Are your children stuck at level 2C in

Mathematics?

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Objectives

• To identify aspects of Mathematics that appear to present barriers to learning for children whose progress and attainment has stalled at level 2C

• To plan effective approaches to teaching and learning to help children overcome these barriers and make good progress in Mathematics and be well placed to achieve level 4 by the end of KS2

Outcomes

• I am familiar with the findings of the research

• I am aware of the specific aspects of Mathematics that appear to present barriers to identified children

• I plan and use a range of approaches to meet the needs of these children so that they meet age related expectations

Guess my word

What do these children need to be taught to progress in

Mathematics?

Read Research project: children who get ‘stuck’ atlevel 2C in mathematics

What do these children need to be taught to progress in Mathematics?

• to recognise the value of each digit in a two-digit number, to use this knowledge to partition two-digit numbers, combine tens and units to form a two-digit number and to order two-digit numbers

• how to use and apply their knowledge of counting in tens, to count a large number of objects efficiently and accurately, counting on and back in tens from any two-digit number and finding the total value of a set of coins that includes 10p pieces

• how to use their knowledge of counting in tens and their recall of number facts to begin to calculate efficiently, using one-digit and two-digit numbers

• that subtraction can involve finding the difference between the numbers of objects in two sets or the difference between two numbers, and to recognise how this operation relates to addition

• how to use number sentences to represent practical situations, especially those involving subtraction or multiplication, and how to interpret and solve number sentences that have missing numbers

Refreshment

How do you dig deeper on a 1:1 level?

Who?

How?

Which children?When?

Focus?

Difference it made?

Which is bigger 61 or 29 ?29

In your purse you have lots of 5p, 10p and 20p coins. How could you pay for some fruit costing 45p?

Put these numbers in

order…35, 24, 47, 32,

28

24

28

32

35

47

What would you do with these?Pupil Interview Cards

• Choose one question (could be stuck at)• Discuss likely responses from children• Discuss how you would support and

scaffold (all learners and not just less able)

Lunch

Place value – focus for afternoon session

Place value

What strategies do you use to assemble the puzzle?

Partitioning tool spreadsheet- recombining

Year 2 objective: explain what each digit in a two-digit number represents, including numbers where

0 is a place holder; partition two-digit

numbers in different ways, including into multiples of

10 and 1 

Place value dots spreadsheet

Place value ITP

Moving digits ITP

Jointly plan a lesson including a guided session for 2C children

Teacher leads the whole class teaching input and the guided

session

TA observes the progress of 2 children in the guided

group

TA observes the progress of another

group before returning to the guided

group

Teacher and TA evaluate

the progress of the children in

the guided group

Talk with the

children in the guided

group about their

learning

Lesson Study

Resources to support...

Planning Time

Were we successful?