Year 1 Maths Mastery

Aims of the Session

•Gain an insight into the Maths Mastery approach and how it is taught.

•Ideas for supporting and making maths fun at home!

Why Maths Mastery?

• Success in mathematics for every child

• Close the attainment gap

• Research based approach

• Children think like mathematicians

• Developing critical thinking skills

Trends in international mathematics and science study

TIMSS

• UK has been surpassed internationally in its mathematics performance.

• Singapore’s students have consistently been top performers in the TIMSS assessment.

• Clearly, Singapore maths is effective.

Belief in Effort-Based Ability

ASSUMPTIONS

Effort =

Development

BELIEFS

Consistent effort

and effective

strategies are

the main

determinants of

success.

OUTCOME

Engagement

Confidence

Results

So what happens in lessons?

Key lesson features

• Mastering mathematical understanding

• Mastering mathematical thinking

• Mastering mathematical language

Concrete-Pictorial-Abstract approach

It embeds a deep understanding of maths by employing a concrete, pictorial, abstract approach so that pupils understand what they are doing rather than just learning to repeat routines without grasping what is happening.

Mastering mathematical thinking

Whole class, paired, individual opportunities to

• Compare (sort, organise)

• Modify (change, vary, reverse, alter)

• Generalise (pattern spotting, exemplifying, predict)

Learning is generalisation.

We want children to think like mathematicians. Not just

DO maths…

Thinking like mathematicians:

Tell a story with the picture/make up a new story/when else might 5 be 1 and 4? (1 brother and 4 sisters)

What if...?

Odd one out!

4 8 13

Mastering mathematical languageMathematics Mastery lessons provide opportunities for pupils to communicate

and develop mathematical language through:

• Sharing essential vocabulary at the beginning of every lesson and insisting on its use throughout (Star Words).

• Modelling clear sentence structures using mathematical language.

• Paired language activities

• Plenaries which give a further

opportunity to assess understanding

through pupil explanations.

Multi Part Lesson

• 6 parts - Do Now Task; New Learning; Paired Language Development; Develop Learning; Independent Task; Plenary

• Transitions (No wasted time)

Used to recall quick number facts or mathematical concepts through chants, actions and songs and to prepare children for learning.

Themes

What will you see?

•Task sheets

•Photographs

The Maths Meeting

• Consolidate learning already taught.

• Fun! Songs/chants.

• Focus on Place value/days/calendar work/number sense.

What can you do at home?

• Games with the tens frame.

• Talk and share – keep it fun!

• Use the language

• Playing Cards – number bonds (not just number bonds for 10)

COUNTING

• Collections of objects – shells, buttons, pretty stones.

• Cars on a journey e.g. how many red cars?

• Animals in a field e.g. sheep, cows.

• Stairs up to bed, steps etc.

• Pages in a storybook.

• Counting buttons, shoes, socks as a child gets dressed.

• Tidy a cupboard or shelf and count the contents e.g. tins, shoes, etc.

• Counting particular vehicles on a journey e.g. Eddie Stobart lorries, motorbikes, etc.

Year 1

• Read, count, write, order and count to atleast 100 objects

• Count forwards and backwards in ones andtens

• Say a number that is one more or less thana number between 10 and 100

• Use words such as add, sum, total, takeaway, subtract, difference between….inpractical situations

• Know by heart all pairs of numbers thatmake 10

• Add and subtract two digit numbers to 100

Thank you so much for coming!