1. ‘Beyond levels will only work if pupils are in mixed attainment groups
Think / Pair / Share

2. Hattie –
Diagnose what they do/don’t know,
Intervene,
Evaluate your impact.
Repeat.

3. In this class…… We all have different starting points
In this class…… We all have different starting points. We can all learn from one another. We can all make progress. We will value our mistakes because we can learn from them. We will choose tasks that challenge us because this is how we develop our skills and understanding. We will keep trying even when we are finding a task difficult because this is how we make progress.
Use this slide to have a class discussion about what it means to be a good learner in Maths. Explain that in Maths we celebrate and reward good learning not attainment.

4. The role of Learning Journeys in promoting a growth mind-set
Give pupils a sense of purpose
Give pupils a strong voice in the learning process
Take pupils out of their comfort zone
Encourage pupils to challenge themselves
Place an emphasis on progress rather than attainment
Indicate to students what skills students need to work on in the future.

5. Types of Number.
I can round whole numbers to the nearest 10, 100 or 1000.
I can find multiples of any numbers up to 12.
 I can identify factors of two digit numbers.
I know simple tests for divisibility for 2, 3, 4, 5, 6, 8, 9
I can find all the factors of number by checking for divisibility.
I can square and cube numbers.
I can square root a number.
I can round numbers to a given number of decimal places or significant figures.
I can use the concepts and vocabulary of prime numbers, highest common factor, lowest common multiple.
I understand and can use powers (square, cube and higher).
I understand that not all numbers will have an exact square root.
I can express a number as a product of its prime factors.
I can convert numbers into standard form 
Print this slide and the next slide two to a page and give to pupils to glue into their books. These should be printed onto blue paper so that pupils can easily find them in their books. Pupils should be referring to these every lesson.

6. Write down 3 multiples of….5, 3
Round 231 to the nearest 10
Round 431 to the nearest 100
Which of these is a prime number?
1, 9, 16, 17
How do you know?
Which of them is a factor of 18? How do you know?
What is 42
What is the Highest Common Factor of 15 & 20
What is the lowest common multiple of 15 and 20?
Round to 2 decimal places
Write 70 as a product of its prime factors.
Convert these number into standard form = =

7. Think / Pair / Share Can you create a pre-teaching assessment for the learning journey you have been given. Alternative Activity Can you create a learning journey for a unit of work in your subject area.

8. All pupils must have access to the full range of differentiated tasks
Pupils must be given the opportunity to select the appropriate task for themselves
Pupils should be aware that every lesson they should be engaged in a task which challenges them but which is also achievable
Pupils should be given frequent opportunities to reflect on their learning / progress against their learning journey.

12. Colour in the arrow, up to the statement which best describes your current understanding.
I’m so confident - I could explain this to someone else!
I can get to the right answer but I don’t understand well enough to explain it yet.
I understand some of this but I don’t understand all of it yet.
I tried hard and I listened but I am finding this challenging. I will make sure that I get help with this next lesson.
I do not understand any of this yet. There are things I could do to be a better learner next lesson.

13. My Favourite MISTAKES Means I Start To Acquire Knowledge Experience
Skills
A mistake that moved my learning on……

14. Tips I would give a friend to solve this problem are .........
I have made a link between this topic and …
To help me move forward, when I got stuck today, I ….
Today I interacted with the teacher by ……
Today I am still unsure about ………………
To fill in this gap I intend to …………
A barrier to my learning today was………..
I will try to overcome this by …..
Today I explained to ……….
how to …………..
Something I have learnt today about the way I learn is ………
At home, I need to look at ………………

15. Which mindset did I demonstrate? Mark each scale with an arrow.
Did I use whole class discussions / explanations as learning opportunities? (Did I listen? Did I ask questions? Did I contribute answers or make suggestions?)
Did I work on tasks that challenged me?
Did I use strategies to ‘un-stick’ myself when I found the tasks difficult?
Did I check my work for mistakes and correct them?
Did I put as much effort as I possibly could into the tasks?
Never
Sometimes
Always

16. Progress Pyramid One question I would like answered…
Two things I am not sure about yet….
Three things I understand well enough to explain to someone else…

17. Student Reflection

19. Fluency – can they recall and use a method
Problem Solving – can they apply their mathematics to non routine problems
Reasoning - can they conjecture, make generalisations, develop an argument, justification or proof.

