Preparing_to_Teach_Primary_Mathematics.pptx

Building Brighter Futures Together
Preparing to Teach
Cambridge Primary
Mathematics
© Cambridge University Press 2021

Welcome!
Welcome to the community of Cambridge
Primary Maths teachers in over 100 countries
across the world.
These materials are designed for you, as a
Cambridge Primary Mathematics Leader, to run
tailored workshops for teachers in your school and
prepare them to teach Cambridge Primary
Mathematics with confidence!

Timings for in-school workshops
Can be run as a whole day course or as 4 shorter sessions
Session 1:
Introducing
Cambridge
Primary
Mathematics
Session 3:
Lesson planning
demonstrations
Session 4:
Lesson planning
practice
Session 2:
Setting up for
success
1.5 – 2 hours 1.5 – 2 hours 1.5 – 2 hours 1.5 – 2 hours

@CUPeducation #TeachCambridge

Introducing:
• the curriculum
framework from
2020
• the Cambridge
resources.
• Active learning
• Classroom setup
• Daily routines
• Schemes of work
• Speaking to parents
Planning for:
• face-to-face lessons
• online lessons.
Content of in-school workshops
Session 2
Setting up for
success
Session 3
Lesson planning
demonstrations
Teachers plan
their first few
lessons.
Session 4
Lesson planning
practice
Session 1
Introducing
Cambridge Primary
Mathematics

If you see this icon on a
slide, it means that
there is an activity on
that slide for teachers
to try.

Session 1 of 4
Introducing Cambridge Primary
Mathematics

Overview of the Cambridge Primary
Mathematics Curriculum Framework

Introducing the Cambridge Primary
Mathematics Curriculum Framework
What are the aims?
Following the Cambridge Primary Mathematics programme helps learners to:
• Think creatively about maths
• Improve numerical fluency and knowledge of key mathematical concepts
• Develop mathematical skills and strategies
• Communicate solutions and ideas logically
• Understand that technology provides a powerful way of communicating mathematics.
How is the curriculum content organised?
Learning objectives are organised into three strands: Number, Geometry and Measure, and Statistics
and Probability.
Underpinning all of these strands is a set of Thinking and Working Mathematically characteristics
that will encourage learners to interact with concepts and questions.
What is assessed?
There is a Primary Mathematics Checkpoint assessment at the end of Stage 6.

Structure of the curriculum framework
Geometry
and
Measure
Statistics
and
Probability
Number
Counting and sequences
Money
Integers and powers
Place value, ordering and rounding
Fractions, decimals, percentages,
ratio and proportion
Time
Geometrical reasoning,
shapes and measurements
Position and transformations
Statistics
Probability
Thinking and
Working
Mathematically

Alignment of
strands in
Primary with
Lower and Upper
Secondary
Streamlining
Learning
Objectives
No separate
mental
calculation
objectives
Thinking and
Working
Mathematically
What is new in the Cambridge Primary and
Lower Secondary Mathematics Curriculum
Framework from 2020?

Thinking and Working Mathematically
Thinking and Working
Mathematically characteristics
replace the previous problem-
solving strand. They assist
learners in considering the
processes that are involved
when solving problems.

Thinking and Working Mathematically:
specialising and generalising
Specialising involves choosing and testing an example to see if it satisfies
or does not satisfy specific mathematics criteria.
Learners look at specific examples and check to see if they do or do not
satisfy specific criteria. For example, ‘I can find examples that meet this
criteria’.
Generalising involves recognising a wider pattern by identifying many
examples that satisfy the same mathematics criteria.
Learners make connections between shapes and use these to form rules
or patterns. For example, ‘I can spot a pattern that works every time’.

conjecturing and convincing
Conjecturing involves forming questions or ideas about mathematical
patterns.
Learners say what they notice or why something happens or what they think
about something. For example, ‘We will never reach 200’.
Convincing involves presenting evidence to justify or challenge
mathematical ideas or solutions.
Learners persuade people (a partner, a group, a class or an adult) that a
conjecture is true. For example, ‘I am convinced that I can explain why they
have divided the shape into equal parts’.

