Katie Crozier Claire Gerrard Jo Harbour Luke Rolls What do we mean by Mastery Deep and sustainable learning for all Depth is the key to avoiding the need to repeat teaching It doesnt feel like were starting again each term ID: 534145
Download Presentation The PPT/PDF document "Mastery Specialist Teachers" is the property of its rightful owner. Permission is granted to download and print the materials on this web site for personal, non-commercial use only, and to display it on your personal computer provided you do not modify the materials and that you retain all copyright notices contained in the materials. By downloading content from our website, you accept the terms of this agreement.
Slide1
Mastery Specialist Teachers
Katie Crozier
Claire Gerrard
Jo Harbour
Luke RollsSlide2
What do we mean by Mastery?
Deep
and sustainable learning –
for all
Depth is the key to avoiding the need to repeat teaching.
It doesn’t feel like we’re starting again each term.
The ability to build on something that has already been sufficiently mastered
…
for this stage of learning - Mastery is a continuum Slide3
The ability to reason about a concept and make connections
Cuts down on the amount I need to learn
eg
relating concepts of division, fractions and ratio Deepens conceptual understanding.Conceptual and procedural fluencyMove maths from one context to another. Recognise concepts in unfamiliar situations.Know number facts and tables, have efficient procedures
What do we mean by Mastery? Slide4
A mastery approach: a set of principles and beliefs. This includes a belief that all pupils are capable of understanding and doing mathematics, given sufficient time. Pupils are neither ‘born with the maths gene’ nor ‘just no good at maths’. With good teaching, appropriate resources, effort and a ‘can do’ attitude all children can achieve in and enjoy mathematics.
NCETM
What do we mean by Mastery? Slide5
https://
www.ncetm.org.uk/resources/46689
Slide6
Coherence
Teaching for Mastery
Small connected steps
are easier to take Slide7
What examples of the five big ideas can you spot during this session?Slide8
Partitioning numbers in Year 1
The Part
Part
Whole ModelSlide9Slide10Slide11
5
2
3
5 is the whole.
2 is a part.3 is a part.Use of stem sentences.Slide12
5
4
1
5 is the whole.
4 is a part.1 is a part.Use of stem sentences.Slide13
5
0
5
A
lso use zero.Slide14
5
1
?Slide15
5
?
?
?Slide16
?
4
2
4 is a part.
2 is a part. 6 is the wholeSlide17
?
1
7
1
is a part.7 is a part. 8 is the wholeSlide18
6
3
3
6
3 is a part.
3
is a part.
6
is the whole
Use of stem sentences.Slide19
6
?
6
?
6 is the whole
1
is a part.
5 is a part.
Use of stem sentences.Slide20
6
6
1
5
Move from pictorial/ symbolic to abstract.Slide21
10
5
10
1
8
2
10
9
2
3
5
8
4
3
3
10
2
Mastery of the part
part
whole model!Slide22
6
-
2
= 4What does the 6 represent?What does the 2 represent?What does the 4 represent?
Next
Before
Now
?
Subtraction within a contextSlide23
6
-
5 = 1
What does the
6 represent?What does the 5 represent? What does the 1 represent?
?
Next
Before
NowSlide24Slide25Slide26
Year 2Slide27
停车场Slide28
Addition in Year 2Slide29Slide30
7 + 5Slide31
7 + 5Slide32
7 + 5
3
2Slide33
7 + 5
2
5Slide34Slide35Slide36Slide37
Teaching Multiplication in Year 2Slide38
2 + 2 + 2 = 6Slide39
What if there were 9 explorers?
2 + 2 + 2 + 2 + 2 + 2 + 2 + 2 + 2 = 18Slide40
What if there were 9 explorers?
2 × 9 = 18Slide41
What if there were 8 explorers?
2 × 8 = 16Slide42
What if there were 5 explorers?
2 × 5 = 10Slide43
What if there were 0 explorers?
2 × 0 = 0Slide44Slide45Slide46Slide47
Multiplication in Year 4
Procedural VariationSlide48
Procedural variation
is used to support deeper understanding of a mathematical procedure or process.
By
asking
pupils to compare two successive procedures, where the first is linked to a second, relationships can be observed. Opportunity is given to observe the variant and invariant properties of the procedure - i.e. what stays the same and what changes? (depending on the numbers/ conditions) leading to generalising about the procedure.Slide49
What is the variation within the questions and between the questions
49Slide50
VariationSlide51Slide52
43 X 3
Which number is the
multiplicand
?
Which number is the
multiplier
?
STEM SENTENCES:
The multiplicand is …
The multiplier is …
43 X 3 = 129Slide53
43 X 3 = 129
44 X 3
Can you use your answer from 43 x 3 to work out 44 x 3?
What’s the same and what’s different about these two calculations
? Slide54
44
44
44
43
43
43
43 X 3 = 129
44 X 3 = ?
+ 1
+ 1
+ 1
44 X 3 = 43 x 3 + ? Slide55
A full jar of beads holds 58 beads. How many beads are there in 6 full jars?
58 X 6
STEM SENTENCES:
The multiplicand is …
The multiplier is …585858
58
58
58
58 X 6 = 348Slide56
We’re going to use this answer to find out how many beads there are in 7 full jars.
Draw a bar picture to show 58 x 6
Draw a bar picture to show 58 x 7
What’s the same and what’s different about them?
A full jar of beads holds 58 beads. In 6 full jars there are 348 beads.585858
58
58
58
58
58
58
58
58
58
58
58
58
58
58
58
58
58 X 6 = 348
58 X 7 = 58 x 6 + ?
58 X 7 = 348 + 58 = 406Slide57
Use column multiplication to work out the first multiplication calculation.
Adjust your answer from a) to work out the product of b).
Think about whether the multiplicand or the multiplier has changed.
You could draw bar picture to help you see what is the same about the calculations and what has changed.
1a) A book has 37 pages. How many pages are in 7 books?1b) How many pages are there in 8 of these books? 2a) A concert ticket costs £38. How much do 6 tickets cost?2b) The cost of a ticket goes up to £41. How much do 6 tickets cost now?Slide58Slide59
Coherence
Teaching for Mastery
Small connected steps
are easier to take Slide60
Contacts
Katie Crozier – Eynesbury Primary School
kcrozier@eynesbury.cambs.sch.uk
Claire Gerrard – Thorndown Primary Schoolcgerrard@thorndown.cambs.sch.ukJo Harbour - Mayfield Primary Schooljharbour@mayfield.cambs.sch.uk@joharbourLuke Rolls – University Primary School lrolls@universityprimaryschool.org.uk Slide61