Maths Meetings: Reception
Maths Meetings
Maths Meetings are a vital part of the Mathematics Mastery programme. Their purpose is to consolidate key areas of mathematics or introduce new topics in your class. It is recommended that Maths Meetings occur daily for 10–20 minutes. A Maths Meeting covers several curricular areas, broken down into short segments; each segment should take approximately 2–3 minutes. Each meeting should start with a song, rhyme, poem or chant, to ensure full participation and enjoyment.
Maths Meetings should:
· Give students repeated practice of basic skills and concepts (fluency, consolidation, mastery of what has been taught)
· Be a whole-class ritual around the Meeting Board or IWB
· Establish a routine for starting mathematical thinking in the day, building classroom culture, and making connections with mathematics in everyday life.
Maths Meetings expectations:
· 100% of the class must be ready to respond
· 100% of the class must look at and listen to the teacher
· Teacher only accepts appropriate responses, including technical vocabulary and full sentences when appropriate.
Teachers should prioritise key learning areas for their class and also incorporate current learning in the Maths Meetings where necessary. Teachers should plan their own Maths Meetings. The table can be used as a guide for content; however, it is not exhaustive. Teachers’ assessments will inform the content of the Maths Meetings. Items in bold are ideas for transitions within the Mathematics Mastery lesson.
Summer / Suggested ideas / Suggested topicsCalendar maths / Continue to consolidate all previous material, especially:
· This month is, last month was, next month will be
· Days of the week
· Today is, yesterday was, tomorrow will be
· Months of the year
· Weather
· Date / · Days of the Week song (Adams family tune) http://www.youtube.com/watch?v=HtQcnZ2JWsY
· Months of the Year song (found on YouTube) http://www.youtube.com/watch?v=5enDRrWyXaw)
· What’s the Weather? song (several versions are available on YouTube)
· Sequencing the daily routines
Sets / NEW FOR SUMMER:
· Form sets of objects using a Venn diagram (with hoops or a pictorial representation) where the objects that have the same attributes are placed in the overlapping section. / · Sorting all the big red circles
· Sorting song: “Red and yellow, pink and blue, sorting (counters, Lego, buttons), me and you. Sort the colours, sort the size, sort the shapes, just use your eyes.”
Number / NEW FOR SUMMER:
· Skip counting in fives and tens
· Counting on and back within 100
· Subtraction counting songs
· Comparing two numbers within 100 using vocabulary greater and less
· One more or one less than a given number within 100
· Identify and recognise a pair of objects is equal to a set or group of two objects
Also, continue to consolidate all previous material, especially:
· Ordinal numbers 1st to 10th
· Represent numbers on a ten frame
· Counting on and back within 20, but not always at the same starting point, along a number track and number line(vertical and horizontal)
· Estimate a number of objects and check by counting / · Number song or counting – do not always start at 1
· Ten Green Bottles, Five Little monkeys, Five little speckled Frogs
· Number of the day – children are encouraged to spot the given number in their classroom environment
· Show different patterns of ten using pegs and pegboards or Unifix cubes
· Daily ordering of numbers on the number line
Data handling and representation / · Use manipulatives to represent data. / · Straws could be used to represent the number of days at school or the number of Maths Meetings in the week so far (these should be shown on a place value board to show that they are ‘ones’).
Shape and pattern / NEW FOR SUMMER:
· Describing the properties of 3D shapes using vocabulary such as edge, face, vertex and vertices
Also, continue to consolidate all previous material especially:
· Positions and directions – use vocabulary: first, next, last, before, after, morning, afternoon, evening, night, over, under, above, below, top, bottom, side, on, in, next to, behind, under, in front of, top, backwards, forwards, across, between, up, down, left, right, towards, away from
· Naming and describing 2-D shapes: rectangle, square, circle and triangle
· Increasingly more difficult rhythm patterns, e.g. clapping, drumming
· Three-criteria patterns of shape, size or colour / · Show the shapes and ask ‘how are these shapes different? How are they the same?’
· Show three shapes and ask pupil which one is the odd one out. There should be several possible answers and the focus of the question should be pupils reasoning.