characterising and classifying
Characterising involves identifying and describing the properties of
mathematical objects.
Learners identify and describe the mathematical properties of a number or
object...For example, ‘I can describe the properties of the shape’.
Classifying involves organising mathematical objects into groups according
to their properties.
Learners organise objects or numbers into groups according their
mathematical properties. For example, ‘I can classify by sorting into
different events’.

critiquing and improving
Critiquing involves comparing and evaluating mathematical ideas for
solutions to identify advantages and disadvantages.
Learners compare methods and ideas by identifying their advantages and
disadvantages. For example, ‘I have looked at Jamila’s diagram, and I can
identify why her diagram is correct’.
Improving involves refining mathematical ideas to develop a more effective
approach or solution.
Learners find a better solution. For example, ‘I can suggest a more accurate
representation of the fraction’.

Streamlined learning objectives
Learning
objectives have
been reduced by
approximately
30% and
reworded to
make them
clearer

No mental calculation objectives
MENTAL
CALCULATION
LEARNING
OBJECTIVES
Learning objectives
removed, strategies still
important
MENTAL STRATEGIES
Yes, embedded in the
curriculum framework
from 2020

Alignment of Primary and Lower Secondary Strands
with Upper Secondary
Primary
Lower
Secondary
IGCSE
and O
Level
Progression within the year group will be clearer, removing
the jumps for learners as they move between the stages.

Can you remember the four key changes?
Introduction of Thinking and Working
Mathematically
Streamlined learning objectives
Alignment of strands in Primary and Lower
Secondary with Upper Secondary
No mental strategies learning objectives

Overview of the Cambridge Primary
Mathematics resources from
Cambridge University Press

Teacher’s
resource with
digital access
Learner’s book
with digital
access
Workbook
with digital
access
Overview of components
Digital
Classroom

Key approaches to learning and teaching
Active
learning
Assessment
for learning
Differentiation Language
awareness
Metacognition Skills
for life

Benefits of Cambridge Primary Mathematics
1. The eight “Thinking and Working
Mathematically” characteristics are
supported by the resources.
2. Mathematical investigations and projects
3. Clear progression of topics
4. More opportunities for pair or group work
5. Different ideas for teaching the same skills

NRICH
www.nrich.maths.org

Cambridge University Press
Primary Mathematics
Unit walkthrough

Structure and contents
Learner’s Book

Unit plan
Teacher’s Resource
The approximate
teaching time for
each session
helps teachers to
plan a sequence of
lessons.
The unit plan outlines the
learning content and
available resources for
each session.

Background knowledge and teaching skills focus
Background knowledge explains
the prior knowledge required to
access to the unit and suggest
ideas for addressing any gaps.
Teaching skills focus covers a different
teaching skill and suggests how it can be
implemented in the unit.

Starting a unit
Learner’s Book Teacher’s Resource
Getting started activities
engage learners and
help teachers find out
what they know already.
Starter activities are
supported by notes in
the Teacher’s
Resource.

Starting a topic
Learning plan table
provides the
Cambridge
International learning
objectives as well as
the learning
intentions and
success criteria.
In Language support,
important unit-
specific words are
highlighted and ideas
for teaching new
vocabulary are
provided.
Common misconceptions
associated with particular
topics are identified, along with
suggestions for eliciting
evidence of these and how to
overcome them.

Teacher’s Resource Learner’s Book
Language support is provided in
the form of:
• language support feature in the
• key terms which are highlighted
in the Learner’s Book
• language worksheets.
Language support

Main teaching ideas
Differentiation
suggestions
support and
challenge
learners.
Ideas for main activities are
provided in the Teacher’s
Resource.

