1. NCETM Year 3/4 Collaborative Project
Friday 22nd February 2013
Charlie’s Delightful Machine
How do you solve the problem?
What do you:
Think, feel, say and do

2. Who’s involved? Host school Oakthorpe Primary School Visiting schools
Riverside Primary
Viscount Beaumont’s CE Primary
Albert Village Primary
Donisthorpe Primary
St Mary’s CE Primary
Jenni Back - NCETM

3. What’s involved?
Collaborative project to support calculation in Year 3/4
Visiting and Host schools working together
Using the NCETM website
Support from NCETM
Mathematical Proficiency requires a focus on core knowledge and procedural fluency so that pupils can carry out mathematical procedures flexibly, accurately, consistently, efficiently, and appropriately. Procedures and understanding are developed in tandem.
Arithmetic Proficiency is an appreciation of number and number operations, which enables mental calculations and written procedures to be performed efficiently, fluently and accurately.

4. Objectives for the day
To share experiences and learning from Rich Mathematical tasks in the classroom.
To understand how to look for progression within open-ended tasks.
To try out different pedagogical approaches.
To try out ways to develop children’s mathematical proficiency in rich tasks.
My own aims to boost and uplift confidence
Challenge thinking
Change methods and thinking
Make sure all feel supported.

5. Think Feel Say Do
What do children think, feel, say and do when they are carrying out the rich mathematical tasks in our videos?
Is this what we want them to think, feel, say and do?
How could we change the way they think, feel, say, do? 5

6. The ULTIMATE rich mathematical task! Think Feel Say Do
Using what we know about rich mathematical tasks, what will a child think, feel, say and do when solving the best task? 6

7. What is hardest to plan for?
Which aspect of rich mathematical tasks do you find is the hardest to plan for?
Why might that be?

8. Key thresholds in mathematical development in arithmetic
KS1 entry: conservation and counting
KS2 entry: addition/subtraction, number bonds to 20, place value
KS3 entry: multiplication/division, multiplication tables
KS4 entry: proportional reasoning

9. The issues in years 3 and 4 Securing conservation and counting
Additive reasoning, fluent recall and application of number bonds to 20, understanding place value
Developing ideas of multiplication and division
Intuitive understanding of proportional reasoning

10. The Big Ideas in arithmetic in Y3 & 4
Doing and undoing
The number system and place value: exchange
Equivalence and comparison
Building and using a repertoire of known facts

11. Noah

12. Progression from EYFS to KS2 and beyond
01/12/2018
Progression from EYFS to KS2 and beyond
EYFS
Using number names and counting concrete objects
KS1
Counting accurately to 12
Applying notions of counting to a real context
Making models and using them to solve mathematical problems
Lower KS2
Recording results and reasoning about numbers
Multiplication as successive addition and considering grouping
Upper KS2
Extending task to higher targets, predicting results, posing questions
Developing mathematical thinking in relation to numbers: exemplify, visualise, generalise, do/undo, conjecture, reason

13. Pied Piper of Hamlyn

14. Progression from EYFS to KS2 and beyond
01/12/2018
Progression from EYFS to KS2 and beyond
EYFS
Use concrete apparatus and images to solve problems – making models or looking at pictures and counting legs
Spot patterns and talk about them
KS1
Record results using iconic and symbolic representations
Solve one step problems using calculations
Identify patterns involving numbers
Recall number facts and apply them

15. Progression from EYFS to KS2 and beyond
01/12/2018
Progression from EYFS to KS2 and beyond
Lower KS2
Solve two step problems involving calculations
Add and subtract 1 and 2 digit numbers
Present the solution in context expressing results clearly and coherently either verbally or in written form
Decide what information is important to ‘mathematise’ the problem and make use of lists and graphs
Describe patterns and relationships between numbers and use them to solve the problem
Explain reasoning about the problem verbally
Recall number facts and apply them to larger numbers using knowledge of place value

16. Progression from EYFS to KS2 and beyond
01/12/2018
Progression from EYFS to KS2 and beyond
Upper KS2
Apply efficient mental and written calculation methods to problems
Decide on a line of enquiry and follow it
Solve two step problems involving calculations
Tabulate results systematically, collecting, organising and representing appropriate information
Find all the possible solutions
Identify and record steps needed and use symbols where appropriate. Check accuracy of results with context
Explain reasoning using graphs diagrams and text.
Use and apply knowledge of multiplication and division facts for multiples of 2 and 4
Use knowledge of inverses to make links between solutions and reason about possibilities

17. Pied Piper of Hamlyn What are your aims / objectives?
What outcomes do you want from the children?
Initial ideas / questions / prompts

18. Reflection activity 1 Think, feel, say, do
Think back to what you were observing.
What were you pleased with?
What did you pick up within their mathematic proficiency?
Where next with your group?

19. Second session Have aims been met? Any new outcomes expected?
Next steps (questions, prompts, ideas)

20. Reflection activity 2
PMI Plus- what worked well? Minus – what didn’t work so well? Interesting – what are you interested in developing further?

21. Changes to pedagogical approaches
What have you learnt that is new?
What have you learnt more about?
What have you tweaked?
What might you tweak?
Any big changes?
What next for Rich Mathematical Tasks?