Maths at Ark Priory Primary Academy Session overview: What is Mathematics Mastery? How are maths lessons structured? What skills are developed in each academic year? What materials are used to support learning? Where does maths appear outside of the maths lesson? Maths outside of the classroom- what can you do to support learning at home? Questions

What Is Mathematics Mastery? Conceptual understanding Pupils deepen their understanding by representing concepts using objects and pictures and, more abstractly, with words and symbols. They make connections between different representations and consider what different representations stress and ignore. Language and communication Mathematical problem solving Conceptual understanding Mathematical thinking Mathematical thinking Pupils deepen their understanding by giving an example, by sorting or comparing, or by looking for patterns and rules in the representations they are exploring problems with. These Key Principles have not been picked arbitrarily but because, in order to solve problems (real-life or otherwise) effectively we need to engage each of these three principles.  Key Principles = Dimensions of depth from Helen Drury’s book ‘Mastering Mathematics’. Developed as a way of incorporating the answers to two key questions: What is standing in the way of ‘low attainers’ succeeding in maths / succeeding at problem solving? What are the mathematical working practices that high achieving mathematicians could do with strengthening further to be more adept at solving more sophisticated problems? Barriers to maths learning: Struggling to verbalise their thoughts on maths (point to Language & communication: understanding by explaining, justifying and by creating problems of their own. Not being able to make sense of mathematical concepts in a meaningful way (point to Conceptual understanding: using representations confidently like concrete objects, images, abstract symbols). Finding ‘thinking mathematically’ challenging (point to Mathematical Thinking: using mathematical language in order to identify patterns, sort and compare and to make conjectures and generalisations about the maths being explored.  Whether struggling or excelling, all learners benefit from deepening their mathematical understanding through these three dimensions and they should be present in every single lesson. Language and communication Pupils deepen their understanding by explaining, creating problems, justifying and proving using mathematical language. This acts as a scaffold for their thinking and deepening their understanding further.

How are maths lessons structured? Reception Paired language activity: allowing pupils to discuss their thinking and their reasoning and therefore further develop their understanding of the concepts being presented. As they progress, they will problem solve in pairs. We are preparing them for this. Lots of year 1 seems very straight forward but is very much about building blocks for learning. Copyright © Mathematics Mastery 2012

How are maths lessons structured? Year 1- Year 6 Paired language activity: allowing pupils to discuss their thinking and their reasoning and therefore further develop their understanding of the concepts being presented. As they progress, they will problem solve in pairs. We are preparing them for this. Lots of year 1 seems very straight forward but is very much about building blocks for learning. Copyright © Mathematics Mastery 2012

What skills are developed in each academic year? Reception - Year 6 Place value & vocabulary Paired language activity: allowing pupils to discuss their thinking and their reasoning and therefore further develop their understanding of the concepts being presented. As they progress, they will problem solve in pairs. We are preparing them for this. Lots of year 1 seems very straight forward but is very much about building blocks for learning. Copyright © Mathematics Mastery 2012

What skills are developed in each academic year? Reception - Year 6 Part Whole Models Paired language activity: allowing pupils to discuss their thinking and their reasoning and therefore further develop their understanding of the concepts being presented. As they progress, they will problem solve in pairs. We are preparing them for this. Lots of year 1 seems very straight forward but is very much about building blocks for learning. These models can be used for solving addition, subtraction, multiplication and division problems. Copyright © Mathematics Mastery 2012

What skills are developed in each academic year? Column Addition Year 1 = Introduction to 2-digit addition in the summer term Year 2 = 2 digits Year 3 = 3 digits 625 + 273 = Year 4 = 4 digits  Year 5 = 7 digits  2,374,485 + 3,375,294 = Year 6 = 8 digits  Let’s solve these equations for Year 3 and Year 5 using column addition. Paired language activity: allowing pupils to discuss their thinking and their reasoning and therefore further develop their understanding of the concepts being presented. As they progress, they will problem solve in pairs. We are preparing them for this. Lots of year 1 seems very straight forward but is very much about building blocks for learning. Copyright © Mathematics Mastery 2012

What skills are developed in each academic year? Column Subtraction Year 1 = Introduction to 2-digit subtraction in the summer term Year 2 = 2-3 digits 165 – 42 = Year 3 = 3 digits Year 4 = 4 digits  7283 – 6374 Year 5 = 7 digits  Year 6 = 8 digits  Let’s solve these equations for Year 2 and Year 4 using column subtraction. Paired language activity: allowing pupils to discuss their thinking and their reasoning and therefore further develop their understanding of the concepts being presented. As they progress, they will problem solve in pairs. We are preparing them for this. Lots of year 1 seems very straight forward but is very much about building blocks for learning. Copyright © Mathematics Mastery 2012

What skills are developed in each academic year? Multiplication Year 1 = Multiplication through repeated addition ( 2 + 2 + 2 = 6) Times Tables: 2, 5, 10 Year 2 = Times Tables: 2, 3, 5, 10 Year 3 = Times Tables 2, 3, 4, 5, 8, 10 Year 4 = Times Tables: 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12 Year 5 = Times Tables: ALL Year 6 = Times Tables: ALL Let’s sing one of our school’s times table songs! 10 times tables song. Short for year 2-3 Long year 4 and up Copyright © Mathematics Mastery 2012

What skills are developed in each academic year? Division Year 1 = Division through sharing into equal parts using place value models. Year 2 = Division through sharing into equal parts using place value models. Year 3 – 4 = Bus Stop Method Year 5 – 6 = Bus Stop Method and Long Division Let’s solve 936 divided by 9! Copyright © Mathematics Mastery 2012

What materials are used to support learning? Bead strings Cubes Place value counters Number lines Dienes Objects around the classroom (weight/ mass exploration) Copyright © Mathematics Mastery 2012

Where does maths appear outside of the maths lessons? Reception- Year 1: Calendar maths STEM days TOPIC lessons Year 1 – 6 : Maths Meetings What does a Maths Meeting look like? Copyright © Mathematics Mastery 2012

Copyright © Mathematics Mastery 2012

Copyright © Mathematics Mastery 2012

Copyright © Mathematics Mastery 2012

Copyright © Mathematics Mastery 2012

Copyright © Mathematics Mastery 2012

Copyright © Mathematics Mastery 2012

Copyright © Mathematics Mastery 2012

Copyright © Mathematics Mastery 2012

What can you do at home? Mathletics (updates later this week) Practice the skills with your children at home (teachers will highlight areas to work on during parent consultation week) Sing times tables songs! Visit these fun maths websites: https://www.topmarks.co.uk/maths-games/5-7-years/counting http://www.ictgames.com/funkyMummy/index.html Copyright © Mathematics Mastery 2012

Questions Email me on monet@arkprioryprimary.org Thank you for coming! Copyright © Mathematics Mastery 2012