1. What is Mathematics Mastery? A guide for parents and carers 2017-18
Thank you very much for coming to our exciting evening all about Maths.
We look forward to explaining you all about it.

2. Objectives:
-Explain and demonstrate how mathematics is taught in St Matthew’s C of E Infant School -Understand what is meant by 'Mastery' in mathematics. -Identify how fluency impacts upon achieving mastery. -Increase confidence and understanding in supporting your child at home.
Fluency means:
Retaining, retrieving and recalling facts as well as understanding the number system ad mathematical terms and it comes from deep knowledge and practice

3. What is “Mathematics Mastery?”
Mathematics Mastery programme: -is a whole school approach to teaching mathematics. It aims to: -raise achievement for all pupils and to close the attainment gap. -deepen pupils’ conceptual understanding of key mathematical concepts
I bet you are asking yourself why you constantly see the words Mathematics Mastery. It is not a typo, it doesn’t say mystery but is an approach that we use now in order to teach Maths across the whole school.
It is a programme that has been introduced into English schools and has a proven track record.
Now the reason why it is called Mastery is because children should not learn mathematical procedures by rote but instead should build a deep conceptual understanding of mathematical concepts which should enable them to apply their learning in different situations.

4. Core belief:
Success in mathematics is possible for every child, whatever their background or prior attainment.
Mistakes are an opportunity to develop.
Mathematical ability is not innate, and is increased through effort. Effort means being resilient and not giving up easily.
Every child should achieve a strong foundation in mathematics, with no child left behind.
• viewing mistakes, but of course not the same ones all the time as you then don’t learn from them
just like Toyota who has grown in success due to the boss of Toyota letting his employees make mistakes in order to learn from these for the future- however I bet he wasn’t happy with them making the same mistakes over and over as you won’t learn from these mistakes

5. Negative perceptions of mathematics
If children hear ‘I can’t do maths’ from parents, teachers, friends they begin to believe it isn’t important
People become less embarrassed about maths skills as it is acceptable to be ‘rubbish at maths’

6. Mathematics Mastery Curriculum
Fewer topics but greater depth
Developing an understanding about numbers and its place value through the use of objects and pictures before abstract numbers and letters (see sheet about concrete, pictorial and abstract approach)
Problem solving is central
Embedded Learning
Slower and richer pace
Focus on reasoning
Few topics but greater depth:
Pupils are using reasoning skills to make connections between prior knowledge and newly presented material, which will help foster a deeper understanding of the maths concepts.
Problem solving:
Comprehension, calculation and problem solving is developed simultaneously in order to make sure children don’t learn by rote.
Embedded Learning:
is about understanding the mathematical concept in greater depth and not just knowing it by rote.
Slower and richer pace:
is about doing it systematically step by step.
Reasoning focus:
is all about it making sense to the children.
Challenge:
- is provided through an increased depth, rather than acceleration of content
-This means:
Children who grasp concepts more quickly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. They are not accelerated beyond the objectives for their year group as they may have been in the past.
Children who are struggling and at risk of falling behind are provided support to consolidate their understanding through recapping the learning (concepts and skills) through pre-teach and post-teach intervention groups, before moving on.

7. Multiple representations
Concrete
Demonstrating depth
Pictorial
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.
Concrete- The Doing:
A child is first introduced to an idea or a skill by acting it out with real objects. This is a ‘hands on’component using real objects and it is the foundation for conceptual understanding.
Pictorial- The Seeing:
A child has suffiently understood the hand-on experiences performed and can now relate them to representations, such as a diagram or picture of the problem.
Abstract- The Symbolic:
A child is now capable of representing problems by using mathematical notation, for example 12: 2 =6
Abstract
one 1

8. Key Principles Conceptual understanding Mathematical problem solving
Language and communication
Mathematical thinking
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.
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.
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.
Pupils deepen their understanding by giving an example, by sorting or comparing, or by looking for patterns and rules in the representations they are exploring problems with.
On this slide you can see the four cornerstones of the Mathematics Mastery approach:
Mathematical problems solving is at the heart and in order to achieve this we put emphasis on developing students’ conceptual understanding, as well as deepening their mathematical thinking and using mathematical language.
Language and communication:
Sharing essential vocabulary at the beginning of every lesson and insisting on its use throughout
Modelling clear sentence structures using mathematical language
Paired language development activities, known as Talk Tasks.
Plenaries which give a further opportunity to assess understanding through pupil explanations.

