Some pupils start calculating before they have worked out the relationship, units, unknown quantity or constraints in a problem.

A short planning step helps, as long as it doesn't turn every question into a rigid worksheet routine.

Annotate before calculating

Use an unfamiliar problem from the current topic. Ask pupils to identify:

• the command or question;

• the known information;

• the unknown quantity;

• relevant units and constraints;

• a useful representation;

• the intended calculation or sequence.

Primary pupils might circle useful information and draw or select a representation. Secondary pupils can annotate the problem and write a short method plan.

For example, in “There are 28 pupils in a class. Three quarters have school dinners. How many do not?”, the pupil marks do not as the question, draws a bar split into four equal parts of 7 and sees that one part answers it. In “A recipe for 4 people uses 300 g of flour. How much is needed for 10?”, the plan might be: find the amount for 1 person, then multiply by 10.

Make the relationship visible

A bar model, diagram, table, equation or graph should reveal the mathematical structure. It is not decoration and should not be selected automatically.

Before calculation begins, ask the pupil to explain how the representation includes all parts of the question. Correct a missing condition at this point. For example, while the class starts the first problem, you could check the plans of the pupils you are supporting first; half a minute each is usually enough.

Use a concise routine

1. Understand the question.

2. Represent the relationship.

3. Choose and carry out the method.

4. Compare the result with the original problem.

Avoid keyword shortcuts. The same word can appear in problems with different structures.

Fade the plan

Reduce prompts when pupils begin identifying information, choosing representations and sequencing methods independently. Use varied problems to check transfer.

If a pupil cannot carry out the chosen calculation, they may also need arithmetic-fluency support. Continued difficulty representing or selecting methods may require structured problem-solving provision.

Further guidance

The NCETM bar-model guidance explains how representation can expose mathematical structure. EEF maths guidance covers worked examples, representations and problem solving.