Using rich tasks in developing a programme of study Dr Jenni Back Host Schools Project Lead

The ‘Big Ideas’ in mathematics Content/topic based Number and the number system, Shape, Measures and measuring, Calculation, Data handling Process based Communicating, reasoning, sorting, classifying, manipulating, visualising, structuring, exploring, enjoying

Integrating process and content Developing an approach that ensures coverage whilst hanging on to important underlying principles of mathematical thinking and reasoning Working with Chris Martin at Haverstock Secondary School and Michelle Batstone and Alison Ewen at Boasley Cross Community Primary School

The Big Ideas in arithmetic Arithemetic proficiency: developing fluency with understanding What might this mean for teachers and children in primary schools?

Host Schools Project A national network of 30 Host Schools who have a record of success in teaching arithmetic Each Host School working with 4 – 6 Visiting Schools in a network Sharing good practice and developing ideas and approaches collaboratively Supported by national events, some funding, web based communities and the project lead

Threshold concepts in arithmetic At the start of Key Stage 1: Counting conservation of number At the start of Key Stage 2: additive reasoning doing /undoing At the start of Key Stage 3: multiplicative reasoning

Strike it out

And the mathematics…? What is the mathematical knowledge that is needed to play? Who would the game be for? What is the value of playing the game? How could you adapt it to use for the next group you teach?

Low Threshold high ceiling Accessible to all at the start of the lesson Allows the most confident/ competent to go as far as they can and offers the opportunity to ask their own questions Plenty of supporting activity of those who will benefit form it Allows different types of thinking and different approaches Article on NRICH website at http://nrich.maths.org/7701

Progression from EYFS to KS2 and beyond Recognising number symbols to 10 – restrict the number line and use concrete apparatus KS1 Developing skills in addition and subtraction of numbers to 20 Lower KS2 Recording results systematically Conjecturing about possible choices Relating addition and subtraction facts Upper KS2 Building fluency with number bonds to 20 Predicting results, developing strategies Beyond KS2 Developing mathematical thinking: exemplify, visualise, generalise, do/undo, conjecture, prove

Take a loop of string Take a resource: a loop of string Make a quadrilateral with one line of symmetry Make a quadrilateral with two lines of symmetry Stringy Quads KS1 Mrs Trimmer’s String EYFS Exploring 2D shapes

And the mathematics…? Names and descriptive language about quadrilaterals Properties of quadrilaterals Visualisations of quadrilaterals of many kinds Developing notions of proof

Progression from EYFS to KS2 and beyond Introducing the language of shapes building on intuitive ideas KS1 Exploring triangles, squares, rectangles, circles and other common shapes Lower KS2 More detailed exploration of characteristics and properties Using language such as vertices, edges, sides Upper KS2 Analysing angles, sides, parallel, perpendicular Beyond KS2 Generalising about 2D shapes

Next steps What do you plan to do as a result this workshop? Think of an action that is possible and achievable to undertake in the next two weeks of school Jot down a reminder for yourself on the postcard as well as your name and address

Thank you for listening Dr Jenni Back jenni.back@ncetm.org.uk Telephone 07850100074