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Break down information into small steps so the whole class can move through the new concept. Well structured lessons will allow time for effective modelling, sharing of examples and non-examples, and allow teachers to 'think aloud' while demonstrating the concept.

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Show children representations (procedural and conceptual) to support multiple avenues for processing. This will be supported by the concrete materials available to students, allowing them to construct their learning before applying it to the abstract.

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Using precise mathematical language throughout the discussion

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Allow time for students to practice using new mathematical language and how this helps structure their understanding of the problem

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concepts introduced in small steps explicitly linked to prior knowledge

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concepts introduced in small steps explicitly linked to prior knowledge

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Misconceptions used as learning opportunities.

Scaffold provided and removed when children are ready.

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Key ideas broken down into small steps. Revisit prior learning and reteach if needed. 

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Key ideas broken down into small steps. Revisit prior learning and reteach if needed. 

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Use of manipulatives, representations  before abstract. Supported by models and images to allow children to make connections.

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Use of manipulatives, representations  before abstract. Supported by models and images to allow children to make connections.

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Manipulatives and representations should expose mathematical structure and move through a concrete, pictorial, abstract process enabling the children to link them

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manipulatives and pictorial representations are used to enable children to understand concepts before moving to abstract methods.

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manipulatives and pictorial representations are used to enable children to understand concepts before moving to abstract methods.

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Consistency of methods used across the school.

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Questions to deepen understanding and use of precise mathematical vocabulary

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Teacher to demonstrate the process, thinking aloud. Use of examples and non examples with stem sentences and key vocabulary with precise language.

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Teacher to demonstrate the process, thinking aloud. Use of examples and non examples with stem sentences and key vocabulary with precise language.

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questions that ask the children to explain not just give an answer

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questions that ask the children to explain not just give an answer

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Retrieval, revisit important knowledge. Identifying potential misconceptions.

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well structured talk that promotes reasoning and oracy development. 

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well structured talk that promotes reasoning and oracy development. 

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Pair-share and group activities.

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Carefully select representations to not overwhelm children. Add sentence stems to help pupils articulate their understanding.

Use of examples and non examples.

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allow children the opportunities to use subject specific vocab to ensure understanding and provide children with the time to 'coach' eachother

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allow children the opportunities to use subject specific vocab to ensure understanding and provide children with the time to 'coach' eachother

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age appropriate representations that develop throughout school, have practical resources to match visuals

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age appropriate representations that develop throughout school, have practical resources to match visuals

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Sentence stems and vocabulary. Opportunities for exploration using representations. Think carefully how you structure discussions. Use of I do / you do.

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hinge questions for making sure lesson is not moving to fast and children are secure

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hinge questions for making sure lesson is not moving to fast and children are secure

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manipulatives can support with oracy and support fluid mathematical talk

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manipulatives can support with oracy and support fluid mathematical talk

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children should  be provided with the key representations and manipulatives and be able to select from them to show their understanding

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children should  be provided with the key representations and manipulatives and be able to select from them to show their understanding

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Modelling language and putting it up as a prompt on learning wall

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Modelling language and putting it up as a prompt on learning wall