Main teaching ideas
Learner’s Book
We are going
to sets out
what learners
will learn in
each topic.
Key terms are
highlighted in
yellow.
TWM activities are
identified.
Worked examples
show a step-by- step
way to solve a
problem.

Thinking and Working Mathematically
Learner’s Book
Blue star icon
highlights
thinking and
working
mathematically
content.
Thinking and
working
mathematically
characteristics
are shown in
Teacher’s
Resource.
Let’s investigate boxes
embed Thinking and
Working Mathematically
characteristics.

Promoting Thinking and Working
Mathematically
• Task design
• Using the TWM vocabulary ( )
• Allowing and encouraging risks; not always pursuing the right
answer quickly
• Mistakes as part of learning
• Collaborative learning

Using manipulatives

Ending a topic – Teacher’s Resource
Plenary activity ideas
consolidate learning from the
lesson and gives extra
assessment for learning
opportunities.
Cross-curricular
links provide ideas
for linking
mathematics to
other subjects.

Ending a topic – Learner’s Book
Learner’s Book
Reflection questions
encourage learners to
think about how they
learn
Learners can show how
they feel about their
learning in Look what I can
do!

Ending a unit: Check your progress and projects
Learner’s Book

WRITING
READING
Differentiation
Workbook
Focus activities
for extra support
Practice
activities for all
learners
Challenge
activities to
extend

Looking for assessment opportunities
Learner’s Book Teacher’s Resource
Remember:
Summative
Assessment can be
used formatively.
Assessment
ideas are
included in
the Teaching
notes.
Reflection
questions
can be used
for
assessment.

How Cambridge Primary Maths works
Language
awareness
Differentiation
Metacognition
Skills for life
Active learning
Assessment for
Learning
1. A set of eight “Thinking and
Working Mathematically”
characteristics have been introduced
to the Curriculum Framework
2. Mathematical investigations and
projects
3. Clear progression of topics
4. More opportunities for pair or
group work
5. Different ideas for teaching the
same skills

These materials are in draft form and part of a pilot. They are not for sharing outside of schools with which they are shared. All copyright belongs to Cambridge University Press 2019
1 Every lesson must include all eight TWM characteristics.
TRUE/ FALSE
2 Which one of these is not a TWM characteristic?
critiquing, innovating, improving
3 How many strands are there in the Primary Mathematics Curriculum
Framework from 2020?
3 / 4 / 5
4 There are no mental calculations learning objectives.
TRUE/FALSE
Quiz time!

WRITING
READING
Reflection
What do you think will be the main benefit of
using the Cambridge University Press Primary
Mathematics resources:
• for your learners?
• for you as a teacher?

Session 2 of 4
Setting up for success

Timings for in-school workshops
Can be run as a whole day course or as 4 shorter sessions
Session 1:
Introducing
Cambridge
Primary
Mathematics
Session 3:
Lesson planning
demonstrations
Session 4:
Lesson planning
practice
Session 2:
Setting up for
success
1.5–2 hours 1.5–2 hours 1.5–2 hours 1.5–2 hours

Active Learning: What are you already doing?
Mathematics teaching moves away from: Mathematics teaching moves towards:
Teacher talks more than learners. Learners engage in on-task discussion in pairs and small groups.
Classrooms are mainly quiet. Questions and debate are evident.
Learners learn by memorisation. Learners learn from a range of sources.
Mistakes are seen as negative. Mistakes are an opportunity to learn.
Lessons focus on the completion of written tasks. Lessons focus on working towards clearly understood learning
outcomes.
Teacher talk is usually information and instructions. Teacher talk is with learners to confirm understanding and
support learner-to-learner discussions.

Is your classroom set up for active learning?
?
Flexible seating
means that learners
can interact with
each other; in pairs,
in groups as a class.
Classroom displays
are in English to support
learners with their work.
Teacher position during
the lesson is important –
are you able to move
around the classroom?

