## Resources

### Numeracy

Children's learning in numeracy can be greatly assisted by the use of symbol based activities.

• Visual support aids understanding of concepts and words eg long, short, less and more
• Different activities with symbol support provide repetition and revisiting to consolidate vocabulary/concepts
• Confidence improves
• Visual support aids learning of complex abstract concepts and vast amount of vocabulary
• Reduces anxiety
• Allows all pupils to access the curriculum

### SIP Resource Packs

Foundation Early Counting
Y1-2  What's the Time Mr Wolf
Y1-6  Maths Vocabulary Pack

For a full list of symbol resource packs visit: www.widgit.com/resources

### Resources in detail

Early Counting - Foundation Stage Y1
What's the Time Mr Wolf - Y1-2
Maths Vocabulary Pack - Foundation Stage to Y6

These resources link to the Primary Framework for Mathematics which include the Early Learning Goals, now incorporated within the Foundation Stage objectives

What's the Time Mr Wolf can be used for teaching aspects of telling the time to o'clock, quarter past, half past and quarter to, matching clock faces to written times, counting to 10, understanding what happens at different times of the school day. Resources suitable across Foundation Stage and Key Stage 1.

Early Counting provides visual counting activities to 5, 10 and 20 . Suitable for Foundation Stage and Y1.

Maths Vocabulary Pack

The vocabulary in this pack supports the Primary Framework for teaching Mathematics.

All the Numeracy vocabulary used from Foundation Stage through to Y6 is symbolized. 3 types of Flash Cards are provoded - symbol only/ symbol and word/ word only.

The vocabulary is split into 5 strands linking to the Numeracy Strategy.

• Numbers and the number system
• Calculations
• Solving Problems
• Handling Data
• Measures, Shape and Space

This is easily transferable into the seven strands now in the Primary Framework for Mathematics:

'The seven strands are not equally weighted. In constructing the strands, knowledge of number facts has been separated from calculation, methods of calculation have been unified, measures have been kept separate from shape and space, and problem solving has been embedded into the broader strand of using and applying mathematics. The seven strands relate very readily to the 1999 Framework and the programmes of study in the National Curriculum Orders for mathematics.'

For more details of the Primary Framework for maths go to: http://www.standards.dfes.gov.uk/primaryframework/mathematics