Curriculum - Maths

Innovatie resources to support the teaching of Numeracy

Decisions, Decisions (Example 1) (Example 2)

This method involves children being given lots of information (usually cut up into cards). The children are given headings to arrange the information and have to work with others to discuss which categories they go into. It can be differentiated into many levels, using just pictures and sorting into two categories. It can be made more difficult by adding information that does not apply in any section and children and to discuss and justify why. 

Rally Coach (Example 1) (Example 2)

This method involves children explaining their working to others which helps them to understand the method. It works particularly well in Maths to give the children secure understanding in the method. The first child answers the first question, explaining their thinking to the other child. The other child may help or ask questions where necessary. The second child then takes the pencil and answers the first question in the second column, again explaining their method of working to the other child.

Exit/Golden Ticket (Example 1) (Example 2)

Use this technique to show you what students are thinking and what they have learned at the end of a lesson. Before students leave they have to hand you a “ticket” filled out with an answer to a question, a solution to a problem, or a response to what they’ve learned. Exit Tickets help you assess if students have “caught what you taught” and plan for the next lesson or unit of instruction.

Spoof Assessment (Example 1) (Example 2)

This method works especially well in Literacy, where the teacher can easily draw out the teaching points wanted. The teacher creates a ‘spoof’ piece of work with both good parts that she wants to show to the children but also common mistakes for the children to notice themselves. This method allows children to think the work is created by a child but can have all the required teaching points. 

Quiz, Quiz Trade (Example 1) (Example 2)

This method involves the whole class participating at once and also allows the teacher to individually assess the children if they take part in the activity. Each person in the class has a card with the question on one side and the answer on the other. They walk around the classroom and find a partner where they quiz each other with their questions, share the answers then trade cards and find a new partner to repeat the process with. 

Questionning (Example 1) (Example 2)

Growth Mindsets in Maths 

'Motivation is the most important factor in determining whether you succeed in the long run. What I mean by motivation is not only the desire to achieve, but also the love of learning, the love of challenge, and the ability to thrive on obstacles. These are the greatest gifts we can give our students.' (Dweck 2006)


The following link is a useful website for interactive resources.