One One

Topics: Starter | Sequences

• Transum,
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• An effective way to reveal the answer if no one in the class gets it is by asking the students to 'say what they see'. So the first line they may say they see one one (which is recorded as the second line). The second line can be described as two ones (which is recorded as the third line). The third line is one two and one one etc.
  Difficult to write... hope you understand!
• Andrew McMahon, Jumeirah Bacc School, Dubai
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• I made a riddle for my class....
  'If you read it aloud, it will help you find the past!'
  I also told them that it wasn't too mathematical and to think outside the box.
• Glenda Collis, Elgin, Moray
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• Children found this one really tricky as they wanted to 'add'. It was very clever and great to allow the children to think 'out of the box'.
• MR Hall,
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• I love this starter so simple when you read it line by line.
• MYP1 ICS, London
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• ICS London students really enjoyed this starter. As a class we started by reciting out loud the sequence and listening to our voices. The students were reminded to not think about any maths operations when completing this sequence. By reading out loud the sequence, a student picked up on the plurals. This got the class started, and they were able to work out the sequence.
  A really enjoyable "starter" but lasted 45 minutes.
• Cassie Menne, Campbelltown
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• I remember this from when I was at uni ...and I have used it to try to get kids to look at problems differently.

How did you use this starter? Can you suggest how teachers could present or develop this resource? Do you have any comments? It is always useful to receive feedback and helps make this free resource even more useful for Maths teachers anywhere in the world.
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