Ideas for an active learning classroom
Have a display area for
learner work and
vocabulary so learners use
this when stuck.
Start a portfolio for each
learner to show key pieces
of work and progress at
parent-teacher days
?
Use mini-whiteboards
to get rapid learner
feedback
Use pair and group work.
Offer tasks that allow
learners to think and make
decisions.
Use mini-whiteboards
to get rapid learner
feedback from all learners.
Encourage risk taking and
mistakes.

The ‘No hands up’ approach
Example routine for active learning
Learners know that they
may be asked a question
at any time – it does not
depend on them putting
their hand up.
The teacher has a random
selection technique for
taking answers – for
example, ‘lolly sticks’ with
each of the learners’
names on them.

Unit structure and timetabling options –
Stage 1
Number Geometry and Measure Statistics and Probability
Term 1 (10
weeks)
Unit 1: Numbers to 10
Unit 3: Fractions
Unit 5: Working with numbers to 10
Project 2: Compare the rows
Unit 2: Geometry
Unit 4: Measures
Project 1: Snakes
Unit 6: Position
Term 2 (10
weeks)
Unit 9: Numbers to 20
Project 3: Counting fish
Unit 11: Fractions (2)
Project 5: Fair fruit
Unit 8: Time
Unit 10: Geometry (2)
Project 4: Which one doesn't
belong?
Unit 7: Statistics
Term 3 (10
weeks)
Unit 13: Working with numbers to
20
Unit 12: Measures (2)
Unit 15: Time (2)
Unit 16: Position, direction and patterns
Project 6: Finding baskets
Unit 14: Statistics (2)

Creating a scheme of work
The unit plan at the
start of each unit can
be adapted to form a
scheme of work for
your school.

Other ideas to develop learners’
Mathematics skills
Maths
projects
Additional
TWM
sessions
Library
skills
lessons
Maths
club
Use the
NRICH
site
STEM
activities
Cross
curricular
links to
maths
What will you
try in
your school?

Preparing parents & school leaders for
Cambridge Primary Mathematics
Why don’t learners
complete all the
questions in the
Learner’s Book?
Why is it important for
children to ask questions
and feel safe to make
mistakes?
Why are there fewer
tests with grades?
How can Primary
Mathematics work
alongside other
mathematics schemes?
The following questions may be worth discussing
with parents and leaders before the start of term:

• Identify some strategies for making your teaching more active.
• Plan how you will set up your classroom to encourage learner interaction.
• Use the Teacher's Resource to create a scheme of work.
• Think of ways to develop learners’ Mathematics skills outside the classroom.
• Prepare to communicate with parents.
Setting up for success checklist

WRITING
READING
Reflection
How confident do you feel:
• setting up your classroom for active
learning?
• adapting the scheme of work?
• answering questions from parents?

Session 3 of 4
Lesson planning
demonstrations

Lesson planning demonstrations
1. Face to face lesson – Unit 1: Section 1.1
Learning objectives: Recognise and extend linear
sequences; recognise term-to-term rules for sequences
1. Online lesson – Unit 6: Section 6.1
Learning objective: Investigate 2D shapes that can be made
by putting two or more shapes together.

Lesson 1 - Face-to-face context
Numbers and the Number System
Learning intentions: recognise and extend
linear sequences; describe term-to-term rule
for a sequence.
Stage 4, Unit 1, Section 1.1

Lesson planning checklist
7. Plan homework.
6. Plan reflection and plenary.
5. Plan assessment for learning and differentiation.
4. Plan main activities.
3. Plan starter activities.
2. Plan language support.
1. Plan learning intentions and success criteria.

Preparing to teach the unit
Teaching skills are chosen
to match each unit. The
skill will link to the activities
in the unit.

