Tag: early maths

Maths with intention – the new guide will save you hours of planning

~ Storykate ~ Leave a comment

I created this because I kept seeing the same thing…

Educators know maths matters, but feel unsure about the how.

How do you teach maths in a play-based room? How do you document it using EYLF language? How do you move beyond counting to real understanding?

So I put everything I know into one guide.

Maths With Intention

Early Years Maths Through Active Learning

Maths With Intention: Early Numeracy Guide

Ages 3–5 EYLF 2.0 aligned 67-page PDF Play-based

The play-based maths guide Australian early childhood educators have been asking for.

Most educators working under the EYLF know that mathematics belongs in their program. What they struggle with is the how. How do you move beyond rote counting? How do you document mathematical thinking in play? How do you talk about subitising or spatial reasoning in a learning story? Maths With Intention answers exactly those questions — practically, beautifully, and without a single worksheet in sight.

This is a 67-page guide for early childhood educators, kindergarten teachers, and ECT students who want to teach maths the way the Early Years Learning Framework actually intends: through play, movement, language, and intentional teaching moments that turn everyday play into powerful mathematical learning.

What’s inside

  • My story — how I taught my son to count to 1000 using Montessori and Zaitsev methods, and what it taught me about how children really build number sense
  • What is early numeracy? — number sense, pattern, measurement, spatial reasoning, data sense and mathematical language explained in plain English
  • Early maths and the EYLF 2.0 — exactly how mathematical thinking maps onto Outcome 4 (Confident and Involved Learners) and Outcome 5 (Effective Communicators), with sentence starters for your observations and learning stories
  • Theoretical background — Dienes, Vygotsky, Piaget, Howard Gardner and Zaitsev, made practical for the play-based room
  • Counting songs at circle time — my three go-to songs and the movement strategies that make them stick
  • Go-to room resources — how to use the number line and 100-chart as active teaching tools, every day
  • My favourite group activities — 12 ready-to-run games for circle time and small groups
  • First Nations Mathematics — embedding Aboriginal and Torres Strait Islander perspectives in early maths, drawing on the QCAA Mathematics Storytelling resource and the 8 Aboriginal Ways of Learning framework
  • Quick reference: writing a maths observation — sentence starters you can use the very next time you sit down to document
  • Language Guide: What to Say When — questions and prompts for counting, comparing, building, problem-solving and extending the confident young mathematician

Who this is for

  • Early childhood educators working under the EYLF 2.0 (Belonging, Being and Becoming)
  • Kindergarten and preschool teachers in Australia, New Zealand, and any play-based setting
  • Educators studying for or holding a Bachelor’s or Master’s of Early Childhood Education
  • Educational leaders building pedagogical practice across a centre
  • Relief ECTs, nannies, and family day care educators who want to teach maths confidently in any room
  • University students on Teaching Practice (TP) placements

Why this guide is different

Australian early childhood education is strongly anti-worksheet, but most educators have never seen what intentional maths teaching actually looks like in a play-based room. This guide shows you — with real classroom photos, real children, real language, and the EYLF-aligned wording you can lift straight into your documentation.

It’s grounded in 18+ years of teaching experience, a Bachelor’s and Master’s of Early Childhood Education, and certified Zaitsev teacher training. It’s designed to be read once, then opened weekly for the rest of your career.

Format: 67-page A4 PDF. Print, laminate, or read on screen. Yours to keep forever.

About Storykate

I’m Kate — early childhood teacher, university educator, certified Zaitsev teacher since 2007, and the educator behind Storykate. I’m passionate about giving Australian educators practical, evidence-based, beautifully designed resources that make the EYLF feel achievable on a Tuesday afternoon.

You can find me on YouTube at @Storykate.

Get your guide here https://payhip.com/b/IcLXG

Triomino and the Power of Mathematical Thinking

~ Storykate ~ Leave a comment

“The stakes are high, the tension is rising — we have fewer and fewer tiles left. My son is beaming: ‘I won! I won!’”

We are playing Triomino, which is a kind of domino — but with a twist. Instead of two sides, each piece has three, forming a triangle. The goal is to match the numbers on each side of the triangle with other pieces, building a connected shape. It sounds simple enough, but the strategic thinking involved is surprisingly complex.

