How to revise maths with worked examples
Use a worked example actively: explain each decision, hide steps, complete the method, check and retry independently.
15–20 minutes
Do not only read a worked example. Explain why each step is there, cover the next step and try to produce it, then attempt a suitable question independently. Check against the authorised worked method, identify the first point where your method changed, correct it and retry without looking.
Useful for: A mathematical or procedural method that you have already been taught and have a trusted worked example or answer for.
Do this now
- Choose one taught method. Use a worked example from your teacher, notes or permitted revision material. The aim is to understand and reproduce the method—not collect examples.
- Explain each decision. For each line, say what changed and why that move was chosen. Mark the first step you cannot explain.
- Fade the example. Cover one or more later steps and complete them yourself. Gradually hide more as the method becomes secure.
- Attempt independently. Choose a suitable permitted question and complete it without the example in view. Keep your working visible so you can diagnose it.
- Check the first divergence. Compare with the trusted method or answer. Find the first step where your path became wrong or unclear, correct it and retry the whole method.
See the difference
Why this method can help
Fading moves responsibility from the example to you. Visible working then makes the exact decision that needs more practice easier to find.
It is still a method, not a guarantee. The pupil checks subject accuracy against the teacher material, notes, worked example or authorised mark scheme they possess.
Common mistakes
- Starting with an unfamiliar method that has not been taught or checked.
- Hiding the answer but leaving every decision visible.
- Erasing incorrect working before finding where it changed.
- Repeating identical questions without naming why the method fits.
- Using How2Revise as a source of subject answers; it guides the process, not the curriculum.
Adapt it without changing the active step
For younger pupils
Cover one step at a time and use the prompt: ‘What changed here, and what comes next?’
For longer procedures
Group the method into two or three meaningful phases, then practise joining the phases without the example.
If writing is a barrier
Explain the choice aloud while still keeping enough visible working to check the method accurately.
Return
A note for parents
A useful question is ‘Where was the first step that changed?’ Avoid replacing the teacher or mark scheme by supplying a different method from memory.
Finish the loop
- I chose one small target.
- I attempted before looking.
- I checked and corrected one useful gap.
- I know when I will return.