20. Types of Number.
I can round whole numbers to the nearest 10, 100 or 1000.
I can find multiples of any numbers up to 12.
 I can identify factors of two digit numbers.
I know simple tests for divisibility for 2, 3, 4, 5, 6, 8, 9
I can find all the factors of number by checking for divisibility.
I can square and cube numbers.
I can square root a number.
I can round numbers to a given number of decimal places or significant figures.
I can use the concepts and vocabulary of prime numbers, highest common factor, lowest common multiple.
I understand and can use powers (square, cube and higher).
I understand that not all numbers will have an exact square root.
I can express a number as a product of its prime factors.
I can convert numbers into standard form 
Print this slide and the next slide two to a page and give to pupils to glue into their books. These should be printed onto blue paper so that pupils can easily find them in their books. Pupils should be referring to these every lesson.

21. Lowest Common Multiple
Key Words / symbols
Never heard before?
Heard of but not sure what it means?
Know what it means and can explain it in context
Jot down your ideas here...
Factor
Multiple
Prime
Square
Square Root
Indices
Highest Common Factor
Lowest Common Multiple

22. 1
Question
Answer
Fluency
Write down 5 multiples of 4.
Problem Solving
Jack is thinking of two numbers.
They are both multiples of 3.
When Jack adds his numbers together his answer is more than 10 and less than 20.
What numbers could Jack be thinking of?
Reasoning
Convince me that 49p is 0 when rounded to the nearest pound.

23. 2
Question
Answer
Fluency
What is the square root of 81? (√81)
How do you know?
Problem Solving
David is thinking of a square number.
His number is more that 20 and less that 50.
What numbers could David be thinking of?
Reasoning
Ann says that 40 has more factors than 50?
Convince me that Ann is correct.

24. 3
Question
Answer
Fluency
a) Write down two prime numbers.
b) Round to 2 significant figures.
c) Round to 2 decimal places.
Problem Solving
Bill says that 4 is the Highest Common Factor of 24 and 48.
Jenny says that this is False.
Who is right? Explain your answer.
Reasoning
Polly Parrot squawks every 12 seconds.
Mr. Toad croaks every 9 seconds.
They both make a noise at the same time.
How many seconds before they will next make a noise at the same time?
Explain how you can use the Lowest Common Multiple to solve this problem.

25. 4
Question
Answer
Fluency
Write 320 as a product of its prime factors.
Problem Solving
Molly says that 455, written as a product of its prime factors is
91 x 5.
What mistake has Molly made?
Reasoning
Brian thinks that 180, written as a product of its prime factors is
2 x 2 x 3 x 3 x 3 x 5 x 5
How can I tell that Brian is wrong without drawing a prime factor tree?

26. 5
Question
Answer
Fluency
Write these numbers in standard index form. a) b) c)
Problem Solving
Height of a tall skyscraper: 4 × 102m
Height of a mountain × 103m
How many times taller is the mountain than the skyscraper?
Reasoning
Jack says that written in standard form is 234 x 104.
Convince me that Jack is wrong.

27. Use the space below to set yourself a question similar to the ones you were able to answer confidently.
Use the space below to answer the question that you have set yourself
My own question…
My answer…

28. Think / Pair / Share What would fluency, problem solving and reasoning look like in your subject area? Create three assessment questions for one of the ‘skills’ on your learning journey.

29. Types of Number.
I can round whole numbers to the nearest 10, 100 or 1000.
I can find multiples of any numbers up to 12.
 I can identify factors of two digit numbers.
I know simple tests for divisibility for 2, 3, 4, 5, 6, 8, 9
I can find all the factors of number by checking for divisibility.
I can square and cube numbers.
I can square root a number.
I can round numbers to a given number of decimal places or significant figures.
I can use the concepts and vocabulary of prime numbers, highest common factor, lowest common multiple.
I understand and can use powers (square, cube and higher).
I understand that not all numbers will have an exact square root.
I can express a number as a product of its prime factors.
I can convert numbers into standard form 
Print this slide and the next slide two to a page and give to pupils to glue into their books. These should be printed onto blue paper so that pupils can easily find them in their books. Pupils should be referring to these every lesson.

30. My teachers probing question
My answer
What I will do to act upon my ‘Even Better If’’ comment
Strategy
Tick the strategy you will use.
Complete a mymaths lesson or booster pack
Use a revision guide or text book
Ask my teacher to explain during a lesson
Ask a peer to explain during a lesson
Ask someone at home to help
Attend a revision session at school
Attend homework club
Something else (describe your strategy here)
Dialogue marking sheet.

32. Pupil Perspective
‘Learning journeys help me to see what I need to learn next.’ ‘It helps me to see that I am getting better at Maths all the time.’ Learning journeys show me that I’m not always right about what I think I can and can’t do.’

34. @helenhindle1
#mixedattainmentmaths