New National Curriculum Maths Workshop The Starter Planning from the New National Curriculum – making connections Steps to Success Differentiation – giving everyone the change to succeed The Story of a Lesson Asking Searching Questions

Revise and Recap: < = > ≠ ≤ ≥ ≈ Pick 2 numbers – any 2 numbers Stand up if…..

The 5 R’s of The Starter Rehearse Revisit Recap Read Reason

Outstanding Maths Teaching…. Is rooted in the development of all pupils’ conceptual understanding. Ensures pupils understand progression within the lesson and over time. It enables pupils to make connections between topics and see the ‘big picture’ of maths. HMI 2013

Increased expectations……. ……...getting pupils ‘junior’ and ‘secondary ready’ What has changed for your year group?

As Mathematicians we are learning about FRACTIONS count and compare numbers up to 100 divide by grouping and sharing share and group objects into halves and quarters recognise and combine halves and quarters as parts of a whole compare measures read graphs Year 1 Example

VOLUME and CAPACITY As Mathematicians we are learning about read, write, order and compare numbers with up to three decimal places compare and order fractions whose denominators are all multiples of the same number solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why convert between different units of metric measure (e.g. litre and millilitre) understand and use approximate equivalences between metric units and common imperial units such as pints solve comparison, sum and difference problems using information presented in a line graph Year 5 Example

As Mathematicians we are learning about DECIDE ON YOUR CONNECTOR 1 Number 1 Fractions, Decimals or Percentages 1 Calculation 1 Shape or Measures 1 Statistics 1 additional to bias unit towards your connector We are learning about

Effective Differentiation ‘The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.’ New National Curriculum 2014

Building Success Criteria We are learning about FRACTIONS share and group objects into halves and quarters Differentiated Success Criteria I know what half and a quarter means I can divide a set of objects into half and into quarters I can compare sets and say which is more and less I can use these skills to help me play a game Building Success Criteria

Breaking Key Objectives down Match the Steps to Success to the Key Objective One is missing – create your own for this one Breaking Key Objectives down I know what a square number is I can tell you lots of facts about a 2d shape A) compare and order numbers from 0 up to 100 I can read numbers up to 100 B) recognise and name common 2-D shapes I can test whether a number is a square number or not I can calculate the square of a number C) measure the perimeter of simple 2-D shapes I can compare 2d shapes and say why they are different D) using the formal written methods of columnar addition I can partition numbers into hundreds, tens and units E) recognise and use square numbers numbers I can order numbers on a number line I can calculate using the column method of addition I can compare numbers and calculate the difference between them I can name 2d shapes I can compare calculations and decide when to use mental or written methods

Higher Order Thinking Lower Order Thinking Revised Blooms Taxonomy

Fashion Sense Business Sense Intelligence Calculation Spatial Awareness

Differentiation by Choice We are learning about FRACTIONS share and group objects into halves and quarters Differentiation by Choice I know what half and a quarter means I can divide a set of objects into half and into quarters I can compare sets and say which is more and less I can use these skills to help me play a game Learning Continuum

Key Objective: _______________________________________________________ Chains of Questions – Creating a dialogue Moving up the Blooms Taxonomy At its best, teachers follow a pupil’s answer with another question to move learning on HMI 2013 Key Objective: _______________________________________________________ _____________________________________________________________ Closed Question Open Question Searching Question

Maths is Science, Art and Language all rolled into one. A conjecture is a mathematical statement which seems likely to be true but has not been proved to be true under rules of logic. I think that…….. Lots of ideas for hypothesis on the web. A good starting point is at NCETM: https://www.ncetm.org.uk/

Which 2 ideas are you going to try from today’s session?