Preparing to teach the section
The Teacher's resource
highlights possible
misconceptions that may
happen in each topic

Step 1: Plan learning intentions and success
criteria
Term 1 – Stage 4 Maths – X school– 4 lessons/week
Date Unit/topic//time Learning Intentions Success Criteria Resources for the
topic
20.09.19
Week 1
Unit 1 Numbers
and the Number
System
1.1 Counting
and sequences
4 x 40 minutes
Count on and back in steps
of constant size.
Recognise and extend linear
sequences.
Describe term-to-term rule
for a sequence.
Recognise and extend non-
linear sequences.
Recognise square number
patterns.
Read and write numbers
greater than 1000.
Learners can count on and back in steps of tens,
hundreds and thousands.
Learners can count back through zero to negative
numbers.
Learners can recognise and continue sequences that
have steps of constant size.
Learners can describe sequences.
Learners recognise sequences that do not have a
constant difference.
Learners can draw patterns that represent square
numbers: 1, 4, 9 . . .
Learners can read and write numbers greater than
1000.
Learner’s Book Section
1.1
Workbook Section 1.1
Additional teaching ideas
for Section 1.1
Digital Classroom: Stick
patterns digital
manipulative

criteria
These are the
learning
objectives from
the Cambridge
International
curriculum
framework.
Two learning intentions to
be covered in the lesson
The success criteria
help you to know when
a learning objective
has been achieved.
The learning intentions describe
what learners should know,
understand and be able to do.

criteria
Teacher-facing
learning
intentions
Learner-friendly
learning intentions

criteria
Teacher’s initials: AB School: Cambridge
Subject/age group: Primary
Mathematics Stage 4
Date: w/b 20.09.20
Learning objectives (from the Cambridge curriculum framework from 2020):
4Nc.04
Section/Session/
Unit/lesson:
Cambridge Primary
Mathematics Stage 4, Unit 1
Numbers and the number
system
Section 1.1 Counting and
sequences
Learning
intentions:
• Recognise and
extend linear
sequences.
• Describe term-to-
term rule for a
sequence.
Success criteria:
• Learners can recognise and continue sequences that
have steps of constant size.
• Learners can describe sequences.

Step 2: Plan Language Support
Key words for this
lesson would be:
rule, sequence,
term, term-to-term
rule.

Step 3: Plan starter activities
Plan an engaging way to
introduce the lesson that will
also give you an understanding
of learners' prior knowledge on
the subject.
You can choose to do some, all
or none of the starter activities
suggested, depending on your
learners’ needs. The teacher chooses to use this
starter activity because it provides
a good recap on number sense
and number composition.

1
Resources:
Arrow cards, place value chart
Digital Classroom: arrow cards digital manipulative
2
Language support, including any key vocabulary:
Place value
3
Introducing the lesson:
Use Starter activity idea from Teacher’s Resource:
1. Ask learners to complete the Getting Started questions in their Learner’s Book (p.8).
When complete, swap with a partner to check answers.
2. Show learners a place value chart, point to two or three numbers and ask them to say
the combined (composed) number. For example, if you point to 600, 30 and 4 learners
would say 634. Choose whether to use physical manipulatives or the Digital Classroom
resources. Use arrow cards to reinforce understanding that numbers can be composed and
decomposed.
.
Timing:
10-15 minutes

Step 4: Plan main activities

Learner’s Book
A worked example to
scaffold learners
understanding of
the content.

4
Main activities:
1. Using Resource Sheet 1A, invite learners to explore stick patterns and then discuss
findings. Use the Digital Classroom to build stick patterns and investigate linear
sequences. Ask learners: What do you notice about patterns b, e and f? What do you
notice abut the difference between successive terms in each sequence? How could you
find the 10th term in the sequence?
2. Look at and talk through the Worked Examples in the Learner’s Book with learners.
3. Ask learners to complete question 3 from Exercise 1.1 in the Learner’s Book. Ask
learners to work in pairs and discuss the sequences. What do they notice? Which do they
think is the odd one out? Why? This example also draws on the Thinking and Working
Mathematically characteristics. All the sequences are linear with a rule ‘add 3’. This
question addresses generalising (all sequences have same term-to-term rule) and
specialising (choosing and testing an example to see if it satisfies or does not satisfy
specific maths criteria, for example, it includes a negative number).
Timing:
20-30 minutes

