What does good classroom provision for checking mathematical work look like?

Select one meaningful check

Choose a likely source of error: place value, operation, unit or plausibility. Model it on a worked example. Asking pupils to 'check everything' may add load without helping them identify which part of their answer could be wrong.

Practise spotting a deliberate error

Show an answer that is incorrect in one clear way and ask the pupil to explain it. For example, compare a claimed total with an estimate before using a second method. Include correct examples so checking does not become a search for a mistake that must exist.

Embed it in ordinary work

Place a brief cue near the relevant task and allow time to use it. Review errors found, explanations and prompts needed. Fade adult reminders as the strategy becomes useful, while retaining a written cue if that supports independence.

A classroom example

For example, present 47 plus 26 with an incorrect total of 613. Ask whether the total is plausible before recalculating. A pupil who can explain why it should be around seventy is using a meaningful check, even if they still need support with column recording.

An adult can use Visual Instructions to display the short checking sequence selected for this pupil, then model how to use it during the calculation.

Related guidance: When should we change our approach to checking mathematical work?.