Teaching Cambridge Primary Maths



at Elinor Palmer primary school in London a stage 3 maths lesson is about to start the teacher uses an activity from enrich the domino pick game to teach learners the difference between adding and multiplication sum and product the learning objectives are to use the Domino games to help learners understand the differences between sum and product adding and multiplication and to use creative ways number lines and chanting times tables to introduce learners to the skills needed to complete the Domino games so we start every lesson in the juniors by chanting at times take your bra and even up in year six we'll have a visual the counting states the missing number there good girl ok 12 if do you always start with that it's a real routine always starts the lesson two minutes we will now see one example of how to introduce the Domino activity in the lesson it gives the teacher an opportunity to assess how much background information the class needs before starting the activity what do you know about Domino's tell me anything you know about Domino they're rectangular aren't they anyone only history they were introduced into Italy and they became a kind of game and actually the first time they appeared in England they were often used in the countryside in the olden days to sort out squabbles the teacher encourages learners to engage with the activity by getting them to take part in the demonstration in the form of a game to play the game the teacher introduces the word product she explains the winning team will be the team that turns a domino with the highest product here's a new word I'm gonna show it to you all can you all say that it goes round roduct you have to do this operation you do six times two so the product of six and two is six times two is Lily twelve twelve okay did you get the idea here we go doing it for the children come on Julius he's going the class reaction shows the teacher that learners have understood the objective of the activity looking for the highest product to beat the teachers score five times five five five Tsar 25 dens are loving it we might as well give up miss come in Michael we should we have one more go I'll do one more go I just invented a new rule if you turn over a square number you get a hundred bonus points do you think you understand the game I wanted to model the dominoes game which has really helps the middle low ability children to actually have played it once so that's why we sat in a circle and that's why I use the bigger dominoes so when they went off they all knew how to play that was and that can often be a stumbling block if you're trying to be ambitious is the rules that was fine if children going to work independently it's very hard for them to play a game unless they've seen how it works and it's a really good way to use teaching points and if there's a mistake or something goes wrong you can pick up on it we talked about good mistakes a lot at school and you can notice those things whereas if they've gone off independently it wouldn't be so easy to do so it just gets them started and sees the kind of traps the same activity can be adapted according to the different needs of the class in this class the children are split into three groups group one is adding rather than multiplying the teacher introduces the concept of sabot izing okay now you need to add on whatever your score is so you know what to do go on then you tell me five and five is ten but you've known it the – fine eleven good boy right now he was to add on eleven so let's see what your scoring butcher school it's plenty thing the group that I was working with the main learning objectives was sabotaging which is knowing confidently what a number is from visually just looking at it and that's what we're trying to do with the Domino's adding in our head and we were also looking at cumulative addition adding on as well as another objective for us group to works in pairs they practice the activity is demonstrated earlier product twenty-fives of girls which Domino gave you have product of 36 marilla's which Domino gave you a product of nine new targets which will get your product unknown good girl three three Salaam welder group three carries out extension work by focusing on multiples of three and practicing higher cumulative totals of scores the teacher demonstrates the game first this is me against Rory okay um I'm going to pick up a domino where the spots add up to a multiple of three okay I'm going to get the spots where the done and you're going to get the spots where they don't add up to a multiple of three okay you're exactly right that was my mr. right so okay so I can think of any Domino where the spots add up to a multiple of 3 so 3 add 3 is 6 I get that Domino what do you want to pick Laurie they must add up to a multiple of three what's too much – okay my turn six and six is 12 that adds up to a multiple sweet okay nothing add three is three yeah you chip chip in and helping I'm hearing forward zero yeah okay let's just stop is this gonna be a fair game no I'm gonna read you think I'm probably gonna win have a little look at what's left I can get one to add up to three I can get one to add up to six I can get one that nine all right I'll go and get one that adds up to nine your turn so Raffy thinks I'm gonna win because I fix games guys even when I'm not giving up yet one in three Shaun is three okay okay let's stop there Group three then continues with the activity in pairs howdy 5:25 75606 you have to about Mouskouri 9:15 20 inch at the end of the lesson the teacher introduces the plenary this is to revisit the main learning objectives of the lesson that sum is the same as addition and that product is the same as multiplication to assess that learners understand the activity objectives and to share learning experiences within the class there was a lot of teaching around the difference between the some of the product I think the some of them they'd had a really practical experience of multiplying by zero some of them who self selected really aren't secure yet we're using the times tables grids which is great and that's fine and learning how to do that it's actually quite complicated the two dienes of it that was a really good context for them to do that and then for the lease table and they were sabotaging quite well that's such a building block if you're not doing that you're counting you're not adding you've got to know the answer to keywords and almost everybody in this room made the good mistake those two words that you need to focus on because it's a really common mistake are some and product ok the teacher assesses how much the class understands about the lesson right what the son Rafi of the spots on that Domino okay what is the product of the spots on that Domino Ava good various methods are used to engage with the class and find out more about their understanding I am hiding a domino in my waistcoat the sum of the spots so you've got to work out what Domino I've got I've chosen quite a mean one you've got to work out what's on my Domino okay the sum of my spots is five so the spots add up to five huh what might in what my tidbit might be three and two Evan might be three add to what else might it be Rosalie might be 5 and 0 you're not sure let me give you some more clue the product of the spots on my Domino is zero what is on my Domino's Rosalie well done Rosalie right let's try another one does anybody else think they could be the teacher and played this game go Lily nobody look you have got to run look at the Domino right okay write down what the sum is so the sum and then write the product what's the son is three four the dots add up to 3 app– 2 & 1 3 & 0 okay what's the product zero show well done brilliant one by using the interactive Domino activity the teacher reinforces the learning objectives you think my rule is that the spots add up to eight so is there a domino that would prove macey right which Domino should be in my set if the spots add up to eight come on Shaun comers get coming too if you can drag another dominant if the rule is the spots add up to eight can you do it ume for that one you put your finger on it and drag it across and you are right the teacher also shares learning experiences classic mistake is children would do 6 times 6 tell you the answers 12 or 3 times 3 the answer 6 so when you know that's a common error you teach away from it so there was a lot of teaching around the difference between the sum and the product I thought the new teaching was what happens when you multiply by 0 and what happens when you multiply by 1 and that created quite a fun context for them to actually reinforce that oh my goodness you and Rory fellow duck is the 0 a multiple yes yes I think that might swing the game okay zero is a multiple of 3 because 2 0 3 a 0 I great good reflecting on the teaching strategies used in the classroom is an important part of lesson evaluation at this school one of the principles in this school is you don't you don't know what friday's lesson looks like until you've taught Monday Tuesday Wednesday Thursday so we don't have a weekly plan as such we'll have a sketchy overview where we want the week to go but until you've marked the books and watched the children and ask the questions you don't know where the gaps are I could identify after that lesson who is still very stuck on 6 times 6 is 12 who needs more work perhaps a game like we played at the end really you know clarifying the difference between summon product I could see also which children actually are pretty tight on the three times table and confidently charted all the way up to 20 times and could sort of were beginning to explain why they knew that was right so it's only through questioning and through real activities that you get a real sense of where the children are at it's fun and you add a little and the main benefit really is enjoyment of maths and that's what pushes children's progress on the most if they love it and they want to do it and they're interested in math they're thinking about math they're talking about math they're going to improve their mathematics to find out more about cambridge primary maths contact us you

16 thoughts on “Teaching Cambridge Primary Maths”

  1. I don't like it: they teach from a dominant position, just to be comfortable in their own skin. The teachers in this film use kids as their tools.

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