Playing board for the game Crooked Rules
Hundreds
Tens
Ones
Player A
Player B
Player C
Player D
Presentation slide 1.1
Key features of mathematics within the
Primary National Strategy
The strategy involves:
1. A structured, daily mathematics lesson of 45–60 minutes,
depending on the pupils’ ages
2. An emphasis on mental calculation with oral and mental work
in each lesson
3. Direct, interactive teaching of the whole class, with as many
pupils as possible taking part
4. Group work in which pupils in three or four groups work at
different levels on the same topic
5. Regular activities for pupils to do out of class and at home
6. The Primary Framework offers teachers guidance on
planning and teaching to help all children to learn
mathematics and make good progress.
Presentation slide 1.2
Teaching assistant’s tasks
• Planning the lesson with the teacher
• Assessing pupil’s progress and difficulties
• Making learning resources and classroom displays
• Getting the class ready to begin work
• Giving our learning materials
• Helping pupils with correct vocabulary
Presentation slide 1.3
Teaching assistant’s activities
• Helping pupils use mental, informal or formal methods of
calculation
• Learning new mathematics themselves
• Helping pupils read and understand what is needed
• Asking pupils questions to probe and secure their learning
• Encouraging pupils in their efforts
• Helping pupils see the links with other learning
Presentation slide 1.4
Work out the total
Presentation slide 2.1
Work out the total
Presentation slide 2.2
Notes for the teacher
Learning objectives for the lesson (year 1, block B, unit 2)
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Describe simple patterns and relationships involving numbers
or shapes; decide whether examples satisfy given conditions
Feedback notes:
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All can use numbers or shapes to make patterns of their own
All can describe their pattern so that others can make it
Rupee and Paul can tell each other how to continue their
patterns
Presentation slide 2.3
Marie’s sum
This is the calculation Marie was asked to do:
+ 47 = 100
She wrote:
63 + 47 = 100
Presentation slide 2.4
Ellie’s problem
In your purse you have lots of 5p, 10p and 20p coins.
How could you pay for some fruit costing 45p?
Presentation slide 2.5
How would you tackle these calculations?
23 – 9
127 x 6
4358 + 843 + 276
98 ÷ 6
Presentation slide 3.1
Considering how you did the calculations
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How did you work out each calculation?
Who did it another way?
Which is the easiest way?
What did you jot down to help you? How did this help and
how might you encourage pupils to use jottings?
Presentation slide 3.2
Comparing methods
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Were you surprised by any of the methods others used?
Were you taught to use any of these methods at school?
Why do you think you use them now?
Did you use the same method for both additions? If not,
why not?
Did having to explain your method help you in any way
Did hearing any other person’s method help you in any
way?
Presentation slide 3.3
How would you tackle these calculations?
Working out totals
(a)5 + 8 + 5
(b)4 + 7 + 8 + 6 + 3
(c)24 + 17 + 16 + 12 + 33
(d) £2.54 + £2.67 + £1.46
Presentation slide 3.4
Vertical and horizontal recording
365
– 99
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365 – 99
Presentation slide 3.5
The three-part lesson
• Oral and mental activity
Oral and mental calculation for the whole class to rehearse and
sharpen skills
• Main part of the lesson
Interactive teaching input and pupils’ activities including work as a
whole class, in groups, in pairs or individually
• Review of learning
All pupils involved
Clear up any misunderstandings and identify progress
Summarise and reinforce the key learning points and what pupils
should remember and discuss next steps
Presentation slide 4.1
Language and mathematics
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Pupils talking and listening to each other and to adults
Adults listening to pupils’ responses
Different kinds of questioning
Presentation slide 4.2
Considering the role of the TA in the video
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How was the girl encouraged to test her answers on the TA?
Why is it important that she is encouraged to do this?
What is the best seating position during whole-class interactive
mental and oral activities? Why?
The TA encourages the girl to use the fraction wall. What problem
do you think she might have?
How does the fraction wall help?
Do you know of any other resources that could be used?
How could the TA have helped he two pupils before the Follow Me
card activity began?
How do you know the TA used these activities for assessment for
learning purposes?
