, perhaps as part of a picture: 3 9 0 1 7 2 5 6 7

* Writes the correct numeral to represent from one to five objects, then up to nine objects, but may reverse some numerals.

Child-initiated play

Catching numbers Put plastic numbers in the water or sand tray and catch them in sieves and fishing nets. Use numbered buckets to sort the catch.

Can I help you? Set up a call centre by providing a bank of telephones and lists of telephone numbers. Encourage the children to record an answerphone message such as 'To speak to Mel press 1. To speak to Taz press 2'.

Number factory shop Set up a number factory shop stocked with numbers made from different materials, such as corrugated card, cotton or sequined material, and paper. Introduce the idea of the children being able to go to the shop and buy their favourite number. Encourage them to sort out the numbers for the customers. Develop the play so that children can key in large numbers on the computer and print them out.

Adult-led activities

My numbers book Support the children in making personal books showing significant numbers such as their age, their door number, the number of people in their family... If appropriate, include numerals in scripts from the child's own culture. Ask: What could we do to find out your shoe size? Do you have a favourite number? How could we show that you have two sisters?

Hunt the numeral Organise a number hunt in the school or local environment.

Look for just one number or for any numbers you can find. Take photos of the numbers and use them for reminiscence time in the setting. Extend the activity by recording the numbers seen. Ask: Did anyone see a number 8 anywhere? Where do you think the best place to see a number 3 will be?

Provision

Graphics area Provide magazines and newspapers, nine small containers numbered 1 to 9, scissors, long strip of thin card folded to make a zigzag book.

Activities Ask the children to cut out numbers from the magazines and sort them into the numbered containers. Later, use the cut-out numbers to make a zigzag number book. Can you see any numbers you know? What numbers do you like writing?

Outdoor area Provide magnetic outside wall, magnetic numerals, large dice, plastic numerals/number labels.

Activities Have children throw a dice and record their scores by placing a magnetic number on the magnetic wall. Discuss after five throws.

Give each trike and scooter a number label and paint number parking bays for them. Then park the correct bikes in each bay.

Put giant numbers on PE mats and ask children to jump from one to another, saying the numbers as they land on each mat.

ASSESSING CHILDREN'S DEVELOPMENT

If a child

* points out or tries to name numbers on signs

* draws tally marks

* plays games involving numerals and pays attention to numbers when playing

then they may be on this step

* shows an interest in numbers

* creates and experiments with symbols and marks

If a child

* writes several numbers for one amount, for example, writing 123 for three

* looks for a number card to represent the number of cakes they have made 0

then they may be on this step

* shows curiosity about numbers by offering comments or asking questions

If a child

* shows they understand that the number card 8 indicates how many dinosaur models there are

* recognises and names some numerals that have importance to them, such as their age

* sorts and matches some digits and names them

* reads some numerals in contexts such as recipe cards

then they may be on this step

* recognises some numerals of personal significance

* begins to represent numbers using fingers, marks on paper or pictures

* selects the correct numeral to represent 1 to 5, then 1 to 9 objects

If a child

* presses the right key on the calculator when asked to press 'the five'

* knows how to write '0' when sharing a number story about a fox who is stealing eggs

* reads correctly numbers on a dice, sign and so on

* picks out the number they need from a set of numerals, even if it is upside down or back to front

then they may be on this step

* recognises numerals 1 to 9

* orders numbers up to 10

If a child

* writes correct numbers on a label, score sheet, up to 20 or more

* writes correctly the numbers in order up to 20, or above, on a number track

* knows which shapes are numerals and which letters

* writes the number after 5, 12or 19

then they may be on this step

* recognises, orders and writes numerals up to 20

* sustains involvement and perseveres

About this series

This series aims to:

* build on practitioners' knowledge of how children acquire numeracy skills

* offer ideas on how to help children develop these skills.

Each part will focus on an aspect of numeracy included within the 'Problem-solving, reasoning and numeracy' area of learning in the EYFS.

Authors Sheila Ebbutt and Carole Skinner are managing director and product development manager respectively of BEAM, which is dedicated to promoting excellence in mathematics education.