Mathematical thinking isn’t just about numbers and equations — it’s about recognising patterns, solving problems, and thinking strategically. One of the best ways to nurture these skills is through play. When my son was a preschooler and later in primary school, we spent countless hours playing games together. One of our favourites was Triomino — and looking back, I realise how much it supported his learning and development.

Triomino is like dominoes but with a twist — instead of two sides, each piece has three, forming a triangle. The goal is to match the numbers on each side of the triangle with other pieces, building a connected shape. It sounds simple enough, but the strategic thinking involved is surprisingly complex.

What made Triomino so engaging was the balance of luck and strategy. My son quickly learned that placing the right piece gave him points. It also opened or blocked opportunities for the next turn. He had to think ahead, consider multiple possibilities, and sometimes take a risk. It was fascinating to see his confidence grow as he mastered the patterns and strategies.

Why Triomino Works So Well for Preschoolers

Triomino isn’t just fun — it’s an excellent resource for supporting mathematical thinking in early childhood settings like a preschool room. Games like Triomino create a natural and enjoyable environment for exploring early maths concepts.

1. Boosts Mathematical Thinking Skills

Triomino taps into several key aspects of mathematical thinking that are highlighted in the AERO Mathematical Thinking Learning Trajectory:

  • Preschoolers naturally look for patterns in their environment. Triomino encourages them to identify and extend patterns while predicting what comes next.
  • Fitting pieces together strengthens spatial awareness and the ability to mentally rotate shapes — foundational skills for geometry. They learn about shapes.
  • Preschoolers begin to understand positioning and relationships between shapes, which supports early measurement concepts.
  • Keeping score and recognising number values on the tiles reinforces early numeracy and counting skills. Any domino or card game with numbers supports this skill.

2. Encourages Strategic Thinking and Problem-Solving

While luck plays a role in which tiles you draw, success in Triomino comes down to strategy. Preschoolers learn to think ahead, plan their moves, and problem-solve when they encounter a tricky piece. This type of strategic thinking builds persistence and flexibility — skills that transfer into other learning areas.

3. Promotes Social and Emotional Development

Games like Triomino are a fantastic way to build social skills in a preschool room:

As we played with my son, he was

  • Taking turns
  • Practising patience
  • Learning to handle wins and losses
  • Cooperating and negotiating

When my son and I played, he learned how to think strategically. He also learned how to engage in respectful competition. He learned to celebrate wins and to handle disappointment. These social and emotional skills are just as valuable as the maths skills being developed.

4. Supports Communication and Language

Discussing the game — talking about patterns, shapes, and strategies — encourages children to use mathematical language. Explaining their reasoning also helps them develop confidence in their thinking and communication.

Linking to the Early Years Learning Framework (EYLF)

Playing Triomino supported my son’s learning in ways that align closely with key outcomes from the Early Years Learning Framework (EYLF) V2.0:

  • Outcome 4: Children are confident and involved learners – My son showed persistence and problem-solving skills, experimenting with different strategies to maximise his points.
  • Outcome 5: Children are effective communicators – We often discussed the game and strategies, improving his ability to explain his thinking and engage in reflective conversations.

Why Triomino is Ideal for Preschool Rooms

Triomino is an easy game to set up and adaptable to different ages and skill levels, making it a great fit for preschool rooms. Here’s why it works so well in early learning settings:

✅ Flexible for group play – Triomino works well with two players but can easily be adapted for small group play, encouraging teamwork and shared problem-solving. I would play this game early in the morning in long day care or after the majority of kids have left.
✅ Develops executive function – Preschoolers need to focus, plan ahead, and shift strategies when things don’t go as expected — all key elements of executive function.
✅ Encourages peer learning – Children naturally learn from each other, so watching peers’ moves and discussing strategies enhances learning.
✅ Promotes fine motor skills – Picking up and placing the triangular tiles helps develop hand-eye coordination and fine motor control.

More Than Just a Game

Beyond the fun, Triomino helped my son develop essential mathematical skills — recognising patterns, understanding symmetry, and improving spatial awareness. But more importantly, it taught him how to think critically and make decisions under pressure — skills that go far beyond the game itself.

Looking back, I realise that these moments of play were about more than just learning. They were about connection — sitting together at the table, laughing over unexpected moves, and celebrating small wins. Mathematical thinking isn’t just about solving problems — it’s about learning how to approach them with confidence, creativity, and a bit of fun. Triomino gave us all that and more.

Have you played triomino before?