Step 5: Plan assessment for learning and
differentiation
Assessment ideas

Traffic lights
Assessment for Learning - learner confidence

differentiation
Differentiation ideas

differentiation
5
Assessment opportunities:
• In the starter, listen in to make sure learners are saying numbers correctly.
• During the stick pattern activity, check that learners understand what a sequence is and can begin to describe and
explain it.
• When using the worked examples, see who is beginning to understand term-to-term rules.
• As learners suggest numbers for sequences, ask then why they have chosen that number – is there a mathematical
reason or is it a guess?
• As learners work on the ‘Odd one out’ question (question 4), see who is specialising and generalising.
• At the end of the main activity, ask learners to give signal to show how confident they are with the learning content;
for example, a hand signal or the use of a traffic light system (see next slide).
6
Differentiation opportunities:
• Use idea from Teacher’s Resource: Support learners by asking them to make the patterns using sticks before they
progress to drawings.
• Support learners by asking them to work in pairs.
• Sit with and support learners as they describe the sequence for their partner, prompting and helping, e.g., with
keywords like ‘sequence’, ‘term-to-term’.
• Challenge learners to move to more abstract thinking quickly. They will quickly see that there is no need to make the
patterns with sticks or to draw the pattern. Once they know the rule (how many sticks are added each time), they can
continue the pattern.

Step 6: Plan reflection and plenary
The teacher plans to run
this plenary idea as a
game to engage her
learners.

7
Plenary and reflection:
Plenary activity from Teacher’s Resource: Challenge the learners to guess the
rule!
Ask: Do you have enough information to guess the rule correctly? Would you
like to suggest another number?
Timing:
5 minutes
Lesson total – 40
mins

Step 7: Plan homework
NRICH activity
Count Me In
(id 13263)

8
Homework (if required):
Set the homework activity from the Teacher’s Resource: NRICH activity Count Me In (id
13263).
Ask learners to:
• explore the NRICH task at home
• have a go at the task first (without looking at the solutions)
• use the solutions to self assess, critique and improve their work.

Lesson planning checklist
7. Plan homework.
6. Plan reflection and plenary.
5. Plan assessment for learning and differentiation.
4. Plan main activities.
3. Plan starter activities.
2. Plan language support.
1. Plan learning intentions and success criteria.
What will be new
for your teachers?
What is the same as
current practice?
What will be
improved?

Lesson 2 – Online learning
2D shapes
Learning intention: to investigate 2D
shapes that can be made by putting two
or more shapes together
Stage 4, Unit 6, Section 6.1, Session 1

Preparing to teach the topic
The Teacher's resource highlights
possible misconceptions that may
happen in each topic.

criteria
Term 2 – Stage 4 Maths – x School, Spain – 4 lessons/week (2 in school and 2 at home)
Date Unit/topic/time Learning Intentions Success Criteria Resources
20.01.21
Week 8
Unit 6 2D shapes
6.1 2D shapes
and tessellation
2 x 40 minutes
Investigate 2D shapes that can be
made by putting two or more shapes
together.
Develop understanding of the
properties of 2D shapes.
Explore tessellation of 2D shapes.
Learners will be able to name
the 2D shapes they can make
by putting two or more shapes
together.
Learners will be able to describe
2D shapes using their
properties, such as number of
sides and whether the shape is
a regular polygon.
Learners will show they
understand that some shapes
can tessellate.
Learner’s Book Section 6.1
Workbook Section 6.1
Additional teaching ideas for
Section 6.1

criteria
These are the
learning
objectives from
the Cambridge
International
Curriculum
Framework from
2020.
Two learning
intentions are to
be covered in
the lesson.
The learning intentions
describe what learners
should know, understand
and be able to do.
The success
criteria help
you to know
when a
learning
objective has
been
achieved.

