Flintham Primary School Maths Meeting 2018

Why Maths No Problem? An overview of MNP What is mastery? Aims of the session Why Maths No Problem? An overview of MNP What is mastery? What happens in a maths lesson at school? Representation in maths – key images How can you support at home? Show L&S document

Problem solving is at the heart of maths Why Maths No Problem? Research has shown…. Problem solving is at the heart of maths Basic skills in Maths should be defined to encompass more that computational facility – maths must go beyond just teaching a method Pupils learn to think mathematically as opposed to reciting formulas they don’t understand It is a way of teaching that allows students to develop a greater sense of number and how to use and manipulate number to solve a variety of problems A mastery approach to the curriculum means pupils spend far longer on fewer key mathematical concepts whilst working at greater depth. Year 5/6 – tweaking the programme

Mastery Spacings changed “phonemes” was used – definition is on following page…

Mastery continued… Number bonds – Spacings changed “phonemes” was used – definition is on following page… Number bonds – https://hub.mathsnoproblem.com/academy/series/basics-explained/parent-video-2-number-bonds

Reasoning… Teachers promote reasoning during maths lessons, through using carefully chosen questions

A pupil really understands a mathematical concept, idea or technique if he or she can: • describe it in his or her own words; • represent it in a variety of ways (e.g. using concrete materials, pictures and symbols – the CPA approach) • explain it to someone else; • make up his or her own examples (and non examples) of it; • see connections between it and other facts or ideas; • recognise it in new situations and contexts; • make use of it in various ways, including in new situations. Developing mastery with greater depth is characterised by pupils’ ability to: • solve problems of greater complexity (i.e. where the approach is not immediately obvious), demonstrating creativity and imagination; • independently explore and investigate mathematical contexts and structures, communicate results clearly and systematically explain and generalise the mathematics.

Greater depth examples…

Capitalised title

Example lesson…

Independent work…

Independent work…

Key images… Spacings changed “phonemes” was used – definition is on following page…

Key images… Part-part whole Tens frames

Key images…

Fluency involves… Quick recall of facts and procedures The flexibility and fluidity to understand the structure of maths The ability to recognise relationships and make connections in mathematics

The children’s views on MNP… “ We always show different ways we can solve a problem. There isn’t one right way and we always discuss this as a class.” Year 3 pupil “I like that we use different methods such as the bar model and the part-part whole. I feel more confident to have a go and check my answer using the diagrams.” Year 4 pupil

How to support at home? Any time that you can spend supporting your child with their maths will have a big impact. Ask your children to explain or demonstrate what they have been learning in school. Encourage your child to use Doodle Maths at least three times a week. Fluency facts challenge - Bronze, Silver, Gold (Year 3 and 4 to start) and will roll out into other year groups Taking your child out of school significantly impacts MNP and reasoning development, as our teaching builds on from previous lessons.