Concrete Pictorial Abstract Key Stage 1 Mathematics Session 3 Lyne & Longcross Concrete Pictorial Abstract Key Stage 1 Mathematics Session 3

Aims of session Feedback on using CPA approach Book look/evidence Calculation Policy

Warm up You have 4 bags of numbers. One filled with the number 1, one filled with the number 3, one filled with number 5 and one filled with number 9. Take any ten of these numbers to make a total of 37. Prepared something for your group or give a talk it solve Impossible (odd numbers cant make an odd number) Talk it solve it problem

Sonny’s video Video filmed in Autumn Term Achieved a 2C in Year 2 Hoping he will make age related expectations in Year 6

Time to share Sharing the lesson that you taught. Time to discuss with others about what went well. Show pictures of what children made and how they used CPA.

Song and Dance!

Zoltan Dienes spoke about the importance of multiple embodiments through manipulatives, games, stories and dance. “Once we have got children to play a number of mathematical games, there comes a moment when these games can be discussed, compared with each other. “ DIENES (DATE??) – variability principles (showing the same number in lots of different ways) Multiple embodiments through manipulatives, games, stories and dance. Agreed with Vygotsky Perceptual Variability principle – a variety of embodiments eg. Dienes, money but the same concept Eg my representations of numbers in different ways place value The Perceptual Variability Principle. This principle suggests that conceptual learning is maximized when children are exposed to a concept through a variety of physical contexts or embodiments. The experiences provided should differ in outward appearance while retaining the same basic conceptual structure. The provision of multiple experiences (not the same experience many times), using a variety of materials, is designed to promote abstraction of the mathematical concept. When a child is given opportunities to see a concept in different ways and under different conditions, he or she is more likely to perceive that concept irrespective of its concrete embodiment. All theorists are supporting that children need play, variation and physical objects. http://www.bbc.co.uk/cbeebies/watch/numberblocks-the-five-song

Numberblocks What is clever about this resource? Where is the KS1 maths links? You could create your own character. What will your character look like? What will their rhyme be?

What would you do differently? Looking at books Can you find example of CPA representations? What representations can you find the most examples of? How does this compare to what has been happening in your class? What would you do differently? 3 different coloured sticky notes for CPA How does this compare to what’s been happening in your class

CPA evidence How to evidence this in books? Why do we need evidence? How do we evidence it? Why do we need to? Showing progression, understanding and variation

CPA evidence Using photos Using sticky notes Children explanation Marking comments/code Using iPad to attach to online tracking How do we evidence it? Why do we need to?

CPA in your school How does this look in your calculation policy? Show the maths hub calculation policy In you calculation policy is something missing?

Maths Hub example Show the maths hub calculation policy In you calculation policy is something missing? Maths Hub Surrey Plus

And finally … Anything to share? Any questions?

Please complete the evaluation form! Finally, finally Please complete the evaluation form! Thank you anne.Hartshorn@lumenlearningtrust.co.uk eliza.shoemark@lumenlearningtrust.co.uk