![Page 1: Parent Workshop. The Mathematics Mastery partnership approach exceptional achievement exemplary teaching specialist training and in-school support collaboration](https://reader036.vdocuments.us/reader036/viewer/2022062321/56649f0c5503460f94c1f69e/html5/thumbnails/1.jpg)
Parent Workshop
![Page 2: Parent Workshop. The Mathematics Mastery partnership approach exceptional achievement exemplary teaching specialist training and in-school support collaboration](https://reader036.vdocuments.us/reader036/viewer/2022062321/56649f0c5503460f94c1f69e/html5/thumbnails/2.jpg)
The Mathematics Mastery partnership approach
exceptional achievement
exemplary teaching
specialist training and
in-school support
collaboration in
partnership
integrated professional development
![Page 3: Parent Workshop. The Mathematics Mastery partnership approach exceptional achievement exemplary teaching specialist training and in-school support collaboration](https://reader036.vdocuments.us/reader036/viewer/2022062321/56649f0c5503460f94c1f69e/html5/thumbnails/3.jpg)
![Page 4: Parent Workshop. The Mathematics Mastery partnership approach exceptional achievement exemplary teaching specialist training and in-school support collaboration](https://reader036.vdocuments.us/reader036/viewer/2022062321/56649f0c5503460f94c1f69e/html5/thumbnails/4.jpg)
Do the maths – true or false?
Even + Even = EvenEven + Odd = EvenOdd + Odd = Even
• Can you explain why?
• Can you prove why…– Using algebra?– Without using algebra?
![Page 5: Parent Workshop. The Mathematics Mastery partnership approach exceptional achievement exemplary teaching specialist training and in-school support collaboration](https://reader036.vdocuments.us/reader036/viewer/2022062321/56649f0c5503460f94c1f69e/html5/thumbnails/5.jpg)
![Page 6: Parent Workshop. The Mathematics Mastery partnership approach exceptional achievement exemplary teaching specialist training and in-school support collaboration](https://reader036.vdocuments.us/reader036/viewer/2022062321/56649f0c5503460f94c1f69e/html5/thumbnails/6.jpg)
![Page 7: Parent Workshop. The Mathematics Mastery partnership approach exceptional achievement exemplary teaching specialist training and in-school support collaboration](https://reader036.vdocuments.us/reader036/viewer/2022062321/56649f0c5503460f94c1f69e/html5/thumbnails/7.jpg)
m
m
n
n
2m 2n
![Page 8: Parent Workshop. The Mathematics Mastery partnership approach exceptional achievement exemplary teaching specialist training and in-school support collaboration](https://reader036.vdocuments.us/reader036/viewer/2022062321/56649f0c5503460f94c1f69e/html5/thumbnails/8.jpg)
2m + 1 2n + 1
![Page 9: Parent Workshop. The Mathematics Mastery partnership approach exceptional achievement exemplary teaching specialist training and in-school support collaboration](https://reader036.vdocuments.us/reader036/viewer/2022062321/56649f0c5503460f94c1f69e/html5/thumbnails/9.jpg)
2m + 1 + 2n + 1
![Page 10: Parent Workshop. The Mathematics Mastery partnership approach exceptional achievement exemplary teaching specialist training and in-school support collaboration](https://reader036.vdocuments.us/reader036/viewer/2022062321/56649f0c5503460f94c1f69e/html5/thumbnails/10.jpg)
2m + 1 + 2n + 1
![Page 11: Parent Workshop. The Mathematics Mastery partnership approach exceptional achievement exemplary teaching specialist training and in-school support collaboration](https://reader036.vdocuments.us/reader036/viewer/2022062321/56649f0c5503460f94c1f69e/html5/thumbnails/11.jpg)
2m + 2n + 2
2(m + n + 1)
![Page 12: Parent Workshop. The Mathematics Mastery partnership approach exceptional achievement exemplary teaching specialist training and in-school support collaboration](https://reader036.vdocuments.us/reader036/viewer/2022062321/56649f0c5503460f94c1f69e/html5/thumbnails/12.jpg)
Our shared vision
• Every school leaver to achieve a strong foundation in mathematics, with no child left behind
• A significant proportion of pupils to be in a position to choose to study A-level and degree level mathematics and mathematics-related sciences
![Page 13: Parent Workshop. The Mathematics Mastery partnership approach exceptional achievement exemplary teaching specialist training and in-school support collaboration](https://reader036.vdocuments.us/reader036/viewer/2022062321/56649f0c5503460f94c1f69e/html5/thumbnails/13.jpg)
A belief and a frustration
• Success in mathematics for every child is possible• Mathematical ability is not innate, and is increased
through effort
