Andrea Miller & Naomi Hodgkins

* Lesson based around pre-assessment – LO’s and teacher’s questioning was specific to gaps and targeted ARE’s * Differentiated - Different activities – practical activities – independent – teacher input – TA focus group * Questioning at intervals during lesson to ensure children understand and are on track

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* Explain why…? * How can we be sure that…?

* Children applying their mathematical skills in real-life context e.g. * Would you rather have 60% of 2 pizzas or 25% of 5 pizzas?

* Year 3 Lesson: Recognising Fractions as parts of a whole

* Pre-Unit Assessment used effectively: * ‘gaps’ for a group of children filled so these children could move on quickly – targeted questions * Lesson differentiated accordingly * Pitch of work effective in challenging each group

* Used for different purposes in different parts of the lesson * Assessing what children know – target those children with ‘gaps’ * Developing children’s explanations * Setting next steps – how can you show me...? * Thinking, applying – deeper learning

* Children questioning each other during the group work * Explaining why a fraction was a ‘match’ * Explaining why some did not match – addressed misconceptions with each other * Using mathematical vocabulary

* Most able children were challenged with activity, led by Naomi, who asked children questions which required them to think and explain to show their mathematical understanding. * These children moved on to explore a question which provided an opportunity for exploring fractions with ‘Deeper Learning’ Mastery question: 3/6 or 1/2 - would you rather have…?

* Harry: comparing fractions & recognising equivalence * Misconception identified, and addressed as a next step * ‘I would get more cake if I had 4 pieces of a cake cut into 12 than if I had 1 piece of a cake cut into 3 pieces’