Numeracy Instructional Model


This framework allows students to investigate mathematical concepts and develop a deeper conceptual understanding, problem solve, learn with their peers and as individuals.

As effective mathematicians, students must be provided an opportunity to develop the four mathematical proficiencies these include:

  • Mathematical fluency.
  • Understanding.
  • Problem Solving, and
  • Mathematical reasoning.

Numeracy Instructional Model



The purpose of a warm up is to review familiar maths content and help students practice their base knowledge, bringing this understanding to the front of their minds so it's ready to access when they dive into the newer, trickier stuff you’re about to teach. Used to provide ‘fluency’ practice of different mathematical skills that will be used within the lesson. The launch is engaging, and students can self-monitor in some way (chart, calculator etc.)



Are used as inspiration to plan and record their thinking to decide what they would like to calculate and explore.. The teacher refers to the learning intention and success criteria and unpacks the language they will need to be successful.


Explicit Teaching

Are short and focussed of approximately 10 minutes, and is teacher directed. Share the Learning Intention and Success Criteria – this is to be displayed and referred to throughout the lesson. Explicit teaching of the skills and strategies as determined by formative assessment and/or cohort needs. This is achieved through think aloud strategies, modelling problem solving techniques, providing perspective and links to the real world/previous learning. Anchor charts may be codesigned and introduce mathematical vocabulary. Students work independently or in small groups.  Different structures and supports are in place to ensure students get support from their teacher or peers.  The teacher confers with individuals and small groups to learn more about the students and to provide appropriate guidance.


Small Group Instruction

The teacher should gather small groups of 4-6 students who have a similar need and provide additional structure and support.

While roving, the teacher engages with students in purposeful conversations regarding student learning, progress towards learning goals and assessing understanding. Feedback is timely, specific and allows students to adjust their thinking and work towards meeting their learning goals and criteria for success. Students may confer with a peer to support their mathematical learning. 


Reflection of Learning


Students articulate what they have learnt and the strategies/processes they used. Reflection strategies vary from lesson to lesson e.g., partner, individual, thinking routines, exit pass etc. During this time discuss any misconceptions observed during the session. This is a great opportunity to self-assess against the Success Criteria and identify direction for future learning.