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Primary Maths Newsletter - Spring 2010

Primary Maths Newsletter - Spring 2010

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Published by: lancashireliteracy on Jan 11, 2010
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09/29/2010

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Lancashire Primary Mathematics Newsletter
 
SpringTerm 2010
The Lancashire Primary Mathematics Team
Happy New Year and welcome to the LancashirePrimary Mathematics Team newsletter.We have included our usual selection of information, guidance and resources to supportthe teaching of mathematics in your classroom. Alongwith these, and of course, our regular puzzle feature, themajority of this term’s newsletter focuses on calculation.There is a double page spread for each of the four operations;addition, subtraction, multiplication and division. These contain key vocabulary, vocabulary in context, an identified progression and activitiesand resources to support learning. As always, we would really appreciate any feedbackor suggestions you may have. If you would like tosubmit an article about mathematical successes in your schools – let us know!In team news, we wouldlike to congratulate Sue Farrar, Andrew Taylor and Peter Toogood who havebeen appointed to permanent consultancy roles within the mathematics team.We would also like to welcome Kerry Swarbrickfrom Belthorn Primary School to the team. She will be joining us onsecondment from January.
 
 
2
The Lancashire Primary Mathematics Team
The Lancashire Mathematics Team
Team Leader / 
 Alison Hartley 
Senior AdviserPrimary Mathematics
Lynsey Edwards (Senior Consultant), Sue Bailey,
Consultants
Tracy Dimmock, Sue Farrar, Anne Porter, EmmaRadcliffe, Angeli Slack, Kerry Swarbrick, Andrew Taylor, Peter Toogood
Team Contact Details
Phone: 01257 516102Fax: 01257 516103E-Mail: mathematics@lancashire.gov.ukWrite to: LPDS Centre, Southport RoadChorley, PR7 1NG
 
Website: www.lancsngfl.ac.uk/curriculum/math
Contents
Findings From End of KS2 Test 20093How Can the Mathematics Team Support Your Professional Development?4National Centre for Excellence in the Teaching of Mathematics (NCETM)5Maths Specialist Teacher Programme (MaST)5One-to-One Tuition in Lancashire6Small Schools6Mathematics and EAL Joined up thinking!7Securing Level 5 in Mathematics7 Addition8Subtraction10Multiplication12Division14Puzzle Page16
Team Information and Contents
 
 
The Lancashire Mathematics Team
Summary of strengths
Number
•
- 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.
Calculation
•
- simple division, rounding upremainders when appropriate and makingsome good use of the calculator. Problemsolving involving fractions.
 Algebra
•
- following a rule and going on to usethe inverse.
Measures
•
– questions involving time andtemperature.
Shape
•
– 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.
Handling data
•
- 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
•
 jottings andannotations
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
•
approximate first
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.
 
 
The Lancashire Primary Mathematics Team
3Findings From End of Key Stage 2 Test 2009

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