Mastery member schools wanted to ensure that their aspirations for every child’s mathematics success
become reality
![Page 14: Parent Workshop. The Mathematics Mastery partnership approach exceptional achievement exemplary teaching specialist training and in-school support collaboration](https://reader036.vdocuments.us/reader036/viewer/2022062321/56649f0c5503460f94c1f69e/html5/thumbnails/14.jpg)
Effort-based ability – growth mindset
Innate ability
Intelligence can grow
Intelligence is fixed
Effort leads to success
Ability leads to success
When the going gets tough ... I get smarter
When the going gets
tough ... I get found out
When the going gets
tough ... dig in and persist
When the going gets
tough ... give up, it’s
hopeless
I only need to
believe in myself
I need to be
viewed as able
Success is the
making of
targets
Success is doing better than
others
![Page 15: Parent Workshop. The Mathematics Mastery partnership approach exceptional achievement exemplary teaching specialist training and in-school support collaboration](https://reader036.vdocuments.us/reader036/viewer/2022062321/56649f0c5503460f94c1f69e/html5/thumbnails/15.jpg)
Our approach
Language and communicatio
n
Mathematical thinking
Conceptual understandin
g
Mathematical
problemsolving
![Page 16: Parent Workshop. The Mathematics Mastery partnership approach exceptional achievement exemplary teaching specialist training and in-school support collaboration](https://reader036.vdocuments.us/reader036/viewer/2022062321/56649f0c5503460f94c1f69e/html5/thumbnails/16.jpg)
NC 2014
“Decisions about progression should be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content in preparation for key stage 4. Those who are not sufficiently fluent should consolidate their understanding, including through additional practice, before moving on”
![Page 17: Parent Workshop. The Mathematics Mastery partnership approach exceptional achievement exemplary teaching specialist training and in-school support collaboration](https://reader036.vdocuments.us/reader036/viewer/2022062321/56649f0c5503460f94c1f69e/html5/thumbnails/17.jpg)
• Fewer topics in greater depth
• Mastery for all pupils
• Number sense and place value come first
• Problem solving is central
Curricular principles
![Page 18: Parent Workshop. The Mathematics Mastery partnership approach exceptional achievement exemplary teaching specialist training and in-school support collaboration](https://reader036.vdocuments.us/reader036/viewer/2022062321/56649f0c5503460f94c1f69e/html5/thumbnails/18.jpg)
Y7 differentiation through depth
![Page 19: Parent Workshop. The Mathematics Mastery partnership approach exceptional achievement exemplary teaching specialist training and in-school support collaboration](https://reader036.vdocuments.us/reader036/viewer/2022062321/56649f0c5503460f94c1f69e/html5/thumbnails/19.jpg)
Half term 1Number sense
Half term 2Multiplication &
division
Half term 3Angle and line
properties
Half term 4Fractions
Half term 5Algebraic
representation
Half term 6Percentages & pie
charts
KEYHalf term topicBig ideaSubstantial new knowledge mastered
Year 7
Place value
Multiplication and division
Using scalesAngle and line properties
Area
Perimeter
Addition and subtraction
Algebraic notation
Calculating with fractions
Fractions, decimals and percentages
![Page 20: Parent Workshop. The Mathematics Mastery partnership approach exceptional achievement exemplary teaching specialist training and in-school support collaboration](https://reader036.vdocuments.us/reader036/viewer/2022062321/56649f0c5503460f94c1f69e/html5/thumbnails/20.jpg)
Mathematical problem
solving
Conceptual understandin
g
Language and communicatio
n
Mathematical thinking
Conceptual understanding 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.
Language and communication 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.
Mathematical thinking 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.
Mathematics Mastery key principles
![Page 21: Parent Workshop. The Mathematics Mastery partnership approach exceptional achievement exemplary teaching specialist training and in-school support collaboration](https://reader036.vdocuments.us/reader036/viewer/2022062321/56649f0c5503460f94c1f69e/html5/thumbnails/21.jpg)
Mastering mathematical understanding
Concrete - DOINGAt the concrete level, tangible objects are used to approach and solve problems. Almost anything students can touch and manipulate to help approach and solve a problem is used at the concrete level. This is a 'hands on' component using real objects and it is the foundation for conceptual understanding.
