2. Aims of the Session
•Gain an insight into the Maths Mastery approach
and how it is taught.
•Ideas for supporting and making maths fun at home!
3. What the morning will
consist of:
• Brief explanation of Mathematics Mastery
and why we have adopted this approach at
Orchard Primary School
• What Maths’ lessons look like.
• Progression in Calculations and how you can
support your child.
• Maths at home – ideas for you to use.
• Q&A session
4. What is Maths Mastery?
• A programme developed by Art schools
• Developed teaching methods and produced
a curriculum based on international
evidence which they tailored for U.K.
schools
• Draws significantly from the principles of
Singapore - TIMSS
• Meets the requirements of the new
National Curriculum – increased stretch
6. Belief in Innate Ability
ASSUMPTIONS
Ability is fixed
“You either
have it or you
don’t”
BELIEFS
Inborn
intelligence is
the main
determinant of
success
OUTCOMES
Poor Results
Defeatism
7. Belief in Effort-Based Ability
ASSUMPTIONS
Effort =
Development
BELIEFS
Consistent effort
and effective
strategies are
the main
determinants of
success.
OUTCOME
Engagement
Confidence
Results
8. Curricular Principles
• Fewer topics in greater depth
Opportunities are provided throughout Mathematics Mastery for
pupils to use reasoning skills to make connections between prior
knowledge and newly presented material. These connections
will help foster a deeper understanding of the maths
concepts.
• Mastery for all pupils
Differentiation through depth, cumulative learning, AfL
• Number sense and place value come first - NOT about
bigger numbers!
• Traditional Algorithims (written forms of calculations)
• Problem solving is central
Comprehension, calculation and problem solving developed
simultaneously.
11. So what happens in lessons?
Key lesson features
• Mastering mathematical understanding
• Mastering mathematical thinking
• Mastering mathematical language
• Mastery for all: Structure of learning
14. Mastering Mathematical Thinking
Whole class, paired, individual opportunities to
• Compare (sort, organise)
• Modify (change, vary, reverse, alter)
• Generalise (pattern spotting, exemplifying,
predict)
Learning is generalisation. We want children
to think like mathematicians. Not just DO
maths…
15. Thinking like
mathematicians:
Tell a story with the picture/make up a new story/
when else might 5 be 1 and 4? (1 brother and 4 sisters)
What if...?
17. Mastering Mathematical Language
Mathematics Mastery lessons provide opportunities for pupils
to communicate and develop mathematical language through:
• Sharing essential vocabulary at the beginning of every
lesson and insisting on its use throughout (Star Words)
• Modelling clear sentence structures using mathematical
language
• Paired language activities
• Plenaries which give a further
Opportunity to assess understanding
through pupil explanations
18. Mastery For All: Structure
of Learning
• Mathematics Mastery Curriculum content
• Multi- part lesson - 6 parts - Do Now Task; New
Learning; Paired Language Development; Develop
Learning; Independent Task; Plenary
• Transitions (No wasted time)
Used to recall quick number facts or mathematical
concepts through chants, actions and songs and to
prepare children for learning.
• Continuous assessment
• Maths meetings
19. Mathematics Mastery
Curriculum content
Year 1
• Read, count, write, order and count to at
least 20 objects
• Count forwards and backwards in ones and
tens
• Say a number that is one more or less than
a number between 10 and 20
• Use words such as add, sum, total, take
away, subtract, difference between….in
practical situations
• Know by heart all pairs of numbers that
make 10
• Add and subtract two numbers under 10
21. Video Clip from Year 1
New Learning
http://toolkit.mathematicsmast
ery.org/classroom-planning
Community Videos
Woodberry Down Year 1 Unit 5
Lesson 1
22. Video Clip from Year 1
Develop Learning
• http://toolkit.mathematicsmastery.or
g/classroom-planning
Fox Primary Year 1
Unit 2 Lesson 13
25. Transition examples:
• Number Cruncher Song
• Count down from 10
• Days of the Week song
• Number bonds – I say, we say...
High View Primary
Transition video
26. The Maths Meeting
• Consolidate learning
already taught.
• Fun! Songs/chants.
• Focus on Place
value/days/calendar
work/number sense.toolkit.mathematicsmastery.org/clas
sroom-planning
Y1 King Solomon Academy
Maths Meeting
27. What did Ofsted say?
• Ofsted inspectors visited Ark Primary school in June 2011
to observe Mathematics Mastery in practice and to see how
the programme could be adopted more widely. The Ofsted
team interviewed pupils and staff. They reviewed the
course materials, examined pupils’ work and observed
seven maths lessons. Their conclusion was that:
• “Pupils’ achievement in number is outstanding. Pupils
are developing a high level of proficiency for their age
in addition, subtraction, multiplication and division.
This is underpinned by a secure understanding of
place value and good recall of number facts.”
28. What can you do at home?
• Keep maths practical and real life
• Use lots of mathematical language – full
sentences- compare and reason
• Money – paying for things, playing shops,
• purses
• Laying the table
• Dishing up dinner – problem solving
• Games (snakes and ladders, dice)
• Number bonds - Playing cards
• Games with egg boxes for a 10 frame
• Counting
Keep it fun!!
29. Counting
• Collections of objects – shells, buttons, pretty stones.
• Cars on a journey e.g. how many red cars?
• Animals in a field e.g. sheep, cows.
• Stairs up to bed, steps etc.
• Pages in a storybook.
• Counting buttons, shoes, socks as a child gets dressed.
• Tidy a cupboard or shelf and count the contents e.g. tins,
shoes, etc.
• Counting particular vehicles on a journey e.g. Eddie Stobart
lorries, motorbikes, etc.
