1. What is Mathematics Mastery? A guide for parents and carers 2017-18
Thank you very much for coming to our exciting evening all about Maths.
We look forward to explaining you all about it.

2. Objectives:
-Explain and demonstrate how mathematics is taught in St Matthew’s C of E Infant School -Understand what is meant by 'Mastery' in mathematics. -Identify how fluency impacts upon achieving mastery. -Increase confidence and understanding in supporting your child at home.
Fluency means:
Retaining, retrieving and recalling facts as well as understanding the number system ad mathematical terms and it comes from deep knowledge and practice

3. What is “Mathematics Mastery?”
Mathematics Mastery programme: -is a whole school approach to teaching mathematics. It aims to: -raise achievement for all pupils and to close the attainment gap. -deepen pupils’ conceptual understanding of key mathematical concepts
I bet you are asking yourself why you constantly see the words Mathematics Mastery. It is not a typo, it doesn’t say mystery but is an approach that we use now in order to teach Maths across the whole school.
It is a programme that has been introduced into English schools and has a proven track record.
Now the reason why it is called Mastery is because children should not learn mathematical procedures by rote but instead should build a deep conceptual understanding of mathematical concepts which should enable them to apply their learning in different situations.

4. Core belief:
Success in mathematics is possible for every child, whatever their background or prior attainment.
Mistakes are an opportunity to develop.
Mathematical ability is not innate, and is increased through effort. Effort means being resilient and not giving up easily.
Every child should achieve a strong foundation in mathematics, with no child left behind.
• viewing mistakes, but of course not the same ones all the time as you then don’t learn from them
just like Toyota who has grown in success due to the boss of Toyota letting his employees make mistakes in order to learn from these for the future- however I bet he wasn’t happy with them making the same mistakes over and over as you won’t learn from these mistakes

5. Negative perceptions of mathematics
If children hear ‘I can’t do maths’ from parents, teachers, friends they begin to believe it isn’t important.
People become less embarrassed about their lack of maths skills, as it seems to be acceptable to say that they are ‘rubbish at maths’.

6. Mathematics Mastery Curriculum
Fewer topics but greater depth
Developing an understanding about numbers and its place value through the use of objects and pictures before abstract numbers and letters (see sheet about concrete, pictorial and abstract approach)
Problem solving is central
Embedded Learning
Slower and richer pace
Focus on reasoning
Few topics but greater depth:
Pupils are using reasoning skills to make connections between prior knowledge and newly presented material, which will help foster a deeper understanding of the maths concepts.
Problem solving:
Comprehension, calculation and problem solving is developed simultaneously in order to make sure children don’t learn by rote.
Embedded Learning:
is about understanding the mathematical concept in greater depth and not just knowing it by rote.
Slower and richer pace:
is about doing it systematically step by step.
Reasoning focus:
is all about it making sense to the children.
Challenge:
- is provided through an increased depth, rather than acceleration of content
-This means:
Children who grasp concepts more quickly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. They are not accelerated beyond the objectives for their year group as they may have been in the past.
Children who are struggling and at risk of falling behind are provided support to consolidate their understanding through recapping the learning (concepts and skills) through pre-teach and post-teach intervention groups, before moving on.

7. Multiple representations
Concrete
Demonstrating depth
Pictorial
Pupils have access to plenty of concrete materials such as bead strings and place value counters so that they have time to fully explore mathematics.
Concrete- The Doing:
A child is first introduced to an idea or a skill by acting it out with real objects. This is a ‘hands on’component using real objects and it is the foundation for conceptual understanding.
Pictorial- The Seeing:
A child has sufficiently understood the hand-on experiences performed and can now relate them to representations, such as a diagram or picture of the problem.
Abstract- The Symbolic:
A child is now capable of representing problems by using mathematical notation, for example 12: 2 =6
Abstract
one 1

8. Key Principles Conceptual understanding Mathematical problem solving
Language and communication
Mathematical thinking
Pupils deepen their understanding by representing concepts using objects and pictures, making connections between different representations and thinking about what different representations stress and ignore.
Pupils deepen their understanding by explaining, creating problems, justifying and proving using mathematical language. This acts as a scaffold for their thinking deepening their understanding further.
Pupils deepen their understanding by giving an examples, by sorting or comparing, or by looking for patterns and rules in the representations they are exploring problems with.
Pupils deepen their understanding by giving an example, by sorting or comparing, or by looking for patterns and rules in the representations they are exploring problems with.
On this slide you can see the four cornerstones of the Mathematics Mastery approach:
Mathematical problems solving is at the heart and in order to achieve this we put emphasis on developing students’ conceptual understanding, as well as deepening their mathematical thinking and using mathematical language.
Language and communication:
Sharing essential vocabulary at the beginning of every lesson and insisting on its use throughout
Modelling clear sentence structures using mathematical language
Paired language development activities, known as Talk Tasks.
Plenaries which give a further opportunity to assess understanding through pupil explanations.

9. What does it look like in the classroom?
5 structured lessons per week
10-15min Maths Meeting every day
The lessons are always pacy, gives flow and allows more opportunities to teach creatively, give feedback and assess learning.

11. How will children’s work be recorded?
Task sheets
Children’s Maths Books
Videos
Photographs
Record of children’s work:
- Explain that parents may see fewer things recorded than in the past. There will not always be a worksheet for each lesson.
Throughout the lesson we assess the children by questioning, observing, verbal and written feedback, self/peer assessment.

