Children also get set Maths homework by their teacher that links to the work they are doing in class. Setting is likely to lead to a widening of the attainment gap between disadvantaged pupils and their peers, because the former are more likely to be assigned to lower groups. Support pupils to make a successful transition between primary and secondary school. Representations used in lessons expose the mathematical structure being taught, the aim being that students can do the maths without recourse to the representation. Full information about progression in maths skills through the years groups is available in this document:

Avoid doing too much too early. If taught ideas are to be understood deeply, they must not merely be passively received but must be worked on by the student: This is the diagram used to help bind these ideas together: It starts with 1 and ends with Use manipulatives and representations. What’s the smartest way to do it?

Mastery of mathematics is something that we want pupils – all pupils – to acquire, or rather to continue acquiring throughout their ms2 lives, and beyond. We have subscriptions to Maths of the day and Doodle maths. Even the best designed intervention will not work if implementation is poor.

Use structured interventions to provide additional support. Find out what a Deca Tree is and then work out how many ke2 there will be after the woodcutter has cut off a trunk, a branch, a twig and a leaf. Select problem-solving tasks for which pupils do not have ready-made solutions.

Can you put the numbers in the V shape so that both ‘arms’ have the same total? Number Match Age 5 to 11 Challenge Level: Classroom teachers and teaching assistants will also find this guidance useful as a resource to aid their day-to-day teaching.

How do you know? This is the diagram used to help bind these ideas together: An interesting article from the BBC website: Teach pupils to consciously choose between mathematical strategies.

There are particularly strong links with Computing, Science, Geography and Art. Children practise counting forwards and backwards and in steps of different sizes, including fractions and decimals in later years. This may involve measuring quantities for baking; Counting place settings when setting the table; sharing sweets out equally or recognising patterns around us.

A task which depends on members of the group noticing the needs of others and responding. Interventions do not always need to be time consuming or intensive to be effective.

Completed projects We publish independent, rigorous evaluations to build understanding of how to improve teaching and learning. Enrichment We aim to provide children with rich and exciting Mathematics throughout pronlem Maths lessons at Kettlefields.

Connecting new ideas to concepts that have already been understood, and ensuring that, once understood and mastered, new ideas are used again in next steps of learning, all steps being small steps. Who said that adding, subtracting, multiplying and dividing couldn’t be fun?

## Place Value KS2

Interventions should motivate pupils — not bore them or cause them to be anxious. Can you sort out which is which?

There are six numbers written in five different scripts. Our international work How the EEF is working with other countries keen to integrate evidence into their educational systems.

# Improving Mathematics in Key Stages 2 and 3 | Education Endowment Foundation | EEF

Setting is likely to lead to a widening of the attainment gap between disadvantaged pupils and their peers, because the former are more likely ssolving be assigned to lower groups.

Have you read our other Guidance Reports? How the EEF is working with other countries keen to integrate evidence into their educational systems. This means that we focus on topics, such as place value or addition, for a longer period of time to enable pupils to gain a deeper understanding of the mathematical concepts. This activity involves rounding four-digit numbers to the nearest thousand.

Who said that adding couldn’t be fun? Maths Mastery at Kettlefields. As a school, we are looking at ways of promoting deep learning to challenge all children. There is a large dip in mathematical attainment and attitudes towards maths as children move from primary to secondary school.