Same Day Intervention Anne Barry Mathematics Consultant NCETM PD Lead

Using Place Value Charts (Gattegno Grid) 1 2 3 4 5 6 7 8 9 10 20 30 40 50 60 70 80 90 100 200 300 400 500 600 700 800 900 1000 2000 3000 4000 5000 6000 7000 8000 9000 Have this slide printed Activity: Give it out with counters Demo activities involving partitioning and combining. Also model this with next slide Then model moving from one row up and down to illustrate the operation of multiplication and divusion. Talk to Debbie if not sure what this means.

Intervention Materials Background Focus on Place Value Themes of units Recognising Numbers and Place Value Comparing and Ordering Numbers Find 1, 10, 100, 1,000 etc more or less than a given number Rounding Negative Numbers

Who are the materials designed for? Individuals or small groups of pupils across Key Stages 1, 2 and 3 who: Are slow to grasp new concepts Need further practise of a particular concept Have gaps in their learning

Who should deliver the units? Class teachers or Maths teachers should identify appropriate units for selected pupil or pupils Intervention should be delivered by either a teacher or a specially trained Teaching Assistant

Autumn Term Training Half day Training Maths Lead and Teaching Assistant Intervention Units Resources Cost

Example unit: (Y3) Find 10 or 100 more or less than a given number Focus on reasoning, questioning and different representations Vocabulary Resources Provided in pack Provided by school eg. Dienes, counters Activities Instructions Key questions Key Learning Points

Same day Intervention Pre-teaching Post –teaching Ten minute pre-teach to individual or small group using one or two activities to check on prior learning and prepare for lesson Post –teaching Ten to twenty minute follow-up session from lesson working with individuals or small groups who were identified for support during lesson

Unit 5b- Negative Numbers (Y5) Learning Objective: Count forwards and backwards between negative and positive numbers (including through zero) Using a -20 to +20 number line, roll a 0-9 dice and place two counters on the number line so the difference between the counters matches the number rolled on the dice Explore other ways you could place the counters on the number line and still have the same difference Reinforce counting between the numbers to check the difference and using zero

How else could these materials be used? Think, Pair, Share How else could these materials be used?

Possible Uses Daily ten minute sessions Pre-topic assessment Post-topic assessment Autumn Term ‘booster group’

Questions and Next Steps Consider: how do you currently address gaps in children’s learning? would these intervention materials be useful to you in school? would you be interested is attending the training session in the Autumn Term? who might be able to deliver the materials?