NCETM Year 3/4 Collaborative Project Friday 22nd February 2013 Charlie’s Delightful Machine How do you solve the problem? What do you: Think, feel, say and do

Who’s involved? Host school Oakthorpe Primary School Visiting schools Riverside Primary Viscount Beaumont’s CE Primary Albert Village Primary Donisthorpe Primary St Mary’s CE Primary Jenni Back - NCETM

What’s involved? Collaborative project to support calculation in Year 3/4 Visiting and Host schools working together Using the NCETM website Support from NCETM Mathematical Proficiency requires a focus on core knowledge and procedural fluency so that pupils can carry out mathematical procedures flexibly, accurately, consistently, efficiently, and appropriately. Procedures and understanding are developed in tandem. Arithmetic Proficiency is an appreciation of number and number operations, which enables mental calculations and written procedures to be performed efficiently, fluently and accurately.

Objectives for the day To share experiences and learning from Rich Mathematical tasks in the classroom. To understand how to look for progression within open-ended tasks. To try out different pedagogical approaches. To try out ways to develop children’s mathematical proficiency in rich tasks. My own aims to boost and uplift confidence Challenge thinking Change methods and thinking Make sure all feel supported.

Think Feel Say Do What do children think, feel, say and do when they are carrying out the rich mathematical tasks in our videos? Is this what we want them to think, feel, say and do? How could we change the way they think, feel, say, do? 5

The ULTIMATE rich mathematical task! Think Feel Say Do Using what we know about rich mathematical tasks, what will a child think, feel, say and do when solving the best task? 6

What is hardest to plan for? Which aspect of rich mathematical tasks do you find is the hardest to plan for? Why might that be?

Key thresholds in mathematical development in arithmetic KS1 entry: conservation and counting KS2 entry: addition/subtraction, number bonds to 20, place value KS3 entry: multiplication/division, multiplication tables KS4 entry: proportional reasoning

The issues in years 3 and 4 Securing conservation and counting Additive reasoning, fluent recall and application of number bonds to 20, understanding place value Developing ideas of multiplication and division Intuitive understanding of proportional reasoning

The Big Ideas in arithmetic in Y3 & 4 Doing and undoing The number system and place value: exchange Equivalence and comparison Building and using a repertoire of known facts

Noah

Progression from EYFS to KS2 and beyond 01/12/2018 Progression from EYFS to KS2 and beyond EYFS Using number names and counting concrete objects KS1 Counting accurately to 12 Applying notions of counting to a real context Making models and using them to solve mathematical problems Lower KS2 Recording results and reasoning about numbers Multiplication as successive addition and considering grouping Upper KS2 Extending task to higher targets, predicting results, posing questions Developing mathematical thinking in relation to numbers: exemplify, visualise, generalise, do/undo, conjecture, reason

Pied Piper of Hamlyn

Progression from EYFS to KS2 and beyond 01/12/2018 Progression from EYFS to KS2 and beyond EYFS Use concrete apparatus and images to solve problems – making models or looking at pictures and counting legs Spot patterns and talk about them KS1 Record results using iconic and symbolic representations Solve one step problems using calculations Identify patterns involving numbers Recall number facts and apply them

Progression from EYFS to KS2 and beyond 01/12/2018 Progression from EYFS to KS2 and beyond Lower KS2 Solve two step problems involving calculations Add and subtract 1 and 2 digit numbers Present the solution in context expressing results clearly and coherently either verbally or in written form Decide what information is important to ‘mathematise’ the problem and make use of lists and graphs Describe patterns and relationships between numbers and use them to solve the problem Explain reasoning about the problem verbally Recall number facts and apply them to larger numbers using knowledge of place value

Progression from EYFS to KS2 and beyond 01/12/2018 Progression from EYFS to KS2 and beyond Upper KS2 Apply efficient mental and written calculation methods to problems Decide on a line of enquiry and follow it Solve two step problems involving calculations Tabulate results systematically, collecting, organising and representing appropriate information Find all the possible solutions Identify and record steps needed and use symbols where appropriate. Check accuracy of results with context Explain reasoning using graphs diagrams and text. Use and apply knowledge of multiplication and division facts for multiples of 2 and 4 Use knowledge of inverses to make links between solutions and reason about possibilities

Pied Piper of Hamlyn What are your aims / objectives? What outcomes do you want from the children? Initial ideas / questions / prompts

Reflection activity 1 Think, feel, say, do Think back to what you were observing. What were you pleased with? What did you pick up within their mathematic proficiency? Where next with your group?

Second session Have aims been met? Any new outcomes expected? Next steps (questions, prompts, ideas)

Reflection activity 2 PMI Plus- what worked well? Minus – what didn’t work so well? Interesting – what are you interested in developing further?

Changes to pedagogical approaches What have you learnt that is new? What have you learnt more about? What have you tweaked? What might you tweak? Any big changes? What next for Rich Mathematical Tasks?