A consistent lesson shape, with room for responsive teaching
LTD lessons follow three connected stages: Whole Class, Hands-On and Independent. The structure gives teachers clarity and gives pupils repeated opportunities to meet the same mathematical idea in different forms.
A 60 to 90-second video following one lesson from teacher preparation through Whole Class, Hands-On and Independent learning. Include teacher questioning, pupils explaining and a final review of pupil work.
- Dimensions:
- 16:9 landscape, 1920px wide minimum
- Duration:
- 60 to 90 seconds
- Upload as:
- ltd-uk-how-it-works-hero-video-01.mp4
- Poster image:
- ltd-uk-how-it-works-hero-poster-01.webp
Production note: Confirm written school and parent or carer permission before uploading identifiable pupil media.
Confirm written school and parent or carer permission before uploading identifiable pupil media.
Upload guidance: replace this placeholder with the final media. Keep the same aspect ratio and recommended filename so the page layout does not shift.
Before the lesson
Teachers can begin with the short modelled video for a quick overview, then use the written plan to explore the mathematical focus, key vocabulary, useful questions and required resources. Printable materials are linked directly to the lesson so preparation is clear.
The aim is to help the teacher walk into the room knowing what the lesson is trying to reveal, not simply what pages need to be completed.
Use three still photographs from the same lesson showing Whole Class, Hands-On and Independent.
- Dimensions:
- Three landscape images, 1600px wide minimum each
- Upload as:
- ltd-uk-how-it-works-stage-images-01.webp
Production note: Confirm written school and parent or carer permission before uploading identifiable pupil media.
Confirm written school and parent or carer permission before uploading identifiable pupil media.
Upload guidance: replace this placeholder with the final media. Keep the same aspect ratio and recommended filename so the page layout does not shift.
Show a teacher using the LTD platform, viewing the modelled teaching video, reading the lesson plan and preparing the physical resources.
- Dimensions:
- 4:3 landscape, 1600px wide minimum
- Upload as:
- ltd-uk-how-it-works-preparation-01.webp
Production note: Confirm written school and parent or carer permission before uploading identifiable pupil media.
Confirm written school and parent or carer permission before uploading identifiable pupil media.
Upload guidance: replace this placeholder with the final media. Keep the same aspect ratio and recommended filename so the page layout does not shift.
1. Whole Class
Bring everyone into the idea together.
The lesson begins with a shared experience. This might involve a prompt, image, demonstration, problem, number string or carefully selected example. The teacher draws out what pupils already know and establishes the representations and language that will be useful.
Whole-class teaching is not a long explanation followed by silent work. It is a chance to notice, predict, compare and prepare pupils for the investigation that follows.
Activate relevant prior knowledge.
Introduce or revisit the mathematical representation.
Model useful language without doing all the thinking for pupils.
Use questions to reveal strategies and misconceptions.
Make the purpose of the lesson clear.
2. Hands-On
Give pupils a way to investigate the mathematics for themselves.
Pupils work with a partner, small group or independently using the selected tools and task. They might make quantities, build arrays, organise data, measure, compare, partition, rename or test a pattern.
The teacher listens, questions and selects examples to discuss. The task provides repetition, but the variation encourages pupils to keep thinking rather than repeat a procedure without attention.
Use manipulatives and visual models with a clear purpose.
Encourage pupils to explain what each part of the representation means.
Compare more than one strategy or arrangement.
Adjust the numbers or constraints to provide support or challenge.
Bring important observations back to the class.
3. Independent
Move from shared experience to personal application.
The independent component asks pupils to record, represent, explain or solve using the same idea developed earlier in the lesson. It is not a disconnected worksheet. It provides evidence of what each pupil can do without the same level of support.
Teachers can use this work as practice, a quick check for understanding or a starting point for the next lesson.
What the teacher receives
Lesson overview video: A short explanation of the lesson flow, important teaching points and resources.
Detailed plan: A step-by-step guide with mathematical focus, teacher background, questions and differentiation ideas.
Activity materials: Printables and practical resources created for the hands-on part of the lesson.
Independent task: A connected opportunity for pupils to record and apply their understanding.
Assessment links: Check-ups and open tasks that help teachers monitor concepts across a sequence.
Adapting the lesson
LTD is detailed because clarity saves time. It is not intended to make teaching rigid. Teachers can change the context, adjust the numbers, use alternative materials or split the lesson across more than one session.
The non-negotiable is the mathematical intention. When an adaptation keeps that intention visible, it strengthens the lesson rather than diluting it.
Across a week and across a year
Individual lessons sit within topic sequences and yearly overviews. Teachers can see which ideas need to be established, where practice and revision fit and how learning develops into the next year group.
Schools can use the planning documents to create a common starting point while still responding to assessment and the needs of each class.
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