Some pupils understand a familiar method but apply it slowly, miss a step or use it inconsistently.

A worked example can keep the method visible while pupils concentrate on carrying it out accurately. It should be a temporary scaffold, not a permanent answer template.

Match the example to the task

Choose a completed example with the same mathematical structure and departmental method as the pupil's first calculation. Change the values so the example supports thinking without supplying the answer. For example, show 38 × 4 worked in the class's usual layout beside a first question of 47 × 6, or 1/2 + 2/5 beside 2/3 + 1/4.

Ask pupils to explain:

• what each line does;

• why the steps are in that order;

• how the example relates to their question;

• how they will check the result.

Copying the layout without explaining it can hide misunderstanding.

Fade the model deliberately

Begin with a complete example. Then remove one element at a time:

1. cover the final step;

2. remove intermediate calculations;

3. retain only headings or prompts;

4. ask pupils to reproduce the method independently.

Move forward when pupils are accurate and can explain the method. Restore one step if performance becomes unreliable.

Keep the challenge

The support should reduce memory and sequencing demands without lowering the mathematical objective. Use it with current calculations and retain necessary retrieval or method practice.

For primary pupils, the example may use a place-value chart or pictorial representation. For secondary pupils, it should match the notation and method used by the maths department.

Check whether the scaffold is enough

Compare performance with and without the example. Persistent errors may indicate an underlying fact, place-value or conceptual gap requiring assessment or additional provision.

Further guidance

EEF guidance on worked examples explains how worked examples can reduce cognitive demand and make mathematical thinking visible.