Orchard parent workshop

Year R and 1 Maths Mastery

Aims of the Session• Gain an insight into the Maths Mastery approach and how it is taught.

• Ideas for supporting and making maths fun at home!

What the morning will consist of:

• Brief explanation of Mathematics Mastery and why we have adopted this approach at Orchard Primary School

• What Maths’ lessons look like.• Progression in Calculations and how you

can support your child. • Maths at home – ideas for you to use.• Q&A session

What is Maths Mastery?• A programme developed by Art schools• Developed teaching methods and

produced a curriculum based on international evidence which they tailored for U.K. schools

• Draws significantly from the principles of

Singapore - TIMSS• Meets the requirements of the new

National Curriculum – increased stretch

Socio-economic gaps

Belief in Innate Ability

ASSUMPTIONS

Ability is fixed

“You either have it or you

don’t”

BELIEFS

Inborn intelligence is the main determinant of success

OUTCOMES

Poor Results

Defeatism

Belief in Effort-Based Ability

ASSUMPTIONS

Effort = Development

BELIEFS

Consistent effort and effective

strategies are the main

determinants of success.

OUTCOME

Engagement

Confidence

Results

Curricular Principles• Fewer topics in greater depth

Opportunities are provided throughout Mathematics Mastery for pupils to use reasoning skills to make connections between prior knowledge and newly presented material. These connections will help foster a deeper understanding of the maths concepts.

• Mastery for all pupilsDifferentiation through depth, cumulative learning, AfL

• Number sense and place value come first - NOT about bigger numbers!

• Traditional Algorithims (written forms of calculations)• Problem solving is central

Comprehension, calculation and problem solving developed simultaneously.

Place Value

So what happens in lessons?

Key lesson features

• Mastering mathematical understanding• Mastering mathematical thinking• Mastering mathematical language• Mastery for all: Structure of learning

Mastering mathematical understanding

Concrete-Pictorial-Abstract approach

It embeds a deep understanding of maths by employing a concrete, pictorial, abstract approach so that pupils understand what they are doing rather than just learning to repeat routines without grasping what is happening.

Concrete-Pictorial-Abstract approach

Mastering Mathematical Thinking

Whole class, paired, individual opportunities to• Compare (sort, organise)• Modify (change, vary, reverse, alter)• Generalise (pattern spotting,

exemplifying, predict)

Learning is generalisation. We want children to think like mathematicians. Not just DO maths…

Thinking like mathematicians:

Tell a story with the picture/make up a new story/when else might 5 be 1 and 4? (1 brother and 4 sisters)

What if...?

Odd one out!

4 8 13

Mastering Mathematical LanguageMathematics Mastery lessons provide opportunities for

pupils to communicate and develop mathematical language through:

• Sharing essential vocabulary at the beginning of every lesson and insisting on its use throughout (Star Words)

• Modelling clear sentence structures using mathematical language

• Paired language activities

• Plenaries which give a further Opportunity to assess understanding through pupil explanations

Mastery For All: Structure of Learning

• Mathematics Mastery Curriculum content• Multi- part lesson - 6 parts - Do Now Task; New

Learning; Paired Language Development; Develop Learning; Independent Task; Plenary

• Transitions (No wasted time) Used to recall quick number facts or

mathematical concepts through chants, actions and songs and to prepare children for learning.

• Continuous assessment • Maths meetings

Mathematics MasteryCurriculum content

Year 1• Read, count, write, order and count to at least 20 objects• Count forwards and backwards in ones and

tens• Say a number that is one more or less than

a number between 10 and 20• Use words such as add, sum, total, take

away, subtract, difference between….inpractical situations

• Know by heart all pairs of numbers thatmake 10

• Add and subtract two numbers under 10

Multi-part lessonThemes

Video Clip from Year 1New Learning

http://toolkit.mathematicsmastery.org/classroom-planning

Community VideosWoodberry Down Year 1 Unit 5

Lesson 1

Video Clip from Year 1Develop Learning

• http://toolkit.mathematicsmastery.org/classroom-planning

Fox Primary Year 1 Unit 2 Lesson

13

Independent Tasks

• Task sheets• Books• Photographs/videos

Mathematics Mastery Task Sheets

Transition examples:• Number Cruncher Song• Count down from 10• Days of the Week song• Number bonds – I say, we say...

High View Primary Transition video

The Maths Meeting• Consolidate

learning already taught.

• Fun! Songs/chants.• Focus on Place

value/days/calendar work/number sense.

toolkit.mathematicsmastery.org/classroom-planning

Y1 King Solomon Academy Maths Meeting

What did Ofsted say?• Ofsted inspectors visited Ark Primary school in June 2011

to observe Mathematics Mastery in practice and to see how the programme could be adopted more widely. The Ofsted team interviewed pupils and staff. They reviewed the course materials, examined pupils’ work and observed seven maths lessons. Their conclusion was that:

• “Pupils’ achievement in number is outstanding. Pupils are developing a high level of proficiency for their age in addition, subtraction, multiplication and division. This is underpinned by a secure understanding of place value and good recall of number facts.”

What can you do at home?• Keep maths practical and real life• Use lots of mathematical language – full sentences- compare and reason• Money – paying for things, playing shops, • purses• Laying the table• Dishing up dinner – problem solving• Games (snakes and ladders, dice)• Number bonds - Playing cards• Games with egg boxes for a 10 frame• Counting

Keep it fun!!

Counting • Collections of objects – shells, buttons, pretty stones.• Cars on a journey e.g. how many red cars?• Animals in a field e.g. sheep, cows.• Stairs up to bed, steps etc.• Pages in a storybook.• Counting buttons, shoes, socks as a child gets dressed.• Tidy a cupboard or shelf and count the contents e.g.

tins, shoes, etc.• Counting particular vehicles on a journey e.g. Eddie

Stobart lorries, motorbikes, etc.  

Mathematics Mastery

Questions and answers

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Thank you so much for coming!