Discuss the use mathematical vocabulary for ordering and comparing

numbers logically and analytically

🔢 Key Mathematical Vocabulary for Ordering and Comparing

Numbers

These terms allow us to describe relationships between numbers accurately:

 Greater than (>): Used when one number is larger than another.
 Less than (<): Used when one number is smaller than another.
 Equal to (=): Indicates that two numbers are the same.
 Inequality: A general term for relationships that use >, <, ≥, or ≤.
 Greater than or equal to (≥) and Less than or equal to (≤): Used
when including equality in the comparison.
 Ascending order: Numbers arranged from smallest to largest.
 Descending order: Numbers arranged from largest to smallest.
 Range: The difference between the largest and smallest numbers.
 Median: The middle value in a set when ordered.
 Maximum/Minimum: The largest/smallest values in a set.

� Logical and Analytical Use

When comparing or ordering numbers logically, we:

1. Identify Place Value (especially with whole numbers and decimals).

2. Analyze Magnitude: Consider size regardless of sign (important with
negatives).
3. Use Number Lines: Visually compare values, especially useful with
fractions or negatives.
4. Compare Like Terms: With fractions, we may convert to common
denominators; with decimals, align the digits.

� Examples in Context

 "7 > 4 because 7 is further to the right on the number line."

 "To order 2/5, 0.4, and 41%, convert all to decimals: 0.4, 0.4, 0.41 →
0.4 = 0.4 < 0.41."
 "The minimum value is -3, the maximum is 5, so the range is 8."
🎯 Why It Matters

Using precise mathematical vocabulary develops analytical thinking and

supports:

 Problem-solving
 Logical reasoning
 Justification of conclusions (e.g., explaining why one number is greater
than another)

Would you like a worksheet or activity idea to help practice this with
students?

Demonstrate the skills in visual, auditory, tactile, taste and smell

perception, discrimination and sequencing and expand their
mathematical vocabulary

Demonstrating skills in visual, auditory, tactile, taste, and smell

perception, discrimination, and sequencing while expanding
mathematical vocabulary involves creating multi-sensory experiences that
connect real-world input to mathematical concepts. This is especially useful
in early years and special education settings but can be beneficial for
learners of all ages.

Here's how each sense can be used to develop perception,

discrimination, sequencing, and mathematical vocabulary:

👁️ Visual Perception & Discrimination

Skills: Recognizing shapes, colors, patterns, sizes, number symbols.

Activities:

 Sorting shapes by attributes (e.g., sides, corners).

 Pattern recognition: Identify or complete AB, AAB, ABC patterns.
 Comparing sizes visually: "Which is longer/taller?"

Math vocabulary introduced:

  Shape, size, length, width, tall, short, pattern, order, symmetry, more,
less, equal.

👂 Auditory Perception & Sequencing

Skills: Listening for number sequences, patterns in beats or claps.

Activities:

 Clap counting: "Clap once for 1, twice for 2, etc."

 Sound sequencing: Listen to sound patterns and replicate.
 Rhythm math: Count beats per bar (basic introduction to grouping).

Math vocabulary introduced:

 Sequence, first, next, count, number, pattern, rhythm, repeat.

✋ Tactile Perception & Discrimination

Skills: Feeling differences in shape, size, texture; using fine motor to create
shapes or numbers.

Activities:

 Shape bags: Feel and guess shapes without looking.

 Sandpaper numbers or shapes: Trace and name them.
 Sorting tactile objects by texture, size, or shape.

Math vocabulary introduced:

 Rough, smooth, soft, hard, curved, straight, edge, corner, thick, thin.

👅 Taste Perception & Classification

Skills: Discriminating between flavors, sorting foods by categories.

Activities:
  Taste graphing: “Do you like sweet/sour/salty food?” → Make a bar
graph.
 Sorting snacks: By flavor, color, or size.

 Sort, category, graph, bar chart, compare, most, least.

👃 Smell Perception & Classification

Skills: Identifying and categorizing scents.

Activities:

 Guess the scent game: Match scent to item and sort.

 Smell sorting: Group scents into categories (e.g., fruity, spicy,
floral).

 Group, classify, match, same, different, more, fewer.

� Integrated Sequencing & Logical Thinking

All sensory activities can be extended into sequencing and logical

reasoning:

 Ordering objects by size, smell strength, loudness, etc.

 Predicting the next item in a sensory-based pattern.

🔤 Expanding Mathematical Vocabulary

Throughout these activities, ensure consistent use and modeling of key

terms:

 Use comparative language: longer, heavier, sweeter.

