1. Mathematics Mastery in Years One and Two at Park Street School

2. Mathematics Mastery The foundational belief of Mathematics Mastery is that all children from all backgrounds can succeed in mathematics by following these key principles: Fewer topics in greater depth Mastery for all pupils Number sense and place value come first Problem solving is central

3. Curriculum content in Year 1: -Numbers to 10 -Addition and subtraction within 10 -Shapes and patterns -Numbers to 20 -Addition and subtraction within 20 -Exploring calculation strategies within 20 -Time -Numbers to 40 -Addition and subtraction within 40 -Length, weight and volume -Numbers to 100 -Addition and subtraction within 100 -Money -Multiplication and division

4. Curriculum content in Year 2: -Numbers within 100 -Add and subtract 2-digit numbers -Addition and subtraction word problems -Measuring length -Graphs -Multiplication and division (2, 5 and 10) -Exploring calculation strategies -Money -Faces, shapes and patterns; lines and turns -Fractions -Numbers within 1000 -Add and subtract 2-digit and 3-digit numbers -Measuring capacity and volume -Measuring mass -Time -Multiplication and division (3 and 4)

5. Mathematics Mastery Structure of learning Multi-part lessons Do Now Task New Learning Paired Language Development Develop Learning Independent Task Plenary

6. Do Now Task An independent activity to consolidate previous learning 19 27 30 32 20 15

7. New Learning Introduces the main mathematical concepts for the lesson 1.Key Learning: To add two 2-digit numbers with regrouping 2.Star words (key vocabulary) with actions ones, tens, place value, regroup 3. Whole class teaching 16 + 15 = 4. Transition https://www.youtube.com/watch?v=uYRTtwZGwj8 (35 seconds) https://www.youtube.com/watch?v=Vr- L6q4vbWU&list=PLdg21Jcmz5aGvVA8M5t3MuI_ylYDVi y07

8. Talk Task An opportunity to practise the New Learning in pairs using the key vocabulary 17 + 14 = A: Add the ones “7 ones added to 4 ones is equal to 11 ones.” B: Regroup the ten ones as one 10 “11 ones are equal to 1 ten and 1 one.” A: Add the tens “2 tens plus 1 ten is equal to 3 tens” B: Add the tens and ones “There are 3 tens and 1 one. 17 plus 14 is equal to 31.” Transition

9. Develop Learning Builds on the New Learning and develops a deeper understanding of the maths concepts 1.Address misconceptions of Talk Task 2. Apply learning in a different way Transition

10. Independent Task Practises learning independently through solving problems Differentiation by depth Challenge 1– Fully completed addition equations. Represent them using the dienes blocks. Challenge 2 – Select two number cards within 20. Generate an addition equation. Solve using dienes blocks and regroup where necessary. Challenge 3 – Start with the number 16. Think of a 2-digit number that you can add to 16 which will lead to regrouping. Transition

11. Plenary Recaps, checks understanding and celebrates success Child from each group to model challenge

12. Park Street’s Challenge System Key Stage 1 3 levels of challenge All challenges work on the same Key Learning/Learning Objective Differentiation by depth of understanding – NOT just making the numbers bigger! Children self select their level of challenge

13. Why do we let the children choose?

14. Differentiation by Depth How do we do it?

15. Conceptual Understanding Concrete – Pictorial – Abstract 22 + 17 = 39 It is crucial NOT to rush this stage

16. Mathematical Thinking Making connections between current understanding and new learning If I know 5 + 2 = 7, what else do I know? Reversing the layout of equations 7 = ? + 5 Which is the odd one out? Why? 6, 15, 11

17. Mathematical Language Developing their knowledge of the mathematical language that links to their conceptual understanding Grouping all of the word problems that require addition together Re-writing a word problem using different language Writing a new word problem for an equation

18. Feedback/comments/questions Thank you