The Lancashire Mathematics Team
Summary of strengths
- doubling a 2-digit multiple of 10,adding three 2-digit numbers, identifyingmissing numbers on a number line (includingnegative numbers), rounding and identifyingnumbers greater than 1000. Recognisingsimple fractions of shapes and identifyingwhere they fit on a number line.
- simple division, rounding upremainders when appropriate and makingsome good use of the calculator. Problemsolving involving fractions.
- following a rule and going on to usethe inverse.
– questions involving time andtemperature.
– visualising and drawing shapes andidentifying irregular shapes, including usingthe properties of a range of quadrilaterals.Identifying right angles accurately, workingout the size of angles from known facts andproperties, line symmetry, reflection androtation.
- interpreting and usinginformation from tables and a range of graphs,transferring data from a Carroll diagram to aVenn diagram. Working out the most likely event from given data.
Children need to be taught:
How and when to use
to help them to find solutions;many opportunities to use jottings orannotations on diagrams were missed by children who gave incorrect answers.To recognise and use the
most efficientmethod for calculation
, mental, written orcalculator, particularly when solving problemswhere several calculations are involved; toomany children resorted to inefficient writtenmethods even when the calculator wasavailable and a significant number of childrenused formal written algorithms for some of thefollowing calculations: 28 -19, doubling £1.40,300+50, adding £1.99.To
read and interpret questions correctly
and to recognise when a question has morethan one part; a significant number of childrensuccessfully completed the first part of aproblem but then failed to answer the secondpart when they were clearly confident withthe mathematics involved.To
in order to check thattheir answer to a calculation is sensible; toomany children had no checking strategies andaccepted unreasonable answers.The
language and properties of number
;children were not confident about whatconstitutes square, prime and odd numbers,factors, perimeter, area and there wassignificant confusion between percentagesand angle measurement when dealing with apie chart.
I’m sure you will agree that the first four of these key messages are mathematical skills weall regularly use as adults and are thereforeimportant life skills.