1. Primary Mathematics Teaching for Mastery Specialist Teacher Programme
Jason Darley
Ceris Morris
Gill Holmes
Julie Gallimore

4. If 16 x 16 = 256 What is 17 x 17 ?
= 289

7. If structure was part of teaching throughout
6 + 2 = 8 then would equal 9

8. If structure was part of teaching throughout
2 + 5 = 7 and – 5 = 2

9. How do you solve =

10. Using structure rather than calculation=

11. Using variation
+ 13 = = = = + 17

12. Bar Model

13. We observe that children from quite early ages are able to appreciate structure to a greater extent than some authors have imagined.
Initiating students to appreciate structure implies, of course, that their appreciation of it needs to be cultivated in order to deepen and to
become more mature.
John Mason, Appreciating structure for all

14. Fluency

15. Fluency involves: Quick recall of facts and procedures
The flexibility and fluidity to move between different contexts and representations of mathematics.
The ability to recognise relationships and make connections in mathematics 15

16. How fluent are you at solving these?=
= 59 – 38
48 x 2.5 = x 25
39 ÷ 3 = 3.9 ÷
Consider the strategies you used 16

17. Memorisation of Facts: Effective strategies
Make Connections between facts – related facts are easier to learn than unrelated ones.
Understand Why – e.g. why any number x 0 is 0 and any number x 1 is itself
Reasoning about Answers – can cannot equal 6 since = 6
Making Time for Practice
Develop Flexibility 17

18. Making Connections
Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. The programmes of study are, by necessity, organised into apparently distinct domains, but pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems.
(National Curriculum p3) 18

19. Representation and Structure
Fact Families 3 8 5 + =
Identification of relationships and making Connections supports depth and sustainable learning and paves the way for later learning + = - = - = 19

20. Finding Time for Practice of number facts
Identify times in the day
10 minute maths
Transition periods
Start/End lessons
Utilise other times in the day 20

21. Assess Fluency
Consider the assessment information that this question provides 21
Gina Kling and Jennifer M. Bay-Williams (2014)

22. Assess Flexibility 22

23. Assess use of appropriate strategy23
Gina Kling and Jennifer M. Bay-Williams (2014)