### NCETM PROBLEM SOLVING KS2

You have two sets of the digits 0 — 9. There must be a clear rationale for using a particular manipulative or representation to teach a specific mathematical concept. There are particularly strong links with Computing, Science, Geography and Art. Use structured interventions to provide additional support. Show them how to interrogate and use their existing knowledge to solve problems. We have subscriptions to Maths of the day and Doodle maths.

Children are given opportunities to develop fluency, reason mathematically and solve problems. Use manipulatives and representations. When pupils arrive in Year 7, quickly attain a good understanding of their strengths and weaknesses. Carefully consider how pupils are allocated to maths classes. Mastery of mathematics is something that we want pupils – all pupils – to acquire, or rather to continue acquiring throughout their school lives, and beyond. You have two sets of the digits 0 — 9.

Completed projects We publish independent, rigorous evaluations to build understanding of how to improve teaching and learning. Can you arrange these in the five boxes to make four-digit numbers as close to the target numbers as possible? Click here for more information. Primary and secondary schools should develop shared understandings of curriculum, teaching and learning. Carefully consider how pupils are allocated to maths classes. Teach them to use and compare different approaches.

## Problem Solving and Mastery Ideas

Can you figure out what they were? Our international work How the EEF is working with other countries keen to integrate evidence into their educational systems. This square jigsaw is written in code.

It starts with 1 and ends with This activity involves rounding four-digit numbers to the nearest thousand. Select problem-solving tasks for which pupils do not have ready-made solutions. All children have access to Doodle Maths so they can practice key skills across the curriculum.

Five Big Ideas in Teaching for Mastery.

There are aspects of mathematics teaching not covered by this guidance. Quick and efficient recall of facts and procedures and the flexibility to move between different contexts and representations of mathematics.

Teachers not only have to address misconceptions but also understand why pupils may persist with errors.

How is Maths Taught at Kettlefields? Show them how to interrogate and use their existing knowledge to solve problems. Sweets are given out to party-goers in a particular way.

We also offer some opportunities solvihg children to engage in Solging beyond the classroom. To support this aim, members of the NRICH team work in a wide range of capacities, including providing professional development for teachers wishing to embed rich mathematical tasks into everyday classroom practice. Feedback should be specific and clear, encourage and support further effort, and be given sparingly.

Support pupils to understand how interventions are connected to whole class instruction.

# Problem Solving and Mastery Ideas | Manadon Vale Primary School

Provide regular opportunities for pupils to develop metacognition by encouraging them to explain their thinking to themselves and others. Some priorities for this year include: Age 7 to 11 Challenge Level: And mastering maths means acquiring a deep, long-term, secure and adaptable understanding of the subject.

Maths Mastery at Kettlefields. Interventions should include explicit and systematic instruction.

# Maths | Kettlefields Primary School

Number Match Age 5 to 11 Challenge Level: Who said that adding couldn’t be fun? There must be a clear rationale for using a particular manipulative or representation to teach a specific mathematical concept. This means that we focus on topics, such as prroblem value or addition, for a longer period of time to enable pupils to gain a deeper understanding of the mathematical concepts.

Who said that adding, subtracting, multiplying and dividing couldn’t be fun?