criteria
Teacher-facing
learning intentions
Learner-friendly
learning
intentions

criteria
Teacher’s initials: AB School: Cambridge
Subject/age group: Primary
Mathematics Stage 4
Date: w.b. 20/09/20
Learning objectives (from the Cambridge curriculum framework from 2020):
4Gg.01
Section/Session/
Unit/lesson:
Cambridge Primary
Mathematics Stage 4, Unit 6
2D shapes
Section 6.1 2D shapes and
tessellation
Learning intentions:
• Investigate 2D
shapes that can be
made by putting two
or more shapes
together.
• Develop
understanding of the
properties of 2D
shapes.
Success criteria:
• Learners will be able to name the 2D shapes they
can make by putting two or more shapes together.
• Learners will be able to describe 2D shapes using
their properties, such as number of sides and
whether the shape is a regular polygon.

Step 2: Plan language support
Consider how you will introduce
key words in an online context

Learner’s Book
The teacher
decides to adapt
the starter activity
idea in the
Teacher’s
Resource by
providing an
answer sheet, with
explanations, so
learners can self
assess at home.
The teacher also
decides to ask
learners to find
examples of the 2D
shapes at home.

1
Resources:
Paper, sticky notes (or any other paper, e.g. cereal boxes, newspapers)
2
Language support, including any key vocabulary:
2D shape, polygon, regular
3
Introducing the lesson:
1. Ask learners to complete the Getting Started questions in their Learner’s Book (p.73)
before the online lesson begins. You can then discuss the answers to the questions at the
beginning of the online lesson so learners can self-assess. Draw out particular points you
would have mentioned if in the classroom: for example, in question 3, emphasize that all
of the shapes are hexagons apart from shape C because hexagons have six sides and
shape C has seven sides.
2. As an additional activity, ask learners to look for any examples of the 2D shapes in
their home or outside before the online lesson. Ask them to write the name of the 2D
shape in their book and then the write the name of the object they find with the same
shape next to it. Ask learners to share an example of a shape they found at home or
outside.
Timing:
10-15 minutes

Teacher adapts this
activity by asking
learners to cut out
shapes from spare
materials they may
have at home, such
as newspapers or
cereal boxes.
Learners can then
explore putting
shapes together to
make new shapes.

4
Main activities:
1. Ask learners to cut out 2D shapes using any paper they have at home (e.g. cereal
packets, newspapers, envelopes). Remind them to check with an adult first. Suggest
they start with a square and then cut off corners to make other shapes. Encourage
them to make triangles, squares, pentagons and hexagons. Ask them to investigate
putting shapes together to make new shapes. Do an example together if teaching
synchronously.
Learners might start with two triangles: what shapes can be made by putting these two
shapes together? What about three triangles? What if we put together a triangle and a
rectangle? Once learners have physically explored making a new shape, ask them to
draw it and write down which shapes it is made up from.
Ask learners to either draw or take a photographs of the shape they are most pleased
with. If possible, they could share this with their class during the next online session, and
learners could guess what different shapes it is made from.
Timing:
40 minutes

differentiation
Assessment ideas
The teacher will display this compound
shape on screen and ask learners which
2D shapes could be used to construct it.
The teacher will then show this example
of how the shape could be constructed
using other shapes.
The teacher adapts
the ideas from the

differentiation
Differentiation ideas
The teacher plans to adapt
these differentiation ideas.
Learners can choose
how many shapes to use
to make a new shape.
They could use two,
three or four shapes and
try to fit them together to
make one larger shape.
They could use the same
shape (triangles) or
explore with different
shapes (a triangle and a
square).

