Power Maths

• At Townville Infants School, we use Power Maths as a basis of our maths lesson. This is an exciting mastery approach, that works for every child.
• It has been recommended by the Department of Education, to ensure that the aims,  of the National Curriculum are achieved. 
• At the heart of Power Maths is the belief that all children can achieve. It rejects the idea that people simply ‘can’t do’ maths.
• It is built around hard work, practice and a willingness to see mistakes as learning opportunities.

The Power Maths teaching model:

• The curriculum is broken down into core concepts, taught in units e.g. addition and subtraction, multiplication and division, shape, statistics etc.
• Each unit is then divided into small learning steps – lessons
• Each lesson is sequenced in the same format:
• Power Up – Discover – Share – Think Together – Practice – Reflect

POWER UP!

• We begin each maths lesson with a ‘Power Up’ activity designed to support fluency in all key number facts.
• Power Ups reinforce the two key things that are essential for success: times tables and number bonds.

Discover

• The ‘Discover’ part of the lesson kicks off the core concept being taught in the lesson.
• It is a practical real-life problem that the children work in pairs to try to solve.
• It is encouraged that children use concrete objects during this part of the lesson and gives them time to play, explore and discuss possible strategies.
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Share

• The ‘Share’ section allows the children to share and celebrate their solutions and strategies that they used to solve the problem from the ‘Discover’ section.
• The online toolkit shows how the concrete apparatus that the children used to explore the math concept, can then be explored using pictures.
• ‘Share’ is the “seeing” stage. It encourages the children to make a mental connection between the physical object they just handled and the abstract pictures, diagrams or models that represent the objects from the problem.

Think Together

• This section of the lesson allows children to explore new problems using the mathematical strategies they have learnt from the ‘Share’ section.
• The questions promote child independence and an ‘I can’ attitude by following an ‘I do, We do, You do approach’.

Practice

• The children have their own practice book and they  work independently, following the same learning that has been explored through the ‘Discover’, ‘Share’, ‘Think Together’ sections.
• The questions in the practice book follow small steps of progression in order to deepen their learning.

Reflect

• This section allows the teacher the opportunity to check children’s understanding and how deeply the children have understood the maths concept being taught.