1. Break

2. Session 2 Quality first teaching in mathematics Aims: To examine the features of quality first teaching through lesson observation. To identify school priorities for the development of quality first teaching. To focus on the implications of sound subject knowledge for progress and attainment in calculation.

3. Publication Details

4. Pedagogy of Personalised Learning

5. High Quality Teaching and Learning

6. Activity Watch the video of James teaching his mixed year 3/4 class. Using the lesson observation proforma, note the strengths and areas for development of this lesson. Based on your observations, give James two strengths, and one area for further development. Table your observations and discuss common findings.

7. Key Characteristics of Quality First Teaching Highly focused lesson design with sharp objectives High demands of pupil involvement and engagement with their learning High levels of interaction for all pupils Appropriate use of teacher questioning, modelling and explaining An emphasis on learning through dialogue, with regular opportunities for pupils to talk both individually and in groups An expectation that pupils will accept responsibility for their own learning and work independently Regular use of encouragement and authentic praise to engage and motivate pupils.

8. Developing Practice Checklist Consider your school

9. Inspector’s Feedback from Observation Category: Good. Children kept going throughout the lesson and enjoyed the fun practical activity using the IWB The speed of the lesson was good and new work introduced well Effective use of the teaching assistant James worked well with the lower attainers Good differentiated work though some struggled with concept of spending no more than £3 There was fantastic concentration, respect and a happy atmosphere throughout Ideas to make the lesson closer to outstanding Use pretend coins which are the right colour, proportionately the right size, and with clear numbers Prices of different foods need to be more realistic if they are to replicate a receipt; some of the food pictures were confusing Pupils did not realise they could have more than one item per meal, so, for example, they chose cereal but no milk, which would be a bit dull! Did all pupils know what ‘budget’ meant? Higher attaining pupils could have been stretched more

10. OfSTED The essential ingredients of effective mathematics teaching are subject knowledge and understanding of the ways in which pupils learn mathematics – drawn together…as ‘subject expertise’ – together with experience of using these in the classroom. The main difference between good and satisfactory lessons is in teachers’ expertise in mathematics and how they use it to promote the learning of all pupils. Weaknesses in mathematical knowledge and pedagogy often have a limiting effect, particularly on assessing and developing pupils’ understanding. This represents the biggest challenge in raising the quality of teaching, and thereby standards. Mathematics: understanding the score OfSTED September 2008

11. The Essentials for Good Teaching Mathematics: understanding the score

12. Lunch

13. Calculation – the expectations…. The overall aim is that when children leave primary school, they: Have a secure knowledge of number facts and a good understanding of the four operations Are able to use this knowledge and understanding to carry out calculations mentally and to apply general strategies when using one digit and two digit numbers and particular strategies to special cases involving bigger numbers. Make use of diagrams and informal notes to help record steps and part answers when using mental methods that generate more information than can be kept in their heads Have an efficient, reliable compact written method of calculation for each operation that children can apply with confidence when undertaking calculations that they cannot carry out mentally; Use a calculator efficiently, using their mental skills to monitor the process, check the steps involved and decide if the numbers displayed make sense. Primary Framework for Mathematics

14. Activity Look at the guidance for the stages in subtraction. Consider and discuss: The pre-requisite skills needed for each stage; The models, images and practical resources appropriate to support understanding of concepts; The adaptations, if any, which you would make to ensure clarity of progression for children.

15. Activity Paula and Karim are in different ability groups in a year 3 class. Look at the range of evidence for their performance in MA2 which was presented in a moderation meeting. Discuss: What general areas of weakness could there be in this class? What specific aspects of calculation are causing an issue? What support does the teacher need to move these children on ? How would you address this?

16. Overcoming Barriers - Publication Details DCSF ref: 00695-2007PCK-EN DCSF ref: 00021-2009 DCSF ref: 00149-2008 DCSF ref: 00388-2009 DCSF ref: 00065-2009

17. Break

18. Subtraction Emergency

19. Using Models and Images

20. Aspects Supporting Calculation Use of number grids and number lines. Understanding the compensation methods of addition and subtraction Using rounding to estimate and check answers.

21. Number squares

23. Adding 9 On your table you have multilink cubes. Make them into rows of 10. We are going to do this addition 10 + 9 How can we do this? Let’s try these: 20+9, 30+9, 7+9, 13+9, 22+9 How does this practical activity support pupil understanding of the compensation method?

24. Adding 9 1020 ? +10 Draw the number lines for : 20+9, 30+9, 7+9, 13+9, 22+9 How would you do 20+19, 30+19, 7+19, 13+19, 22+19

25. Subtraction – numbers ending in 9 1020 ? -10 Draw the number lines for : 20 - 9, 30 – 9, 13 - 9, 22 - 9 How would you do 122 - 19 428 - 199 +1

26. Estimating by rounding Your multilink cubes are in rows of 10. You need to do the calculation 17 + 12 What is the closest calculation you can do? Make an estimate for these calculations. 16 + 22 28 + 22 13 +16 14 +14 Make a written record of the estimates before calculating. Try some subtractions in the same way. 28 – 12 32 - 21 35 - 16 24 -14

27. Find the difference Find the difference between 12 and 5 16 and 11 52 and 31 111 and 86

28. Finding the difference – counting up 0 86 111 86 111 90100 +10 +1 110 25 Find the difference between 86 and 111 +4

29. Finding the difference

30. Key Characteristics of Subject Expertise Use the cards on your table to identify which of the features are strengths in your school and which are areas for development. You may wish to categorise them as Red, Amber and Green. Mathematics: understanding the score

31. Prioritise Development of Teaching Strategies