Mastering the Times Tables Through Play

~ Storykate ~ Leave a comment

If someone wakes you up in the middle of the night and asks, “What’s eight times seven?” or “What’s nine times six?” and you instantly respond with 56 and 54, you’ve likely memorised your multiplication tables well.

In many countries, however, even simpler multiplication facts don’t always come easily to students. In the UK, for example, the national curriculum requires children to know their times tables (including 11s and 12s) by the age of nine. In practice, even 11-year-olds often struggle with multiplication beyond 10 and frequently rely on calculators in high school rather than calculating mentally.

Extensive experience working with preschoolers and young primary students shows that successful mastery of multiplication should start early (around ages 4-5), progress from simple to complex, and use learning materials tailored to each child’s preferred learning style. Most importantly, it should be fun!

Step by Step: From Simple to Complex

To master multiplication, children need to learn the multiplication columns for 1 through 10. Each column contains 10 equations, meaning they need to memorise 100 in total. While traditional rote learning is one way to achieve this, there are many other effective strategies.

Before jumping into memorisation and problem-solving, children should first develop foundational skills. Activities like sorting socks and shoes into pairs, organising buttons by colour and size, or arranging dominoes or coins in rows of 10, 2, or 3 can all help.

You can decorate a child’s room with a calendar featuring repeating patterns. These patterns can include cars, dinosaurs, or butterflies. Choose whatever matches their interests. When drawing together, they leave handprints on paper and count the fingers. Fold and unfold paper, counting the sections it divides into.

Learning Through Senses: Seeing, Hearing, Touching

We absorb information about the world through our senses, but each person has a dominant way of learning. Some children learn best by seeing (visual learners). Others learn best by listening (auditory learners). Some learn through movement and touch (kinaesthetic learners). Understanding a child’s learning style is essential for teaching multiplication effectively.

For example, as an auditory learner, I found it easy to memorise the multiplication table just by repeating it to myself. But my son, a visual learner, preferred looking at a multiplication chart and using flashcards.

  • For visual learners, who absorb information best through images, a multiplication chart should be placed in a visible spot. This helps them in their room. The font should be large and engaging. A great resource is the “100 Chart.” It helps children learn to count confidently by twos, threes, fours, fives, and tens. This practice provides a strong foundation for multiplication. By age six, you can add a full multiplication chart next to it.
  • For auditory learners, who learn best by hearing, multiplication tables should be set to music. There are several excellent resources available, such as I’m the Best at Counting or Musical Mathematics. Singing multiplication facts isn’t just beneficial for auditory learners—it also enhances concentration, stimulates thinking, and boosts emotions.
  • For unaesthetic learners, who learn through movement and manipulation, hands-on activities are key. Use coins, dominoes, buttons, or multiplication flashcards that they can physically move. Encourage them to run to a chart to check their answers. Incorporate body parts into counting—how many eyes, hands, and fingers are there? Count how many fingers are in the whole group when friends or family visit.

Fun Games for Learning Multiplication

Counting Fingers

Ask children to hold up one finger each and count together up to 20—or even 100 if there are many children. Then, have them hold up two fingers, then three. Kids especially love counting in fives (“High five!”), and tens because it’s so easy.

Secret Agent

When my son was 5 years old, we invented this game while cycling to school. The journey was long, so we played “spies.” I was the “enemy,” and he was the “spy.” I would start a sequence like “two, four, six, eight…”. He had to crack the code by identifying the multiplication pattern. If he got it right, we swapped roles. If not, I gave him a new sequence. After months of playing, he never struggled with multiplication again.

Multiplication Bingo

Making a multiplication bingo game is simple. You’ll need cardboard, a marker, and a ruler (or a computer and printer). Create grids for each multiplication table (1x, 2x, 3x, etc.), writing multiplication problems (e.g., 2×1) in each square. On cards of different colours, write the answers and cut them out.

Each player gets a grid, and the caller announces a problem (e.g., “2 times 1”). Players cover the corresponding square with a token if they have that problem on their grid. The first player to fill their grid wins!

For a simplified version, buy ready-made flashcards and write answers on paper for children to match.

SNAP!

This fast-paced card game reinforces multiplication facts. Each card contains either a multiplication problem or an answer. Players take turns drawing cards and placing them face-up. If a multiplication problem and its correct answer appear together (e.g., 2×2 and 4), or if two identical problems or answers match, the first player to shout “SNAP!” wins the pile. The player with the most cards at the end wins.

