<p>Year 4 subtraction worded problems resource is designed to enhance students’ mathematical problem-solving skills following the 2014 National Curriculum in England. Utilising the ‘I We You’ approach, students will gradually delve into increasingly challenging two-step worded problems, fostering independence and critical thinking.</p> <p>The resource is meticulously crafted to guide students through a systematic progression of problem-solving strategies. Beginning with teacher-led instruction (‘I’), students will receive explicit guidance on identifying key information and formulating subtraction equations. This will be followed by collaborative activities (‘We’) where students work in groups to apply their understanding and explore different problem-solving methods. Finally, students will advance to independent practice (‘You’), where they will tackle complex worded problems autonomously, encouraging self-reliance and resilience in problem-solving.</p> <p>Through a variety of engaging and stimulating worded problems, this resource will equip Year 4 students with the necessary skills to confidently tackle subtraction challenges and excel in mathematical problem-solving.</p>

<p>Year 4 Equivalent Lengths km and m Mastery.</p> <p>CPA approach using a lots of variation - children should use concrete along the pictorial and write the abstract. Make deep connections related to schema and previous knowledge. Answers and explanations included</p> <p>I - teacher will use question to show steps and demonstrate learning</p> <p>We - teacher a pupils complete together so pupils become confident</p> <p>We - pupils complete in peers and discuss as class</p> <p>You - check for understanding questions to ensure children understand before setting of to complete task questions for lesson. If some pupils do not get this write you need to go back to I with those pupils.</p> <p>Application - 6 questions to reinforce independent learning</p> <p>Exit Ticket - Check against small step learning to identify who needs further support and or moving onto next small step.</p> <p>Weather you are an ECT or an experienced teacher, the structure of this lesson will support your QFT/AfL ensuring your pupils make progress. This lesson structure is based on educational research and years of advisory work in an array of schools of different settings as well as forming my findings from my Masters dissertation on cognition load learning.</p>

<p>Complete lesson pack for Interview or observation - Mastery approach problem solving lesson focus pupils using trail and improvement to find all possibilities. Includes detailed lesson plan with afl points, key concepts, resources – pictorial, concrete when printed and abstract points in the lesson. Plenary application question and support sheets.</p>

<p>This resource contains a modelling strip for the I,WE,YOU approach.<br /> Year 4 km to m and m to km<br /> CPA approach using a lots of variation - children should use concrete along the pictorial and write the abstract.<br /> Make deep connections related to schema and previous knowledge</p> <p>I - teacher will use question to show steps and demonstrate learning</p> <p>We - teacher a pupils complete together so pupils become confident</p> <p>We - pupils complete in peers and discuss as class</p> <p>You - check for understanding questions to ensure children understand before setting of to complete task questions for lesson. If some pupils do not get this write you need to go back to I with those pupils.</p> <p>Application - 6 questions to reinforce independent learning</p> <p>Exit Ticket - Check against small step learning to identify who needs further support and or moving onto next small step.</p> <p>Weather you are an ECT or an experienced teacher, the structure of this lesson will support your QFT/AfL ensuring your pupils make progress. This lesson structure is based on educational research and years of advisory work in an array of schools of different settings as well as forming my findings from my Matsers dissertation on cognition load learning.</p>

<p>Year 6<br /> Application of using four operations to complex multi-step questions<br /> All answers and explanations to the answers are provided saving time in planning and preparation</p> <p>This resource contains 4 challenging questions that will make pupils think and draw on their schema connections from their fluency and understanding of prior knowledge of the four operations. A CPA approach can be used for each question and requires deep thinking and planning to solve and find the answer. There is more than one way the pupils can find the answer and it should be encouraged that pupils try different ways once they have found the answer the first time and discuss the most efficient methods and skill used.</p>

<p>Looking to develop pupils long term memory and fluent recall of the multiplication facts? Pupils struggling to understand the concepts of pattern? Teachers in your school unsure or not teaching multiplication strategies?</p> <p>This document is intended for maths leads to support the teachers in the teaching of timetables so that children have a deepened understanding of the facts and can apply these facts to their skills and knowledge within the math curriculum.</p> <p>It provides an order to teach from years 2-4 as well as strategies that can be applied to any number e.g. multiply by 4 with the doubles double strategy so children can apply beyond 12 x 4. The order and strategies are based on education research.</p> <p>It also explains why we should not use tricks like add a zero for multiplying by 10 or writing out the 0-9 in a downward column and 0-9 in an upward column.</p> <p>Each strategy enhances conceptual understanding of the multiplication facts the commutative law is used with connections so children learn 72 facts not 144</p> <p>Having used this in a number of school and had other Math leaders within our partnership use this document there has been instant impact</p>

<p>10 tests with answers testing number, fraction, percentages, measures and shape.</p> <p>Split into sections for easy analysis highlighting gaps. This resources is intended to be used not as a test but to show what the pupils know and do not know so that teachers/ Teaching assistants can close gaps quickly and address misconceptions.</p> <p>This can be used as an intervention.</p> <p>All editable so you can change adapt develop more questions.</p>