· Finish the pattern: clap, clap, clap
· Shape songs (several available on YouTube)
· Pattern of the day – one child is responsible for making a pattern and displaying it on the maths board. The pattern made is then discussed during the Maths Meeting.
· What number comes next in this pattern (increasing and decreasing)? E.g. 12, 13, 14, _ or 15, 14, __, 12.
· Take a photo of class seating arrangement and question children on their positions, e.g. who sits in front of the teacher’s desk?
· Base your questions on the Big Picture from current and previous units.
Measures: capacity, volume, length and weight / NEW FOR SUMMER:
· Comparing two or more lengths, weights and capacities
Also, continue to consolidate all previous material, especially:
· Comparison of equivalent and inequivalent weights, lengths and volumes
· Use vocabulary such as: longest, shortest, heaviest, lightest, more, less. / · Use the children’s drink containers to compare heaviest, lightest; more, less
Time / NEW FOR SUMMER:
· Introduction to the clock – discuss the numbers around the clock, the hands of the clock and o’clock times
· Talking about day time and night time
Also, continue to consolidate all previous material especially:
· Discuss everyday events using vocabulary: after, soon, before, always, late, early, later. / · Time song: “Ticker, ticker, ticker, tick. What time is it? Aha! Ticker, ticker, ticker, tock. What time is it? Aha! Stop!”
· Recognise familiar times of the day on the clock
· Relating events that happen every day to day time or night time.
Money / NEW FOR SUMMER:
· Coin recognition £1 and how it is the same as 100 pennies
· Addition and subtraction problems within 20 / · Use Dienes blocks alongside each coin to show their value, for example, a 20p coin is the same as two ten sticks; a 50p coin is the same as five ten sticks, etc.
· Allow the children to experiment and play with real money when possible.
Spring / Suggested ideas / Suggested topics
Calendar maths / NEW FOR SPRING:
· This month is, last month was, next month will be
Also, continue to consolidate all Autumn term material, especially:
· Days of the week
· Today is, yesterday was, tomorrow will be
· Months of the year
· Seasons of the year
· This season is
· Weather
· Date / · Days of the Week song (Adams family tune) http://www.youtube.com/watch?v=HtQcnZ2JWsY
· Months of the Year song (found on YouTube) http://www.youtube.com/watch?v=5enDRrWyXaw)
· Seasons of the Year song (several versions are available on YouTube)
· What’s the Weather? song (several versions are available on YouTube)
Sets / NEW FOR SPRING:
· Forming sets of objects with two or more attributes, e.g. size, shape and colour / · Sorting all the big red circles
· Sorting song: “Red and yellow, pink and blue, sorting (counters, Lego, buttons), me and you. Sort the colours, sort the size, sort the shapes, just use your eyes.”
Number / NEW FOR SPRING:
· Counting on and back within 50
· One more or one less than a given number within 20
· One-to-one correspondence within 20
· Conservation of number 1–20
· Representing numbers on a ten frame
Also, continue to consolidate all Autumn term material, especially:
· Ordinal numbers 1st to 10th
· Counting on and back within 20, but not always at the same starting point, along a number track (vertical and horizontal)
· Estimate a number of objects and check by counting / · Number song or counting – do not always start at 1
· Number of the day – children are encouraged to spot the given number in their classroom environment
· Show different patterns of ten using pegs and pegboards or Unifix cubes
· Daily ordering of numbers on the number line
Data handling and representation / · Use manipulatives to represent data. / · Straws could be used to represent the number of days at school or the number of Maths Meetings in the week so far (these should be shown on a place value board to show that they are ‘ones’).
Shape and pattern / NEW FOR SPRING:
· Positions and directions – use vocabulary: first, next, last, before, after, morning, afternoon, evening, night, over, under, above, below, top, bottom, side, on, in, next to, behind, under, in front of, top, backwards, forwards, across, between, up, down, left, right, towards, away from
· Naming and describing 2-D shapes: rectangle, square, circle and triangle
· Increasingly more difficult rhythm patterns, e.g. clapping, drumming
· Three-criteria patterns of shape, size or colour / · Finish the pattern: clap, clap, clap
· Shape songs (several available on YouTube)
· Pattern of the day – one child is responsible for making a pattern and displaying it on the maths board. The pattern made is then discussed during the Maths Meeting.
