The aims of this morning’s workshop: Brief overview of mastery teaching –what does it mean and what does it look? Mastery of number Example addition and subtraction Bar model as a resource What you can do at home National Curriculum coverage

Teaching Maths in Year 2 The children’s learning on mastery of small number from Reception and year 1 Mastery= Fluency and speed of recall Variation - different contexts and opportunities for the same skill

What is maths mastery? It doesn’t mean genius It means you are : Able to use skills learnt in a variety of situations See links between maths topics Represent maths in different ways, using manipulatives, drawings etc Show fluency of recall to apply to word problems and other maths questions Taking longer on each topic to embed and consolidate the knowledge Answer ‘why?’ questions

Mastery of Number Essential as an underpinning for all the maths we do. We can’t understand measure or time without a strong number knowledge Number as a concept (eg place value) is taught for longer periods than previous years Emphasis on the correct maths language Use of stem sentences , repetition, chanting

We use practical resources initially, and real life examples: On your tables, use the resources/ counters solve this problem 16 cars drive into a car park 11 drive away (Subtracting 2 digits from 2 digits with no regrouping) How many are left? What did you do with your counters? How did you line them up? Was it different to your friend? What did you do next? Why? Is your answer bigger or smaller than 16? Why? What maths function were you doing? What sign do we write for this ? ‘I took 11 away from 16 and was left with 5 so I know 16-11 is 5’ We repeat with different resources and examples

Now represent the cars a different way! Draw dots to represent the 16 cars How could you show the 11 driving away Repeat the stem sentence What did you do with your dots? How did you line them up? Was it different to your friend? What did you do next? Why? Is your answer bigger or smaller than 16? Why? What maths function were you doing? What sign do we write for this ? ‘I took 11 away from 16 and was left with 5 so I know 16-11 is 5’ Representation is a KEY skill – we use it all the time as adults!

Concrete ….. Pictorial ….ABSTRACT We do not attempt abstract maths (eg written addition/subtraction) with the children until they have had experience and success with using concrete resources and drawing representations 16-11= 16-?= ?=16-11 We often use the BAR MODEL as a method of showing addition and subtraction

Bar Model as a method of seeing number relationships Bar model (or part part whole) teaches children that larger numbers are made from smaller numbers and the relationships between them A part part whole for 20 A bar model for 20 Help us to solve missing number problems

Using the bar model show the following: ?= 16+5 What other maths facts can we get from this missing number puzzle? 3 is 1/3 of ?

Quicker graspers? Greater Depth The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on. (Gov Maths Programme of Study)

What can you do at home? Read the Year 2 blog which details the maths we have been learning that week Log into TIMES TABLE ROCK STARS and encourage your child practise their times tables regularly (see CT with any access problems) Look at numbers in real life situations , using numbers to increase mental maths opportunities. Ask ‘Why, explain, how do you know?’ Don’t focus on pages and pages of addition etc as application is key Look at the national curriculum to see the programme of study that is expected for year 2