1. A Ensuring effective marking and feedback in mathematics

2. A Improvement Prompts There are 3 types of improvement prompt: The reminder prompt – reiterates the learning intention. The scaffolded prompt – suggests what could be written to more successfully match the learning intention. The example prompt – models a choice of possible improvements, but asks if the child has an idea of his/her own.

3. A Outcome of a piece of work in Mathematics Correct Incorrect Correct, with thorough understanding Correct, inefficient methods Incorrect in part of process Lack of prior knowledge/ understanding Identify next steps/ challenge Model efficient method with task set Incorrect, inefficient methods Highlight errors/model efficient method with task set Identify error in process address appropriately Identify gap and address appropriately Effective Feedback

4. A

5. A Why can’t 20p be the first coin in the row? 2p 5p 20p 1p 10p Why has the 20p always to be the middle coin in the row? 2p 5p 20p 1p 10p Which coins can we move around to match the last clue?

6. A Child B

7. A Well done Can you show a quicker way of recording this? How many 60p candles did you have? _ x 60p How many 85p candles did you have? _ x 85p 4 x 60p + 2 x 85p Double 60p = £1.20 Double £1.20 =£ 2.40 Now double 85p =

8. A Child A

9. A Is this a likely answer for two numbers both below 200? Explain why? e.g 200 + 200 = 400 615 > 400 1 7 8 Compare this correct answer with your 1 1 6 1 7 working out. Where did you go wrong? 3_4_5 100 70 8 + 100 60 7

10. A

11. A How do you know you have found all the possible solutions? E.g. 3 jewels between 2 pirates= 1 pirate will have a single jewel each time. Therefore 3 possible solutions for each pirate because 3 different jewels. Giving 6 possible outcomes. Will you always have the same number of solutions if you have 3 different jewels? Why? How many outcomes for 4 jewels shared equally between 2 pirates?