How to Teach Mental Arithmetic

Every single question in the 10 minutes that I watched was around mental arithmetic. If we have one or two pupils thinking about mental arithmetic and not that acceleration is the gradient of the line, we are less likely to have our pupils remembering that concept. What pupils think about are the things they're going to remember. And if we can prompt more pupils to be thinking hard for more time about the key thing which we're trying to teach them, they're more likely to remember that thing. Gemma says: 'Teach what you mean to teach'