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Fluent Understanding of Skills and Concepts
Lessons are designed to scaffold learning so students understand how to draw on and connect various concepts within a larger problem.
Interpret and Communicate Information
By making the most of the interactive whiteboard students engage in mathematical discussion with their peers as well as their teacher.
Acquire Techniques to Solve Problems
Teachers are empowered to teach conceptually in a way that is unique to them.block.
Reasoning and Drawing Conclusions
Assessment for Learning is embedded into every lesson so students learn how to question each other’s understanding while justifying their own.
The interactive schemes of work structure topics and learning objectives so they naturally build and extend on each other. Students appreciate the relevance of their previous learning and predict what is to come in future lesson. Using Mr Mathematics schemes of work students have a conceptual and connected understanding of mathematics.
Every lesson is designed to empower the teacher to teach outstanding mathematics lessons their own way. Equipping teachers with the best resources and assistance to interact with their students underpins every lesson.
Through a skill based, problem solving approach to every lesson students gain a conceptual and intuitive understanding of GCSE Mathematics.
Whether it’s with their teacher, as part of a team or even on their own every lesson provides an opportunity for students to consolidate and apply their learning.
Demonstrating student progression during a mathematics lesson is about understanding the learning objective and breaking that down into explicit success criteria. Using Success Criteria Take, for example, a lesson on calculating the area of compound rectilinear shapes. The intended learning objective was written on the main whiteboard. Success criteria were used to break down the individual […]
Plotting and interpreting conversion graphs requires linking together several mathematical techniques. Recent U.K. examiner reports indicate there are several common misconceptions when plotting and interpreting conversion graphs. These include: drawing non-linear scales on the x or y axis, using the incorrect units when converting between imperial and metric measurements, taking inaccurate readings from either axis not […]
When calculating the volume of a pyramid we can substitute the values of the length, width and perpendicular height into the formula V = 1/3 lwh. In my experience this is often provided for the students with little explanation as to why a volume of a pyramid is exactly one third the volume of a […]