1. Mastery in Practice MA2M+ 103 What does this look like in a lesson?
What does this look like in a lesson?
Rebecca Davies
St Catherine’s Catholic primary School, Penrith
Mastery in Practice

2. Lesson 5 – multiplying by 2-digit numbers
Think about this problem – how does it fit in with a ‘teaching for Mastery approach?’
How many millilitres are there in 12 similar bottles ?
Carefully chosen, real-life problem.
Whole class on the same problem.
Significant time spent developing deep knowledge.
Representation and structure – use of place value counters
1.2 pint
568 ml

3. Children’s independent work
Children have sufficient time to explore their ideas. Working in mixed ability pairs.
Targeted questioning can move children’s thinking along or support children who need scaffolding.
Children are encouraged to explain their thinking to the class.
Other children are asked
‘what has Anna done?’

4. What do these counters represent?
Holly has done this, why? What does it represent?
What do these counters represent?
Why has Mya done this?

5. This is how Taylor has solved the problem.
What has she done?
Is it similar to yours?
What do you think of her method?

6. Guided Practice 678 x 10 = 678 x 40 = 678 x 5 = 678 x 45 =
What did you notice?
What number facts helped you?
How did you solve 678 x 5?
How many different ways could we solve it?
What numbers are missing?
How do you know that?
Prove it your partner?
Can you show me in a different way?

7. The population of a town is 42 times that of a village
The population of a town is 42 times that of a village. Calculate the population of the town.

8. Teacher can support individuals/ group if necessary.
Independent work
Outcomes for all children
Pupils can partition 2-digit numbers. Pupils can multiply 3- and 4-digit numbers by multiples of 10. Pupils can multiply 3- and 4-digit numbers by 1-digit numbers.  Pupils can add 3-digit and 4-digit numbers together.
Some will achieve more – greater depth activities available for rapid graspers/
Others will access same-day intervention in order to keep up – not catch up!
Children still have access to resources if needed. No pressure to move onto formal algorithm.
Teacher can support individuals/ group if necessary.

9. Challenges…

10. Challenges…

11. Mastery in Practice MA2M+ 103 What does this look like in a lesson?
What does this look like in a lesson?
Rebecca Davies
St Catherine’s Catholic primary School, Penrith
Mastery in Practice