1	Mathematics How do we develop and enhance mathematical understanding? How do we communicate mathematically? How do we develop thinking skills?
2	Visual Auditory Kinesthetic Linguistic intelligence Logical/Mathematical intelligence Visual/Spatial intelligence Musical intelligence Bodily-Kinesthetic intelligence Interpersonal intelligence Intrapersonal intelligence Naturalist intelligence Existential intelligence (Smith, 2002)
3	Scaffold Learning Your task is to Activate Children’s Thinking Skills (ACTS). Develop mathematical reasoning, problem solving, communicating and computational skills. Teachers guide students by skilful questioning & assessing their understanding. Focus on communicating mathematically. You will “scaffold” their learning.
4	Your Task Teach Metacognition (Thinking about Thinking). Develop mathematical concepts in numeracy. Teach the language of mathematics Use lessons based on the logical hierarchy of mathematics. Pupils need to be taught decision making skills. You must model writing, recording & symbolic notation. Use skilful questioning that is worked out in advance Differentiation, Differentiation, Differentiation!
5	Inspection Mantra Learning outcomes; made clear at the outset of a lesson reiterated during the course of the lesson recapped at the end throughout the lesson the children will be encouraged to give extended responses.
6	WALT We Are Learning To
7	Numeracy Time The daily Numeracy (mathematics) lesson is divided up into three parts.
8	Oral and Mental Work Oral work and mental calculation (about 10 minutes) whole-class work to rehearse, sharpen and develop mental and oral skills
9	Lessons Lessons focus on whole-class teaching with a strong emphasis on mental calculation. Pupils are given the opportunity to explain their answers and suggest new ways of tackling problems.
10	Main Activity The main teaching activity (about 30 to 45 minutes, age dependent). What do we know about the topic to start the session. Followed by teaching input and pupil activities. Work as a whole class, in groups, in pairs or as individuals.
11	Main Activity – Start to Circulate What did you do to solve this problem? What did you picture in your mind? Is there any other way to solve this problem? Why did you choose this way to do it?
12	Main Activity - Circulate Is there a simpler or quicker way? Will your solution work for other problems? Can you tell/ show why your strategy works?
13	Plenary A plenary to round off the lesson (about 10 to 15 minutes). To work with the whole class to sort out misconceptions and identify progress. To summarise key facts and ideas and what to remember. To make links to other work and discuss the next steps. To set work to do at home