Slide 1:Ready, Set, Go-Maths Seminar 2


Review/Feedback :Review/Feedback What has been working well? Even better if..?


Key Messages: Teaching :Key Messages: Teaching Teacher's use of language Children's use of language Well planned practical activities


Early Understanding in Number :Early Understanding in Number Sorting Relationships and Operations Understanding Counting and number recognition


Relationships and Operations :Relationships and Operations Pattern – an aspect of relationships RSGM p.49 PSC p.26


Line of Development :Line of Development Copy a pattern Continue a pattern Devise a pattern Compare equal/unequal sets Find components within 5/10 Add/subtract within 5/10 Consolidate experiences within 5/10 using Cuisenaire


Copy a pattern :Copy a pattern


Continue a pattern :Continue a pattern


Devising a pattern :Devising a pattern


Slide 10:More Same Language of Relationships Less


Comparing Sets :Comparing Sets


Comparing Quantities within 5 :Comparing Quantities within 5


Partitioning sets within 5 :Partitioning sets within 5 Children are ready to partition when They can count collections within 5 They recognise numerals up to 5 They have conservation of number up to 5


Partitioning sets within 5 :Partitioning sets within 5 Model partitioning sets into subsets within 5 Model the language – altogether, 5 is the same as 3 and 2 Start partitioning with 5 and then go down to smaller numbers Teacher’s role is to create sets so the children can make decisions around partitioning for size/colour


Key Steps :Key Steps


Partitioning Calculate mentally within 5 :Partitioning Calculate mentally within 5 Box numbers game Make Five


Partitioning sets within 10 :Partitioning sets within 10 Extension of work within 5 Children need to have conservation of number to 10 Teacher introduces the written record Children record their findings using the written record


Operations – Addition :Operations – Addition Add two numbers practically within 5 and talk about their findings Teacher uses a base board and number cards to demonstrate the process of addition


Operations – Subtraction :Operations – Subtraction Subtract two numbers practically within 10 and talk about their findings Teacher uses a base board and number cards to demonstrate the process of subtraction


Addition/Subtraction within 10 :Addition/Subtraction within 10 There is merit in delaying the introduction of mathematical symbols until children are very secure in all aspects of operations Ready Set Go Maths, p.77


Slide 22:Commutative aspect of addition Subtraction as the inverse of addition Subtract practically by taking away Add on/Subtract mentally within 10 Add on/Subtract the second number practically within 10


Cuisenaire :Cuisenaire Readiness check p.87 Conservation of number and length needs to be secure First understanding of components of number, addition and subtraction should be established with random materials.


Number activities with Cuisenaire :Number activities with Cuisenaire Make a little train p.90 The step pattern p.92


Addition using Cuisenairep.93 :Addition using Cuisenairep.93


Box Addition using Cuisenairep.94 :Box Addition using Cuisenairep.94


Early Understanding in Number :Early Understanding in Number Sorting Relationships and Operations Understanding Counting and number recognition


Understanding Number :Understanding Number The ability to recite number names in order One to one correspondence Appreciation that the final number in the count refers to the whole collection and not the final object counted.


Line of Development :Line of Development One to one correspondence (including touch counting) Make sets for numbers within 5/10 Order numerals and sets within 5/10 Conservation of number within 5/10 First/last/between


One-to-one correspondence :One-to-one correspondence


Understanding cardinal aspect of numbers within 5 :Understanding cardinal aspect of numbers within 5 Making sets using a variety of resources Making patterns


Cardinality of Number :Cardinality of Number


Ordinal Number :Ordinal Number


Conservation of Number :Conservation of Number Sets remain constant even if the objects are rearranged Children need to be tested individually for conservation of number


Classroom Management :Classroom Management


Suggested Structure of a lesson in number :Suggested Structure of a lesson in number Whole class, 5 minutes Group Activities, 10 - 15 minutes Round- up, 5 – 10 minutes


Slide 42:Assessment Content Physical Arrangement Time