1. Parent Workshop

2. The Mathematics Mastery partnership approach exceptional achievement exemplary teaching specialist training and in-school support collaboration in partnership integrated professional development

4. Do the maths – true or false? Even + Even = Even Even + Odd = Even Odd + Odd = Even Can you explain why? Can you prove why… – Using algebra? – Without using algebra?

7. m m n n 2m 2n

8. 2m + 1 2n + 1

9. 2m + 1 + 2n + 1

11. 2m + 2n + 2 2(m + n + 1)

12. Our shared vision Every school leaver to achieve a strong foundation in mathematics, with no child left behind A significant proportion of pupils to be in a position to choose to study A-level and degree level mathematics and mathematics-related sciences

13. A belief and a frustration Success in mathematics for every child is possible Mathematical ability is not innate, and is increased through effort Mastery member schools wanted to ensure that their aspirations for every child’s mathematics success become reality

14. Effort-based ability – growth mindset Innate ability Intelligence can grow Intelligence is fixed Effort leads to success Ability leads to success When the going gets tough... I get smarter When the going gets tough... I get found out When the going gets tough... dig in and persist When the going gets tough... give up, it’s hopeless I only need to believe in myself I need to be viewed as able Success is the making of targets Success is doing better than others

15. Our approach Language and communication Mathematical thinking Conceptual understanding Mathematical problem solving

16. NC 2014 “Decisions about progression should be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content in preparation for key stage 4. Those who are not sufficiently fluent should consolidate their understanding, including through additional practice, before moving on”

17. Fewer topics in greater depth Mastery for all pupils Number sense and place value come first Problem solving is central Curricular principles

18. Y7 differentiation through depth

19. Half term 1 Number sense Half term 2 Multiplication & division Half term 3 Angle and line properties Half term 4 Fractions Half term 5 Algebraic representation Half term 6 Percentages & pie charts KEY Half term topic Big idea Substantial new knowledge mastered Year 7 Place value Multiplication and division Using scales Angle and line properties Area Perimeter Addition and subtraction Algebraic notation Calculating with fractions Fractions, decimals and percentages

20. Mathematical problem solving Conceptual understanding Language and communication Mathematical thinking Conceptual understanding Pupils deepen their understanding by representing concepts using objects and pictures, making connections between different representations and thinking about what different representations stress and ignore. Language and communication Pupils deepen their understanding by explaining, creating problems, justifying and proving using mathematical language. This acts as a scaffold for their thinking deepening their understanding further. Mathematical thinking Pupils deepen their understanding by giving an examples, by sorting or comparing, or by looking for patterns and rules in the representations they are exploring problems with. Mathematics Mastery key principles

21. Mastering mathematical understanding Concrete - DOING At the concrete level, tangible objects are used to approach and solve problems. Almost anything students can touch and manipulate to help approach and solve a problem is used at the concrete level. This is a 'hands on' component using real objects and it is the foundation for conceptual understanding. Pictorial - SEEING At the pictorial level, representations are used to approach and solve problems. These can include drawings (e.g., circles to represent coins, tally marks, number lines), diagrams, charts, and graphs. These are visual representations of the concrete manipulatives. It is important for the teacher to explain this connection. Abstract –SYMBOLIC At the abstract level, symbolic representations are used to approach and solve problems. These representations can include numbers or letters. It is important for teachers to explain how symbols can provide a shorter and efficient way to represent numerical operations. Concrete-Pictorial-Abstract (C+P+A) approach

22. What are manipulatives? Language and communication Mathematical thinking Conceptual understanding Mathematical problem solving Bar models Dienes blocks Cuisenaire rods Multilink cubes Fraction towers Bead strings Number lines Shapes 100 grids

23. Ben is 5 years older than Ceri. Their total age is 67. How older Ben? How old is Ceri? Ceri Ben 5 67 – 5 = 62 67 62 ÷ 2 = 31 Ceri is 31, Ben is 36 Check: 31+36=67 Problem solving – a pictorial approach

24. Abe, Ben and Ceri scored a total of 4,665 points playing a computer game. Ben scored 311 points fewer than Abe. Ben scored 3 times as many points as Ceri. How many points did Ceri score? 4,665 Ceri Ben 311 Abe 4,665 – 311 = 4,354 4, 354 4, 354 ÷ 7 = 622 Ceri scored 622 Check: 622 + 1,866 + 2, 177 = 4,665 Problem solving – a pictorial approach

25. Jake is 3 years older than Lucy and 2 years younger than Pete. The total of their ages is 41 years old. Find Jake’s age. What else can you find? Do the maths!

26. 41 years 3 years 2 years Jake? Lucy ?Pete? 41 – 8 = 33 33/3 = 11 ? = 11 years Jake is 11 + 3 = 14 years 39 years 33 years Lucy is 11 years Pete is 11 + 5 = 16 years Problem solving

27. Mastering mathematical thinking “Mathematics can be terrific fun; knowing that you can enjoy it is psychologically and intellectually empowering.” (Watson, 2006) We believe that pupils should: explore, wonder, question and conjecture compare, classify, sort experiment, play with possibilities, modify an aspect and see what happens make theories and predictions and act purposefully to see what happens, generalise

28. Mathematical problem solving Conceptual understanding Language and communication Mathematical thinking Conceptual understanding Pupils deepen their understanding by representing concepts using objects and pictures, making connections between different representations and thinking about what different representations stress and ignore. Language and communication Pupils deepen their understanding by explaining, creating problems, justifying and proving using mathematical language. This acts as a scaffold for their thinking deepening their understanding further. Mathematical thinking Pupils deepen their understanding by giving an examples, by sorting or comparing, or by looking for patterns and rules in the representations they are exploring problems with. Mathematics Mastery Key Principles

29. Vocabulary – Multiple Meanings

30. What number is half of 6? 6 is half of what number?

31. What number is half of 6? 6 is half of what number?

32. What comes next…? Thousands Hundreds Tens Ones!!!!!!!

33. Why is this important? Consider: One Hundred = Ten Tens Ten Tens = One Hundred Similarly: One Ten = Ten Ones Ten Ones = One Ten

34. Fractions – a “talk task”

35. Challenging high attainers What number is 70 hundreds, 35 tens and 76 ones? Which is bigger, 201 hundreds or 21 thousands? How many bags each containing £10 000 do you need to have £3 billion? How many ways can you find to show/prove your answers?

36. True or False? A B C D E I D E F G H C G H I A B F A B C B A C D E F E F D G H I I G H Can you make your own true or false statements like these? = =

37. Does it work?

38. Evidence from successful schools: Pupil collaboration and discussion of work Mixture of group tasks, exploratory activities and independent tasks Focus on concepts, not on teaching rules All pupils tackled a wide variety of problems Use of hands on resources and visual images Consistent approaches and use of visual images and models Importance of good teacher subject-knowledge and subject-specific skills Collaborative discussion of tasks amongst teachers What would OfSTED think?