Riana Blackwood

A typical 1 hour lesson would look a little something like this;

~ 0–5 mins — A fun diagnostic warm-up
Greetings & establish what needs to be covered

For example:
“I’m going to give you three quick challenges. Don’t worry if you don’t know the answers!”

This could include the following;
* Number cards
* Dice
* A quick Topmarks game
* Mental maths questions
* Counting objects on camera
* “Which number is bigger?”
* “What comes next?”

This allows me establish where your child is at and what tasks I give them during the session to maximise improvement.

? ? ? ? ? ? ? ? ? ?

~ 5–20 mins — Main teaching section
Task 1: Teach & explore

For example, if you’re teaching addition:
Explain ? demonstrate ? child tries ? discuss

You could use physical counters:
? ? ? + ? ? = ?

Then gradually move towards:
3 + 2 = ?

? ? ? ? ? ? ? ? ? ?

~ 20–25 mins — ?? Maths Reflection
Break/Reflection

This is an opportunity for the student to communicate with me what is and isn’t working in order for me to deliver a better session tailored to them specifically. They may be asked questions such as:
“What did you find easy?”
“What was tricky?”
“How did you work that out?”
“Can you explain it another way?”
“What mistake might someone make?”

This also provides me with the opportunity to asses what level of understanding your child has - are they getting the answers right or can they explain how and why the answer is what it is.

? ? ? ? ? ? ? ? ? ?

~ 25–40 mins — Task 2: Interactive activity/game

- For example, if you’re teaching number bonds:
Topmarks ? Hit the Button

- If you’re teaching sequencing:
Caterpillar Ordering

- If you’re teaching problem solving:
NRICH interactive activities

? ? ? ? ? ? ? ? ? ?

~ 40–45 mins — ?? Maths Reflection
Break/Reflection

Again, this section of the session will be conversation and another chance for both the student and myself to check in with one another and be on the same page.
“Tell me how you knew the answer.”
“Could you solve that without counting?”
“I’m going to deliberately get one wrong. Can you spot my mistake?”

That last one can be excellent with young children because they often enjoy correcting the tutor!

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~ 45–60 mins — Mini challenge
Task 3 + Conclusion

For example, if the lesson was addition:

Task 1: Learn addition using counters
Task 2: Play an addition game
Task 3: Solve a real-life problem

“You have £5. You buy a toy for £2. How much do you have left?”

For Nursery/Reception:
“We have 6 dinosaurs. Two go into the cave. How many are outside?”

Then finish with:
“What did you learn today?”

~ ??????And perhaps give them one tiny challenge to do before the next lesson??????