 Use positional language: first, second, next, between, before.
 Reinforce quantitative language: more, fewer, equal, total, whole,
part.
Explain the importance of daily counting in early years for numeracy
foundation

Daily counting in the early years is essential for building a strong

numeracy foundation because it develops children's understanding of
number concepts, number sense, and mathematical language through
repeated, meaningful experiences.

🌱 Why Daily Counting Matters in Early Years

1. Builds Number Sense

 Children begin to understand that numbers represent quantities

(cardinality).
 They learn that numbers come in a specific order (ordinality) and can
be counted.
 Repetition helps them internalize patterns in counting (like skip
counting or counting by tens).

2. Develops One-to-One Correspondence

 When children count objects (e.g., blocks, fingers), they learn to

match each number word to one item.
 This skill is key for later addition and subtraction.

3. Reinforces Number Recognition

 Seeing and saying numbers daily helps children recognize numerals

and understand what they represent.

4. Introduces Mathematical Language

 Children naturally learn terms like more, less, equal, before, after,
total, and next, which are crucial for problem-solving and reasoning.

5. Supports Sequencing and Memory

 Daily routines like calendar time or singing counting songs strengthen

memory and logical sequencing skills.

6. Prepares for Formal Operations

  A strong grasp of counting forms the basis for future operations like:
o Adding ("What comes next?")
o Subtracting ("What’s one less?")
o Grouping and sharing

� Examples of Effective Daily Counting Routines

 Counting the number of children present each day.

 Counting steps, snacks, or toys during play.
 Singing counting songs or rhymes (e.g., "Five Little Ducks").
 Using number lines or counting charts in circle time.
 Tallying how many sunny or rainy days this week.

🎯 Long-Term Impact

Children who engage in regular, playful counting activities develop a

stronger grasp of mathematics later in school, including:

 Better understanding of place value

 Improved problem-solving skills
 Greater confidence in math

Explain early number concepts and number sense

Early number concepts and number sense are the building blocks of all
future mathematical learning. They form the foundation for understanding
how numbers work, how they relate to each other, and how they can be
used in everyday situations.
Early number concepts are the basic ideas children develop about numbers
before formal arithmetic.

1. Counting
o Learning number names in order (1, 2, 3, 4…).
o Understanding that each number represents a quantity
(cardinality).
o One-to-one correspondence: matching each object to one
number word.
2. Number Recognition
o Recognizing numerals (e.g., “3” represents three objects).
o Matching numerals to quantities.
3. Subitizing
o Instantly recognizing a small number of objects without counting
(e.g., knowing there are 3 dots just by looking).
4. Comparing Quantities
o Understanding more, less, same.
o Ordering numbers (e.g., 2 is less than 5).
5. Conservation of Number
o Knowing the quantity stays the same even if objects are
rearranged.
6. Making and Breaking Numbers
o Understanding part-whole relationships (e.g., 5 can be made
from 2 and 3).
o Early addition and subtraction ideas.

� What Is Number Sense?

Number sense refers to a child's overall intuition and flexibility with

numbers—their ability to understand, relate, and connect numbers in a
meaningful way.

Key traits of strong number sense include:

 Fluency in counting forward and backward.

 Understanding how numbers relate (e.g., knowing 7 is one more
than 6).
 Estimating quantities reasonably.
 Making mental calculations (e.g., combining 4 and 5 quickly).
 Confidence and flexibility in using different strategies to solve
problems.
� Why Are These Important in Early Childhood?

 They help children think mathematically instead of just memorizing

facts.
 They prepare children to solve problems logically and creatively.
 Children with strong number sense tend to perform better in later
math learning, including arithmetic, algebra, and problem-solving.

🎓 In Summary:

Early number concepts are the stepping stones. Number sense is the deep
understanding that grows from using those concepts in varied, real-world
ways.

🔢 Counting With Concrete Objects

Definition:
Children physically count real, tangible items—like blocks, counters, fingers,
or toys—to understand the concept of quantity.

Benefits:

 Builds one-to-one correspondence (matching each object to one

number word).
 Supports cardinality—knowing the last number said represents the
total.
 Helps children visualize what a number means.

Examples:

 Counting 5 apples in a basket.

 Placing 1 block for each number counted: "1, 2, 3..."
 Using fingers to count to 10.

