1. New National Curriculum Maths Workshop
The Starter
Planning from the New National Curriculum – making connections
Steps to Success
Differentiation – giving everyone the change to succeed
The Story of a Lesson
Asking Searching Questions

2. Revise and Recap: < = > ≠ ≤ ≥ ≈
Pick 2 numbers – any 2 numbers
Stand up if…..

5. The 5 R’s of The Starter
Rehearse
Revisit
Recap
Read
Reason

6. Outstanding Maths Teaching….
Is rooted in the development of all pupils’ conceptual understanding.
Ensures pupils understand progression within the lesson and over time.
It enables pupils to make connections between topics and see the ‘big picture’ of maths.
HMI 2013

7. Increased expectations…….
……...getting pupils ‘junior’ and ‘secondary ready’
What has changed for your year group?

8. As Mathematicians we are learning about FRACTIONS
count and compare numbers up to 100
divide by grouping and sharing
share and group objects into halves and quarters
recognise and combine halves and quarters as parts of a whole
compare measures
read graphs
Year 1 Example

9. VOLUME and CAPACITY As Mathematicians we are learning about
read, write, order and compare numbers with up to three decimal places
compare and order fractions whose denominators are all multiples of the same number
solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why
convert between different units of metric measure (e.g. litre and millilitre)
understand and use approximate equivalences between metric units and common imperial units such as pints
solve comparison, sum and difference problems using information presented in a line graph
Year 5 Example

10. As Mathematicians we are learning about DECIDE ON YOUR CONNECTOR
1 Number
1 Fractions, Decimals or Percentages
1 Calculation
1 Shape or Measures
1 Statistics
1 additional to bias unit towards your connector
We are learning about

11. Effective Differentiation
‘The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace.
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.’
New National Curriculum 2014

12. Building Success Criteria
We are learning about FRACTIONS
share and group objects into halves and quarters
Differentiated Success Criteria
I know what half and a quarter means
I can divide a set of objects into half and into quarters
I can compare sets and say which is more and less
I can use these skills to help me play a game
Building Success Criteria

13. Breaking Key Objectives down
Match the Steps to Success to the Key Objective
One is missing – create your own for this one
Breaking Key Objectives down
I know what a square number is
I can tell you lots of facts about a 2d shape
A) compare and order numbers from 0 up to 100
I can read numbers up to 100
B) recognise and name common 2-D shapes
I can test whether a number is a square number or not
I can calculate the square of a number
C) measure the perimeter of simple 2-D shapes
I can compare 2d shapes and say why they are different
D) using the formal written methods of columnar addition
I can partition numbers into hundreds, tens and units
E) recognise and use square numbers numbers
I can order numbers on a number line
I can calculate using the column method of addition
I can compare numbers and calculate the difference between them
I can name 2d shapes
I can compare calculations and decide when to use mental or written methods

14. Higher
Order
Thinking
Lower
Order
Thinking
Revised
Blooms Taxonomy

17. Fashion Sense
Business Sense
Intelligence
Calculation
Spatial Awareness

18. Differentiation by Choice
We are learning about FRACTIONS
share and group objects into halves and quarters
Differentiation by Choice
I know what half and a quarter means
I can divide a set of objects into half and into quarters
I can compare sets and say which is more and less
I can use these skills to help me play a game
Learning Continuum

22. Key Objective: _______________________________________________________
Chains of Questions –
Creating a dialogue
Moving up the Blooms Taxonomy
At its best, teachers follow a pupil’s answer with another question to move learning on
HMI 2013
Key Objective: _______________________________________________________
_____________________________________________________________
Closed Question
Open Question
Searching Question

23. Maths is Science, Art and Language all rolled into one.
A conjecture is a mathematical statement which seems likely to be true but has not been proved to be true under rules of logic.
I think that……..
Lots of ideas for hypothesis on the web. A good starting point is at NCETM:

24. Which 2 ideas are you going to try from today’s session?