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Maths

Maths. Sarah Rayner. The Curriculum.

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Maths

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  1. Maths Sarah Rayner

  2. The Curriculum

  3. AimsThe National Curriculum for mathematics aims to ensure that all pupils:become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils have conceptual understanding and are able to recall and apply their knowledge rapidly and accurately to problemsreason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical languagecan solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.The PoS are organised in a distinct sequence and structured into separate domains.Pupils should make connections across mathematical ideas to develop fluency, mathematicalreasoning and competence in solving increasingly sophisticated problems. They should also apply their mathematical knowledge to science and other subjects.

  4. IIIIIII IIIIIII IIIIIII Maths Game

  5. Maths ToolkitWhat tools are available to pupils?

  6. Talk to a friend Use equipment Talk to the teacher Be systematic Draw a picture Trial and Improvement Make a list Act it out or make a model Look for patterns

  7. Welcome to my club and Yoikes _ _ _ _ _

  8. Planning Activity – Making Links

  9. Teaching for MasterySkilled questioning

  10. ‘What they have learnt’ ‘How much a child can apply what they have learnt’ Depth of Learning ARE Vs MASTERY How do you measure depth of learning? What skills or attributes would you expect to see in a child working at mastery level?

  11. Creative Independent Problem Solving Skills Make Predictions based on knowledge Flexible Make connections Apply knowledge and skills

  12. Arithmetic races

  13. Unit – Year 3 Number and Place Valueactivities to promote Mastery

  14. Using measurements when counting, gives counting on and back a context. Pupils can use tape measures, rulers to aid counting if needed. Try and make real-life contexts across subjects. Spot the mistake 27days, 24days, 21days, 18days, 12days, 9 days, 6days, 3days FLUENCY Spot the mistake 24cm, 26cm, 28cm, 32cm, 34cm Always, sometimes never When I count up in 3s from 50p I will say 67p Write three numbers more than 100 but less than 400 with a 4 in the 10s column

  15. What else do you know if… 12X15=180 True or False 63+47=100 True or False? £6>600p REASONING I am an even number < 50 but my tens digit is an odd number. What could I be? Prove to me that 25cm+200mm=45cm True or False? 1500m>2 metres How many different ways can you complete this number sentence? _+_+_=27

  16. PROBLEM SOLVING

  17. Games

  18. Adapt four in a row game for your next unit

  19. AssessmentEnd of Key Stage Tests

  20. Use of Bar Model as a Methodhttps://www.youtube.com/watch?v=Em2yERb3Kfshttps://www.youtube.com/watch?v=I6Ipio8JntU

  21. Resources

  22. Final Game101 or out

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