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Maths Year 4
First Session Overview 7:15 to 7:50
Implementation of Maths No Problem Lesson Structure Example lessons Journaling Differentiation Extending the more advanced children
How lessons are taught Concepts merge from one chapter to the next. Chapters are formed into lessons.
Lessons typically are broken into three parts and can last one or more days.
Pupils use resources to REALLY understand concepts. Those children who understand
are given a variety of tasks to develop a greater depth of understanding. We also use
other resources eg Nrich, NCETM and our own in house materials to extend learning.
Anchor task —
the entire class spends a
long time on one question
guided by the teacher
1
Guided practice —
practise new ideas in
groups guided by the
teacher
2
Independent practice —
practise on your own 3
The three parts to a lesson are:
Concrete Pictorial Abstract Concrete: This is the point at which children can explore a new concept in a practical manner. Often, we will use counters and dienes as familiar tools to access our maths. Pictorial During this stage, children will begin to form a visual image taken from their practical experience. Here, children will have continual practise and questioning from their teachers to develop thinking and understanding. Moving on too quickly reinforces a process to children, not necessarily an full understanding. Abstract Often this is when a formal method is introduced and practised. Children will only be moved to this stage if they can explain why particular stages happen.
Anchor Task
• Each lesson is introduced with a problem called the In Focus task.
• The children then discuss possible approaches to the problem and these are shared as a class.
• Using the textbooks, we then talk through the Let’s Learn section as a class. This usually reinforces the children’s own observations and ideas.
Anchor Task
• The children’s understanding of each concept progresses through a series of lessons from concrete, to pictorial and then abstract.
• During the Let’s Learn section of the lesson the children used place value counters practically to understand the concept of renaming.
Guided practice • At this point of the
lesson, then children get a chance to practise the skill that we have just learnt.
• Often this practice will take place in pairs, which allows the children to discuss the problem and use the language that we are learning.
To develop thinking, teachers will ask questions such as: “Are you sure ?” “How do you know?”
In doing so, we avoid acknowledging that an answer is correct until they can prove their thinking.
Independent practice
Maths Journal
• The maths journal
activity allows the children to demonstrate their mathematical reasoning.
Challenge and Differentiation
• Challenging problems are embedded within the progression of learning.
• Finding a different way to solve the problem.
• Explaining how you know and proving your answer is correct
• Problem solving extension activities e.g. NCETM, Dip and Pick
Challenge and Differentiation
Resources to use at home
Board games Card games Dice games Sum dog King of Maths Hit the Button Squeebles
http://www.liphookjuniorschool.co.uk/#
Second Session Overview 7:55 – 8:30
Lesson Structure brief overview Example of lessons through a week Journaling Differentiation Extending the more advanced children
How lessons are taught Concepts merge from one chapter to the next. Chapters are formed into lessons.
Lessons typically are broken into three parts and can last one or more days.
Pupils use resources to REALLY understand concepts. Those children who understand
are given a variety of tasks to develop a greater depth of understanding. We also use
other resources eg Nrich, NCETM and our own in house materials to extend learning.
Anchor task —
the entire class spends a
long time on one question
guided by the teacher
1
Guided practice —
practise new ideas in
groups guided by the
teacher
2
Independent practice —
practise on your own 3
The three parts to a lesson are:
Concrete Pictorial Abstract Concrete: This is the point at which children can explore a new concept in a practical manner. Often, we will use counters and dienes as familiar tools to access our maths. Pictorial During this stage, children will begin to form a visual image taken from their practical experience. Here, children will have continual practise and questioning from their teachers to develop thinking and understanding. Moving on too quickly reinforces a process to children, not necessarily an full understanding. Abstract Often this is when a formal method is introduced and practised. Children will only be moved to this stage if they can explain why particular stages happen.
Anchor Task
• Each lesson is introduced with a problem called the In Focus task.
• The children then discuss possible approaches to the problem and these are shared as a class.
• Using the textbooks, we then talk through the Let’s Learn section as a class. This usually reinforces the children’s own observations and ideas.
Anchor Task
• The children’s understanding of each concept progresses through a series of lessons from concrete, to pictorial and then abstract.
• During the Let’s Learn section of the lesson the children used place value counters practically to understand the concept of renaming.
Guided practice • At this point of the
lesson, then children get a chance to practise the skill that we have just learnt.
• Often this practice will take place in pairs, which allows the children to discuss the problem and use the language that we are learning.
To develop thinking, teachers will ask questions such as: “Are you sure ?” “How do you know?”
In doing so, we avoid acknowledging that an answer is correct until they can prove their thinking.
Independent practice
Maths Journal
• The maths journal
activity allows the children to demonstrate their mathematical reasoning.
Challenge and Differentiation
• Challenging problems are embedded within the progression of learning.
• Finding a different way to solve the problem.
• Explaining how you know and proving your answer is correct
• Problem solving extension activities e.g. NCETM, Dip and Pick
Challenge and Differentiation
Progression over a Week: Subtraction
• Subtracting without renaming
• Subtracting with renaming
• Subtracting using mental strategies
• Solving word problems
Maths No Problem Website
Resources to use at home
Board games Card games Dice games Sum dog King of Maths Hit the Button Squeebles
http://www.liphookjuniorschool.co.uk/#
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