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This child began by reciting bonds to 10 before linking this to bonds to 100. After she applied this knowledge to different styles of questions. 

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Bonds to 100 Reasoning and Problem Solving 

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Bonds to 100 Reasoning and Problem Solving 

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She applied the facts to help her explain.

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Different representations

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Drawing representations

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Drawing powers of 10

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Applied problem solving

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Examples of CPA approach/different representations - Year 4

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Examples of CPA approach/different representations - Year 4

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Variation through different representations - Y4

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Variation through different representations - Y4

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CPA approach - different representations. Y4

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CPA approach - different representations. Y4

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She found patterns and applied her knowledge of bonds to the 10/20.

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CPA approach - pictorial representation of fractions along with the abstract. Y4

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CPA approach - pictorial representation of fractions along with the abstract. Y4

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Understanding different visual representations.

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CPA - variations with Reasoning and Problem Solving: multiplying and dividing by 7. Y4

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CPA - variations with Reasoning and Problem Solving: multiplying and dividing by 7. Y4

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CPA - recognising, counting and drawing coins. Y2

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CPA - recognising, counting and drawing coins. Y2

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Understanding of the different representations of a number sentence. She knew the whole and the two parts.

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Applied problem solving with child corrections 

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Applied problem solving with child corrections 

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Use of the whole Concrete, Pictorial and Abstract approach to add equal groups - Y2

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Use of the whole Concrete, Pictorial and Abstract approach to add equal groups - Y2

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Using visual representation while applying to the abstract procedure

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Variation - using more than one way to make the same amount. Y2

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Variation - using more than one way to make the same amount. Y2

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Visual representation - leading to abstract procedural calculation

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She made 10 before adding the rest. Applying her learning from Mastery Number (bonds to 10/10 and a bit).

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Use of concreate man - children used rekenrek to support their understanding

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Using visual representation on an array to answer the question.

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Visual representation - to abstract calculation 

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CPA & Variation - adding 2 digit numbers in different ways. Y2

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CPA & Variation - adding 2 digit numbers in different ways. Y2

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Using bonds to add the nearest 10.

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Staff CPD based on CPA approach in school. Staff found this extremely useful and it allowed me to also see (as a new lead) who is confident with the CPA approach and who may need more support. We recapped the resources that we have in school and resources that the teachers can go to (White Rose) in order to find which 1 precise manipulative to use. This is now becoming more evident in books as shown in the evidence above. We also have a next step to further knowledge of how to use concrete resources in wider areas of the Maths curriculum (as well as number and place value)

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Infant staff found our recent staff meeting on sentence stems incredibly beneficial. Staff left understanding the research and evidence behind using sentence stems to facilitate the teaching of mathematics and have since implemented them into their lessons. Recent feedback from children have commented on the links between mastering number and maths lessons with the use of these sentence stems - this was a link we wanted to create. There are more children volunteering themselves to class discussions.

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The difference between amounts in each group and the number of groups.

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Variation of pictorial representations

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Sentence stems supporting adding within groups.

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Understanding the value of two digit numbers 

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Understanding the value of two digit numbers 

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Used knowledge of the place value of two-digit numbers

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This was from the first lesson after the staff meeting in an ECT formal observation. This is the first time children had used stem sentences and allowed all pupils to be successful when measuring and calculating the perimeter of quadrilaterals.

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Y2 VR - Abstract when problem solving and then reasoning

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Y2 VR - Abstract when problem solving and then reasoning