Steve Lomax@MaxTheMaths

@GLOWMathswww.glowmathshub.com

www.kangaroomaths.com

www.kangaroomaths.com >Kenny’sPouch>SchemesofWork

TeachingforMasteryinMathematicsKeyCharacteristics

+A‘Theme’iselaboratelydesignedandtaughtusingasequenceof‘KeyLearningPoints’

+Intelligentpracticeisusedtofocusondevelopingconceptualunderstanding,practise thethinkingprocesswithincreasingcreativityandavoidmechanicalrepetition.

+Examplesandtasksarecarefullydesignedusingvariationtheory:- ConceptualVariation(Knowledge)Positive- WhatitisNegative- Whatit’snot- ProceduralVariation(Process)Applying todifferentcontextsSolvingproblemsMakingconnections

+Possiblesolutionsshared,explainedanddiscussedtodeepenunderstanding.Theanswerisonlythebeginning.

ere's theanswer,what’sthequestion?

oyouagree?ActiveArgument/Cognitiveconflict:Yes/No,True/False,Always/Sometimes/Never

xplicit useofmisconceptionsandmistakes

hemissingsymbols/digits‘EmptyBox’questions

robingQuestions(i.e. Showme,andanother,andanotherthatno-onewillhaveConvinceme,What's the same,what'sdifferent?)

Theanswerisonlythebeginning

count inmultiplesof6,7, 9,25and1000

find 1000more or lessthan agiven number

count backwardsthrough zeroto include

negative numbers

recognise theplacevalue ofeachdigit

ina four-digitnumber

(thousands, hundreds, tens,andones)

order andcompare numbersbeyond 1000

identify, represent andestimate numbersusing differentrepresentations

round anynumberto thenearest10, 100or1000

solve number and practicalproblems

that involve alloftheabove andwithincreasingly largepositive numbers

read Roman numerals to100 (I toC)and know

thatover time, thenumeralsystem changed to includetheconcept of zero and

place value

addand subtractnumbers with up to4digits

using theformal written

methods ofcolumnaraddition and subtraction

where appropriate

estimate anduseinverse operationstocheckanswerstoacalculation

solve addition and subtractiontwo-step problems in contexts,deciding which operations and

methods touseandwhy

recall multiplication anddivision facts formultiplicationtables up to12× 12

useplacevalue, knownandderived factstomultiply

anddivide mentally, including:multiplying by0and1;dividing by1;multiplyingtogether threenumbers

recognise andusefactorpairs andcommutativity

inmental calculations

multiply two-digit and three-digit numbers byaone-digitnumber using formalwritten

layout

solve problems involving multiplyingandadding, includingusingthedistributive lawto

multiply twodigit numbers byonedigit, integerscalingproblemsand

hardercorrespondenceproblemssuchasnobjectsareconnectedtomobjects

recognise andshow,using diagrams,families of

common equivalentfractions

solve comparison, sumanddifference problems

using informationpresented in bar

charts, pictograms, tablesandother graphs

interpret andpresentdiscrete and

continuous datausing appropriate graphicalmethods, including barcharts and time graphs

plot specified pointsanddraw sidestocomplete agiven polygon

describe movementsbetween positions as

translations ofagiven unit to the

left/right and up/down

describe positions ona2-Dgridas

coordinates inthe first quadrant

complete a simplesymmetric figurewith respect toa

specific line of symmetry

identify lines ofsymmetry in2-Dshapes

presented in differentorientations

identify acuteandobtuse angles andcompare

andorder angles

up to two right angles bysize

compare andclassifygeometric shapes, includingquadrilaterals and triangles,based on their properties

andsizes

solve problems involvingconverting fromhours tominutes;

minutes toseconds; years tomonths;

weeks todays

read, write and convert timebetween analogue and

digital 12- and24-hour clocks

estimate, compare andcalculate different

measures,including money

inpounds and pence

find theareaofrectilinear shapes bycounting

squares

measure and calculate theperimeter ofa

rectilinearfigure (including squares)incentimetres and metres

Convert betweendifferent units ofmeasure[forexample, kilometre tometre;hour tominute]

solve simple measureandmoney problems

involvingfractions anddecimals

to two decimal places.

compare numbers with thesame number ofdecimalplaces up to two decimal

places

round decimals withone decimal placeto thenearestwhole number

find theeffectofdividingaone- or two-digit number by

10and100,identifying the

value of thedigitsin the answer asones, tenths

andhundredths

recognise andwrite decimalequivalentsto¼,½, ¾

recognise andwrite decimalequivalents

ofanynumberof tenths orhundredths

addand subtractfractions with thesame denominator

solveproblems involving increasinglyharder fractions to

calculatequantities, andfractions todividequantities,includingnon-unit fractionswhere theanswer isawhole

number

count upanddown inhundredths; recognise that

hundredthsarise when

dividing anobject byonehundred anddividing tenths

by ten

www.kangaroomaths.com >Kenny’sPouch>SchemesofWork

The first part of a framework for assessing without levels: a maximum of

13 mastery indicators each year are chosen to represent the most important

skills that students need to acquire in order to make progress in their

mathematics

Alongside the mastery indicators, essential knowledge lists the facts

that students need to know in order to make progress in their

mathematics

www.kangaroomaths.com >Kenny’sPouch>SchemesofWork

Potential KEY LEARNING POINTS.

www.kangaroomaths.com >Kenny’sPouch>SchemesofWork

www.kangaroomaths.com >Kenny’sPouch>Assessment

www.kangaroomaths.com >Kenny’sPouch>Assessment

BAM!