9. What does it look like in the classroom?
5 structured lessons per week
10-15min Maths Meeting every day
The lessons are always pacy, gives flow and allows more opportunities to teach creatively, give feedback and assess learning.

11. How will children’s work be recorded?
Task sheets
Children’s Maths Books
Videos
Photographs
Record of children’s work:
- Explain that parents may see fewer things recorded than in the past. There will not always be a worksheet for each lesson.
Throughout the lesson we assess the children by questioning, observing, verbal and written feedback, self/peer assessment.

12. Please do … Play (maths) with your child
There are opportunities for impromptu learning in games with real people that you can't get from an iPad or DS!
Let your child win or be better than you sometimes! Otherwise all they learn is that you are better at maths than them.
Recognise that there is more than one way of doing calculations – You may have learned one method, but children are actively encouraged to seek out alternative methods in school and choose one which works for them, no matter how long winded.
Be an actor! – Get excited about maths and your child will get excited too.
Talk to your child about their learning, what they learn in their maths lessons each day.
Use every opportunity to ask your child questions and to explain their reasoning to you.
GROWTH MINDSET – everyone of us can master mathematics given the opportunity.
Think and talk like a mathematician
These are some handy tips for you to remember what to do when doing Maths tasks with your child.

13. Please try not to …
Don't expect them to understand after you've explained it once. – It is normal for a child to 'get it' one day, and then in a different context not know how to find an answer
I will explain this slide to you, as I feel it really important when doing maths but to be honest all work with your child.

14. Websites to use for practising fluency and other resources
Oxford Owl Maths website
Family maths toolkit website
Top Marks website
Maths is fun website
Free numicon resources
Nrich website

15. Resources on school website
Calculation policy
Progression in calculation
Pitch and expectations
Is going live on Tuesday evening when you are going home it will be live.

16. Time to go and explore Mathematics Mastery
Rabbits Parents, please go to Rabbits Class.
Otters and Badgers Parents, please stay in the hall.

17. How would you represent number 6 using concrete resources?
Your turn!
Using the resources available, can you show the number 6?
Have bags of mixed resources and get parents to show different ways of making number 6.

18. 6
Explain that all these are ways of representing the number. Children need to understand the six-ness of 6 rather than just be able to count to 6 and recognise the number.
Pupils are not going to be working through the curriculum more quickly, but going deeper into it. In Year 1 it is imperative that pupils have full understanding of number sense, number bonds and place value, as all number work in maths builds on what is taught in this year group.

19. How would you record 0-10 pictorially?

20. The big picture:
Big Pictures are used to develop mathematical language and thinking. Explain to the parents the different maths concepts that children can learn from these pictures e.g. 3 clouds, different 2D shapes that you can see, 6 bees and 4 more bees are 10 bees altogether.

21. Talk Task Task: To combine two groups of objects.
Reception, Unit 4, Lesson 2: Addition and Subtraction within 6
Task: To combine two groups of objects.
Key learning: To combine two groups.
Sentence Structure: One part is __. / The other part is __. / There are __ altogether.
Instructions:
Look at the countable objects, for example animals.
Count out the animals and create a scenario- place four animals in the field (green paper) and two more in the shed (brown paper) e.g. there were four cows in the field and there were two more in the shed.
Decide who is going to be pupil A and pupil B in your pair.
Pupil A to count out four ‘cows’ and place them together on the green paper, followed by Pupil B counting out two animals and placing them separately to first group on the brown paper.
Pupil A to say “One part is four and the other part is two”. Get pupil B to repeat sentence after you.
Pupil A to say “1, 2, 3, 4, 5. There are five cows altogether.” Pupil B should count and repeat after you.
In our lessons we learn Maths through talk tasks, where we have a specific partner. In these talk tasks the main importance is the mathematical language we use and speaking in full sentences.
Explain activity:
Explain that we are going to find out how many objects we have got altogether. Tell the pupils that we are going to combine the two parts and count them altogether. Explain that we need to count one part and then continue counting the second part.

