Are your children stuck
at level 2C in
Mathematics?
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Objectives
• To identify aspects of Mathematics that appear to
present barriers to learning for children whose
progress and attainment has stalled at level 2C
• To plan effective approaches to teaching and
learning to help children overcome these barriers
and make good progress in Mathematics and be
well placed to achieve level 4 by the end of KS2
Outcomes
• I am familiar with the findings of the research
• I am aware of the specific aspects of
Mathematics that appear to present barriers to
identified children
• I plan and use a range of approaches to meet the
needs of these children so that they meet age
related expectations
Guess my word
Read Research project:
children who get ‘stuck’ at
level 2C in mathematics
What do these children need to
be taught to progress in
Mathematics?
What do these children need to be taught to
progress in Mathematics?
•
to recognise the value of each digit in a two-digit number, to
use this knowledge to partition two-digit numbers, combine
tens and units to form a two-digit number and to order twodigit numbers
•
how to use and apply their knowledge of counting in tens, to
count a large number of objects efficiently and accurately,
counting on and back in tens from any two-digit number and
finding the total value of a set of coins that includes 10p
pieces
•
how to use their knowledge of counting in tens and their
recall of number facts to begin to calculate efficiently, using
one-digit and two-digit numbers
•
that subtraction can involve finding the difference between
the numbers of objects in two sets or the difference
between two numbers, and to recognise how this operation
relates to addition
•
how to use number sentences to represent practical
situations, especially those involving subtraction or
multiplication, and how to interpret and solve number
sentences that have missing numbers
Refreshment
How do you dig deeper on a
1:1 level?
Difference it made?
Who?
How?
Which children?
When?
Focus?
29
Which is bigger
61 or 29 ?
In your purse you have lots of 5p, 10p and
20p coins. How could you pay for some
fruit costing 45p?
Put these numbers
in order…
35, 24, 47, 32, 28
24 28 32 35 47
What would you do with these?
Pupil Interview Cards
• Choose one question (could be stuck at)
• Discuss likely responses from children
• Discuss how you would support and scaffold (all
learners and not just less able)
Lunch
Place value – focus for afternoon session
Place value
What strategies do you use to
assemble the puzzle?
Partitioning tool spreadsheet
Year
2
objective:
explain
what
- recombining
each digit in a two-digit
number represents, including
numbers where 0 is a place
holder; partition two-digit
numbers in different ways,
including into multiples of 10
and 1
Place value dots spreadsheet
Place value ITP
Moving digits ITP
Talk with
the children
in the
guided
group about
their
learning
Jointly plan
a lesson
including a
guided
session for
2C children
Teacher leads
the whole class
teaching input
and the guided
session
Lesson Study
Teacher and TA
evaluate the
progress of the
children in the
guided group
TA observes
the progress of
another group
before
returning to
the guided
group
TA observes
the progress
of 2 children
in the guided
group
Resources to support...
Planning Time
Were we successful?