The document discusses the importance of effective math teaching and learning. It states that mathematical understanding is critical for children's futures and economic progress as many industries now rely on math, computer science, and technology. Good math teaching involves careful planning, assessment for learning, high expectations, effective questioning, checking for understanding, and ensuring students receive helpful feedback to improve. The goal of planning is to help all students make progress by advancing their learning and developing an effective learning environment for each topic.

1. What does good / outstanding maths teaching and
learning look like?

2. … mathematical understanding is critical to our children's future. Our
economic future depends on stimulating innovation, developing
technological breakthroughs, making connections between scientific
disciplines. And none of that is possible without ensuring more and more
of our young people are mathematically literate and mathematically
confident. Mathematical understanding underpins science and
engineering, and it is the foundation of technological and economic
progress. As information technology, computer science, modelling and
simulation become integral to an ever-increasing group of industries, the
importance of maths grows and grows.
Secretary of State for Education 2011

4. G OOD / OUTSTANDING T & L OF MATHS
 Planning – linked to AfL
 AfL
 Good progress
 Pace and structure – enthuse and
motivate
 Well organised
 Children are on task and productive
 Effective Questioning
 Check for learning – alert to errors or
misconceptions WITHIN the lesson.
 Teacher has high expectations
 Subject knowledge and skill used to build
upon understanding.
 Resources, including other adults, contribute
to the quality of learning.
 Adults ensure kids know how well they are
doing and give steps for improvement –
FEEDBACK
 Effective teaching strategies – well judged
and imaginative!

5. WHAT IS THE POINT OF
PLANNING TO IMPROVE
T &L?

6. Planning
* What are the mathematical demands of the topic you’re teaching?
• Do the pupils need to be taught the skills or are they applying them in a
new context?
• What are you TEACHING them as opposed to what are they DOING?
• What skill do you need to use to ensure they all make progress?
• How can you advance the learning of all pupils?
• How do you need to develop your learning environment to promote this
topic? Language, resources, displays, steps to success…

9. HOW DO WE ASSESS MATHS
AT ST. CHRISTOPHER TO
IMPROVE/MAINTAIN T & L?

10. HOW DO WE ASSESS MATHS
AT ST. CHRISTOPHER?

11. WHAT TOPICS HINDER OUR
KIDS MAKING PROGRESS AND
WHY?

12. NUMBER
Is it more than the 4 operations?
Problem
solvingCounting
data
rounding
Shape

13. H OW D O W E H E L P C H I L D R E N B E C O M E
E F F E C T I V E L E A R N E R S I N C A L C U L A T I N G,
P R O B L E M S O L V I N G A N D R E A S O N I N G ?
Practical, hands-on experiences of using, comparing and calculating with
numbers and quantities and the development of mental methods are of crucial
importance in establishing the best mathematical start.
Modelling and using accurate mathematical language so that pupils learn
to express their thinking using the correct vocabulary. Is it a SUM?
Understanding of place value – it is MORE than just tens and units.
Number facts and number bonds – need to be embedded not just KS1.
Multiplication tables – they just need to know them!

14. H OW D O W E H E L P C H I L D R E N B E C O M E
E F F E C T I V E L E A R N E R S I N C A L C U L A T I N G,
P R O B L E M S O L V I N G A N D R E A S O N I N G ?
Introduce subtraction as the INVERSE of addition and division as the
INVERSE of multiplication. Children need to know they key concepts of
both but also of their relationship.
Focus on the maths skill and not the task or the written method – What
are they learning to do? Add? Keep it simple!
Problem solving has to be an integral part of learning within EVERY topic –
exploit links within work on measures and data handling, and meaningful
application to cross-curricular themes and work in other subjects.

15. H OW D O W E H E L P C H I L D R E N B E C O M E
E F F E C T I V E L E A R N E R S I N C A L C U L AT I N G,
P RO B L E M S O LV I N G A N D R E A S O N I N G ?
Recognise and Intervene when kids are struggling and have deep rooted misconceptions –
seek support within our skilled staff!
SSM  Using and Applying number (within the context of…)
L2 - ask and answer simple questions by counting the number of objects in each category and
sorting the categories by quantity.
L3 - solve one-step and two-step questions such as ‘How many more?’ and ‘How many fewer?’
using information presented in scaled bar charts and pictograms and tables.
3 / 1/ 1 weekly format.

16. OUTCOMES:
 Plan and assess maths in your classroom based around what the
needs are.
 Develop a more practical approach to your teaching.
 Don’t ignore misconceptions in number because they seem to
deeply rooted but take a risk and have a go.
 Use SSM to develop application of number skills!

17. AIM: to improve the learning!
 Shared learning goals
 Active involvement – pupils informed
 Self and peer assessment
 Effective feedback
 Belief that all can improve
 Motivation and self esteem
 Involves both teacher and learner
How do children know what teachers really mean?
STEPS TO SUCCESS

18. Draw a House…. You have 1
minute!
STEPS TO SUCCESS

19. What is successful about your partner’s
drawing?
What could be done to improve your drawing?
STEPS TO SUCCESS

20. STEPS TO SUCCESS

21. ‘Any learner needs to know what they are learning to do
and what they will be judged on.’ Gilbert (2010)
Not ‘Guess what is inside the teacher’s head but informed
learning.’
STEPS TO SUCCESS

22. For maximum impact:
 Linked with key skills for knowledge
 Known by teachers first
 Same for all – differentiation by supported activity
 Generated by pupils
 Constantly referred to
 Used for peer and self assessment when appropriate
 Broken down into further criteria when needed!
STEPS TO SUCCESS

23. ‘ I T ’ S B R I G H T ”
‘ T H E C H R I S T M A S
T R E E S A R E N I C E ’
‘ T H E L E T T E R S A R E A
B I T F U N N Y
S O M E T I M E S ’
‘ T H E R E I N D E E R I S
N I C E . ’
‘ Y E L L O W D R A W I N G S
D O N ’ T S TA N D O U T. ’
‘This is the easiest to read.’

24. CHILD GENERATED STEPS
TO SUCCESS…
Make all your letters the correct size.
Use dark colours to make it stand out.
Don’t use yellow because it is not clear..
Put pictures round the edge, not in the middle.
Check that you have copied all words and numbers carefully.

25. HOW TO GENERATE STEPS TO
SUCCESS WITH THE CHILDREN
 Prove it/doing it wrong – teacher modelling
 A finished product
 Comparison of two products
 Sloppy success criteria
 Teacher demonstration
 Revisiting success criteria from previous lesson.
 Stop and display a randomly selected child’s work.
 Apply S.C. to suggest improvements
 Then all apply to own work so far.

26. A tool that is particularly useful for written methods of calculation or with
very structured processes.
 Helps children over the barriers to learning.
 It gives the children clear pointers about how they will achieve the lesson’s
objective.
STEPS TO SUCCESS IN MATHS