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### FREE SAMPLES

Thank you for your interest in Effective Maths.

The links below take you to a selection of lessons from the Autumn Term.

For Year 1 the lessons are from Calculation (Unit 2) and the geometry unit.

For Years 2-6 the lessons are from Multiplication and Division (Unit 1) and the unit on time.

The units above have been chosen to provide a balance between number-focused lessons and other areas of the maths curriculum.

Detailed planning notes are contained within the lesson slides - click on the notes tab within a presentation. Use the space bar to advance the animations within slides.

###### Year 1: Geometry

Unit cover sheet

Suggestions for greater depth booklet

[1] Identifying 3-D shapes

[2] Identifying 2-D shapes

[3] Creating 2-D shapes (cutting out and drawing)

[4] Shapes around us and patterns with 2-D shapes

[5] Patterns with 2-D and 3-D shapes

[8] Positions

(Eg: front, behind, top, bottom, above, below, near/close, far, around etc)

[9] Movements

(Eg: forward, backward, up, down, inside, outside)

[10] Turns

(Eg: whole turn, half turn)

### Year 2

[1] Groups and equal groups

[5] Division: sharing by 2

[7] Odd and even numbers

### Year 3

[1] 5 × table (revision)

[5] Solving problems involving 3, 4 and 8 × tables

### Year 4

[1] 8 × table (revision)

### Year 5

[1] 9 × table (revision)

[6] Multiplication arithmagons

[7] Common factors and common multiples

[8] Square numbers

### Year 6

[1] 7 × table (revision)

[4] Efficient strategies for multiplication and solving multiplication problems

[5] Efficient strategies for division

[7] Multiplying a 2-digit number by a 2-digit number (revision)

[8] Solving problems involving multiplying a 2-digit number by a 2-digit number

[9] Multiplying a 3-digit number by a 2-digit number

### Year 2

[1] O’clock and half past (revision)

[2] Quarter past

[6] Minutes, hours and days

### ​

[1] Telling the time to the nearest 5 minutes

[3] Different ways of expressing time
1:30pm; 1:30 in the afternoon; minutes past/minutes to

Year 4

[4] Changing years to months and weeks to days

Year 5

[1] Solving problems

[4] Solving problems

Year 6

[1] Solving problems

[3] Solving problems

Effective Maths was conceived in a different way to many other maths programmes .

The core resource – the website subscription (i.e. all the lessons) - is relatively cheap in comparison to buying sets of textbooks.

The programme has been designed in this way to enable schools to set aside some additional funding to focus on what is often a core issue: developing teacher pedagogy in the teaching of primary maths. In Effective Maths, this additional support is provided through development days. Through Effective Maths training teachers are constantly developed to understand the conceptual as well as the procedural.

Another key difference between Effective Maths and other programmes is the way that active teaching is built into the lesson slides and also the way that focused partner work is embedded. This is harder to facilitate with a text book scheme.

Many of the other schemes/programmes that exist present children with a series of questions – often with little accessible step by step guidance for teachers about how to ensure that the children will succeed in answering these questions.

Effective Maths also makes considerable use of revision within the year and across years: many schemes present the curriculum for the target year without reference to previous learning.

As well as the main teaching programme for Y1-Y6 there is also:

• a Year 1 transition unit

• a bridging unit for Y2-6

• the Year 6 arithmetic revision programme

• Year 6 reasoning revision lessons

• the opportunity to subscribe to mathsquiz.org at a reduced rate (see below)

• the opportunity to access the KS2 calculation consolidation programme for + and – for free (if your school has had training in this programme)

• resources to support Year 2 teachers providing evidence for KS1 moderation

• end of unit assessments

### TRAINING

The best model for ensuring the effective implementation of Effective Maths in the first year is:

1 × INSET day

6 × development days (if the school is 3FE then experience shows that more are needed)

The first development day is largely about finding out where things are at in the school after the initial INSET.

As a result of this we plan future days, which typically include:

• brief learning walks to see where things are

• book looks

• demonstration lessons

• planning sessions with teachers – the focus of these sessions will vary – but often include issues around inclusion and greater depth – both of which are bound up with developing teacher subject pedagogy

• support for teaching assistants

• specific support/assessment and programme design for children working well below age-expectations – children with significant AEN

• work with Year 6 staff

Development days often end with a staff meeting, for example:

• CPD linked to specific maths topics – eg calculation, fractions, statistics

• CPD on problem solving – using the approach adopted by Effective Maths of heuristics – highly powerful

• CPD on differentiation within a mastery approach

Support beyond the first year of implementing Effective Maths would be linked to circumstances in the individual school, but we would suggest all schools have at least one development day per term.