Mathematics Mastery: A Guide for Parents & Carers

1. What is Mathematics Mastery? A guide for parents and carers 2017-18

2. Objectives: -Explain and demonstrate how mathematics is taught in St Matthew’s C of E Infant School -Understand what is meant by 'Mastery' in mathematics. -Identify how fluency impacts upon achieving mastery. -Increase confidence and understanding in supporting your child at home.

3. What is “Mathematics Mastery?” Mathematics Mastery programme: -is a whole school approach to teaching mathematics. It aims to: -raise achievement for all pupils and to close the attainment gap. -deepen pupils’ conceptual understanding of key mathematical concepts

4. Core belief: • Success in mathematics is possible for every child, whatever their background or prior attainment. • Mistakes are an opportunity to develop. • Mathematical ability is not innate, and is increased through effort. Effort means being resilient and not giving up easily. • Every child should achieve a strong foundation in mathematics, with no child left behind.

5. Negative perceptions of mathematics • If children hear ‘I can’t do maths’ from parents, teachers, friends they begin to believe it isn’t important • People become less embarrassed about maths skills as it is acceptable to be ‘rubbish at maths’

6. Mathematics Mastery Curriculum • Fewer topics but greater depth • Developing an understanding about numbers and its place value through the use of objects and pictures before abstract numbers and letters (see sheet about concrete, pictorial and abstract approach) • Problem solving is central • Embedded Learning • Slower and richer pace • Focus on reasoning

7. Multiple representations Concrete Demonstrating depth Pictorial Abstract one 1

8. KeyPrinciples 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. 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. Mathematical thinking Pupils deepen their understanding by giving an example, by sorting or comparing, or by looking for patterns and rules in the representations they are exploring problems with. Conceptual understanding Conceptual understanding Mathematical problem solving Mathematical problem solving Mathematical thinking Mathematical thinking Language and communication 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.

9. What does it look like in the classroom? • 5 structured lessons per week • 10-15min Maths Meeting every day

11. How will children’s work be recorded? • Task sheets • Children’s Maths Books • Videos • Photographs

12. Pleasedo … • Play (maths) with your child • There are opportunities for impromptu learning in games with real people that you can't get from an iPad or DS! • Let your child win or be better than you sometimes! Otherwise all they learn is that you are better at maths than them. • Recognise that there is more than one way of doing calculations – You may have learned one method, but children are actively encouraged to seek out alternative methods in school and choose one which works for them, no matter how long winded. • Be an actor! – Get excited about maths and your child will get excited too. • Talk to your child about their learning, what they learn in their maths lessons each day. • Use every opportunity to ask your child questions and to explain their reasoning to you. • GROWTH MINDSET – everyone of us can master mathematics given the opportunity. • Think and talk like a mathematician

13. Please try not to … • Don't expect them to understand after you've explained it once. – It is normal for a child to 'get it' one day, and then in a different context not know how to find an answer

14. Websites to use for practising fluency and other resources • Oxford Owl Maths website • Family maths toolkit website • Top Marks website • Maths is fun website • Free numicon resources • Nrich website

15. Resources on school website • http://www.stmatthewsinfantscobham.co.uk • Calculation policy • Progression in calculation • Pitch and expectations

16. Time to go and explore Mathematics Mastery • Rabbits Parents, please go to Rabbits Class. • Otters and Badgers Parents, please stay in the hall.

17. How would you represent number 6 using concrete resources? Your turn! • Using the resources available, can you show the number 6?

18. 6

19. How would you record 0-10 pictorially?

20. The big picture:

21. Talk Task • Reception, Unit 4, Lesson 2: Addition and Subtraction within 6 Task: To combine two groups of objects. Key learning: To combine two groups. Sentence Structure: One part is __. / The other part is __. / There are __ altogether. Instructions: • Look at the countable objects, for example animals. • Count out the animals and create a scenario- place four animals in the field (green paper) and two more in the shed (brown paper) e.g. there were four cows in the field and there were two more in the shed. • Decide who is going to be pupil A and pupil B in your pair. • Pupil A to count out four ‘cows’ and place them together on the green paper, followed by Pupil B counting out two animals and placing them separately to first group on the brown paper. • Pupil A to say “One part is four and the other part is two”. Get pupil B to repeat sentence after you. • Pupil A to say “1, 2, 3, 4, 5. There are five cows altogether.” Pupil B should count and repeat after you.

22. Transitions • Watch the following video: (2min) • http://toolkit.mathematicsmastery.org/community/videos/transitions-videos(Ark Academy Reception transition)

23. Maths Meetings • Watch the following video: (5min) • http://toolkit.mathematicsmastery.org/community/videos/maths-meetings-videos1(Reception Maths Meeting)

24. These are just a few ideas you could use to help your child understand maths and problem solving. Most of all have fun!

25. Numbers are all around us and lots of games can be played with them.

26. How many knives, forks and spoons do you need to put on the table for everybody?

27. How many tins will fit in the cupboard?

28. How much time we have to get ready? What time is it?

35. If we all have a cake how many will be left? Do we have enough?

36. Roughly what shape is a piece of toast? If you cut it in half, how many pieces will you have? What shapes can you cut it into?

37. Which socks are the same? How many matching pairs of socks can you find?

38. Can you find 3 big apples? Can you find three more? How many do you have altogether?

39. Matching the items on the list to the things on the shelves. Can you find 2 tins of beans?

40. Going shopping has lots of opportunities for learning

41. Which one is the smallest / biggest packet of crisps?

42. Putting the shopping away can also offer opportunities for learning such as counting, sorting, adding and subtracting, etc..