Parents

Warm-ups 5-10 minutes (usually based on the Number Strand)

• Students engage in a number Warm Up for 5 - 10 minutes every day including Number Busting.

• A warm up is...

1. quick

2. tuning in

3. working mathematically

4. a mental starter

5. launching a question/inquiry

6. all students participating actively

• Students know the Learning Intention and Success Criteria for the lesson.

• Students engage in rich, open tasks and investigations.

• Students use the number triad - word, symbol, quantity.

• Students work in groups on challenging tasks involving higher order thinking.

• Students talk and ask questions about mathematics, student-to-student and student-to-teacher, using both everyday and mathematical language.

• Students work in flexible groupings e.g. independently, in pairs or in a small focus group working with the teacher to differentiate the learning

• A rich task is...

1. challenging

2. worked out using more than one strategy

3. sometimes also an open task with more than one solution

4. for ALL students

5. working mathematically

• Students reflect on, and articulate, their thinking and strategies in a variety of ways e.g. student talk, partner talk and quiet reflective moments.

• Students use materials, informal recordings and early formal recordings to demonstrate understanding and mathematical ideas.

• Students reflect with the class to explain their mathematical thinking and share strategies.

• Reflection time is...

1. 10 - 15 minutes at the end of the lesson, making the mathematics apparent for students (as well as short reflections throughout the lesson at teachable moments).

2. Explicit teaching time.

3. A balance of teacher talk and student talk.

4. Sharing key examples of student thinking to make the maths explicit (using technology to recall strategies and thinking).

5. Links student mathematical understanding to the learning intention of the lesson

6. Co-constructing anchor charts, referring to Learning Intention and adding to Success Criteria

7. Learning deep mathematical understandings rather than procedures

Tell me how you worked it out.

Show me how you did this.

How did you work it out?

Tell me how you got the answer.

Show me how you worked it out.

What did you visualise when you were working on this problem?

What were you saying to yourself in your mind as you worked on this?

How does what you’ve done help you in solving the problem?

Do you know what an even/odd/prime etc is?

What do you now know?

Can you read the problem?

Can you explain this task to me?

How could you check this?

Can you use what you know to solve this?

What do you know about X?

Can you model this for me?

Knowing this, what could you do now?

Can you give me an estimate?

What have you done so far?

What is the question asking you to do?

Do you understand the question?

Read the question and tell me what you need to do.

What is the problem asking you to do?

Which part are you finding difficult?

What did you find difficult?

Can you use materials to help?

Have you used anything to help you?

Can you draw a picture for me?

Can you make it?

Can you prove it to me?

That’s great. Now prove it.

Can you use materials(counters) to prove this?

What did you learn?

What other possible answers are there?

How many other answers can you find?

Are there any other possibilities?

Is there another way to work that out?

Can you do it another way?

How can you do this another way and still get the same answer/result/responses?

Can you think of a similar or simpler problem?

How would you explain this/how to do this to someone else?

What if we changed this number?

Does it work all the time?

Can you see a pattern in this?

Have you seen one like this before?

Can you show me this on a number line?

Is this the most efficient way?

When or where would you /could you use this strategy?

If you were to give advice/hints to someone else, what would it be?

Can you write a story for that?

Can you think of…?

Can you find other number sentences that will reach the same answer?

What have you discovered about maths?

Will that strategy work with other numbers?

What real life situations could you apply this strategy/knowledge to?

Do you agree with this?

Is there an easier/quicker way of doing it?

What else does that tell you?

Can you explain your answer?

Can you work out a rule?

Can you use brackets in your answer?

Can you give me a number story for this calculation?

What is the mathematics involved in this problem?