"Mathematics is a creative and highly inter-connected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.”

However, it is extremely difficult to get the children to link and apply their mathematics if they do not have the learnt fundamental basics as mathematics.

These include:

• The ability to recognise and count numbers, without going 1,2,3...
• The ability to recognise number properties and relationships between number
• The ability to add/subtract quickly, using appropriate written and mental methods
• The ability to multiply in a range of different numbers and identify the appropriate inverse
• The ability to use different units of measure accurately, through conversion and relationships.

All of the above areas, plus many more, rely heavily on an ability to use number skills quickly and securely.

Therefore, a 15 minutes session of Number Fun will be taught during the daily Mathematics lesson, to develop the children’s number skills. This will replace the “old fashioned mental oral starter” the emphasis on “Making Number Fun!” is important.

Within Number Fun, teachers are required to choose a number skill objective (from the relevant tracker) and focus on this skill for at least a week, or until, through the use of AFL, the children understand it. It is the teachers responsibility to know “what comes next” so children can then be challenged. It is important to state the children need to be secure with the number skill and can apply it in different contexts,

It is important to state that Number Fun requires no extra planning or resourcing. It relies heavily on teacher subject knowledge and as an advisor to the school stated, “Good old fashioned teaching” where you model on the board, then get the children to one, then repeat until the skill in embedded. Number Fun will work best if the skill focus links in someone to the main mathematics sessions that are taking place.

Number Fun works best where the class can be split into three target groups: HAPS, MAPS (Target) and LAPS. The LSA should withdraw/focus on the Laps, through instruction of the teacher on what they are teaching. The MAPS (teacher Focus) and HAPS then stay in class and have targeted teaching by the class teacher. Obviously, the HAPS will need an “extra challenge” this is why a secure subject knowledge, and ability to know what comes next is important. Even is LSA is unavailable, Number Fun still needs to take place.

The general structure of Number Fun Session is as follows:

• The session lasts for 15 minutes everyday during daily maths lesson
• The Number Fun skill is displayed permanently on the board throughout the week.
• The session starts with a recap on prior learning – “how would you solve this?”
• Using AFL, from this you then reinforce skills and introduce new concept, based around the main skill focus.
• Models and examples worked through for remainder of the session. Modelling is very important during Number Fun.
• Children mark correct answers
• It may be useful to use P&E and TESTBASE to look at a sample question to finish the session.

It then becomes the teacher’s responsibility to re-teach the concepts or move onto the next level. It is also the teachers responsibility to teach the children independent skills to aide them with their learning. Teachers can not only spend one session on the skill. It must carry on for at least a week with the application of the skill getting more challenging as the week goes on.