differentiation
5
Assessment opportunities:
1. Learners self-assess the Getting Started questions they completed at the beginning of the session.
2. If learners find and record any shapes around their home or outside, ask other learners to peer-assess. Do they agree
with the identification of the shapes?
3. Give this rubric to for learners to self-assess: How well do you think you completed the task? Bronze = using
triangles; Silver = triangles and one more 2D shape; Gold = 3 or more shapes.
4. Assessment task: Display the top pink chair image from the plenary activity on screen. Ask learners to sketch this
and draw lines to suggest which shapes it could be made up from. Then reveal picture 2. Ask learners to self-assess
how they did. Which shapes did they use? Did anyone use a shape they had not thought of?
6
Differentiation opportunities:
Differentiation is by outcome.
Learners choose how many shapes to use to make a new shape.
They can choose whether to use the same shape (e.g. triangles) or different shapes (e.g. triangles, squares, rectangles).

Learner's Book
The teacher decides to use the
Think like a Mathematician
activity in the Learner’s Book,
which works well in an online
context and helps to maintain
interest.

7
Plenary and reflection:
• Use the Think like a Mathematician activity in the Learner’s Book.
• Ask learners to visualise what could happen and then ask them to suggest
possible answers. Either demonstrate with some paper and scissors on
screen or draw lines on the online shape for learners to see.
Timing:
5 minutes
Lesson total – 40
mins

The teacher plans to
adapt Homework idea 1.
The teacher plans to adapt the
homework activity by asking
learners to draw a picture,
using at least two different
shapes.
They can either draw a picture
or use paper and cut out
shapes.

8
Homework (if required):
• Ask learners to draw a picture, using at least two different shapes.
• Share an example before the lesson ends so all learners are clear about expectations.
• Learners can either draw a picture or use paper and cut out shapes.

WRITING
READING
Reflection
• How will your lesson planning change as a
result of this course?
• How will this affect your learners?
@CUPeducation #TeachCambridge

Overview of components
Teacher’s
resource with
digital access
Learner’s book
with digital
access
Workbook
with digital
access
Digital
Classroom

Planning learning
Section headings:
• Learning intentions
• Success criteria
• Resources
• Language support, including
key vocabulary
• Introducing the lesson
• Main activities
• Assessment opportunities
• Differentiation opportunities
• Plenary and reflection
• Homework (if required)
• Notes

Share
your
lesson
plan with
a
colleague
– reflect
on each
other’s
lessons.
4
Refer to
the
example
planning
template
and use it
to ‘plan for
learning’.
3
Choose a
unit −we
suggest
one near
the
beginning.
2
Work in
pairs,
preferably
with a
colleague
teaching
the same
level.
1
Over to you!

Supplementary resources

Cambridge Primary Mathematics – Games Books
• Contains revised and updated Games Books for stages
1-6
• Provides opportunities for learners to consolidate key
skills through playing a game.
• Helps with mental maths, recall skills and fluency
• Updated content to reflect curriculum changes
• Game instructions reviewed and revised to ensure
clarity
• New games included for new curriculum
Estimated publication date: September 2021

Further support for you and your teachers
Please contact your local representative or visit www.cambridge.org/education/pd
Attend two live webinars and gain advice
from a trainer on how to teach effectively
with our resources. Download and adapt
the training materials to suit you.
Access our online teaching roadmap which includes
video case studies from real classrooms. The
roadmap offers comprehensive guidance and best
practice examples for key teaching skills and how to
apply them alongside our resources.
Join an interactive online community for guidance
on how to get the best out of our resources.
Connect with Cambridge mentors, who can offer
specific advice to help you deliver better learning.
Preparing to Teach: Online Masterclasses Cambridge Teaching Skills Roadmap
Cambridge Teacher Support Service

Good luck!
We hope you enjoy teaching
Cambridge Primary Mathematics
Don't forget to share your thoughts @CUPeducation #TeachCambridge

Preparing_to_Teach_Primary_Mathematics.pptx

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