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Holly Howes - Supporting Mathematics T1 Draft, https://assets.publishing…
Holly Howes - Supporting Mathematics T1 Draft
Key Stage 1 - Year one
Recognising Money using coins (practical activity)
Greather Depth (GD) group - counting money up to the value of £1 starting from 20p.
Use place value to comprehend and gain some understanding of different amounts of money
National Curriculum for KS1 - 'Mathematics programmes of study' (DfE, 2013).
Use terms such as 'more than,' 'less than' and 'equal to' / begin to model and encourage such mathematical terms
"Pupils combine and increase numbers, counting forwards and backwards and problems should include the terms put together, add, altogether, total and take away." (DfE, 2013).
Make reference to how I would make adjustments to tailor the learning to the needs of the individual child(ren) For example for the lower ability children;
Firstly, model the activity using coins
Bring in Scaffolding - Vygotsky's theory
Visual representatives and learning. Discuss the importance of using visualisations (VARK learning styles and theory). Neil Flemming
'If I have 10p (show children coin value) do we know what we need to add to make 20p?' Can use other resources such as number line and whiteboard making jumps and connection to other numbers.
Demonstrate effective communication skills - checking in with the learning throughout, ensuring that good progress is made
Proactive - ask for feedback from children and teacher. Consistently liaise with all professionals involved in the process and arrange a 1:1 with child's parents to discuss how their needs can be further met/ what went well.
Gaining feedback - Ask open ended/guided questions at the end of the activity and provide whiteboards for children to communicate their answers.
"Can you show me on your whiteboards, using coins and your number line 10+10 and how we write it?"
Ensure enough time for questions at the end.
Gaining feedback - Ask children to give a 'thumbs up, in the middle or thumbs down' to check level of understanding.
Use primary school's - learning line
Rewards system - show children recognition of their understanding using the 'PROUD' dojo points. (Skinner - positive reinforcement)
Use development matters document to underpin expected milestones at different ages.
Feedback - Green smiley face (yes, understood). Orange straight face (unsure)
Red (in the pit, found activity difficult)
Verbal and non-verbal feedback
https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/335158/PRIMARY_national_curriculum_-_Mathematics_220714.pdf