22. Watch the following video: (2min)
Transitions
Watch the following video: (2min)
(Ark Academy Reception transition)
Explain that:
-transitions are the times when pupils move from one segment of the lesson to the next.
-It is important to think about ways in which pupils can continue learning during these times so no time is wasted.
-Emphasise that transitions are planned and practised.
-Explain that there is a high expectations that all pupils take part.
-Explain that transitions are all about quick recall and gives children an opportunity to refocus learning behaviours.
-Examples include chanting multiplication tables, singing a mathematical song or finishing a number pattern.

23. Maths Meetings Watch the following video: (5min)
(Reception Maths Meeting)
Show video from beginning to 4:38min and then again at 6:15min till the end

24. These are just a few ideas you could use to help your child understand maths and problem solving. Most of all have fun!
I won’t go through the further slides, but it gives you some ideas of what you can do with your child at home. If you have got any questions, please come and see me in the future.

25. Numbers are all around us and lots of games can be played with them.
Singing counting songs and rhymes.
Counting, adding and subtracting anything and everything - socks, cars, shopping, cutlery, fingers and toes!
Talk about numbers in the environment (e.g., front door numbers, number plates, road signs etc.)
Paying in shops (including change)
I spy
Can you find the number …. Can you find the number that is 1 more than / 1 less than

26. Setting table places (how many plates/cups etc.)
How many knives, forks and spoons do you need to put on the table for everybody?
Counting, adding and subtracting anything and everything - socks, cars, shopping, cutlery, fingers and toes!
Setting table places (how many plates/cups etc.)
Estimating amounts (how many apples/sweets?)
Talk about the shapes you can see in the environment.
Comparing things which are heavy and light or long and short.

27. How many tins will fit in the cupboard?
Singing counting songs and rhymes.
Counting, adding and subtracting anything and everything - socks, cars, shopping, cutlery, fingers and toes!
Talk about numbers in the environment (e.g., tins, packets,… etc.)
Estimating amounts (how many tins/packets?)
Talk about the shapes of the tins and packets.
Comparing tins and packets due to size and weight e.g. heavy and light or long and short.

28. How much time we have to get ready? What time is it?

29. Counting, adding and subtracting anything and everything - socks, cars, shopping, cutlery, fingers and toes!
Making numbers out of the sticks
Ordering objects by weight and size

30. Counting
Sorting
Making patterns

31. Counting
Talking about shapes and patterns

32. Talking about the time of day

35. If we all have a cake how many will be left? Do we have enough?
Counting and counting rhymes
Estimating amounts (how many cupcakes?)
Helping with cooking and baking (measuring, weighing, ordering the recipe)
Adding and subtracting
Role play- paying for food

36. Talking about size and shapes Half / quarter Counting
Roughly what shape is a piece of toast? If you cut it in half, how many pieces will you have? What shapes can you cut it into?
Talking about size and shapes
Half / quarter
Counting

37. Adding and subtracting Patterns pairs Counting Talking about size
Which socks are the same? How many matching pairs of socks can you find?
More and less
Adding and subtracting
Patterns
pairs
Counting
Talking about size
Estimating amounts (how many socks?)

38. Adding and subtracting Role play- paying for food
Can you find 3 big apples? Can you find three more? How many do you have altogether?
Adding and subtracting
Role play- paying for food
Counting and number rhymes
Talking about size and shapes
Estimating amounts (how many apples?)

39. Adding and subtracting Role play- paying for food Counting
Matching the items on the list to the things on the shelves. Can you find 2 tins of beans?
Adding and subtracting
Role play- paying for food
Counting
Patterns and matching
Talking about size and shapes

40. Going shopping has lots of opportunities for learning
Talking about numbers in the environment (on packaging, number on tills)
Paying in shops (including change)
Counting
Talking about size and shapes
Estimating amounts (how many jars do you think you can see?)

41. Which one is the smallest / biggest packet of crisps?
Talking about size and shapes
Adding and subtracting
Role play- paying for food
Counting
Talking about numbers on packaging
Estimating amounts (how many crisps packets?)

42. Adding and subtracting Role play- paying for food
Putting the shopping away can also offer opportunities for learning such as counting, sorting, adding and subtracting, etc..
Sorting and matching
counting
Adding and subtracting
Role play- paying for food
Talking about size and shapes
Positional language (next to the ….)
Estimating amounts (how many do you think will fit in the bag, on the shelf?)