1. Using rich tasks in developing a programme of study
Dr Jenni Back
Host Schools Project Lead

2. The ‘Big Ideas’ in mathematics
Content/topic based
Number and the number system, Shape, Measures and measuring, Calculation, Data handling
Process based
Communicating, reasoning, sorting, classifying, manipulating, visualising, structuring, exploring, enjoying

3. Integrating process and content
Developing an approach that ensures coverage whilst hanging on to important underlying principles of mathematical thinking and reasoning
Working with Chris Martin at Haverstock Secondary School and Michelle Batstone and Alison Ewen at Boasley Cross Community Primary School

4. The Big Ideas in arithmetic
Arithemetic proficiency: developing fluency with understanding What might this mean for teachers and children in primary schools?

5. Host Schools Project
A national network of 30 Host Schools who have a record of success in teaching arithmetic Each Host School working with 4 – 6 Visiting Schools in a network Sharing good practice and developing ideas and approaches collaboratively Supported by national events, some funding, web based communities and the project lead

6. Threshold concepts in arithmetic
At the start of Key Stage 1:
Counting
conservation of number
At the start of Key Stage 2:
additive reasoning
doing /undoing
At the start of Key Stage 3:
multiplicative reasoning

7. Strike it out

8. And the mathematics…?
What is the mathematical knowledge that is needed to play? Who would the game be for? What is the value of playing the game? How could you adapt it to use for the next group you teach?

9. Low Threshold high ceiling
Accessible to all at the start of the lesson
Allows the most confident/ competent to go as far as they can and offers the opportunity to ask their own questions
Plenty of supporting activity of those who will benefit form it
Allows different types of thinking and different approaches
Article on NRICH website at

10. Progression from EYFS to KS2 and beyond
Recognising number symbols to 10 – restrict the number line and use concrete apparatus
KS1
Developing skills in addition and subtraction of numbers to 20
Lower KS2
Recording results systematically
Conjecturing about possible choices
Relating addition and subtraction facts
Upper KS2
Building fluency with number bonds to 20
Predicting results, developing strategies
Beyond KS2
Developing mathematical thinking: exemplify, visualise, generalise, do/undo, conjecture, prove

11. Take a loop of string
Take a resource: a loop of string Make a quadrilateral with one line of symmetry Make a quadrilateral with two lines of symmetry Stringy Quads KS1 Mrs Trimmer’s String EYFS Exploring 2D shapes

12. And the mathematics…?
Names and descriptive language about quadrilaterals Properties of quadrilaterals Visualisations of quadrilaterals of many kinds Developing notions of proof

13. Progression from EYFS to KS2 and beyond
Introducing the language of shapes building on intuitive ideas
KS1
Exploring triangles, squares, rectangles, circles and other common shapes
Lower KS2
More detailed exploration of characteristics and properties
Using language such as vertices, edges, sides
Upper KS2
Analysing angles, sides, parallel, perpendicular
Beyond KS2
Generalising about 2D shapes

14. Next steps
What do you plan to do as a result this workshop? Think of an action that is possible and achievable to undertake in the next two weeks of school Jot down a reminder for yourself on the postcard as well as your name and address

15. Thank you for listening
Dr Jenni Back
Telephone