The Endless Game

This game works like the classic “War” card game but with multiplication. Shuffle multiplication flashcards and deal them evenly. Players, at the same time, reveal a card (e.g., 2×2, 4×2, 7×7). The highest product wins the round. If there’s a tie (e.g., 2×2 and 4×1), players place another card on top to break the tie. The player with the most cards at the end wins.

Finger Multiplication

This game, from Exciting Multiplication, is a hit among young learners. Two players stand facing each other with hands behind their backs. The leader counts “One, two, three—fingers!” and both players show a number of fingers (from 0 to 4). They must quickly calculate the product of the two numbers and shout the answer. The first to answer correctly earns a letter in the word “FINGERS.” The game continues until one player spells out the full word.

A variation from Lynette Long’s book, Vanishing Fingers, adds an extra challenge. If a player gives the wrong answer, they lose a letter.

Who’s Faster?

This game is best played with two people and a deck of playing cards. Remove all face cards and jokers, keeping only number cards. Players take turns flipping over two cards and multiplying them. The first to shout the correct answer wins the round and keeps the cards. The player with the most cards at the end wins.

Post-it Multiplication

Sticky notes make multiplication practice interactive. Take a large board or sheet of cardboard and three sets of different-coloured sticky notes.

  • On one set, write 1x, 2x, 3x, etc.
  • On another set, write 1=, 2=, 3=, etc.
  • Leave the third set blank for children to write answers.

Children create multiplication equations by pairing the first two sets. Then they write the correct answer on the blank sticky notes.

A Playful Approach to Learning

After trying all these methods with preschoolers, I’ve found that no single approach works for everyone. However, children respond best to interactive games that involve movement, counting, and competition. Sorting objects and arranging them in rows should start as early as ages 3-4. Children can also learn to count by twos, fives, and tens at this age. Games like lotto and the spy game make practising multiplication both effective and fun.

How did you learn multiplication table?

Have you got any other games that I missed?

This will help you to support maths learning

~ Storykate ~ Leave a comment

Did you know that large studies across several countries found that mathematics skills, such as knowing numbers, predict later academic success (Pan et al., 2019). Early mathematics scores predicted later mathematical scores and pre-reading, which was surprising.

Zaitsev’s Method for Teaching Mathematics

Nikolai Alexandrovich Zaitsev’s method is a unique approach to teaching children reading, writing, and mathematics. It is most commonly associated with Zaitsev’s cubes, which help children learn to read. He also developed a method for teaching mathematics. I am a certified Zaitsev teacher and have tutored children using this method since 2007.

What is Zaitsev’s Mathematics Teaching Method?

Zaitsev’s method is based on a playful, visual, and intuitive approach. Unlike traditional ways of learning numbers and arithmetic, it helps children grasp mathematics through visual, auditory, and tactile perception. The primary tools include tables, cards, and number games.

Key Principles of the Method

Learning through movement and play

Children do not simply solve problems but actively move, use cards, tables, and even rhythmic exercises.

    A number is not just a symbol. It is a real object.
    For example, a child uses tables to understand addition. Numbers are grouped by place value. This helps instead of just memorising them.

    A table-based approach instead of linear learning
    Instead of learning numbers sequentially, children use number tables (similar to multiplication tables). This helps them see not just individual digits but relationships between numbers.

    Mastering mathematical operations as a whole, not in sequence


    Instead of studying addition first, then subtraction, and later multiplication, children see how these operations are interconnected. For example, they learn multiplication while understanding its link to division.

    Minimal explanations, maximum practice
    Children do not memorize rules but observe patterns and draw their own conclusions through play.

      Main Materials and Tools

      • Zaitsev’s mathematics tables (with numbers, place values, and arithmetic operations).
      • Number cards and cubes with examples.
      • Games and physical exercises to reinforce mathematical concepts.

      Advantages of the Method

      ✅ Learning through play—children stay engaged and remember concepts better.
      ✅ Uses multiple sensory channels—visual, auditory, and kinesthetic.
      ✅ Helps children grasp complex mathematical relationships intuitively.
      ✅ Suitable for different learning styles and skill levels.

      This method does not necessarily replace traditional approaches. However, it can be a great addition. This is especially true for children who struggle with abstract numbers and rules.