1. F C Down October 2016

2. Maths at St Luke’s New National Curriculum focuses on:
Fluency: Accuracy
Efficiency
Flexibility
Reasoning
Problem Solving

5. The ‘Maths No Problem’ (Singapore) approach aims to:
Develop mastery in all children and teach maths at a greater depth.
Move students through concrete (manipulatives) to pictorial (visual models) and then to abstract (symbolic) levels.
Deliver the Ofsted ideal where pupils,
“think for themselves, and are prepared to persevere when faced with challenges, showing a confidence that they will succeed. They embrace the value of learning from mistakes and false starts.” Maths subject guidance – Ofsted 2012

9. Can you help me? Question prompts: What are you noticing ...?
Careful use of questioning allows the children to be the experts:
Question prompts:
What are you noticing ...?
Can you imagine ..?
Can you remind me ...?
Is it possible ...?
I’m curious, can you tell me ...?
My friend says ... Could she be right?
Can you explain to your friend/draw in your
journal how you did this?

10. Lesson Structure Anchor task- Problem
Children explore task with concrete materials. This is informal to create a safe environment to explore strategies. They share and explain their thinking (method) with a peer (mixed pairings). Children support each other to address misconceptions and consider alternative methods.
Structure – gather responses
Teacher guides pupils towards efficient strategy.

11. Document – journal
Children create a record in their journals to show their understanding - they may magpie other methods.
This may involve drawing a diagram, showing a variety of strategies, or explaining what they have learnt.

12. Year 1

13. Year 3

14. Year 5

15. Who has the greatest number of coins?
Who has the least number of coins?

16. Journal Pupil’s own heading in ‘Problem box’
Methods children can use to find solution
Teacher title with reference to workbook page

17. Reflect
Let’s Learn
Recap on strategies used in journal in a structured way
May extend learning by showing further methods
Can include abstract recording alongside pictorial

19. Practice
Guided Practice- led by teacher using text book or images on screen.

21. Independent practice – applying what we have learnt
The next step is to complete the tasks independently in the workbook.
Not all children will be expected to complete all of the tasks as differentiation is often by outcome.
Rather than working with one group, the teacher will now walk around and make a note of children who need extending and those who need further support/practise.

26. Progression – the same lesson objective in Year 5

27. Assessing Daily Concrete-explanation-apply knowledge
Journals show each child’s thinking/understanding
Workbook tasks
Termly
Formal testing

28. Catch-up
Children may need to repeat an activity to consolidate their knowledge.
As close to the lesson as possible and before the next lesson.
Enables children to work on gaps in their understanding and be ready for the next lesson.
Inform Parents how they can support.

29. Extension Tasks
Supplementary independent tasks can be given if required. For example Can you explain how you found your answer? Which method was the most efficient and why?
Mastery challenges linked to national curriculum expectations.

30. Calculation Policy
The full policy is available on the school website and videos showing children using these methods are going to follow.
It is written in line with expectations and objectives of the National Curriculum.
I t shows the progression from using concrete resources through to abstract calculations.

34. Support from home Learning times tables
National curriculum expectations
Y2 - 2, 5 and 10 times tables
Y3 – 3, 4 and 8 times tables
Y4 – 6,7,9,11 and 12 times tables
Many apps are available to practise this: The DK 10 mins a day Times Tables, Times Tables Cloud Click Game, 100 Square Calculation and Maths for Kids are just some of those available.

35. Telling the time on an analogue and digital clock
Telling the time on an analogue and digital clock. Discussing how long things last for.
Using a variety of measures in a real life context for example grammes and millilitres for cooking, kilometres for distance, centimetres and metres for estimating sizes around the house.
Using money in a real life context, recognising the value of coins and notes.

36. Homework
Annotations to indicate where children have had support or found difficulties is very useful.
Pick a question your child has completed and ask them to explain how they did it.