Maths Mastery Presentation 2020
Maths Mastery Presentation 2020
Maths Mastery Presentation 2020
Mastery Presentation
What is mastery?
What happens in a maths lesson?
What calculation methods are the children taught?
How can parents can help at home?
What does it mean to master
something…?
• You have a wealth of knowledge on the subject
• You have relevant skills at your disposal
• You can problem solve and know which method works best
• You don’t expend much energy on the basics – they become
second nature.
• You can explain and teach someone else effectively
• You can apply your knowledge and skills to slightly different
variations
THE MASTERY APPROACH FOR MATHS
(and other subjects):
• Fluency: the ability to recall and apply knowledge rapidly and
accurately.
• Reasoning: explain their mathematical thinking
• Problem solving: apply their knowledge to solve problems in
varied contexts.
The National Curriculum states:
‘There is an expectation that the
majority of pupils will move through the
programme of study at broadly the same
pace and that pupils who grasp concept
rapidly should be challenged through rich
and sophisticated problems before any
acceleration to new content.’
OUR METHODOLOGY
• A high level of performance for all
• Keeping the class working together whilst addressing the
needs for all pupils to master the curriculum and for some to
gain greater depth and proficiency
• A mind-set that children can achieve with good teaching,
appropriate resources, effort and a ‘can-do’ attitude.
• Making use of in-depth, repetition and application.
• All pupils have access to the ideas and concepts.
ALL ON BOARD THE SAME LIFT…
• NOT working on content from the next year group.
• More Able pupils NOT practising the same concept with
bigger numbers.
• Reasoning and problem solving NOT just the domain of ‘more
able’ pupils.
• Keeping the class working together: Quick intervention keep
up, not catch up.
WHY THE MASTERY APPROACH?
• It develops the ability to reason about a concept and make
connections
• It cuts down on the amount I need to learn eg relating
concepts of division, fractions and ratio
• It deepens conceptual understanding, conceptual and
procedural fluency
• It moves maths from one context to another.
• It helps us recognise concepts in unfamiliar situations.
• It ensures we know our number facts and tables and have
efficient procedures.
A SHIFT IN OUR EXPECTATIONS
• Complete change in mindset for teachers, parents and the
children themselves
• The belief and expectation that all pupils can achieve.
• Growth mindset – “I can’t do it yet!” rather than “I’ll never
be good at maths!”
• Children discuss and share learning together so all can
access and master maths.
A typical maths lesson structure…
• Warming up – quick maths activity to revisit/ practise a
maths skill
• Sharing a problem together and discussing ways to tackle it
• Paired practice of the skills required for the problem
through 2 or 3 questions – broken down into small steps with
the teacher guiding the pupils through carefully
• Independent time – pupils given time to work alone on similar
questions that build in difficulty. During this time, the
adults monitor the learning through live marking and
questioning pupils to check understanding.
Hearing from the Horses’ Mouths!
Comparison
Subitizing
Number songs
Guided Practice
We give learning a context – we try and make it real, but simple enough to
understand and work with. Pictures are used to enhance the children’s
understanding. Children are beginning to put their previously learnt skills into a new
context.
Guided practice allows the children to move through a problem in a logical way. Problems can be broken down and
solved collectively, allowing children to offer reasoning and explanations around the order or processes that need to
be followed. This time also allows the teacher to showcase potential problems and pit falls the children may fall
into.
What a typical Year 2 lesson looks like;
Use both
methods to
work out 2 × 2
× 7.
b) Choose a
sign to
complete this
number
statement.
4×7 □ 2 × 14
Y5 Paired practice
Where should you start?
What strategy will you
use?
What do you notice about
the tens column?
What is missing that
might have helped?
EXAMPLES
IN YEAR SIX – Using Which Is Correct?
Which of these number sentences is correct?
3 + 6 x 2 =15 6 x 5 – 7 x 4 = 92 8 x 20 ÷ 4 x
3 = 37