On this episode of the **Mr Barton Maths Podcast** I spoke to Jamie Frost.

Jamie is a maths teacher at the high-achieving **Tiffin School**, and the creator of the amazing **Dr Frost Maths**.

When I say Tiffin is high-achieving, I really do mean, high-achieving. To put this into context, Jamie would expect around half of his bottom set Year 11s to achieve an A* grade, which just about put them on a par with our top set! But this context lead to a fascinating conversation about how to challenge these high achieving students, which I hope is something all teachers will find interesting and useful.

In a wide ranging interview, we covered the following things:

- How does Jamie use the categories of Structure, Exposition, Assessment and Differentiation to help plan his lessons?
- What teaching gimmicks does Jamie not like?
- Why is thinking through the sequence of lessons so important, and what does the Tiffin maths scheme of work look like?
- How does Jamie make use of past UKMT maths challenge questions within his lessons, together with skill check questions?
- Jamie talks us through a bad lesson he has delivered and what he learned from it
- We discuss if it is easier to teach high achieving students than low achieving students, and whether Jamie would consider working at a more traditional comprehensive
- We uncover a form of differentiation that is necessary when working with high achieving students that is not commonly discussed
- Jamie explains why he feels it is vitally important that students learn to internalise concepts in mathematics, and he illustrates this concept with some really interesting examples
- We look at the process of resource creation
- What are Jamie’s future plans for his site?
- Jamie shares some really valuable tips and advice which are aimed at trainee teachers and NQTs, but which will ring true for so many teachers, including myself
- Why Jamie would advise all maths teachers to try tutoring

Jamie is engaging, and his approaches are carefully considered and thought-provoking. I hope you agree that this is another engaging, worthwhile listen.

Jamie’s website is: **http://drfrostmaths.com/ **

On Twitter he is **@DrFrostMaths**

**Jamie’s Big 3**

1. **mrbartonmaths** (very kind, and I promise no money changed hands for this recommendation. Well, not much money, any way)

2. **resourceaholic**

3. **ukmt** and **free past maths challenge questions**

Podcast Puzzle

“Bob the Postman has 5 letters to deliver, one to each of 5 houses. How many ways are there are of Bob delivering the letters so that no one gets the correct letter?”* *

**My usual plugs:**

- You can help support the podcast (and get an interactive transcript of all new episodes) via my Patreon page at patreon.com/mrbartonmaths
- If you are interested in sponsoring an episode of the show, then please visit this page
- You can sign up for my free Tips for Teachers newsletter and my free Eedi newsletter
- My online courses are here: craigbarton.podia.com
- My books are “Tips for Teachers“, “Reflect, Expect, Check, Explain” and “How I wish I’d taught maths”

Thanks so much for listening, and I really hope you enjoy the show!

Craig Barton

Hi,

I’m trying to solve the podcast puzzle and possibly work out a formula for other numbers of houses/letters.

Firstly is the solution 44/120? Secondly is there a formula?

Kind regards

Matthew Smyth

brilliant podcast. I am an advanced skills teacher..made me reflective, particularly about the quiet struggling student and teachers subject knowledge

Really pleased you enjoyed it!

I suggest you send Jamie a Tweet!

You went even further and worked out the probability! But yes, 44 is the answer. One Year 9 student at my school came up with a particularly good method: to divide up the 5 people into groups each of at least 2 people (which could be just one group of 5), then there’s (n-1)! ways within each group of n. This article explains the problem, as well as giving you both a term-to-term recurrence but also an awesomely simple position-to-term formula: en.wikipedia.org/wiki/Derangement

One thing to add: Reciprocate your probability then look at its decimal representation. Look familiar?