1. The role of Learning Journeys in promoting a growth mind-set
Give pupils a sense of purpose
Give pupils a strong voice in the learning process
Take pupils out of their comfort zone
Encourage pupils to challenge themselves
Place an emphasis on progress rather than attainment
Indicate to students what skills students need to work on in the future.

2. Pupil Perspective
‘Learning journeys help me to see what I need to learn next.’ ‘It helps me to see that I am getting better at Maths all the time.’ Learning journeys show me that I’m not always right about what I think I can and can’t do.’

3. On the opposite page pupils write Green Pen Page
At the start of a unit of work pupils glue a copy of the learning journey into their books on one side of a double page.
Pupils attempt to answer the questions to help them self assess their starting point for the topic. This should happen prior to any teaching.
The teacher goes through the answers on the board and the pupils self mark.
The pupils then highlight on their Learning Journey the matching statements for the questions that they got right.
On the opposite page pupils write Green Pen Page
Each lesson pupils should go back to their Green Pen page and write a comment on what they have learnt during the lesson..
They should record the date and complete the following sentence. ‘This lesson I learnt …………..
If appropriate they should add an example from the self assessment questions of the type of questions they can answer now which they couldn’t answer before.
How to use the learning journeys flow diagram

4. Slides 6-7 are an example of a Learning Journey
Slides 6-7 are an example of a Learning Journey. These are printed two to a page on blue paper and glued onto a double page in pupils’ exercise books.

5. Types of Number.
I can round whole numbers to the nearest 10, 100 or 1000.
I can find multiples of any numbers up to 12.
 I can identify factors of two digit numbers.
I know simple tests for divisibility for 2, 3, 4, 5, 6, 8, 9
I can find all the factors of number by checking for divisibility.
I can square and cube numbers.
I can square root a number.
I can round numbers to a given number of decimal places or significant figures.
I can use the concepts and vocabulary of prime numbers, highest common factor, lowest common multiple.
I understand and can use powers (square, cube and higher).
I understand that not all numbers will have an exact square root.
I can express a number as a product of its prime factors.
I can convert numbers into standard form 
Print this slide and the next slide two to a page and give to pupils to glue into their books. These should be printed onto blue paper so that pupils can easily find them in their books. Pupils should be referring to these every lesson.

6. Write down 3 multiples of….5, 3
Round 231 to the nearest 10
Round 431 to the nearest 100
Which of these is a prime number?
1, 9, 16, 17
How do you know?
Which of them is a factor of 18? How do you know?
What is 42
What is the Highest Common Factor of 15 & 20
What is the lowest common multiple of 15 and 20?
Round to 2 decimal places
Write 70 as a product of its prime factors.
Convert these number into standard form = =

7. Slides 9 – 13 show examples of how pupils reflect on their progress along the Learning Journey over a series of lessons.

12. That … means…/ To be able to find… I need to… To remember this I will…
GREEN PEN PAGE
Today I learned…
That … means…/ To be able to find… I need to…
To remember this I will…
3rd version

13. At the end of a unit of work pupils are assessed to see if the have moved along their learning journey. Each skill on the learning journey has one of each of the following types of question :-
Fluency – can they recall and use a method
Problem Solving – can they apply their mathematics to non routine problems
Reasoning - can they conjecture, make generalisations, develop an argument, justification or proof.

14. Slides 16 – 23 are an example of an end of unit assessment task
Slides 16 – 23 are an example of an end of unit assessment task. These slides would be printed as an A5 booklet.

15. Types of Number.
I can round whole numbers to the nearest 10, 100 or 1000.
I can find multiples of any numbers up to 12.
 I can identify factors of two digit numbers.
I know simple tests for divisibility for 2, 3, 4, 5, 6, 8, 9
I can find all the factors of number by checking for divisibility.
I can square and cube numbers.
I can square root a number.
I can round numbers to a given number of decimal places or significant figures.
I can use the concepts and vocabulary of prime numbers, highest common factor, lowest common multiple.
I understand and can use powers (square, cube and higher).
I understand that not all numbers will have an exact square root.
I can express a number as a product of its prime factors.
I can convert numbers into standard form 

16. Lowest Common Multiple
Key Words / symbols
Never heard before?
Heard of but not sure what it means?
Know what it means and can explain it in context
Jot down your ideas here...
Factor
Multiple
Prime
Square
Square Root
Indices
Highest Common Factor
Lowest Common Multiple

17. 1
Question
Answer
Fluency
Write down 5 multiples of 4.
Problem Solving
Jack is thinking of two numbers.
They are both multiples of 3.
When Jack adds his numbers together his answer is more than 10 and less than 20.
What numbers could Jack be thinking of?
Reasoning
Convince me that 49p is 0 when rounded to the nearest pound.

18. 2
Question
Answer
Fluency
What is the square root of 81? (√81)
How do you know?
Problem Solving
David is thinking of a square number.
His number is more that 20 and less that 50.
What numbers could David be thinking of?
Reasoning
Ann says that 40 has more factors than 50?
Convince me that Ann is correct.

19. 3
Question
Answer
Fluency
a) Write down two prime numbers.
b) Round to 2 significant figures.
c) Round to 2 decimal places.
Problem Solving
Bill says that 4 is the Highest Common Factor of 24 and 48.
Jenny says that this is False.
Who is right? Explain your answer.
Reasoning
Polly Parrot squawks every 12 seconds.
Mr. Toad croaks every 9 seconds.
They both make a noise at the same time.
How many seconds before they will next make a noise at the same time?
Explain how you can use the Lowest Common Multiple to solve this problem.

20. 4
Question
Answer
Fluency
Write 320 as a product of its prime factors.
Problem Solving
Molly says that 455, written as a product of its prime factors is
91 x 5.
What mistake has Molly made?
Reasoning
Brian thinks that 180, written as a product of its prime factors is
2 x 2 x 3 x 3 x 3 x 5 x 5
How can I tell that Brian is wrong without drawing a prime factor tree?

21. 5
Question
Answer
Fluency
Write these numbers in standard index form. a) b) c)
Problem Solving
Height of a tall skyscraper: 4 × 102m
Height of a mountain × 103m
How many times taller is the mountain than the skyscraper?
Reasoning
Jack says that written in standard form is 234 x 104.
Convince me that Jack is wrong.

22. Use the space below to set yourself a question similar to the ones you were able to answer confidently.
Use the space below to answer the question that you have set yourself
My own question…
My answer…