Year 1 Number Concepts Session 1 Introduction: endofyear expectations

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Year 1Number ConceptsSession 1Introduction
end-of-year expectations
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(No Transcript)
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• Numeracy is a proficiency which involves
  confidence and competence with numbers and
  measures. It requires an understanding of the
  number system, a repertoire of computational
  skills and an inclination to solve problems in a
  variety of contexts.
• Framework for teaching mathematics, 1999

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Knowledge, skills and understanding

• make an appropriate estimate of distance,
  rounding where necessary, use a number (e.g. 17
  miles or 20km) to label that distance and use and
  understand the units involved
• order and position numbers, and use language
  specific to comparing size
• collaborate and agree how to carry out the task
• have a sense of the size of the numbers relative
  to each other
• understanding a scale as distinct from an empty
  number line
• relate numbers to key landmarks
• use reasoning to interpret the diagram
• explain your thinking using mathematical language

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Year 1 Counting and understanding number

• Count reliably at least 20 objects, recognising
  that when rearranged the number of objects stays
  the same estimate a number of objects that can
  be checked by counting
• Compare and order numbers, using the related
  vocabulary use the equals () sign
• Read and write numerals from 0 to 20, then
  beyond use knowledge of place value to position
  these numbers on a number track and number line
• Say the number that is 1 more or less than any
  given number, and 10 more or less for multiples
  of 10
• Use the vocabulary of halves and quarters in
  context

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Task 1 0-9 digit cards

• Make five odd numbers less than 20
• - 3 two-digit number
• - 2 one-digit number

• One person from each pair needs to explain how to
  put the numbers in order from smallest to
  largest. These instructions should be followed
  exactly.

• As a pair now work together to refine the
  original instructions ensuring the language used
  is a precise as possible.

• Finally join another pair and take it in turns to
  try out your instructions on each other.
• .

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Discussion

• How did it help to talk informally in pairs
  first?
• How did your original instructions need refining?
  
• Did your use of language change as you refined
  your instructions?
• If you didnt have access to mathematical
  language how would creating the instructions have
  been harder?
• Would the task have been harder if you couldnt
  see each other e.g. if you were giving
  instructions over the phone?
• How would you need to refine your instructions if
  you were asked to order even numbers?

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Task 2

• On a post it write a number 0 to 30.
• Order yourselves as a whole group largest to
  smallest.
• Now split into odds and evens and reorder
  yourselves.
• Now find another number that has one digit the
  same as the number on your post it.
• What maths did you need to know do these
  activities ?

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Task 3

• On a post it draw a picture/image of a number
  between 1 and 9
• Show it to someone else. Can they guess your
  number ?
• As a table order your images.
• Now repeat but you have to draw an image for an
  number 10 to 30. How are your images different ?
  Can you identify tens and ones ?

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Task 4

• Write down a number between 15 and 21
• Decide if your number is closer to 15 or 21. Use
  a blank number line to show how you know.
• What number is halfway between 15 and 21? Record
  or draw something to show how you worked this
  out.

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Discussion 1

• Can you explain your partners number line? Is it
  clear both if their number is closer to 15 or 21
  and how your partner knows? Does their picture
  convince you?
• Compare the drawings for finding halfway between
  15 and 21 is either one easier to understand or
  more convincing? Why?
• Discuss decisions made when drawing and labelling
  the number line for the first part of the
  activity. Did the number line start at 0? Did it
  need to?
• What knowledge, skills and understanding did you
  need?

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Discussion 2

• What language did you need to use to explain how
  you answered the question?
• As well as communicating, what other elements of
  using and applying mathematics were involved in
  carrying out the task?

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Task 5 Teaching approaches

• Use the numbers 15 to 20.
• Choose a pair of numbers to make this sentence
  true
• is one more than
• How many different pairs can you find that make
  the sentence true?
• Can you make the sentence true with other
  numbers?

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Supplementary questions

• Is the first number always bigger than the second
  number? Why?
• What if you used a different set of 6 numbers
  (for example 13 to 18)? Do you find more, less
  or the same number of pairs?
• What word would you change in the number sentence
  so that the first number is smaller than the
  second number?
• Tell me a sentence change so that the first
  number is the same as the second number?