Craig Barton interviews guests from the wonderful world of education about their approaches to teaching, educational research and more. All show notes, resources and videos here: https://www.mrbartonmaths.com/blog/

Jamie is an experienced maths teacher at the high achieving Tiffin School. He is also the creator of the outrageously good Dr Frost Maths website. We spoke about planning sequences of lessons, the importance of internalising concepts, and teaching high achievers.

For more information about today’s guest, plus links to the websites, resources and ideas they mention, please visit the show notes page: http://www.mrbartonmaths.com/blog/13-jamie-frost-dr-frost-maths-and-teaching-high-achievers/

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
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- 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?