The EYMaths 'Teaching Essential Number Sense' ( TENS) Course:
What happens when we fail to secure essential 'Number Sense Mastery' with our children right from the start?
'Number Sense Mastery' is ESSENTIAL for progress at every stage of a child's Maths education
The consequences of being without 'Number Sense' fluency can be seen every day in the low attainment, growing dislike and fear of Maths we see in children and adults alike, leading to the daily struggle too many us experienced as we moved through school.
We can (and must!) stop this happening
Are you ready to change the future for your children?
Introducing the EYMaths game-changing:
'Teaching Essential Number Sense' (TENS) Course
Our most popular and 100% transformational course!
Receive 5 Exciting Online Modules to Transform Your Teaching in these areas:
- Subitising and counting: How do they differ and what order should we teach them?
- Using 5 and 10 frames correctly (learn why we should never count on a ten frame!)
- Teaching automatic recall of number bonds (with understanding)
- Teaching 'part/whole' (and why it's not 'part/part/whole)
- Early addition and subtraction (using games indoors and out)
- Transition to Key Stage 1 (ensuring our 5 -7 year olds continue this transformational journey)
- Making 'teen' numbers EASY to teach! (I'll show a whole new way to teach them)
- and much more
Jayne Blackburn, Early Years Teacher, Cumbria, UK
I used to be one of those people who didn't like maths....Now I feel like I just want to do maths all the time! When OFSTED came in recently they were so complimentary and said I had very high expectations....I felt so confident to be able to talk about maths.
Fancy a preview?
Click on the image to enjoy our 2-minute tour of the personal library you'll receive!
We're using an existing maths scheme.
Will this training still work for us?'
Great question! Using a maths scheme alone won't guarantee your children will make great progress. Successful learning starts with the knowledge and skill of the practitioner USING the resource.EXPLORE THE TENS MODULES NOW
Think of the scheme like the branches of a tree and EYMaths and the 'Teaching Essential Number Sense' course as the roots
When we invest in practitioners' maths subject knowledge and pedagogy skills we strengthen the roots that underpin everything we do.
In practice, this investment means you will use any existing scheme or approach far more effectively!
Emma Oddy, Early Years Teacher, UK
Just had my first class 2020-21 sit their SATS, as an IMPACT member and teaching the ‘Karen’ way. (Y2) Results are fantastic! Great foundations for the kids understanding of calculations and it was also noticed in Y1 too after an observation from a maths mastery lady. Into my third year now of my new maths knowledge pedagogy and loving the results! No going back!
Counting is not Calculating
Easily the biggest 'elephant in the room'
Observe any class of 7-11 year olds carrying out everyday 'column arithmetic' problems and you'll see a room full of 'finger tapper's and 'head bobbers'.
Why? Because they are calculating by counting in ones.
A highly inefficient and prone to error strategy and evidence, in this case, of a complete lack of 'Number Sense' relating to composition of number and base ten (the place value system).
The root of the problem? They were taught to count to add and subtract (typically from 4-7 years old) rather than understand that numbers are made up of other numbers (composition, part/whole, number bonds and number facts)
The solution? Teaching 'subitising', and not counting, as the foundation of calculation fluency. Giving children 'concept images' of numbers using resources such as 5 and 10 frames so they 'see' a number as a pattern and understand how it can be decomposed and recomposed into and from parts (essential for addition, subtraction, multiplication and division)
Liz Patterson, Early Years and Year 1 Teacher, Northumberland, UK
'For me the biggest impact has been on my own subject knowledge. I didn't know what I didn't know.'
Learning Through Doing
'Children need to hold Maths in their hands before they can hold it in their head'
The quest to ensure children learn through concrete (physical resources) experiences is not a new one but it remains an area of insecurity for most practitioners.
In order to understand why concrete experiences are so vital in developing essential 'Number Sense', the practitioner themselves must be given the opportunity to change the way they view and understand what having 'Number Sense' actually means.
The 'TENS' course will give you everything you need to teach all aspects of 'Number Sense' using perceptual and conceptual subitising, five and ten frames, part whole models and more starting with real and meaningful 'concrete' resources.
Handling real objects (both natural and manmade) stimulates children's language, prompts exploration and questions and actively supports connections and reasoning. All essential to secure long-term learning.
