What do children need to know to add 196 and 10? And what happens if any of those gaps in understanding are present? Our INSET in February was based on the question above and we had several themes to consider.
- The principles and practices of teaching maths for ‘mastery’ or working at greater depth – thinking flexibly and creatively about number.
- A shared understanding of what this means and how we can spot it in mathematics lessons to help children move forward.
- How rich tasks can support and secure pupils’ understanding and our own assessment of their understanding.
One of the key considerations for teachers is building upon what already children know to further their mathematical understanding and how to 'plug' those gaps to ensure children make good progress. We believe it is through careful planning and coherent sequencing of Maths learning that children will best understand the concepts and master the procedures they need to progress. Providing rich tasks will allow them to problem solve and reason about their thinking and lead to 'mastery' and them 'knowing without hesitation'.
Here's a good example. Have a go at this problem...
A 3 x 3 x 3 cube is painted red on the outside. If it is broken up into 1 x 1 x 1 cubes how many of these smaller cubes have 3 sides painted?
2 sides painted?
1 side painted?
No sides painted?
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