Pictorial - SEEINGAt the pictorial level, representations are used to approach and solve problems. These can include drawings (e.g., circles to represent coins, tally marks, number lines), diagrams, charts, and graphs. These are visual representations of the concrete manipulatives. It is important for the teacher to explain this connection.
Abstract –SYMBOLICAt the abstract level, symbolic representations are used to approach and solve problems. These representations can include numbers or letters. It is important for teachers to explain how symbols can provide a shorter and efficient way to represent numerical operations.
Concrete-Pictorial-Abstract (C+P+A) approach
![Page 22: Parent Workshop. The Mathematics Mastery partnership approach exceptional achievement exemplary teaching specialist training and in-school support collaboration](https://reader036.vdocuments.us/reader036/viewer/2022062321/56649f0c5503460f94c1f69e/html5/thumbnails/22.jpg)
What are manipulatives?
Language and communicatio
n
Mathematical thinking
Conceptual understandin
g
Mathematical
problemsolving
Bar models
Dienes blocks
Cuisenaire rods
Multilink cubes
Fraction towers
Bead strings
Number lines
Shapes
100 grids
![Page 23: Parent Workshop. The Mathematics Mastery partnership approach exceptional achievement exemplary teaching specialist training and in-school support collaboration](https://reader036.vdocuments.us/reader036/viewer/2022062321/56649f0c5503460f94c1f69e/html5/thumbnails/23.jpg)
Ben is 5 years older than Ceri. Their total age is 67.How older Ben?How old is Ceri?
Ceri
Ben
5
67 – 5 = 62
67
62 ÷ 2 = 31Ceri is 31, Ben is 36 Check: 31+36=67
Problem solving – a pictorial approach
![Page 24: Parent Workshop. The Mathematics Mastery partnership approach exceptional achievement exemplary teaching specialist training and in-school support collaboration](https://reader036.vdocuments.us/reader036/viewer/2022062321/56649f0c5503460f94c1f69e/html5/thumbnails/24.jpg)
Abe, Ben and Ceri scored a total of 4,665 points playing a computer game. Ben scored 311 points fewer than Abe. Ben scored 3 times as many points as Ceri.
How many points did Ceri score?
4,665Ceri
Ben
311
Abe
4,665 – 311 = 4,354
4, 354
4, 354 ÷ 7 = 622Ceri scored 622 Check: 622 + 1,866 + 2, 177 =
4,665
Problem solving – a pictorial approach
![Page 25: Parent Workshop. The Mathematics Mastery partnership approach exceptional achievement exemplary teaching specialist training and in-school support collaboration](https://reader036.vdocuments.us/reader036/viewer/2022062321/56649f0c5503460f94c1f69e/html5/thumbnails/25.jpg)
• Jake is 3 years older than Lucy and 2 years younger than Pete.
• The total of their ages is 41 years old.
Find Jake’s age.What else can you find?
Do the maths!
![Page 26: Parent Workshop. The Mathematics Mastery partnership approach exceptional achievement exemplary teaching specialist training and in-school support collaboration](https://reader036.vdocuments.us/reader036/viewer/2022062321/56649f0c5503460f94c1f69e/html5/thumbnails/26.jpg)
41 years
3 years
2 years
Jake ?
Lucy ?
Pete ?
41 – 8 = 3333/3 = 11? = 11 yearsJake is 11 + 3 = 14 years
39 years33 years
Lucy is 11 yearsPete is 11 + 5 = 16 years
Problem solving
![Page 27: Parent Workshop. The Mathematics Mastery partnership approach exceptional achievement exemplary teaching specialist training and in-school support collaboration](https://reader036.vdocuments.us/reader036/viewer/2022062321/56649f0c5503460f94c1f69e/html5/thumbnails/27.jpg)
Mastering mathematical thinking
“Mathematics can be terrific fun; knowing that you can enjoy it is psychologically and intellectually empowering.” (Watson, 2006)
We believe that pupils should:• explore, wonder, question and conjecture• compare, classify, sort• experiment, play with possibilities, modify an
aspect and see what happens• make theories and predictions and act
purposefully to see what happens, generalise
![Page 28: Parent Workshop. The Mathematics Mastery partnership approach exceptional achievement exemplary teaching specialist training and in-school support collaboration](https://reader036.vdocuments.us/reader036/viewer/2022062321/56649f0c5503460f94c1f69e/html5/thumbnails/28.jpg)
Mathematical problem
solving
Conceptual understandin
g
Language and communicatio
n
Mathematical thinking
Conceptual understanding 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.
