1. KS2 Workshop

2. NQT Inspiration Day Guess the Dominoes Consecutive numbers Stringy quads School Trip

3. The teacher  Doing  Saying  Asking

4.  Children can do more than you think  Children’s own problems  Importance of talk and questioning  Children as mathematicians

5. Low threshold high ceiling  Everyone can start - accessible to (almost) everyone  Support for those who need it whilst challenging more confident/capable  Have potential for high level of challenge  Often combines consolidation with reasoning  Help to develop classroom community of enquiry

6. Opportunities  Questioning  Assessing  ???

7. Threats

8. ‘Effective teaching requires practitioners to help children see themselves as mathematicians. For children to become (young) mathematicians requires creative thinking, an element of risk-taking, imagination and invention - dispositions that are impossible to develop within the confines of a work-sheet or teacher-led written mathematics.’ Worthington and Curruthers 2007

9. Valuing mathematical thinking Creative climate and conjecturing atmosphere Purposeful activity and discussion Conditions for learning

10. Valuing mathematical thinking What behaviours do we value in mathematics and how can we encourage them in our classrooms?

11. Behaving like a mathematician  Conjecturing  Justifying  Verifying  Generalising  Proving  Working systematically  Visualising

12. Simmering Low Threshold Purposeful consolidation

13. Simmering  Choice and possibility  Independence  Over time  Setting own questions

14. Low threshold high ceiling

15. Purposeful activity Give the pupils something to do, not something to learn; and if the doing is of such a nature as to demand thinking; learning naturally results. John Dewey

16. NRICH website

17. Purposeful consolidation

18. 6 + 4 = 10 10 take away 9 makes 1 1 add 17 is 18 18…… Competitive aim – stop your partner from going Collaborative aim – cross off as many as possible

19.  What is the mathematical knowledge that is needed to play?  Who would this game be for?  What is the value added of playing the game?  Could you adapt it to use it in your classroom?

20. Nice and nasty

21. Three in a row

22. 20 40 80 50 100 200 1585015 25 242032125048 12½445406037½ 302055040 12025751060150 1008020161040 Which would you rather?

23. Bingo A numbers 1-12 B numbers 1-36 C numbers 1-100 Repeats and exceptions allowed

24.  Can be used as an introduction  Can be used to consolidate (formative assessment)  Can be used as a final (summative) assessment  Often includes element of discovery which is then formalised by teacher.  Open ended to allow simmering  Combines curriculum content with mathematical thinking  Whole class memory Games are good..

25. For each  Consolidation  Conversation  Competition  Choice  Creativity  Collaboration  Community  Challenge