A scheme of learning based on Inquiry Maths prompts requires an extended time on each part of the curriculum. A theme or topic might last for six or seven weeks, during which time the class could carry out two inquiries (see the outline at the bottom of the page). If the questions and observations at the start of the inquiry are rich and encompass the full potential of the prompt, then the teacher would aim to base the inquiry on them for the full time with teacher and students structuring the lessons using the regulatory cards. This might mean students are engaged in independent inquiry, but it might also mean the teacher plans a structured session to explain a specific procedure.
In setting the prompt just above the understanding of the class, the teacher expects students to require new procedures and concepts to make progress in the inquiry. At such times, students find new knowledge both meaningful and valuable. For example, when a year 8 class saw the area prompt, students identified the need to know how to calculate the area of a circle. In consequence, the teacher planned a lesson on explaining the formula. Thus, it is not a question of integrating inquiry with traditional lessons, but of integrating a teacher's explanation into inquiry when it is appropriate. As the inquiry comes to an end, the teacher designs pathways linked to the prompt in order to fill any 'holes' in the coverage of the curriculum.