Teaching Mathematics
Mathematics Mastery - EYFS, Year 1, 2 and 3
At the Woodland Academy Trust we will be following the Mathematics Mastery scheme in EYFS, Year 1,
2 and 3. Teachers will follow the six part lesson model below:
Six Part Lesson Structure
Part Lesson Focus Explanation
1 Do Now This is a quick task all pupils can
access without any teacher input
as an introduction to the
mathematics lesson.
2 New Learning The New Learning segment
introduces the main
mathematical concepts for the
day’s lesson.
3 Talk Task The Talk Task segment of the
lesson practises the new learning
by talking about maths with key
vocabulary.
4 Develop The Develop Learning segment
Learning builds on the new learning and
develops a deeper understanding
of the maths concepts of that
lesson.
5 Independent The Independent task practises
Task learning independently through
solving problems.
6 Plenary The Plenary segment recaps on
the lesson, checking
Further Information
Teachers assess children’s fluency
and mathematical understanding
through careful observation of
pupils within this session without
any input.
Teachers teach the new learning to
all pupils.
This section focuses on children
developing their oracy skills,
modelled within the new learning
section and embedded in the talk
task.
When practising- teachers model
how to use the correct
mathematical language and the key
element of using full sentences to
embed the learning through both
speaking and listening.
This is the section where teachers
assess those that require additional
scaffolding to enable them to reach
their target. A range of methods
can be used to ensure that all pupils
make progress:
 Teacher focus group
selected from AFL
 Peer teaching- teacher to
pair peers to enable this to
happen effectively
 Problem solving activities
linked directly to the taught
concept to ensure those
that have understood have
the opportunity to deepen
their understanding
Teachers can use the plenary to
complete AFL of learning that has
 understanding and celebrating taken place. Pupils are also
success. This must include a expected to complete a self and/or
reasoning question linked to the peer assessment based on the
lesson’s objective. success criteria of the lesson that
has taken place.
*This model will be pursued with EYFS but for focus groups whilst the rest of the children are involved in
child-initiated play.
Teachers are expected to annotate plans from Mathematics Mastery
(https://www.mathematicsmastery.org/) and focus on delivering quality first teaching, with a clear focus
on using manipulatives to support pupil understanding.

White Rose – Year 4-6

The White Rose Maths Hub overviews will be used. Teachers are expected to use the four part lesson
structure as detailed below.

Four Part Lesson Structure

Part Lesson Focus Explanation
1 Do Now Focus on Fluency- number facts,
table facts, flexibility and making
connections.
This is a quick task all pupils can
access without any teacher input
as an introduction to the
mathematics lesson.
2 New Learning Procedural and conceptual
combined understanding and beginning to
with make connections to prior
developing knowledge.
learning
The New Learning segment
introduces the main
mathematical concepts for the
day’s lesson.
Further Information
Teachers assess children’s fluency
and mathematical understanding
through careful observation of
pupils within this session without
any input.
Children to develop their
understanding of number facts
and inverse calculation
e.g. if 10 + 8 =18 then 18-10 =8
if 3 x 5 = 15 then 15 ÷ 3 = 5
if 2 x 6 = 12 then 6 x 2 = 12
Teachers teach the new learning
to all pupils.

Representation and structure-

accessing the learning and
developing coherence around the
taught concepts.

3 Independent
Task
4 Plenary
The Develop Learning segment
builds on the new learning and
develops a deeper understanding
of the maths concepts of that
lesson.
The Independent task practises
learning independently through
solving problems.
The Plenary segment recaps on
the lesson, checking
understanding and celebrating
success. This must include a
reasoning question linked to the
lesson’s objective.
This is the section where teachers
assess those that require
additional scaffolding to enable
them to reach their target. A
range of methods can be used to
ensure that all pupils make
progress:
 Teacher focus group
selected from AFL
 Peer teaching- teacher to
pair peers to enable this
to happen effectively
 Problem solving activities
linked directly to the
taught concept to ensure
those that have
understood have the
opportunity to deepen
their understanding.
Teachers can use the plenary to
complete AFL of learning that has
taken place. Pupils are also
expected to complete a self
and/or peer assessment based on
the success criteria of the lesson
that has taken place.

