Lesson Structure From September we will be using Maths No Problem text books. Text books have been developed based on excellent mastery practise across the globe. Good resource for the children The children will have a workbook each and a textbook to share between 2.

A Mastery Approach in Maths This means ... Achievable for all Deep and sustainable learning The ability to reason about a concept and make connections The ability to build on something that has already been sufficiently mastered Conceptual and procedural fluency – the ability to reason about a concept and make connections Emilie Spending longer on place value is very important. It underpines children’s knowledge and how they then further their development of the four operations: +/ -/ x/ divide. Achievable for all Deep and sustainable learning- not moving quickly from one thing to another. The ability to build on something that has already been sufficiently mastered The ability to reason about a concept and make connections.

What does it mean to master something? I know how to do it! It becomes automatic and I don’t need to think about it. For example, driving a car. I’m really good at doing it. Like painting a picture. I can show someone else how to do it. All children will master things at different rates. We will continue teaching maths in our class groups.

Maths The National Curriculum there is an emphasis on: Becoming fluent in the fundamentals of mathematics. Reason mathematically by following a line of enquiry... and developing an argument or justification. Developing their problem solving skills Emilie Fluency- being able to count in 5s forwards and backgrounds. Being able to answer times tables in order and out of order. Be able to see them in different contexts for example counting in 5s on a ruler or a scale on a measuring jug. Solving problems is important. Some children will be able to write down their reasoning whilst others will do this verbally. In class this might be explaining why something or someone is wrong or proving something is correct.

Year 4 - Chapters

Lesson Structure In Focus – task enabling children to explore a problem

Structured learning – teacher led input

Guided Practise – progression through some examples to practise Guided Practise – progression through some examples to practise. Giving children opportunities to learn in different ways.

Independent Practise – children work through the questions on their own.

Reflection – time for children to assess their own learning and understanding

Lesson Structure Small steps are very important. Mixed ability pairs where/ when appropriate. Lots of practise practically and in pairs. Practical resources are very important. Daily opportunities to work independently. Longer spent on key topics. In mastery maths small, well thought through steps are important. Children need to see numbers in different contexts and situations. All children taught together to ensure no one misses out and everyone is exposed to the same learning. Mixed pairs provide quick graspers with the opportunity to explain their thinking, model their understanding and thus deepen their understanding. For those who find maths a little more difficult it can help them become more confident and keep up with the year 3 curriculum. We use lots of practical resources at different points in the year. These help even the most able children to make connections and deepen their knowledge. Using practical resources is important for every child no matter their ability. Throughout the lesson or unit chn will go back to the concrete where necessary. Pictorial

Here are some practical resources and representations that expose mathematical structures- bar model.

Lesson Structure Children are challenged through extra activities which focus on explaining and reasoning. Children are encouraged to challenge themselves. How do we challenge our children?