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Language and Communication Understand and use larger  This resource has been viewed by a moderator.

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:Language (old categories)
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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