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Understand and use larger 
Description:
Pupils are able to use and understand bigger, greater, or larger when talking about quantities.
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| Early years skill: | Shape, space and measure |
| Early years typical range: | 30-50m |
| P-scales/Curriculum skill: | Maths Shape Space and Measures |
| P-scales/Curriculum level: | P7 |
| TAP skill: | Expressive Language |
| TAP level: | TAP42 |
| Pre/Nat. Curriculum Area: | not specified |
| Pre/Nat. Curiculum Standard: | not specified |
| Section: | Early Years (0-5yrs) info; Primary (5-11yrs) info |
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Drawings Drawings of houses and stick man families | Draw pictures of houses with windows and say 'Look...this house has 10 windows...it is larger/bigger. Draw stick man families and say 'Look...5 children here - this family is larger.' | Avoid working on larger with a contrasting word (such as smaller) until the child is confident with 'larger'. Contrasting concepts taught together can be confusing for the child. Once the child is confident with both larger and smaller (from work in separate activities on separate occasions) you can incorporate both concepts in this activity. |
| Washing up Dirty dishes Sink/bowl Water/detergent | Do washing up and compare 2 piles of dishes. Say 'Who will wash the larger number of/more dishes? Can the child point to a pile and label correctly? | Avoid working on larger with a contrasting word (such as smaller) until the child is confident with 'larger'. Contrasting concepts taught together can be confusing for the child. Once the child is confident with both larger and smaller (from work in separate activities on separate occasions) you can incorporate both concepts in this activity. |
| Objects Play dough, dried beans | Hide chunks of play dough in either hand. Ask the child 'which hand?' When one hand is chosen open the other and say 'Show me the larger/bigger lump of play dough' Do a similar activity with dried beans/marbles etc. | Avoid working on larger with a contrasting word (such as smaller) until the child is confident with 'larger'. Contrasting concepts taught together can be confusing for the child. Once the child is confident with both larger and smaller (from work in separate activities on separate occasions) you can incorporate both concepts in this activity. |
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