Teachers will be expected to use the Trust format for maths planning. The main focus should be on
delivering high quality lessons with engaging and fun resources. Manipulatives should be used heavily to
promote the conceptual understanding in mathematics (please see calculation policy to explain how to
use manipulatives). A selection of different manipulatives should be out in every lesson for the children
to access.
Maths Meetings
Throughout the Trust we use the term ‘Maths Meetings’. These are to consolidate key areas of
mathematics in each class. Maths Meetings provide an opportunity to teach and revise 'general
knowledge maths' which may not explicitly be covered during the maths lesson, and also allows the daily
integration of maths into the surrounding environment. This means that pupils are practicing concepts
and skills on a regular basis, so that they are continually building on their mastery of these concepts. Visual
displays should be used as part of the maths meetings where possible.
Maths Meetings should be a positive part of the day that everyone looks forward to and pupils should be
fully engaged with. Singing and chanting should form an integral part of the Maths Meetings. The
elements of maths covered in Maths Meetings can sometimes be the most fun and enjoyable aspects for
pupils, so it is important that pupils appreciate, learn from and relish these experiences. Calendar maths
and place value should be included in every Maths Meeting and the rest of the meeting should change
regularly according to the topics you wish to revise and consolidate. They should last for 15 – 20 minutes,
and videos of Maths Meetings can be found on the Maths Mastery website – ask your MMSL to share
them with you.

Transitions
Transitions are times when pupils move from place to place or activity to activity. Pupils spend a lot of
time in transitions – by necessity – and when they are in transitions they are always learning. As every
second counts in a Mathematics Mastery lesson, transition activities are a very important component of
the approach.

Between tasks, children sing songs or do call and response activities with the teacher. These activities are
exciting for the pupils, and helps to keep them focused on the learning and the lesson flowing. It is
imperative that the transitions are smooth, snappy and meaningful, so these will need a lot of practice
initially. Although these may seem repetitive at first, this repetition will aid learning, and eventually each
lesson will use a variety of transitions. Videos of transitions can be found on the Maths Mastery website
– ask your MMSL to share them with you.

Transition ideas can include:

 Step counting
 Timetables
 Number bond songs
 Division facts
 Time – counting in 5 minutes, 15 minutes, hours etc.
 Shape songs
 Nursery rhymes and number songs from YouTube
 Rounding numbers
 10 green bottles
 Call and response: ‘The rule is double’
 Rolling numbers: www.mrreddy.com
 Mathletics
 Days of the week
 Months of the year
  Number bonds chanting
 Odd and even numbers
 Five little fishes
 One, Two Buckle my shoe
 Counting back
 Counting on
Other ideas can be found on http://mathstory.com/mathsongs/mathsongs.htm

Times Tables
Statutory testing for times tables is in place at the end of Y4. Knowledge of times tables and associated
facts is important to help develop number fluency. All schools use Times Tables Rock Stars in order to
improve knowledge of times tables across the schools. This includes statistics so you can see how your
class is doing, and also enables you to drill down to a pupil level. Times tables and their associated facts
should also be reinforced during transitions and maths meetings.

The way we structure our teaching of times tables is as follows:

R: experience of counting in 1s and 2s

Y1: 5, 10
Y2: 2, 4, 8
Y3: 3, 6, 12
Y4: 9, 7, 11
Y5: squared and cubed tables
This structure is to support mathematical understanding and recognising number relationships, rather
than learning them in an abstract way.
Each times table should be focused on initially for half a term, and then revisited later in the year, to make
sure that it is completely embedded and that children can understand related facts.
The current Y4 class need to follow a slightly different schedule in order to ensure complete coverage, as
well as using gap analysis:
Half Term Times Table
Autumn 1 3 (quick recap), 6
Autumn 2 12
Spring 1 9
Spring 2 7
Summer 1 Revision of all
Summer 2 Revision of all

Each times table starts at 0x, and goes up to 12x the number.
They should be taught explicitly using maths meet and transitions, after an initial lesson to introduce and
investigate the times table using manipulatives. A display should also be evident to support the teaching
of times tables (part of the Maths Meet board could be used for this). Supporting materials for the
introduction of times tables can be found on the google drive: G:\Shared drives\WAT
Resources\Maths\Times Tables
Resources
To support the teaching of maths, we have many resources on the google drive. These include:
 Fluent in 5 (Y3 – Y6)
 Rapid Reasoning (Y3 – Y6)
 Maths Meetings
 Maths whiteboard guidance
 Times Tables
 Information from previous professional learning sessions

Please spend some time exploring these and considering how they can be used in your classroom and
lessons.
Reception Long Term Overview

Year 1 Long Term Overview

Year 2 Long term overview

Year 3 Long Term Overview

Year 4 Long Term Overview

Year 5 Long Term Overview

Year 6 Long Term Overview

Celebrations:
The Woodland Academy Trust will be participating in NSPCC number day (5th February 2021) and World
Maths Day (12th March 2021). Children will explore and engage with mathematical concepts and
parents/carers will be invited to share the learning experiences with their children.