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A renewed and sharp focus on the use of mental mathematics would be beneficial and would particularly help under-attaining groups of children.

Under Attaining Children Having difficulty identifying related facts from known number facts Were reluctant to use their mental calculation skills Used formal written methods in preference to mental methods, as they believe formal methods were better.

Daily Oral/mental Work Expectation of ten to fifteen minutes daily mental / oral work Dialogue - paired talk / group talk Resources – equipment / ICT Mental strategies Jottings – images, recording for another audience

Mental Methods It is crucial that mental methods of calculation are; Taught to children Not confined to starter activities in lessons Practised and used regularly, separately and in context

6 Rs of oral and mental work Rehearse – to practise and consolidate existing skills Recall – to secure knowledge of facts Revisit – to draw on and refresh some previous learning Refine – to build on earlier learning Read – to use mathematical vocabulary correctly Reason – to use and apply their previously acquired knowledge, skills and understanding to make decisions

Rehearse To practise and consolidate existing skills, usually mental calculation skills, sometimes set in a context to involve children in problem solving through the use and application of these skills

Rehearse If you add 22 to 14 you get divided by 4 equals 9 9 apples at 7p each would cost 63p 3 is a common factor of 63 and multiplied by 6 equals divided by 6 take away 1 equals 14

Recall To secure knowledge of facts, usually number facts, building up speed and accuracy.

Revisit To draw on and refresh some previous learning, to assess, review and strengthen children’s previously acquired knowledge and skills that may be relevant to the main part of the lesson or may be an aspect of mathematics the children have had difficulty recalling

Refine To build on earlier learning, to extend ideas and develop and deepen the children’s knowledge and skills in the light of their previous understanding so that techniques become more efficient and precise.

Read To use mathematical vocabulary correctly, to describe, explain and interpret features involving scales, tables or graphs, to identify shapes and list their properties.

Reason To use and apply their previously acquired knowledge, skills and understanding to make decisions, predict and hypothesis, and support these with discussion, to agree an explanation and to present arguments and counter- arguments.

Number Conjuror Choose a number between 1 and 10 Double it Add the number you first thought of Add 18 Divide by 3 Take away the number you first thought of Take away 3 Square the number

Start → + 6 → X 9 → ÷ 2 ↓↓↓↓ + 9 → X 7 → ÷ 3 → X 5 ↓↓↓↓ → - 6 → X 3 → -5-5 ↓↓↓↓ ÷ 3 → X 7 → - 8 → End

tables...

Here is a number what might the question have been? 121

Here is a calculation. Can you write a word problem for it? 43 – 17 = 26

What Is An Outstanding Session?