Year 1 Maths workshop Maths mastery and preparing

Year 1 Maths workshop Maths mastery and preparing for Year 2

Year 1 Maths workshop

Year 1 Maths workshop

Year 1 Maths workshop

Year 1 Maths workshop What are concrete resources? Tens frames Part, part whole model Number lines Bead strings 100 grids Shapes Dienes blocks Multilink cubes

Year 1 Maths workshop Your turn! Using the resources available, can you show the number 6? We ask the children to know all the different ways that numbers can be represented and that they have a real understanding of the numbers.

Year 1 Maths workshop Mathematical language Sharing essential vocabulary at the beginning of every lesson and insisting on its use throughout. Modelling clear sentence structures using mathematical language. In Maths we are embedding the use of STEM sentences to help the children explain their learning and answers as well as using the correct mathematical language.

Year 1 Maths workshop

Year 1 Maths workshop

Year 1 Maths workshop Developing Reasoning Here are some possible sentence starters: I think this because. . . I know that the next one is. . . because. . . This can’t work because. . . When I tried … I noticed that. . . The pattern looks like. . . All the numbers begin with. . . Because … then I think … This won’t work because. . . If this is true then. . .

Year 1 Maths workshop

This is a called a tens frame

Is it 10?

Is it 10?

Is it 10?

Is it 10?

Is it 10?

Is it 10?

Is it 10?

Explore: How many disks are there? In what ways can we count them?

Explore: 2 1 4 3 5 I can count in ones. 6 7 8 10 9 11 12 13 14

Explore: 2 4 I can count in twos. 6 8 10 12 14

Explore: I can make fives. 10 4

Explore:

Explore: 1 ten 10 + 4 = 14 4 ones

Which was the clearest way of showing how many disks there were in total? Why? We can express values as a number of tens and a number of ones. 1 ten(s) and 14 ones is _____ 4 ______ one(s)

I wonder how I show ____ ones in tens and ones? What have we learnt so far? Show in you book.

1 ten(s) and 12 ones is _____ 2 ______ one(s) Show 12 ones on your tens frames. Say the sentence to your partner.

___ ones is _____ ten(s) and ______ one(s) Try another example with your partner.

___ ten(s) and ___ one(s) is ___ ones How many counters?

___ ten(s) and ___ one(s) is ___ ones How many counters?

___ ten(s) and ___ one(s) is ___ ones How many counters?

True or false? 1) 2) 13 3) 12 4) 3 24

16 ones 2 tens and 4 ones 42 ones 4 tens and 2 ones 24 ones 1 ten and 6 ones 61 ones 2 tens and 0 ones 20 ones 0 tens and 2 ones 6 tens and 1 one

Practice together: The digit _____ is in the _____ place. It stands for _________.

Developing Reasoning Here are some possible sentence starters: I think this because. . . If this is true then. . . I know that the next one is. . . because. . . This can’t work because. . . When I tried … I noticed that. . . The pattern looks like. . . All the numbers begin with. . . Because … then I think … This won’t work because. . . Did you identify responses similar to these?

Think you’re finished? Why does it work? How does it work? Does it work all of the time? What’s the tricky bit? Can you show your thinking in a different way? What might cause confusion to people trying to learn this? What would you teach children to prepare them well for today’s lesson Design a problem or activity that practices or applies this concept. Can you draw or write a summary of the concept to help your memory? Find someone still working and help them to understand it better. Can you think of any other areas of maths that link with today’s lesson? Check examples with 1 and 0 – does the rule still work?