1. Claygate Primary School
Maths Mastery- An overview
Information session for parents

2. Aims of the session
Share changes in the National Curriculum in recent years
Give an over view of maths mastery
Explain changes to our teaching and learning strategies in Mathematics
Examples of reasoning tasks
Ways in which you can continue to support your children.

3. Changes
The National Curriculum for Mathematics aims to ensure that all pupils:
become fluent in the fundamentals of mathematics - through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately
reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

4. Maths Mastery

5. Teaching and Learning : Maths Mastery
An approach to teaching and learning - not a level of attainment.
The belief that all pupils can achieve age-appropriate targets.
Development of deep mathematical understanding.
Development of both factual/procedural and conceptual fluency.
Longer time spent on key topics, providing time to go deeper and embed learning rather than moving on to concepts in the next year group.
Loosely based on the Shanghai / Singapore style of teaching of mathematics.
A style of teaching that the Government is supporting.

7. How does it work at Claygate?
Each lesson is a JOURNEY- How did it begin? Where did it follow? How did it end?
This Journey is LOGICAL, COHERENT and CONCEPTUAL
DIFFERENTIATION happens through deepening understanding, not through moving on to new content so FEWER things are taught, but in GREATER DEPTH
Each lesson contains a REASONING element
Precise LANGUAGE and FULL SENTENCES are used by teachers and pupils alike
Sufficient time is spent on embedding KEY CONCEPTS before moving the children on
Groups of lessons follow a SEQUENCE so that there is a clear pathway to learning
Lessons are broken down into SMALL STEPS building on previous knowledge
TRICKY BITS and MISCONCEPTIONS can be identified in advance of the lesson so that strategies to help the children are already in place.

9. Mastery means that learning is sufficiently:
Embedded
Deep
Connected
Fluent
In order for it to be:
Sustained
Built upon
Connected to

10. Coherence
Small steps (within a lesson, unit, year), continually building up knowledge
Focused, key Learning Objectives
Careful sequencing, building to generalisation
Pre-empting misconceptions
Opportunities for Fluency, Reasoning and Problem Solving with each objective.

11. Concrete- Pictorial-Abstract Approach
Reinforcement is achieved by going back and forth between these representations.
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 hands-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

13. Partner Work
Children share their ideas and partners can learn from each other
Partner work ensures good Mathematical discussions and ‘bouncing’ of ideas
Children practise new vocabulary in full sentences
Children check each other’s working and make corrections
Children have a shared experience of maths – all feel successful in their learning.

15. Reasoning

16. Which number is the odd one out? Explain your answer.13 17 10 25

17. Developing Reasoning: Question Stems and Prompts
How do you know?
Description
Domain
Top tips
Assemble, construct, create, design, develop, formulate, write, devise
Creating
Use a fact……
Problem-poser/problem-solver
Work backwards – ‘do’ and ‘undo’
Justify your choice……
Appraise, argue, defend, judge, select, support, value, evaluate, justify, exemplify
Evaluating
Why does this work? (Justify/prove)
Always, sometimes, never
What if…….
Appraise, compare, contrast, criticise, differentiate, discriminate, distinguish, examine, experiment, question, test, organise, diagnose
Analysing
Is it possible to…….? Explain why/why not
Where is the mistake?
Explain in words what went wrong and how to correct it.
When is it most appropriate to/not appropriate to……
True or false?
What’s the same? What’s different?
Odd one out
Prove to me that……..(convince me that….)
Use only diagrams
Use only words
Use diagrams and words
Choose, demonstrate, dramatise, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write, model, represent, match, generalise
Applying
Use the inverse to check that……..
Show me two alternative ways to…….
What is the missing number? Symbol? Information?
Give an example of…….
And another….and another….
Make an estimate/size of the answer
Continue the pattern….Will the number X appear later in the sequence? Why? Why not?
Classify, describe, discuss, explain, identify, locate, recognise, report, select, translate, paraphrase, sort, summarise
Understanding
What do you notice about…..? Describe….
Sort/group according to…..
What else do you know about….?
Define, duplicate, list, memorise, recall, repeat, state
Remembering

18. And finally…

19. Supporting your child at home
Give your child concrete resources when solving problems e.g counters, objects, cars, fruit, socks
Ask your child to prove it, explain, convince me both verbally and through pictorial/written representations
Refer to the school website for End of Year expectations
Continue to reinforce mental maths strategies
Support your child becoming fluent in their times tables up to 12, using ‘Times Tables Rockstars’
Where possible link maths to real life e.g cooking, shopping, telling the time

20. Ideas Use real-life contexts
Make the most of shopping trips and other outings- talk about spending money and calculating change. Does your child understand the offers they see on signs or adverts in shops?
Maths is a broad subject and encompasses topics like measure and shape- Can your child recognise shapes in their everyday surroundings? Can they tell the time? Or use weighing scales?
Think about how you can involve your child in everyday problem solving. You may be planning a party or cooking dinner. Many tasks involve sharing or using fractions.