Language and communication 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.
Mathematical thinking 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.
Mathematics Mastery Key Principles
![Page 29: Parent Workshop. The Mathematics Mastery partnership approach exceptional achievement exemplary teaching specialist training and in-school support collaboration](https://reader036.vdocuments.us/reader036/viewer/2022062321/56649f0c5503460f94c1f69e/html5/thumbnails/29.jpg)
Vocabulary – Multiple Meanings
![Page 30: Parent Workshop. The Mathematics Mastery partnership approach exceptional achievement exemplary teaching specialist training and in-school support collaboration](https://reader036.vdocuments.us/reader036/viewer/2022062321/56649f0c5503460f94c1f69e/html5/thumbnails/30.jpg)
What number is half of 6?
6 is half of what number?
![Page 31: Parent Workshop. The Mathematics Mastery partnership approach exceptional achievement exemplary teaching specialist training and in-school support collaboration](https://reader036.vdocuments.us/reader036/viewer/2022062321/56649f0c5503460f94c1f69e/html5/thumbnails/31.jpg)
What number is half of 6?
6 is half of what number?
![Page 32: Parent Workshop. The Mathematics Mastery partnership approach exceptional achievement exemplary teaching specialist training and in-school support collaboration](https://reader036.vdocuments.us/reader036/viewer/2022062321/56649f0c5503460f94c1f69e/html5/thumbnails/32.jpg)
What comes next…?
• Thousands• Hundreds• Tens• Ones!!!!!!!
![Page 33: Parent Workshop. The Mathematics Mastery partnership approach exceptional achievement exemplary teaching specialist training and in-school support collaboration](https://reader036.vdocuments.us/reader036/viewer/2022062321/56649f0c5503460f94c1f69e/html5/thumbnails/33.jpg)
Why is this important?
Consider:
• One Hundred = Ten Tens• Ten Tens = One Hundred Similarly:
• One Ten = Ten Ones• Ten Ones = One Ten
![Page 34: Parent Workshop. The Mathematics Mastery partnership approach exceptional achievement exemplary teaching specialist training and in-school support collaboration](https://reader036.vdocuments.us/reader036/viewer/2022062321/56649f0c5503460f94c1f69e/html5/thumbnails/34.jpg)
Fractions – a “talk task”
![Page 35: Parent Workshop. The Mathematics Mastery partnership approach exceptional achievement exemplary teaching specialist training and in-school support collaboration](https://reader036.vdocuments.us/reader036/viewer/2022062321/56649f0c5503460f94c1f69e/html5/thumbnails/35.jpg)
Challenging high attainers
• What number is 70 hundreds, 35 tens and 76 ones?
• Which is bigger, 201 hundreds or 21 thousands?
• How many bags each containing £10 000 do you need to have £3 billion?
• How many ways can you find to show/prove your answers?
![Page 36: Parent Workshop. The Mathematics Mastery partnership approach exceptional achievement exemplary teaching specialist training and in-school support collaboration](https://reader036.vdocuments.us/reader036/viewer/2022062321/56649f0c5503460f94c1f69e/html5/thumbnails/36.jpg)
True or False?A B C D E ID E F G H CG H I A B FA B C B A CD E F E F DG H I I G H
Can you make your own true or false statements like these?
=
=
![Page 37: Parent Workshop. The Mathematics Mastery partnership approach exceptional achievement exemplary teaching specialist training and in-school support collaboration](https://reader036.vdocuments.us/reader036/viewer/2022062321/56649f0c5503460f94c1f69e/html5/thumbnails/37.jpg)
Does it work?
![Page 38: Parent Workshop. The Mathematics Mastery partnership approach exceptional achievement exemplary teaching specialist training and in-school support collaboration](https://reader036.vdocuments.us/reader036/viewer/2022062321/56649f0c5503460f94c1f69e/html5/thumbnails/38.jpg)
Evidence from successful schools:• Pupil collaboration and discussion of work• Mixture of group tasks, exploratory activities and
independent tasks• Focus on concepts, not on teaching rules• All pupils tackled a wide variety of problems• Use of hands on resources and visual images• Consistent approaches and use of visual images and
models• Importance of good teacher subject-knowledge and
subject-specific skills• Collaborative discussion of tasks amongst teachers
What would OfSTED think?