first unit = first few weeks

Lesson one

Prepare as if all of this is possible, but be prepared to reduce teaching if learners need more time.

If at all possible ...

... get learners to complete their maths motivation quiz before the lesson. If that isn't possible then you'll probably have to skip teaching episode 2 and teach in this order

  1. quiz FYI check that learners understand that there are 2 sentences to choose from, if all their answers are on one side check with them that their answers express their opinions
  2. pre assess 
  3. teach episode 1
  4. more time on pre assess or perhaps teach episode 2 (you can do a recap at the start of lesson 2 and then they do their practise-learn w/s then)


Teaching order 

  1. Teach episode 1 stemLeafTL1.pdf  - FYI I highly recommend the learners use mini whiteboards during most teach-learn sessions - then learners practise stemLeaf1.pdf 
  2. Everyone does a purple or  mauve or lilac pre assess pre assess assignments (they are all made up of similar questions, so hopefully no one need be sat beside someone who has the same version as they do). FYI The first 2 pages everyone should try, then they should look at the other pages and see if there is anything else they can do. They can't have help FYI you can take in and assess the first 2 pages whilst learners get on with the harder questions or some of the extra work if that is more appropriate.
  3. Unless everyone is still working productively on their pre assess stop after 45 minutes (FYI names on - especially if part assignment has been collected in - we really don't want to guess. Collect in pre assess and make a note of who would like more time next lesson) then teach episode 2 inequalityTL1.pdf and then learners practise  inequality1.pdf 
  4. Extra work for learners who need it
    1. TTFeasiest.pdf everyone should start on easiest. If anyone is able to fill in all the missing squares (regardless of how well they can answer the questions at the bottom), they should try TTFharder.pdf  and then if they can do that move on to TTFhardest.pdf FYI take away from the student the easiest sheet before giving out the harder sheet because some of the answers for the harder are found on the easiest sheet (ditto hardest and harder)
    2. If learners don't know any/many times table facts then move on to colour in the Sam Shape (you might need to remind them of some shape names).

allharderhardest
pre assess 

P1purple.pdf or

P1mauve.pdf or

P1lilac.pdf (this takes an extra sheet of paper)

Suggest you copy double sided without staples, as they you can assess the first few questions whilst learners are doing the others.



times table

facts

TTFeasiest.pdfTTFharder.pdf (2 copies per page)TTFhardest.pdf
extra

Sam Shape (needs coloured pencils blue, green, red and yellow coloured pencils)



Lesson two

Prepare as if all of this is possible, but be prepared to reduce teaching if learners need more time.

Teaching order 

  1. Teach episode 3
  2. Learners do their personalised assignment (the first questions are questions we think they can do, sometimes there are more pre assess questions at the end - so again no help)
  3. Teach episode 4 (this is really extension - but any one can do the lesson, we can decide whether to continue with this, on not, after a couple of FAKE timely practice assignments)
  4. Extra work (let me know if you need any extra)

At the end of the lesson can you let me know about how many questions should be in learners fake timely practice if they are taught one episode (and if they are taught two). Also if it would help them to have 2 shorter assignments rather than one longer one. 



episode 1: stem and leaf 

This helps find out who has missing place value skills (and to some extent fix them) whilst doing "grown up maths"

stemLeafTL1.pdf and stemLeaf1.pdf

episode 2: inequality

This helps fix some negative number misconceptions (gently) whilst doing "grown up maths"

inequalityTL1.pdf and inequality1.pdf

episode 3: simplify SD (sum and difference)

This makes algebra seem easy (and for some provides a way of thinking about negatives)

simplifySDTL1.pdf and simplifySD1.pdf

simplifySDTL2.pdf and simplifySD2.pdf

episode 4: simplify PQ (product and quotient)

This (after initially refusal) often delights learners - mathematicians like to be lazy!

simplifyPQTL1.pdf and simplifyPQ1.pdf

episode 5: fraction +/-

Helps learners know what e.g. 2/7 + 3/7 = 5/7 means (and learn that 8/7 exists too)

fractionADDsubTL1.pdf and fractionADDsub1.pdf

episode 6: decimal fraction (or sequence multiple)

This makes percentages seem easy (and for some provides practice in counting on in 10s)

decimalFractionTL1.pdf and decimalFraction1.pdf

lesson 6 extension for learners who have done lots of pre assess already

rotateTL2.pdf and rotate2.pdf WARNING needs plenty of small pieces of tracing paper and some sharp pencils

episode 7: fraction of an amount

A concrete way to think about what the operation half is

fractionOFtl1.pdf and fractionOF1.pdf (no one needs to learn)

fractionOFtl2.pdf and  fractionOF2.pdf

fractionOFtl3..pdf and fractionOF3.pdf

episode 8: fraction introduction 

Writing a fraction correctly or getting some sense of why 1/5 is smaller than 1/4

fractionINTROtl2.pdf and fractionIntro2.pdf

fractionINTROtl3.pdf and fractionIntro3.pdf

fractionINTROtl4.pdf and fractionINTRO4.pdf

next is 2nd unit G+M