· What number comes next in this pattern (increasing and decreasing)? E.g. 12, 13, 14, _ or 15, 14, __, 12.
· Take a photo of class seating arrangement and question children on their positions, e.g. who sits in front of the teacher’s desk?
· Base your questions on the Big Picture from current and previous units.
Measures: capacity, volume, length and weight / NEW FOR SPRING:
· Ordering lengths
· Introduce vocabulary: tall, thin, wide, narrow and bigger.
Also, continue to consolidate all Autumn term material, especially:
· Comparison of equivalent and inequivalent weights, lengths and volumes
· Use vocabulary such as: longest, shortest, heaviest, lightest, more, less. / · Use the children’s drink containers to compare heaviest, lightest; more, less
Time / NEW FOR SPRING:
· Introduce vocabulary: once and twice.
Also, continue to consolidate all Autumn term material especially:
· Discuss everyday events using vocabulary: after, soon, before, always, late, early, later. / · Discussion of events that happened or that will happen using specific vocabulary: e.g. Maths Meetings always take place after or before lunch
Money / NEW FOR SPRING:
· Coin recognition 1p to 50p / · Show each coin to the class until pupils are familiar with each one.
· Allow the children to experiment and play with real money when possible, e.g. role play in the shop.
Autumn 2 / Suggested ideas / Suggested topics
Calendar maths / · Days of the week
· Today is
· Yesterday was
· Tomorrow will be
· Months of the year
· This month is
· Seasons of the year
· This season is
· Weather
· Date / · Days of the Week song (Adams family tune) http://www.youtube.com/watch?v=HtQcnZ2JWsY
· Months of the Year song (found on YouTube) http://www.youtube.com/watch?v=5enDRrWyXaw)
· Seasons of the Year song (several versions are available on YouTube)
· What’s the Weather? song (several versions are available on YouTube)
Sets / · Sorting objects that are the same
· Comparing objects that differ in some way
· Forming sets of objects with two similar attributes, e.g. size and colour, colour and shape / · Using objects or toys from around the classroom and grouping them on the basis of similar attributes
· Using the pupils themselves based on hair or eye colour, etc.
· Sorting song “Red and yellow, pink and blue, sorting (counters, Lego, buttons), me and you. Sort the colours, sort the size, sort the shapes, just use your eyes.”
Number / · Counting on and back within 20
· Ordinal numbers 1st to 10th
· One-to-one correspondence within 15
· One more or one less than a given number within 15
· Counting on and back within 20, but not always at the same starting point, along a number track (vertical and horizontal)
· Estimate a number of objects and check by counting
· Patterns of numbers within 10
· Conservation of number 1–15 / · Number song or counting – do not always start at 1
· Number of the day – children are encouraged to spot the given number in their classroom environment
· Show different patterns of ten using pegs and pegboards or Unifix cubes
· Daily ordering of numbers on the number line
Data handling and representation / · Use manipulatives to represent data / · Straws could be used to represent the number of days at school or the number of Maths Meetings in the week so far (these should be shown on a place value board to show they are ‘ones’)
Shape and pattern / · Two-criteria patterns of shape, size or colour
· Rhythm patterns, e.g. clapping, tapping
· Naming 2-D shapes: rectangle, square, circle and triangle
· Positions and directions – use vocabulary such as: next to, behind, under, in front of, top, back, bottom, forwards / · Finish the pattern: clap, clap, clap
· Shape songs (several available on YouTube)
· Pattern of the day – one child is responsible for making a pattern and displaying it on the maths board. The pattern made is then discussed during the Maths Meeting.
· What number comes next in this pattern (increasing and decreasing)? E.g. 12, 13, 14, _ or 15, 14, __, 12.
· Take a photo of class seating arrangement and question children on their positions, e.g. who sits in front of the teacher’s desk?
· Base your questions on the Big Picture from current and previous units.
Measures: capacity, volume, length and weight / · Comparison of equivalent and inequivalent weights, lengths and volumes