Presentation slide 4.3
The role of the TA in the oral and mental activity (1)
Being responsible for a small group of pupils to ensure they take
part in the lesson by:
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encouraging them to join in counting activities
encouraging them to sit still and take part
getting them to repeat in a whisper what they hear
having a smaller version of the resource used by the teacher
helping pupils to use resources such as ‘fan’ cards
Presentation slide 4.4
The role of the TA in the oral and mental activity (2)
Being responsible for a small group of pupils to ensure they take
part in the lesson by:
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repeating discreetly questions the teacher asks and helping the
pupils find an answer
alerting the teacher if a pupil has an answer
asking questions that will help pupils to think when they are
discussing in pairs
observing pupils and making notes about their responses to
questions
Presentation slide 4.5
Role of the TA in the video
• What are the main differences in the way the TA supports
pupils during whole-class interactive teaching and during
group work?
• Why is it important for the TA to be present during the direct
teaching that takes place before the group work?
• How do the teacher and the TA help pupils when they have
difficulties without simply telling them what to do?
• What advantage does the TA have over the teacher while
she is involved in direct teaching?
Presentation slide 5.1
Working with a group
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How would you support a group of pupils playing a game
like Fall in the water?
How would your role differ if pupils were carrying out a
practice exercise or solving mathematical word problems
rather than playing a game?
What kind of feedback do you think you might give?
Presentation slide 5.2
The TA’s role when working with a group (1)
When pupils are playing a game:
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make sure they all understand the instructions
reinforce social skills such as taking turns and not interrupting
others
encourage pupils to describe the mental strategies they used and
help them to refine these, using jottings on the empty number line
where necessary
encourage them to work out and consider carefully any options
available to them in the game
note for the teacher any number facts the pupils find hard to
remember and any observations about pupils who have found the
task difficult or who have been particularly successful
Presentation slide 5.3
The TA’s role when working with a group (2)
When pupils are carrying out practice exercises or solving word problems:
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ensure they understand what they have to do and then monitor
that they are performing the task correctly
ask questions or give them clues when they are stuck but don’t let them
become too dependent on adult help
help to keep them on task and remind them how much time they
have to complete the exercise
help them to learn, read and use mathematical words and terms
new to them
make sure that they check answers for ‘reasonableness’
encourage them to tell you how they tackled certain examples
note what pupils have learned or any mathematics they need more help
with so you can share it with the teacher
Presentation slide 5.4
Giving feedback
You could:
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mention any misunderstandings pupils had in relation to
the work
state how far pupils got with the activity
list what they found easy and/or hard
mention a pupil who has done particularly well or who has
found the work particularly difficult
discuss ‘support’ and ‘next steps in learning’ with the
teacher
Presentation slide 5.5
Teaching in the Early Years Foundation Stage (1)
• Emphasis on practical, active, imaginative and enjoyable
activities
• Pupils are given many opportunities to develop their
speaking and listening skills and to use mathematical
language during play activities
• The environment, daily routines and activities will be
planned to give pupils opportunities for mathematical
learning
• Pupils will be given opportunities to practise and talk about
their developing understanding in a broad range of contexts
Presentation slide 6.1
Teaching in the Early Years Foundation Stage (2)
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Teachers put greater emphasis on using stories, songs,
rhymes and finger games to help with counting
Mathematical activities will be planned for both indoors and
outdoors
Pupils are encouraged to explore problems, to make
patterns and to match and count together
Teachers plan from the Curriculum guidance for the
Foundation Stage and the objectives in the renewed
framework for teaching mathematics, which are in line with
the early learning goals for the Early Years Foundation
Stage
Presentation slide 6.2
Example of the daily mathematics experience at
Early Years Foundation Stage
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An activity with a group or all pupils, often involving some
counting, songs or stories
Adult-led activities for smaller groups of pupils, focusing
on the main topic of the day or week
Play activities, initiated either by the teacher or by the
pupils themselves
Review of learning when the activities have ended, not
necessarily every day
Presentation slide 6.3
Video clip: working with children in the
Early Years Foundation Stage
1. How do the TAs involve the pupils?
2. What sort of questions do they ask?
3. Do they help the pupils to work and play together in any
way?
4. How do they develop mathematical vocabulary?
5. How successful are they in helping the pupils learn new
skills?
6. What else could they do to help the pupils with their
learning?
Presentation slide 6.4
Working with individuals and small groups
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Get children talking about what they are doing
Help them understand what they are doing
Help them to work and play together
Familiarise them with the rules of mathematical games
Help them to develop, learn and use new mathematical
language
Help them use mathematical resources
Ask them open questions to get them thinking
Observe and talk to them to find out what they have
learned
Presentation slide 6.5
Ten nice things
Player A’s objects
Player B’s objects
Presentation slide 6.6