Maths No Problem. Year 1

Transcription

1 Maths No Problem Year 1

2 Session Overview Lesson Structure KS1 and KS2 Example lessons Journalling Differentiation Extending the more advanced children whilst supporting those who need extra help

3 How lessons are taught Concepts merge from one chapter to the next. Chapters are broken down into chunks called lessons. Lessons typically are broken into three parts and can last one or more days. Pupils master topics before moving on. The three parts to a lesson are: Anchor task the entire class spends a long time on one question guided by the teacher Guided practice practise new ideas in groups guided by the teacher Independent practice practise on your own

4 1. Anchor Task Lessons are broken down into clear stages where pupils will work with the entire class, then with their partners before working independently. Numbers to 10 1 Recite numbers up to 10 Provide pupils with digit cards and cubes and tell them a story to go along with them. For example, 'My friend gave me these cards this morning as a present as she knows I love maths, but she did not know how to put them in the right order. Do you know how? Can you help me?' 2 Tell them your friend said she knows that 5 comes after 4. Is she right? How do you know? For each number, show the correct digit card and pause between each one to allow pupils to associate the number name with the visual numeral. 3 Ask them if they know other ways to show the numbers. Can they use objects to represent numbers?

5 2. Guided Practice During Guided Practice, pupils are discovering number patterns in consecutive numbers, increasing or decreasing by one each time. This can be done both in their Maths Journals and also by playing number games with other pupils to reinforce concepts of counting, starting from numbers other than 0 or 1 to go forwards, or starting at 10 and counting backwards.

6 3. Independent Practice (workbook) Are you sure? Prove it with resources

7 3. Independent Practice (workbook) How do you know? Show me another way

8 Numbers to 10 Number 1 Count objects up to 10 2 All objects are initially identical and the arrangement is simple 3 Carefully introduce variables such as colour to extend the concept of a set.

9 Numbers to 10 Number 1 Making links between concrete objects, pictorial representations and written digits 2 Increasing difficulty of arrangements

10 Numbers to 10 1 Each lesson leads onto a new level of understanding of a concept. The entire system allows pupils to master ideas before moving. Children then revisit concepts as they progress through the spiral curriculum Number 2 Questions and examples are varied both systematically and mathematically to bring pupils to a new level of understanding each time. Introduce zero Ordering numbers Comparing numbers

11 Mastering concepts 1 Concepts will be fully developed before moving on. Pupils will have had plenty of practice to embed ideas. Number 2 Struggling learners are not left behind as there is ample time to remediate when necessary, advanced learners have enough opportunities to deepen their understanding.

12 Maths Journals

13 Ways to challenge and deepen thinking Variation in lessons Pick and Mix Rainbow challenges completed in Maths Journals Write a letter to your friend to tell them about today s learning. My friend says this is how to count to 10. 1, 2, 4, 5, 6, 7, 8, 10 Is she right? Prove it. Show it in another way. E.g. Ten frame, bead string, towers, number line.

14 Ways to challenge and deepen thinking NCETM Mind Workouts

15 Use of the ten frames 1 The 10 frame appears early in year 1. 2 Initially it is used as a pictorial model to represent numbers up to 10

16 Use of the ten frames 1 It reappears later when we get to counting to It is used to help pupils recognise that 10 ones can be renamed to 1 ten, introducing the concept of place value.

17 Use of the ten frames 1 It is used for adding numbers up to 20 2 Alongside the number-bond diagram it helps build a mental model to develop a strong number sense which is later used as a platform for making decisions.