Pegasus Calculation Policy for Multiplication Pegasus Calculation Policy (Revised 2016) Pegasus Calculation Policy (Revised 2016) Pegasus Calculation Policy for Multiplication

What is “Mathematics Mastery?” Mathematics Mastery schools want to ensure that their aspirations for every child’s mathematics success become reality Success in mathematics for every child is possible Mathematical ability is not innate, and is increased through effort

What have we been told?

Effort-based ability – growth mindset Innate ability Intelligence is fixed Intelligence can grow 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 I only need to believe in myself I need to be viewed as able Success is doing better than others Success is the making of targets Some people think intelligence can’t change - Mathematics Mastery believe in Growth mindset as researched by Professor Carol Dweck Individuals can be placed on a continuum according to their implicit views of where ability comes from. Fixed-mindset individuals dread failure because it is a negative statement on their basic abilities, while growth mindset individuals don't mind failure as much because they realize their performance can be improved. These two mindsets play an important role in all aspects of a person's life. Dweck argues that the growth mindset will allow a person to live a less stressful and more successful life. This is important because (1) individuals with a "growth" theory are more likely to continue working hard despite setbacks and (2) individuals' theories of intelligence can be affected by subtle environmental cues. For example, children given praise such as "good job, you're very smart" are much more likely to develop a fixed mindset, whereas if given compliments like "good job, you worked very hard" they are likely to develop a growth mindset. In other words, it is possible to encourage students, for example, to persist despite failure by encouraging them to think about learning in a certain way. When the going gets tough ... dig in and persist When the going gets tough ... give up, it’s hopeless Copyright © Mathematics Mastery 2012

Lesson structure Mathematics Mastery lessons follow a 6-part structure. This keeps the lesson pacey, gives flow and allows more opportunities to teach creatively, give feedback and assess learning. Pupils have access to plenty of concrete materials such as bead strings and place value counters so that they have time to fully explore mathematics.

Key stage 1

How will children’s work be recorded? Task sheets Books Videos Photographs Multiple representations Objects, pictures, numbers and symbols enable pupils to represent ideas and make connections in different ways. This develops understanding and problem solving skills – while making lessons engaging and fun.

Year 1

Year 2

Pegasus Calculation Policy (Revised 2016) Repeated addition 2 + 2 + 2 + 2 + 2= 10

Pegasus Calculation Policy (Revised 2016) Arrays 2 x 5 = 5 x 2 = 10 1 2 1 5 2 4 2 10 3 6 4 8 5 10

Pegasus Calculation Policy (Revised 2016) Arrays 3 x 5 = 5 x 3 = 15 15 1 3 1 6 2 2 10 3 9 3 15 12 4 5 15

Counting-on in multiples to a target number Pegasus Calculation Policy (Revised 2016) Counting-on in multiples to a target number 5 x 3 = 15 3 6 9 12 15

Key stage 2

Year 3

Curriculum for Depth at Year 3 Place value and number sense of numbers to 1,000 were introduced in the Mastery Curriculum in Year 2. Year 3 pupils 'work within 100 from the first unit of Pupils “use larger numbers to at least 1000, applying partitioning related to place value using varied and increasingly complex problems, building on work in year 2 (for example, 146 = 100 + 40 and 6, 146 = 130 + 16)”. Pupils “identify, represent and estimate numbers using different representations”. Pupils use a variety of representations, including those related to measure, pupils continue to count in ones, tens and hundreds, so that they become fluent in the order and place value of numbers to 1000”. Pupils will, “find 10 or 100 more or less than a given number; recognise the place value of each digit in a three-digit number (hundreds, tens, ones); compare and order numbers up to 1000; read and write numbers up to 1000 in numerals and in words; solve number problems and practical problems involving these ideas. Count from 0 in multiples of 50 and 100”

2 digit by 1 digit grid multiplication Pegasus Calculation Policy (Revised 2016) 2 digit by 1 digit grid multiplication 23 x 8 = 184 20 3 x = 184 16 24 8 Children add the totals

An opportunity for you to participate Pegasus Calculation Policy (Revised 2016) An opportunity for you to participate 36 x 5 = 180 30 6 x = 180 15 30 5

Year 4

Expanded method of multiplication Pegasus Calculation Policy (Revised 2016) Expanded method of multiplication x 8 23 TO 24 (8 x 3) 160 (8 x 20) 184

Expanded method of multiplication Pegasus Calculation Policy (Revised 2016) Expanded method of multiplication x 6 532 HTO 12 (6 x 2) 180 (6 x 30) 3000 (6 x 500) 3192

An opportunity to participate Pegasus Calculation Policy (Revised 2016) An opportunity to participate x 4 358 HTO 32 (4 x 8) 200 (4 x 50) 1200 (4 x 300) 1432

Expanded multiplication without brackets Pegasus Calculation Policy (Revised 2016) Expanded multiplication without brackets x 6 262 HTO 12 360 1200 1572

Year 5

Pegasus Calculation Policy (Revised 2016) Short multiplication 1 3 2 x 4 4387 1 7 5 4 8

An opportunity to participate Pegasus Calculation Policy (Revised 2016) Pegasus Calculation Policy (Revised 2016) An opportunity to participate 5 58 x 7 4 6

Pegasus Calculation Policy (Revised 2016) Long multiplication 4 75 x 19 1 5 6 7 7 5 1 4 2 5

An opportunity to participate Pegasus Calculation Policy (Revised 2016) Pegasus Calculation Policy (Revised 2016) An opportunity to participate 1 36 x 53 10 8 3 18 0 0 1 9 8

Year 6

Example from the Year 6 SATS arithmetic test 2017

Questions can be asked in different ways

Further information