12. Please do … Play (maths) with your child
There are opportunities for impromptu learning in games with real people that you can't get from an iPad or DS!
Let your child win or be better than you sometimes! Otherwise all they learn is that you are better at maths than them.
Recognise that there is more than one way of doing calculations – You may have learned one method, but children are actively encouraged to seek out alternative methods in school and choose one which works for them, no matter how long winded.
Be an actor! – Get excited about maths and your child will get excited too.
Talk to your child about their learning, what they learn in their maths lessons each day.
Use every opportunity to ask your child questions and to explain their reasoning to you.
GROWTH MINDSET – everyone of us can master mathematics given the opportunity.
Think and talk like a mathematician
These are some handy tips for you to remember what to do when doing Maths tasks with your child.

13. Please try not to …
Don't expect them to understand after you've explained it once. – It is normal for a child to 'get it' one day, and then in a different context not know how to find an answer
I will explain this slide to you, as I feel it really important when doing maths but to be honest all work with your child.

14. Websites to use for practising fluency and other resources
Oxford Owl Maths website
Family maths toolkit website
Top Marks website
Maths is fun website
Free numicon resources
Nrich website

15. Resources on school website
Calculation policy
Progression in calculation
Pitch and expectations
Is going live on Tuesday evening when you are going home it will be live.

16. Time to go and explore Mathematics Mastery
Rabbits Parents, please go to Rabbits Class.
Otters and Badgers Parents, please stay in the hall.

17. Talk Task Task: You will be practising doubling different amounts.
Year 1, Unit 1, Lesson 6: Doubles within 10
Task: You will be practising doubling different amounts.
Key learning: To find double an amount up to five
Instructions:
Split into pairs. Each pair has a set of digit cards 0-5.
Decide who is going to be pupil A and pupil B in your pair.
Pupil A picks a card and holds up that many fingers.
Pupil B mirrors Pupil A by holding up the same number of fingers.
Both pupils take the same amount of cubes as the fingers they are holding up and form them into a block. They check their blocks are equal in length, then join them together.
They count the total number of fingers and total number of cubes in the block and state the double.
In our lessons we learn Maths through talk tasks, where we have a specific partner. In these talks the main importance is the mathematical language we use and speaking in full sentences.

18. The big picture:
Big Pictures are used to develop mathematical language and thinking. Explain to the parents the different maths concepts that children can learn from these pictures e.g. 3 clouds, different 2D shapes that you can see, 6 bees and 4 more bees are 10 bees altogether.

19. Watch the following video: (3min)
Transitions
Watch the following video: (3min)
(Ark Conway)
Explain that:
-transitions are the times when pupils move from one segment of the lesson to the next.
-It is important to think about ways in which pupils can continue learning during these times so no time is wasted.
-Emphasise that transitions are planned and practised.
-Explain that there is a high expectations that all pupils take part.
-Explain that transitions are all about quick recall and gives children an opportunity to refocus learning behaviours.
-Examples include chanting multiplication tables, singing a mathematical song or finishing a number pattern.
Show video from beginning to 1:49min and then again at 14: 29min till the end

20. What are concrete resources?
Bead strings
Bar models
Fraction towers
100 grids
Number lines
Cuisenaire rods
Shapes
Dienes blocks
These are some examples of materials that can be used at the “concrete” and “pictorial” stages to support students at all levels of attainment to access mathematics and deepen their understanding.
Pupils have access to plenty of concrete materials such as bead strings and place value counters so that they have time to fully explore mathematics.
Multilink cubes

21. Part-part whole and number bonds

22. Independent Task Task: You will be representing doubles.
Year 1, Unit 1, Lesson 6: Doubles within 10
Task: You will be representing doubles.
Key learning: To find double an amount up to five.
Star words: double, equal, equal parts, whole
Instructions:
Pick a digit card from 0-5.
Draw that number of spots on one ladybird’s wing and then fold the ladybird in half to double the spots.
Complete a part-whole model for each ladybird. Can you also represent the doubles using cubes or other concrete manipulatives.
Talk about what you have done using the star words throughout this task. – e.g. This ladybird has four spots on each wing. One part is four. The other part is four. The whole is eight. Double four is eight.
Adapting and differentiating:
Questions to prompt pupils to connect concepts:
⇒ Can you make a ladybird with an even number of dots in total if one part is odd? What if the parts are even?
⇒ If the ladybird has a total of 8 dots, how many dots will it have on each wing?
2. Depth for all
Pupils represent and explain doubling with different concrete manipulatives.
Pupils draw their own contextualised representations of doubles (these could be linked to stories).

23. Maths Meetings Watch the following video: (5min)
(Ark Conway)
Show video from beginning to 4:38min and then again at 6:15min till the end

24. How can you help at home?
Fluency is key e.g. number facts , including subtraction facts as well, doubles and halves, skip counting , times tables
Other activities can include e.g. practise writing number formation, match words to numbers
Going shopping: talk about the cost of items and how the cost changes if you buy two items instead of one. Let your child count out the coins when paying and discuss the change you get back. Use coins to explore addition, subtraction, multiplication and division.
Follow a recipe: work together to find out the quantities needed, ask your child to weigh the ingredients, discuss how you’d halve or double the recipe and discuss the ratio of ingredients.
Cooking and shopping with your child, getting them to weigh ingredients, using language such as “more” and “less/fewer”.
Talk about the weather forecast: is today's temperature higher or lower than yesterday’s? What do the numbers mean?
Planning an outing: discuss how long it takes to get to the park, and so work out what time you need to leave the house. Discuss what shapes you see when you get there.
Look for maths around you e.g. discuss numbers all around you: door numbers, bus numbers-> encourage your child to predict what number will come next in a sequence of door numbers – are they odd or even?
Telling the time, discussing the days of the week, talking about money or the coins needed to pay for items, how long things take to cook.
I won’t go through this slide, but it gives you some ideas of what you can do with your child at home. If you have got any questions, please come and see me in the future.