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Lesson moves from pictorial to abstract representation.

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Lesson moves from fluency to problem-solving and reasoning.

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Students have the option to choose their own level, with teacher input/suggestions.

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Use of manipulatives to reinforce previous learning

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Good opportunities for discussions.

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Add answer as slide 3 for slide 2.

Add Chinese or pictures to vocab slide. For lower group, after explanation, let student add pictures to show understanding.

Add slide 4 for rounding rule as review.

For slide 8-10,change the bold writing to colorful writiing so students could grasp the focus.

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A good range of numerical and word-based number representations.

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Use of flashback at the beginning of the lesson to recap learning.

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This case study shows that Year 5 tailor their lessons to individual students in their class.

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Student agency and a range of different tasks from fluency- problem solving

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Student agency and a range of different tasks from fluency- problem solving

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Use of sentence stems to make vocabulary explicit

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Use of sentence stems to make vocabulary explicit

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Key vocab could be displayed on PPT to refer to

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Create folder which integrates additional resources used in the station activity along with the core WRM activities to streamline planning.

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Could we add problem solving for lower ability students?

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Could we add problem solving for lower ability students?

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Differentiation is by task and is explicit in the plan.

Students have agency over the level of challenge they attempt.

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Higher order thinking questions on PPT

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Use physical resources to support abstract maths concepts.

Make PPTs briefer.

Reduce reliance on WRM and Teams.

More variety in activities.

More explicit opportunities for peer teaching.

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Great opportunity to make learning relevant 

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Great opportunity to make learning relevant 

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How long are the rulers on your tables? How many would I need to measure a metre?

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No clear links between core curriculum and additional resources such as Nrich, Mathforlove, etc. If this were created, it would increase the amount of quality differentiation as planning is streamlined.

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case study - seems to have a variety of tasks or options to suit different learning abilibities. But this may suit below and at expecte level stufdents, not those work above or significantly above.

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student agency in tasks and differentiated

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student agency in tasks and differentiated

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Materials are cited as being too easy by students, even the hardest or greatest depths materials.

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Identify potential misconceptions on the plan

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Pictoral representations for students who need it.

Scaffolding is appropriate.

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Learning is fun and active. Opportunities for collaboration with peers. 

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Learning is fun and active. Opportunities for collaboration with peers. 

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Raise awareness about the differences in approaches and philosophies between WRM and Chinese Maths.

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Mix of fluency, reasoning, and problem solving questions.

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LOVE the Fraction Math Learning Fraction

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This really helps!

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Fractions lets students use a bar or circle to represent fractions.

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Great growth mindset phrases - I am feeling confident, etc.

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Great growth mindset phrases - I am feeling confident, etc.

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Plan isn't very detailed- don't feel we could teach that lesson

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Plan isn't very detailed- don't feel we could teach that lesson

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A variety of reasoning tasks - spot the error; find as many as possible; odd one out; here's the answer; what was the question; 

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A variety of reasoning tasks - spot the error; find as many as possible; odd one out; here's the answer; what was the question; 

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Is there opportunity from student agency?

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Is there opportunity from student agency?

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How does the ppt connect to the Teach Active activity?

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padlet for journaling - collaborative intelligence

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padlet for journaling - collaborative intelligence

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Great use of non-traditional learning task to increase engagement with concepts.

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Iddenitfy potential misconceptions in planning

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LQ: What is the relationship between metres and kilometres?

It is a little confusing to jump and measure cm and m as a review/starter, then go into kilometers the main lesson. It would take 20 minutes to do the jumping activity.

Perhaps, split into two lessons first cm and m with jumping measuring and documenting, then the next lesson connect and build on the previous lesson e.g. 100 cm =1 metre = 1000 m = 1 km with a quick quizziz 5 minute review, then carry on with the km and metres.

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Identifying vocab on PPT to refer to. Edit PPT to be personalised to our students - doesn't look particularly inspiring.

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Identify potential misconceptions in planning

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Vocab on every page on PPT for EAL/SEN students to refer today. Personalising PPTS for our students

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Depth of questioning

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PPT is too long for one lesson