Math vocabulary involved:

more, less, total, equal, count, each, one-to-one, how many, add, take away
� Counting Without Concrete Objects (Abstract or Mental Counting)

Definition:
Children count numbers without physical aids, relying on verbal or mental
processes.

Benefits:

 Develops mental math skills and abstract thinking.

 Prepares children for more complex math like addition and subtraction.
 Encourages fluency and flexibility in number use.

Examples:

 Reciting numbers aloud: “1, 2, 3, 4, 5…”

 Mentally counting on from a given number: “Start at 5, count to 10.”
 Estimating: “I think there are about 10 pencils in the box.”

Math vocabulary involved:

counting on, counting back, estimate, number line, sequence, before, after,
next

⚖️ Progression: From Concrete to Abstract

Children typically move through a progression:

1. Concrete: Using objects

2. Pictorial: Using drawings or images
3. Abstract: Counting and calculating mentally or symbolically

🎯 In Summary:

 Counting with objects builds understanding.

 Counting without objects develops fluency and mental math.
 Both are essential for strong number sense and should be used
interchangeably in teaching.

Recognise, read and write numbers

� 1. Recognising Numbers

This involves being able to identify and name numerals when seen in
print or digital form.

Skills include:

 Pointing to and saying numbers correctly (e.g., "That’s a 7!")

 Matching numerals to quantities (e.g., seeing “3” and knowing it
means three apples)
 Identifying numbers in the environment (e.g., clocks, signs, books)

Activities to support this:

 Number hunts (e.g., find the number 5 in the room)

 Flashcards or number games
 Matching numerals to sets of objects

📖 2. Reading Numbers

This means being able to say the number word when seeing a numeral.

Skills include:

 Recognising and saying numbers up to at least 20 (and beyond over

time)
 Understanding place value as numbers get larger (e.g., knowing "12"
is not just 1 and 2)

Activities to support this:

 Reading numbers on calendars, number lines, or dice

 Practising number names aloud in order
 Playing games that involve reading and saying numbers

✍️ 3. Writing Numbers

This means forming numerals correctly and understanding that they

represent specific amounts.
Skills include:

 Writing numbers 0–10 clearly and correctly

 Writing numbers in response to a spoken or visual prompt
 Copying and eventually forming numbers independently

Activities to support this:

 Tracing numbers with fingers, pencils, or in sand

 Writing numbers in order on paper or whiteboards
 Linking written numbers to counting activities (e.g., write the number
of toys you counted)

🎯 Why These Skills Matter

Mastering recognition, reading, and writing of numbers:

 Supports confidence in math tasks

 Builds the foundation for place value, calculation, and problem-
solving
 Helps children make connections between symbol, word, and
quantity

🕒 1. Time

Concepts Involved:

 Telling the time (analog and digital)

 Understanding units: seconds, minutes, hours, days, weeks, months
 Calculating durations and elapsed time

How to Calculate:

 Use clocks or timers to measure time passed (e.g., "Start at 2:15, end
at 2:45 → 30 minutes elapsed").
 Convert between units: 1 hour = 60 minutes, 1 day = 24 hours, etc.
 Use number lines or count-on methods for elapsed time.

Tools: Clocks, watches, calendars, timers

📏 2. Length (or Height/Distance)

Concepts Involved:

 Measuring how long, tall, or far something is

 Using appropriate units: mm, cm, m, km (metric) or inches, feet,
yards (imperial)

How to Calculate:

 Use a ruler, tape measure, or trundle wheel to measure.

 Add or subtract lengths: e.g., “2m + 150cm = 3.5m”
 Convert between units: 100 cm = 1 m, 1,000 m = 1 km

Tools: Rulers, meter sticks, tape measures

⚖️ 3. Mass (Weight)

Concepts Involved:

 Measuring how heavy something is

 Using standard units: grams (g), kilograms (kg)

How to Calculate:

 Use scales to weigh objects.

 Add or subtract mass: e.g., “500g + 1.5kg = 2kg”
 Convert units: 1,000g = 1kg

Tools: Kitchen or balance scales, digital scales

� 4. Capacity (Volume of Liquids)

Concepts Involved:

 Measuring how much liquid a container holds

 Using units: millilitres (ml), litres (L)
How to Calculate:

 Measure liquids using measuring jugs or cups.

 Add or subtract: e.g., “750ml + 1.25L = 2L”
 Convert units: 1,000ml = 1L

Tools: Measuring jugs, syringes, bottles, containers

💰 5. Money

Concepts Involved:

 Recognising coins and notes

 Understanding value and making change
 Adding, subtracting, and calculating totals

How to Calculate:

 Count coins and notes to find totals.