Emma Edwards, Nursery Teacher, UK
'I’ve gone from feeling like I’ve never understood Maths, feeling like I’ve never had a Mathematical brain and having low confidence and self esteem within the subject to feeling empowered, motivated and thinking about how to ensure Maths is all around within my environment.
Practitioner Subject Knowledge
Because 'You don't know what you don't know'
This is a HUGE problem and one I encounter with every practitioner and team I work with.
- What happens when you think that a shape that is 'flat' is 2D or a cylinder has '3 faces'?
- What is the consequence of only teaching 'number bonds' (splitting a number into 2 parts only) when children then need to understand division (potentially meany parts)?
- What problems will a child encounter in their later school years when they've been taught to add and subtract by 'counting on and back?
The questions we see daily on social media are evidence that Maths subject knowledge is significantly lacking for the majority (and not just in Early Years).
This is like us going to a doctor who is hard-working, intelligent and kind but doesn't understand the human body nor the conditions that are afflicting it and expecting effective treatment.
I'm hoping that sounds like a REALLY bad idea.
The EYMaths 'TENS' course priorities practitioner Maths subject knowledge throughout. The consequnces are many; significant gain in confidence and enjoyment in planning for and teaching Maths alongside dramatic improvement in children's progress, attainment and engagement.
The perfect recipe for success.
Explore The 'TENS' Course Modules
Module 1: 'Scientists and Subitisers'
In Module 1 we begin with why our children's natural instinct for exploration, noticing and language are KEY to mathematical fluency.
Learn about the mathematical brain we're all born with and why it's subitising and not counting that comes naturally to children! Learn how best to harness its incredible ability to see, compare and recognise 'number' and crate progress you never thought possible with such young children.
Length: 54 mins
Module 2: 'Counting vs. Subitising'
(and why counting doesn't lead to calculating!')
In Module 2, we continue our journey into why it's the vital skill of subitising that underpins a child's later ability to calculate efficiently and NOT counting as we've previously believed.
Learn how to align subitising and counting and why there's far more to teaching and understanding the roles of number than we've ever considered.
Be prepared for many 'Wow-Bombs' (mind blowing revelations!) in this module of the training and to come away NEVER thinking about teaching Early Years Maths in the same way again!
Length: 62 minutes
Module 3: 'Moving Towards the Abstract: Introducing 5 and 10 Frames'
How do we successfully take young children through from concrete experiences to pictorial representations and written abstract symbols? Module 3 examines the importance of conceptual understanding constructed through meaningful, hands-on experiences and talk-rich problem solving.
Learn why we should be teaching 'part/whole' and not 'part/part/whole (beware of the two part 'cherry-model' so frequently seen in schemes). Teach children to make essential connections between their subitising skills and the foundations of addition, subtraction, multiplication and division.
Length: 69 mins (plus 75 min bonus webinar)
Module 4: 'Teaching Early Calculation and Place Value'
Wouldn't you LOVE to find a way to teach 'teen numbers so they didn't trip children up and seem so 'tricky'?
Module 4 will not only give you the tools to make this incredibly EASY but also ensure it makes complete sense to you and the children!
In this final module we also focus upon teaching calculating in a way that uses children's developing number sense/facts built upon their ability to subitise (both perceptually and conceptually rather than counting) meaning they achieve true fluency ready for their next stage of learning as they move up through the school.
Length: 89 minutes
Module 5 (Coming Autumn 2023!): Effective Transition from Early Years to Key Stage 1
This is what you've been asking for so it's on it's way!
When we've given our children such an incredible start in Early Years (and achieved standards way beyond anything we've ever seen before) as a result of studying the TENS course, how do we ensure this success continues and is built upon in Key Stage 1 (5-7 year olds) and how do we make this work alongside a scheme if we have one in place?
Your questions answered
How long does it take to study the TENS course?
Is the training delivered in-person or online?
Do you provide live support to accompany the training?
Is there somewhere my team can seek support and ask questions whilst studying the TENS course?
Ready to Study the
'Teaching Essential Number Sense' (TENS) Course?
Self-Study Individual Option 3: School Invoice
For IMPACT (individual membership discount access) and Team IMPACT (invest in the TENS course as group of practitioners, schools or an organisation) see your options BELOW this school invoice form
Access to the course will be granted upon payment of invoice