Mental starters, the activity you do as you begin the lesson, seem to have become a bit rarer* but they've def still got a place.
*possibly because they're not explicitly in a scheme or because they've been replaced by a retrieval quiz etc
1/n
Mental starters are great because they can
~ make time for counting and/or subitising
~ build confidence
~ involve everyone
~ recap prior learning
~ enable 'little and often' practice
And they can do all of this in less than 5 minutes!
2/n
Here's a few of my absolute favourite mental starters and why I like them.
"What's the question?"
Give the children a number and they give you questions where that's the answer.
✅ Low threshold
✅ No prep
✅ Endlessly resuable
✅ Works with all ages
3/n
"Chase the rabbit"
Use a 100 square or Gattegno chart and choose a starting number, e.g. 55, then give instructions (add two tens, subtract three ones, add ten) then say "Where's the rabbit?" 🐰
✅ Great for applying place value
✅ Kids love it
✅ Accessible and adaptable
4/n
"Odd one out" and WODB?
Show similar objects/numbers and ask children to identity their properties, similarities and differences. Then children identify Which One Doesn't Belong? and why (WODB).
✅ Many possibilities
✅ Promotes reasoning
✅ Easy to adapt
✅ Revisit learning
5/n
"Choral counting"
Teacher records skip counting and prompts children to recognise patterns and properties.
✅ Enables pattern spotting
✅ Promotes prediction
✅ Can be modelled with manipulatives
✅ Adaptable for all ages
6/n
"Maths Eyes"
Show a picture which is visually pleasing and ideally contains a focal point to talk about. Children ask mathematical questions about things in the image.
✅ Low threshold
✅ Vocab rich
✅ Works for all ages
✅ Can come back to it
7/n
"24"
Like a simpler version of countdown, but just with 4 one-digit numbers and the same target each time. Children aim to get as close to 24 as they can.
✅ Different levels of difficulty
✅ Many possibilities
✅ Can adapt rules to suit age group
✅ Wet break potential
8/n
I could go on and list more but for now I'll share links...
🧵 A short thread for primary teachers about x tables in maths...
This afternoon I've been brushing up on my subject knowledge in preparation for a course I'm running about teaching multiplication and division bonds and I found myself considering several questions...
1/n
Q1. Should we call them multiplication FACTS or BONDS?
I'm trying to train myself into saying BONDS, not facts. Why?
Just as each number bond for 10 is connected, the same is true for the factors and products in the multiplication grid. There's so many connections. Bonds! 2/n
Q2. In the 2x table, for instance, is 2 the multiplier or the multiplicand and does it matter?
Although the product is the same either way I think it does matter, because it's the distinction between thinking "2 multiplied BY of A, B, C etc." or "A, B, C... multiplied by 2."
3/n
🧵Really feel like I need to talk to Differentiation following the episode of the TDAPE podcast with @Kieran_M_Ed@Suchmo83 and @Mr_AlmondED. If this was on TV, a voiceover might say, “If you’ve been affected by any of these issues and you need someone to talk to, call…” 🤣
1/n
Before I go any further, in case anyone needs to be told, this is a personal Twitter account and these are my views and do not necessarily reflect the views of my employer.
I’m sure everyone who works in education has different experiences and views, that’s natural.
2/n
I think Kieran, Chris and Neil are spot on in much this episode, and it really brings back memories of 4-way differentiation (in my own early practice) or worksheets for the sake of arbitrary policy.
IME these (and other lethal mutations) are still very common.
3/n