Transcript Curriculum content in Year 1 - Park Street CofE Primary School

Mathematics Mastery
in Years One and Two
at Park Street School
Mathematics Mastery
The foundational belief of Mathematics Mastery is that all
children from all backgrounds can succeed in mathematics by
following these key principles:
•
Fewer topics in greater depth
•
Mastery for all pupils
•
Number sense and place value come first
•
Problem solving is central
Curriculum content in Year 1:
Numbers to 10
Addition and subtraction within 10
Shapes and patterns
Numbers to 20
Addition and subtraction within 20
Exploring calculation strategies within 20
Time
Numbers to 40
Addition and subtraction within 40
Length, weight and volume
Numbers to 100
Addition and subtraction within 100
Money
Multiplication and division
Curriculum content in Year 2:
Numbers within 100
Add and subtract 2-digit numbers
Addition and subtraction word problems
Measuring length
Graphs
Multiplication and division (2, 5 and 10)
Exploring calculation strategies
Money
Faces, shapes and patterns; lines and turns
Fractions
Numbers within 1000
Add and subtract 2-digit and 3-digit numbers
Measuring capacity and volume
Measuring mass
Time
Multiplication and division (3 and 4)
Mathematics Mastery
Structure of learning
Multi-part lessons
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Do Now Task
New Learning
Paired Language Development
Develop Learning
Independent Task
Plenary
Do Now Task
An independent activity to consolidate previous
learning
32
20
15
19
27
30
New Learning
Introduces the main mathematical concepts for
the lesson
1. Key Learning: To add two 2-digit numbers with
regrouping
2. Star words (key vocabulary) with actions
ones, tens, place value, regroup
3. Whole class teaching
16 + 15 =
4. Transition
https://www.youtube.com/watch?v=uYRTtwZGwj8
(35 seconds)
https://www.youtube.com/watch?v=VrL6q4vbWU&list=PLdg21Jcmz5aGvVA8M5t3MuI_ylYDVi
y07
Talk Task
An opportunity to practise the New Learning in
pairs using the key vocabulary
17 + 14 =
A: Add the ones “7 ones added to 4 ones is equal to
11 ones.”
B: Regroup the ten ones as one 10 “11 ones are
equal to 1 ten and 1 one.”
A: Add the tens “2 tens plus 1 ten is equal to 3 tens”
B: Add the tens and ones “There are 3 tens and 1
one. 17 plus 14 is equal to 31.”
Transition
Develop Learning
Builds on the New Learning and develops a
deeper understanding of the maths concepts
1. Address misconceptions of Talk Task
2. Apply learning in a different way
Transition
Independent Task
Practises learning independently through solving
problems
Differentiation by depth
Challenge 1– Fully completed addition equations.
Represent them using the dienes blocks.
Challenge 2 – Select two number cards within 20.
Generate an addition equation. Solve using dienes
blocks and regroup where necessary.
Challenge 3 – Start with the number 16. Think of a
2-digit number that you can add to 16 which will
lead to regrouping.
Transition
Plenary
Recaps, checks understanding and
celebrates success
Child from each group to model challenge
Park Street’s Challenge System
Key Stage 1
• 3 levels of challenge
• All challenges work on the same Key
Learning/Learning Objective
• Differentiation by depth of understanding –
NOT just making the numbers bigger!
• Children self select their level of challenge
Why do we let
the children
choose?
Differentiation by Depth
How do we do it?
Conceptual
Understanding
22 + 17 = 39
Concrete – Pictorial – Abstract
It is crucial NOT to rush this stage
Mathematical Thinking
Making connections between current
understanding and new learning
• If I know 5 + 2 = 7, what else do I know?
• Reversing the layout of equations 7 = ? + 5
• Which is the odd one out? Why? 6, 15, 11
Mathematical Language
Developing their knowledge of the
mathematical language that links to their
conceptual understanding
• Grouping all of the word problems that require
addition together
• Re-writing a word problem using different
language
• Writing a new word problem for an equation
Feedback/comments/questions
Thank you