 Add/subtract money to solve problems (e.g., “You have £2.50, and
spend £1.20 → change = £1.30”).
 Use decimal notation for pounds and pence.

Tools: Real or play money, calculators, money charts

� General Strategies for All Measurements:

 Use estimation before measuring.

 Record measurements systematically.
 Use diagrams or bar models for problem-solving.
 Reinforce unit conversions through practice.

Discuss the use time correctly

� 1. Understanding Time Concepts

Before using time accurately, children must develop time awareness,

including:
  Parts of the day: morning, afternoon, evening, night
 Daily routines: e.g., “We eat lunch at noon.”
 Sequencing events: understanding what happens first, next, and last
 Time vocabulary: today, tomorrow, yesterday, before, after, soon,
later

📆 2. Using Units of Time Correctly

Learners must grasp and correctly use standard units of time:

Unit Equivalent
1 minute 60 seconds
1 hour 60 minutes
1 day 24 hours
1 week 7 days
1 month 28–31 days
12 months or 365
1 year
(or 366) days

This includes being able to:

 Read time on analog and digital clocks

 Convert between units (e.g., minutes to hours)
 Calculate elapsed time (e.g., start time to end time)
 Use time to plan and manage tasks

� 3. Applying Time in Real-Life Situations

Using time correctly includes:

 Telling the time accurately to the hour, half hour, quarter past,
quarter to, and eventually to the minute
 Estimating time: e.g., “It takes 10 minutes to walk to school”
 Using timers for activities
 Calculating durations: e.g., "If a movie starts at 3:30 and ends at
5:00, how long is it?"
 Managing routines: understanding when to start or stop an activity
� 4. Tools for Learning and Using Time

 Analog and digital clocks

 Timetables and schedules
 Calendars
 Timers and stopwatches
 Visual timetables (especially helpful for young learners and SEN
support)

🗣️ 5. Expanding Mathematical Language Around Time

Children should use and understand words like:

 Clock, hour, minute, second, o’clock, half past, quarter to, duration,
elapsed, earlier, later, schedule, timetable, interval

� Why Using Time Correctly Matters:

 Helps children follow routines and manage expectations.

 Supports real-world problem solving (e.g., travel time, event
planning).
 Builds numeracy skills through counting, sequencing, estimation,
and calculation.

Explore the attributes of two-dimensional (2D) shapes

� What Are 2D Shapes?

2D (two-dimensional) shapes are flat shapes that have only length

and width, not depth or thickness. They can be drawn on paper and don’t
take up physical space like 3D shapes.

🔍 Key Attributes of 2D Shapes

Children learn to recognize and describe 2D shapes based on several

attributes:
Attribute Explanation Vocabulary
Number of How many straight edges the shape
side, edge
sides has
Length of Whether all sides are equal or equal, longer,
sides different lengths shorter
Number of How many points (vertices) where corner, vertex
corners sides meet (vertices)
Types of Whether corners are right angles or right angle, acute,
angles not obtuse
Whether a shape can be divided into symmetrical, line of
Symmetry
matching parts symmetry
Closed or Whether the shape’s sides connect to closed shape, open
open form a closed figure shape
Whether all sides and angles are
Regularity regular, irregular
equal (regular)

🔷 Examples of Common 2D Shapes and Their Attributes

Shape Sides Vertices Other Features

Square 4 4 All sides equal, all angles right, regular
Rectangle 4 4 Opposite sides equal, all angles right
Sides/angles vary (e.g., equilateral, right-
Triangle 3 3
angled)
Circle 0 0 No sides or vertices, perfectly round
Pentagon 5 5 Regular (equal sides) or irregular
Hexagon 6 6 Often used in tessellations (like honeycombs)
Rhombus 4 4 All sides equal, opposite angles equal
Trapezium 4 4 At least one pair of parallel sides

🎯 Why Exploring 2D Shape Attributes Matters

 Develops mathematical vocabulary (side, vertex, symmetry, etc.)

 Encourages visual discrimination and reasoning
 Supports skills in classification, sorting, and comparison
 Prepares learners for fractions, angles, area, and perimeter
 Builds understanding of patterns, symmetry, and tessellation
� Activity Ideas to Explore 2D Shapes:

 Shape hunts (finding real-world examples)

 Sorting shapes by attributes (e.g., number of sides)
 Drawing or tracing shapes and labelling attributes
 Using geoboards or pattern blocks to explore and create shapes