Talk Through a Worked Example

Worked classroom example

Mathematics

Worked example

“I doubled both quantities to keep the ratio equivalent. I did not add two because addition would change the relationship.”

Teaching sequence

1. Prepare a ratio table with a partly completed solution. Introduce talk through a worked example with one clear success criterion: explain each step of a worked problem, name why the operation is appropriate and invite the listener to check one decision.
2. Model one short example from a worked ratio problem. Think aloud about the language choice and the subject evidence; invite learners to test the example with a partner.
3. Learners apply the move to a new piece of Mathematics content. Use the prompt “Why does that step preserve the ratio?” to check whether their language matches their evidence.
4. Collect one independent response. Listen for an explained decision, not just a correct final answer. Record one next step and adjust the scaffold to what this response shows.

Try it tomorrow

Explain each step of a worked problem, name why the operation is appropriate and invite the listener to check one decision.

Independent check

Listen for an explained decision, not just a correct final answer.

Scaffold built into this activity: More scaffold

Provide a labelled worked example and a phrase bank: first, because, so, this keeps.

Teacher language

Ask learners to point to the evidence, wording or feature behind their answer. Give thinking time before inviting a revision.

Adjust the support

More support

Provide a labelled worked example and a phrase bank: first, because, so, this keeps.

Greater independence

Hide the model and ask learners to explain a different method or spot an error.

Use the response to choose the next step; the scaffold label describes this activity design, not the learner.