Maths Mastery

Why Maths Mastery? A programme developed by Ark schools. Ark schools are a group of schools who have worked together to develop teaching methods and a curriculum based on international evidence, and have tailored these to UK schools. The programme draws significantly from the curricular principles of Singapore, one of the consistently high performing nations within the field of mathematics education over the past 30 years. Maths Mastery meets the requirements of both the current and the new 2014 National Curriculum for Mathematics.

At Leopold, Mathematics Mastery has been implemented in Reception and Year 1, and will be added to each year group over the next five years.

Curricular principles Fewer topics in greater depth Mastery for all pupils Number sense and place value come first - NOT about bigger numbers! Problem solving is central

So what happens in lessons? In every lesson you would expect to see: Maths Mastery Curriculum content Lesson structure Language – speaking in sentences Concrete – pictorial – abstract Continuous assessment

Structure of learning Multi-part lessons Do Now Task New Learning Paired Language Development Develop Learning Independent Task Plenary

Transitions (No wasted time) Used to recall quick number facts or mathematical concepts through chants, actions and songs and to prepare children for learning. Number rhymes Count down from 10 Days of the Week song Number bonds

Mastering mathematical language Mathematics Mastery lessons provide opportunities for pupils to communicate and develop mathematical language through: Sharing essential vocabulary at the beginning of every lesson and insisting on its use throughout (Star Words) Modelling clear sentence structures using mathematical language Paired language activities Plenaries which give a further Opportunity to assess understanding through pupil explanations

Concrete-Pictorial-Abstract approach It embeds a deep understanding of maths by employing a concrete, pictorial, abstract approach so that pupils understand what they are doing rather than just learning to repeat routines without grasping what is happening. Meaning of symbols must be firmly rooted in experiences with real objects otherwise it becomes rote repetition of meaningless memorised procedures. Don’t rush to get to this point. Evidence to say benefits all students but esp those with mathematical difficulties – if content is organised well along with good instruction, students process the new learning in more meaningful ways.

Thinking like mathematicians: Tell a story with the picture/make up a new story/ when else might 5 be 1 and 4? (1 brother and 4 sisters) What if...?

Meeting the needs of all learners 6 + 4 = 10 Match to the picture 6 + _ = 10 _ + _ = 10 develop systematic _ + _ + _ = 10 _ + _ - _ = 10 -This could be up to the child, or with a constraint e.g. use all even numbers or 2 odds and and an even number. -Write a word problem.

What will you see? Task sheets Books Photographs

The Maths Meeting Consolidate learning already taught. Fun! Songs/chants. Focus on Place value/days/calendar work/number sense.

What did Ofsted say? Ofsted inspectors visited Ark Primary school in June 2011 to observe Mathematics Mastery in practice and to see how the programme could be adopted more widely. The Ofsted team interviewed pupils and staff. They reviewed the course materials, examined pupils’ work and observed seven maths lessons. Their conclusion was that: “Pupils’ achievement in number is outstanding. Pupils are developing a high level of proficiency for their age in addition, subtraction, multiplication and division. This is underpinned by a secure understanding of place value and good recall of number facts.”

What can you do at home? Talk and share – keep it fun! Use the language Playing Cards – number bonds

COUNTING Collections of objects – shells, buttons, pretty stones.   Collections of objects – shells, buttons, pretty stones. Cars on a journey e.g. how many red cars? Animals in a field e.g. sheep, cows. Stairs up to bed, steps etc. Pages in a storybook. Counting buttons, shoes, socks as a child gets dressed. Tidy a cupboard or shelf and count the contents e.g. tins, shoes, etc. Counting particular vehicles on a journey e.g. lorries, motorbikes, etc.